Jamie Sanborn MTH 222 (Tiedt) 13 March 2012

Place Value Lesson

Lesson Title: Place Value Partners Grade: 2 Learning Goals:

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TLW demonstrate an understanding of place value in the hundreds, tens and ones by accurately placing digits and recording the resulting number. TLW demonstrate an ability to decompose a multi-digit number into its extended version using place value cards.

NCTM Process Standards:

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Communication Communicate mathematical thinking coherently and clearly to peers, teachers, and others. Use the language of mathematics to express mathematical ideas precisely. Connections Understand how mathematical ideas interconnect and build on one another to produce a coherent whole. Representations Create and use representations to organize, record, and communicate mathematical ideas. Select, apply, and translate among mathematical representations to solve problems. Use representations to model and interpret physical, social, and mathematical phenomena.

CCSSM Standards:
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2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens and ones digits.

Activate Schema/Making Connections:

Introduce the place value of two-digit numbers; Display the Place Value Chart (Appendix E). Explain that the number to the right is in the ones place and that the number to the left is in the tens place. Write a two digit number on the chalkboard and ask the students what digit is in ones and tens place. For example, in the number 63, ask students what place the six occupies. They should respond, "the tens." We will explain to students that the tens place tells you how many groups of tens are in the number. We could further understanding by representing this idea using place value cards. Continue this with various numbers.

Wells-Sanborn 2 Focus:
Teacher will introduce the Place Value Partners activity by showing students the player game boards and demonstrating how to place the numbers in the different spots. Teacher will model following the directions as printed on each game card. After playing several rounds of the game, students will model the numbers written on a piece of paper using place value cards. Ask the students: Why did you separate the numbers like that? Can you tell me your thinking? Tell me what you did? How do you know that number is right?

Materials:
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1 copy of Place Value Partners game-board per student (Sender, Appendix A; and Receiver, Appendix B print back to back so each student receives a copy of both) Number Cards (sets of 0 9), enough for each student to have his/her own set; Appendix C file folders or other barriers Place value cards, one set for each student; Appendix D base-10 blocks

Description:

1. Group students in twos or threes. Give each person a copy of the game-board with Sender information on one side and Receiver information on the other. Each student also needs a set of number cards. 2. Students will sit facing each other with a barrier between them (so they cant see each others game-board). File folders make good barriers because they are low enough that the students can still see each other over the top. 3. Have students follow the directions on the game-board. 4. After each round, students switch roles. The Sender becomes a Receiver and the Receiver becomes the Sender; if there are more than two students, each Receiver gets a turn to be the Sender. 5. Ask students to show the multi-digit numbers using base-10 block representations for additional clarification of understanding. 6. After students have played several rounds of the activity, have students decompose the numbers written on a piece of paper using place value cards. 7. As students separate the multi-digit numbers into their place-value components they will tell their thinking and name the numbers represented.

Representations:

Students will use place value cards, number cards, bas-10 blocks, and a place-value game-card to reinforce their understanding of the values represented by each digit of a larger multi-digit number.

Questions:
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Can you make this number using the base-10 blocks? What does the number in the middle mean? How much is it? Why did you put that number there? Which place-value cards would you use to make that number? Can you show me? Can you tell me what you were thinking when you decided to put that number card in the space that you did?

Modify:

ESOL Accommodations: 1. Explain unknown vocabulary terms in words known to student; for example, using column, space, spot

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2. 3. instead of place for place-value. Present clear illustrations and concrete examples to assist the student in understanding complex concepts and skills; using visual representations of numbers---SHOW everything as well as tell. Encourage the use of diagrams and drawings as aides to identify concepts and see relationships; have copies of multi-digit numbers to break down using place value cards and using labeled place-value charts. Show the same information through a variety of charts and visuals. Write instructions or problems using shorter and less complex sentences.

4. 5.

Extensions

--A continuation of place value can be an extension for this lesson. For example, continue with the hundreds place, thousands place, and so forth. --Students can use numbers created with the place value cards to create/solve story problems.

Reflection

What did we do today that was the same as other times youve worked with place value? What was different? What was challenging about todays activity? How do you think we could make it more challenging? Easier?

Now What?
Adding Tens: Have children sit in circle. Have one child choose a number between 1 and 9. Record it for all to see. Go around the circle and have each child add 10 to the previous number. Record the number sequence. For example, Joey chooses 8 and then around the circle youd go 8, 18, 28, 38, 48, recording the numerals as they are spoken. Discuss patterns observations, and difficulties. Subtracting Tens: Have children sit in circle. Have one child choose a number between 190 and 200 (or adapt as necessary) Record it for all to see. Go around the circle and have each child subtract 10 from the previous number. Record the number sequence. For example, Joey chooses 198 and then around the circle youd go 198, 188, 178, 168,158, recording the numerals as they are spoken. Discuss patterns observations, and difficulties.

Riddles (make up own and have students make up their own)

I am a number that is made up of 3 ones and 3 hundreds. Who am I? I am 45. If you break me up into two parts and there is 25 in one part, how much is in the other part? If you add 10 to me Id be 34. Who am I? I am between 40 and 50. If you add 10 to me, Id be 53. Who am I?

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Appendix A

Place Value Partners

Sender Directions
1. Place your number cards one by one on the Place Value Strip. 2. As you place each card, name the digit and the place. 3. After placing all numbers, ask your partner to read the number aloud to you. Listen . . . is that the number on your place value strip? 4. Compare your Place Value Strip with theirs. Does it match exactly? 5. Write the number and its word name in your Math Journal. 6. Switch roles for the next round.

_______________

_______________

_______________

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Hundreds Tens Ones

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Appendix B

Place Value Partners

Receiver Directions
1. 2. 3. 4. 5. 6. Listen as your partner names each digit and place. Place the number cards in the correct positions. Read the number to your partner using its correct word name. Compare Place Value Strips. Do they match exactly? Write the number and its word name in your Math Journal. Switch roles for the next round.

Place Value Strip

____________ ____________ ____________

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Appendix C: Number Cards

1 2 3 4

6 7 8 9 0

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Appendix D: Place Value Cards

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Appendix E Place Value Chart

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