Lesson Plan:

# What is My Place Value?

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July 28, 2015

## Learning Objectives

Students will be able to determine the place and the value of a digit in a number.

## Lesson

### Introduction (15 minutes)

• Bring the students, with their math journals and a pencil, to the class meeting area.
• Tell them to place their supplies on the floor next to them.
• Tell the students that today they're going to learn how to determine the place and the value of each digit in a number.
• On the board write “Place Value.” Under this term, write the following:

``````     Place: The position of a digit in a number.
10,000s     1,000s     100s     10s     1s
Value: The value of the digit in its place.``````
• Ask a volunteer to share with the class what the term "place" means in regards to a number. As the student shares, write the correct definition next to the term, as shown above.
• Ask a volunteer to share with the class what the term "value" means in regards to a number. As the student shares, write the correct definition next to the term, as shown above.
• Next, come up with a number. For example, take the number 14,262, to show your students how to correlate or determine the place and value of digits within a particular number. Write the following on the board:
``````              1           4           2           6           2
Place:     10,000s      1,000s       100s        10s          1s
Value:     10,000       4,000        200         60           2
(10,000x1)   (1,000x4)    (100x2)     (10x6)       (1x2)``````

### Explicit Instruction/Teacher Modeling (15 minutes)

• Direct the students’ attention to the board.
• Write a few numbers on the board.
• Tell the students that the first thing we want to do is rewrite the place value chart. Write a blank chart on the board.

``````            ___         ___       ___      ___     ___
Place:     10,000s     1,000s     100s     10s     1s
Value:     _____       _____      ____     ___     ___
(10,000x_)  (1000x_)   (100x_)  (10x_)  (1x_)``````
• Next, tell the students that we will insert the digits of our number, here we are using 11,264, in the space provided, as follows:

``````              1           1        2       6       4
Place:     10,000s     1,000s     100s     10s     1s
Value:     10,000      1,000      200      60      4
(10,000x1)  (1000x1)   (100x2)  (10x6)  (1x4)``````
• With continued student input, finish determining the place and value of the digits in the above number.
• Then, based on the work done above, ask the class questions such as:
• What is the place of the “6” in the number given? Answer: 10s
• What is the value of the “2” in the number given? Answer: 200
• What are the place and the value of the first “1” in the number given? Answers: 10,000s and 10,000

### Guided Practice/Interactive Modeling (15 minutes)

• Tell students to pick up their math journals and pencils and write down and solve for the place and the value of the digits in the following numbers: 10,604 and 1,360, using the format discussed above.
• Ask for volunteers to raise their hands and share with the class the steps involved, based on the numbers used.
• As the place and value of each digit in each number is determined aloud by the class, write down the steps volunteered by the students on the whiteboard.
• When the place and value for each digit is determined in both numbers, review it with the class for accuracy.
• Make sure everyone has the solution for determining the place and value of each digit, in each number given, as a reference for completing their assignment during independent work time.

### Independent Working Time (20 minutes)

• Send students back to their seats.
• Give the students 4-8 problems, via the whiteboard or worksheet to solve.
• Walk around and observe the students as they work on completing the assignment.
• Monitor the students as they work, making sure the problems are done correctly, in that they are justifying their answers by showing their work in coming up with the place and value of each digit, in each number assigned.
• During this time, the teacher will ask questions of the students, to make sure they understand the concept of place and value of each digit in a number.
• The teacher will also answer questions by the students, to help them clarify any misconceptions they may have.

## Extend

### Differentiation

• Enrichment: Give these students more challenging numbers, some of which will have zeroes in a designated place in a number.
• Support: Observe and monitor these students more closely. Perhaps get involved in helping the students determine the place and value of digits in a number. You may want to fall back on easier problems, say 3 to 4 digit numbers, as an example, to work with. These students can use manipulatives, such as ten blocks, to show the students visually how to determine the place and value of digits in a number. Also, you may want to do a brief review of place value, before getting started.

## Review

### Assessment (10 minutes)

• The students will be assessed based on the comments and feedback from them during the lesson, about the assignment problems and at the conclusion of the lesson.
• They will also be assessed based on the results of the completed problems assigned.

### Review and Closing (10 minutes)

• Bring the students back to the class meeting area.
• Ask for volunteers to share their answers and work done to complete the problems assigned.
• As the problems are reviewed in front of the class, the students will check their answers for accuracy.
• After each problem has been checked for accuracy, ask the class if there are any questions or comments on determining the place and value of digits within a given number.
• Ask the students if there are any questions or comments about determining the place or value of a digit in a number