| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | 3.NBT.A.1 |
| What length (min) | 30 |
| What age group | Doesn't matter |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
3.NBT.A.1
3rd Grade
Mathematics
20 Students
This lesson aligns with the Common Core State Standards for Mathematics, specifically focusing on the understanding of the base-ten number system.
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 5 | Briefly explain the importance of place value. Give examples and ask students what they know about numbers. |
| 2 | Direct Instruction | 10 | Teach how to break down numbers into hundreds, tens, and ones. Use visual examples on the whiteboard. |
| 3 | Interactive Activity | 5 | Distribute the printable place value cards to each student. Instruct them to fill them out as you demonstrate an example on the board. |
| 4 | Hands-On Practice | 5 | Students work in pairs to practice filling in their cards with different numbers. Walk around the room to facilitate and support learning. |
| 5 | Random Check/Collect Cards | 3 | Collect or randomly check the students' filled cards to assess understanding without having anyone present in front of the class. |
| 6 | Assign Homework | 2 | Explain the homework assignment as a continuation of today’s lesson. Provide instructions clearly for them to follow at home. |
Wrap up the lesson by summarizing what was learned, addressing any questions, and reinforcing the objectives for students to remember for future lessons. Encourage students to ask for help if they have trouble with the homework and remind them of the next class.
"Good morning, class! Today, we're going to explore a fascinating topic in mathematics: place value! Can anyone tell me why understanding place value is important? (Pause for responses.) Yes, exactly! Place value helps us understand the value of numbers based on their position. For example, the number 543 isn’t just any random digits; it represents543—that's 5 hundreds, 4 tens, and 3 ones. Let's dive deeper into this concept together!"
"Now, I want all of you to look at the whiteboard. I will write a larger number, let’s say 726. I want you to think about how we can break that down into hundreds, tens, and ones. Who can tell me what the place value of the digit 7 is in that number? (Wait for responses.) Yes, that's correct, 7 represents hundreds! How about the digit 2? (Pause for responses.) Right! It represents 20, or 2 tens. And the last digit, 6? (Wait for response.) Exactly! It represents 6 ones. So, in total, we have 700 + 20 + 6! Remember, every digit has a different value depending on its position."
"Now, it’s your turn! I’m going to hand out place value cards to each of you. On these cards, you’ll see three sections: hundreds, tens, and ones. As I demonstrate on the board using the number 483, I want you to fill out your cards with this number. Who can remind me how we break that down? (Wait for a few responses.) That's right! So for 483, we will fill in 4 in the hundreds section, 8 in the tens section, and 3 in the ones section. Ready? Let’s work together!"
"Great job on your cards, everyone! Now, I’d like you to pair up with a partner. Each pair will practice with different numbers. I’ll give you some numbers to work with, and I want you to fill in your cards with these new numbers. If you need help, just raise your hand, and I’ll come around to assist you. Remember, teamwork is key! Use each other to check your understanding."
"Alright, time is up! I would like you to pass your cards to the front of the class. Or I might randomly check a few of them to see how well you understood this concept. Don't worry; this isn't a test—it’s just to see how we’re doing. If you did well, that’s fantastic, and if not, we’ll work on it together!"
"Now, for your homework, I want you to practice what we learned today by filling out a new worksheet on place value. You will find different numbers, and your job is to break them down into hundreds, tens, and ones like we did in class. Make sure to follow the instructions clearly. If you have any questions while you’re working on it at home, don’t hesitate to reach out. I’m here to help you!"
"Before we wrap up, let's summarize what we learned today about place value: It’s about understanding how numbers are built from hundreds, tens, and ones. Does anyone have any questions about our lesson or the homework? (Pause for questions.) If you’re ever stuck with the homework, please feel free to ask for help! I’m really proud of everyone today, and I can’t wait to see how you all do with your assignments. Remember, we’ll continue this journey in our next class! Have a great day!"
What is the place value of the digit 5 in the number 582?
Break down the number 347 into hundreds, tens, and ones. What do you get?
If you have the number 916, what digit represents the tens place? What is its value?
Write the number 240 in expanded form by showing hundreds, tens, and ones.
Create a place value chart for the number 705. Fill in the hundreds, tens, and ones sections.
Can you think of a number that has a 0 in the tens place? Write that number and break it down into place value.
Explain why understanding place value is essential for performing arithmetic operations. Provide an example to support your explanation.
Using the number 1284, identify the digit in the hundreds place and explain its value in terms of hundreds.
Choose a number between 100 and 999. Write the number in words and then break it down into hundreds, tens, and ones.
What would happen to the place value of each digit in the number 345 if we added 1000 to it? Write the new number and break it down.
| Question | Answer |
|---------------------------------------------------------------|--------|
| What is place value and why is it important? | |
| In the number 726, what is the place value of the digit 7? | |
| How do you represent the digit 2 in the number 726? | |
| What does the digit 6 represent in the number 726? | |
| How do you break down the number 483 into hundreds, tens, and ones? | |
| What number did we use to demonstrate place value in the interactive activity? | |
| Why is teamwork important during the hands-on practice? | |
| What should you do if you need help while working in pairs? | |
| How will you submit your place value cards at the end of class? | |
| What is the homework assignment related to place value? | |
| How can students seek help if they have questions about the homework? | |
| What are the components that make up a number in place value? | |