| 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 | Base 10 blocks with place value |
| What length (min) | 50 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | HMH Mathematics |
| 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 | 8 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Base 10 Blocks with Place Value
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to Place Value | 10 | Explain the concepts of units, tens, and hundreds. Use Base 10 blocks to demonstrate how each block represents a different place value. |
| 2 | Guided Practice | 15 | Provide examples and ask students to use Base 10 blocks to compose and decompose numbers. Monitor and guide students as needed. |
| 3 | Group Activity | 10 | Divide the students into groups of 4. Give each group a set of Base 10 blocks and a challenge to create specific numbers. Encourage collaboration and discussion. |
| 4 | Independent Practice | 10 | Distribute worksheets for students to practice place value concepts independently. Circulate to provide assistance as needed. |
| 5 | Review and Homework Assignment | 5 | Recap the lesson and clarify any lingering questions. Assign homework that reinforces place value concepts, ensuring students understand they will not present it in class. |
"Good morning, everyone! Today, we are going to dive into an exciting topic in mathematics: Place Value! How many of you have heard of place value before? [Pause for responses.] Great! Place value helps us understand the value of digits based on their position in a number.
Let's start by looking at our Base 10 blocks. [Hold up a unit block.] This is a unit block, and it represents one single unit. Now, what about this? [Hold up a rod.] This rod represents ten units or ten ones. And finally, we have this flat block. [Hold up a flat.] This flat represents one hundred because it holds ten rods or one hundred ones.
Can anyone tell me how many units make up one rod? [Wait for a response.] Yes, that's right! Ten units! Now, let’s take a moment to look at how we can use these blocks to build numbers."
"Now, I want you to get your Base 10 blocks out. Let's practice composing and decomposing some numbers together.
I am going to say a number, and I want you to show me how you can represent that number using your blocks. First up, the number 25. How many rods and units do we need to make 25? [Monitor and help students as they work with the blocks.] Remember, each rod represents 10, and we need to think about how many extra units we will need to reach 25.
[After a moment, ask students for answers.] Who can tell me what they came up with? Yes! We need 2 rods for twenty and 5 units for five! Well done! Let's try another number. How about 43? [Repeat the process with guidance.]
Great job, everyone! I love seeing how you are working with these blocks!"
"Now it's time for a group activity! I want you to get into groups of four. Each group will receive a set of Base 10 blocks and a challenge card with some specific numbers on it.
[Divide the students into groups and distribute materials.] Your task is to collaborate and represent these numbers using your Base 10 blocks. I want you to discuss as a group how many rods, units, and flats you might need for each number. Remember to help each other out and share your thinking!
Once you’re ready, we'll share what you've built, but take your time to work together first. I'll be walking around to see how you all are doing, so raise your hands if you need any help!"
"Fantastic teamwork, everyone! Now that we’ve worked together in groups, it’s time for some independent practice. I am going to pass out worksheets that will help you practice what we’ve learned about place value.
[Distribute worksheets.] As you complete your worksheets, remember to refer to your Base 10 blocks if you need help visualizing the numbers. Don't hesitate to ask if you have any questions.
You have ten minutes, and I will come around to assist anyone who needs it. Let’s get started!"
"Alright, everyone, let’s gather back together for a quick review. What have we learned today about place value? [Encourage responses from students.] Excellent! We’ve learned how to compose and decompose numbers using Base 10 blocks!
Before you go, I want to assign some homework that will reinforce today’s lesson. You will be given a worksheet to complete that will focus on place value. Remember, there will be no presentations of this assignment in class.
Make sure to try your best, and if you have any questions, you can always ask when we meet again.
Thank you all for a great class today! I’m excited to see the homework you bring back. Have a wonderful day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom setting with students} | - Introduction to Place Value - Importance of understanding digit value based on position |
| 2 | {Image: Base 10 blocks (unit, rod, flat)} | - Base 10 Blocks: - Unit Block = 1 unit - Rod = 10 units - Flat = 100 units |
| 3 | {Image: Students using Base 10 blocks} | - Guided Practice: - Use Base 10 blocks to represent numbers - Example: 25 = 2 rods and 5 units |
| 4 | {Image: Students working in groups} | - Group Activity: - Collaborate in groups of four - Represent given numbers using Base 10 blocks |
| 5 | {Image: Students discussing and sharing} | - Discuss strategies within groups - Share group findings after working together |
| 6 | {Image: A teacher distributing worksheets} | - Independent Practice: - Complete worksheets based on today's lesson - Use Base 10 blocks for visualization if needed |
| 7 | {Image: Students focused on worksheets} | - Time for independent work - Teacher assistance available |
| 8 | {Image: A classroom review session} | - Review Key Points: - Composed and decomposed numbers using Base 10 blocks - Homework Assignment on place value concepts |
What is place value and why is it important in mathematics?
Using Base 10 blocks, represent the number 36. How many rods and units do you need?
Decompose the number 72 into its place value components (how many hundreds, tens, and units are there?).
If you have 5 rods and 8 units using Base 10 blocks, what number does that represent?
Create a number using Base 10 blocks that consists of 3 flats, 2 rods, and 4 units. What numeric value does this represent?
Explain how you would build the number 14 using Base 10 blocks.
Which number would require more units: the number 28 or the number 35? Justify your answer using place value concepts.
If we represent the number 57 using Base 10 blocks, how many units would be left over if we used both rods and a flat?
Work with a family member to come up with a number using Base 10 concepts. Have them represent the number using blocks, and write down how you both represented it.
Reflect on today's lesson: What was the most challenging part of understanding place value for you, and how did you overcome that challenge?
Can you explain how the position of a digit affects its value in a number? Can you give an example using the number 54?
If you have 3 flats, 2 rods, and 4 units, what number do you have? How did you come to that conclusion?
Think about the number 68. How would you break it down using Base 10 blocks? Can you represent the number visually with our classroom materials?
Why do you think it's important to understand place value? How might this knowledge help you in real-life situations?
If I gave you the number 87, how would you compose that using Base 10 blocks? What would you tell a friend who is confused about how to break down the number?