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# Popping Into Place Value

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Standards

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Students will use their knowledge of place value to compare and order numbers.

(5 minutes)
• Introduce this lesson by asking your class to name the place values.
• Show your students a hundreds block and a ones cube as visual aids. Ask your students to explain whether or not these two aids have the same value.
• Repeat the previous step with the tens block and a ones cube.
• Reiterate that even if the number of pieces is equal, the value, or size, of each piece determines which is less, or smaller, and which is greater, or bigger.
• Show the Greater Than or Less Than video.
• Alternatively, you can expand two numbers on the board to determine which is greater.
(5 minutes)
• Ask a volunteer to choose two numbers to compare, or determine differences.
• Either with the manipulatives or on the board, show the value of each number. For example, if a student chooses 83 and 27, either count out the blocks or draw representations of the number as shown in the Greater Than or Less Than video.
• Decide as a class which is less and which is greater. Great examples of guiding questions include: Which number takes up more space? What number does this set represent?
(10 minutes)
• As a class, complete Lacy's Place Value worksheet. Write all the numbers in the chart.
• After the worksheet has been completed, ask your students to choose two or more numbers from the worksheet to compare. Have them share this with a partner.
(20 minutes)
• If your students are not ready to independently order, or arrange, numbers, have them work on using expanded form with the Expandable Numbers worksheet.
• Give students the Greater Than Less Than Equal To worksheet or the Comparing Two Digit Numbers worksheet based on their levels. The latter worksheet involves comparing more than two numbers.
• Alternatively, give every pair of students a deck of cards and directions for the Place Value Game.
• Enrichment: Give your students bigger numbers, and increase the amount of numbers being compared. Have them compare and order all the numbers from a list from greatest to least and least to greatest.
• Support: Use smaller numbers and limit the amount of numbers being compared to two or three. Only have them list numbers from least to greatest, the way they would count. To reinforce place value, show the manipulatives, asking students which ones take up the least space.
(5 minutes)
• Choose a number, and write it down for the class to see.
• Each student will use cards from a deck. Students must pull out any cards that form a number greater than (or less than) the number chosen. For example, if you choose the number 11 and ask for cards that are less than 11, students can choose any card that is not a queen or king. If you choose the number 38, you can ask for a number that is greater, and your students can add cards together to make a number that is greater than 38.
(5 minutes)
• Call on a few students to explain what number they chose during the assessment activity. For example, if you chose 25, potential questions include: What number did you choose that was greater? How do you know that it's greater? Can you show me?

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