| 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 | Place value |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| 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 |
Mathematics
Place Value
Grade 3
30 minutes
20 students
This lesson aligns with the Common Core State Standards for Mathematics, specifically focusing on Number & Operations in Base Ten.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Place Value | 5 minutes | Introduce the concept of place value. Use the whiteboard to illustrate place values for the numbers 1, 10, 100, etc. Explain why place value is important in understanding numbers. |
| 2 | Group Discussion | 5 minutes | Facilitate a discussion where students share their previous knowledge of place value. Encourage them to think of scenarios where understanding place value might be necessary (e.g., money, measuring). |
| 3 | Hands-on Activity: Card Filling | 10 minutes | Distribute printable cards to students. Instruct them to fill in the cards with numbers and identify the place value of each digit. Provide guidance as needed while they work on this activity. |
| 4 | Random Checking | 5 minutes | Collect or randomly check a selection of the filled cards to ensure students understand the task. Provide immediate feedback or clarification as needed without asking students to present them. |
| 5 | Review and Closing Discussion | 5 minutes | Review key concepts learned during the lesson. Ask students to share one thing they learned about place value. Summarize the importance of place value in everyday situations. |
Assign students to create their own set of numbers and identify the place value of each digit. They will submit this assignment for assessment without needing to present it in front of the class.
Monitor participation during the group discussion and hands-on activity. Review homework for understanding of the place value concept.
"Good morning, class! Today, we're going to dive into an exciting topic in mathematics: place value! Place value is essential for understanding how numbers work. Let's start by writing a few numbers on the whiteboard: 1, 10, 100.
[Pause and write the numbers on the board]
"Can anyone tell me what makes these numbers different? Yes, exactly! Each digit has a place that tells us its value. The '1' in 1 is in the ones place, the '1' in 10 is in the tens place, and the '1' in 100 is in the hundreds place.
"Understanding place value is crucial because it helps us read, write, and compare numbers. Think about it—we can't just look at digits; we need to know their place to understand their value. Now, let’s explore our previous knowledge."
"Now, let’s discuss what we already know about place value. I’d like everyone to turn to your partner and share something you know about place value. Can you think of a situation where knowing place value is important?
[Give students a minute or two to discuss]
"Alright, who would like to share what they talked about? Yes, money is a great example! If I say I have 50 cents, you need to know that the '5' is in the tens place and means 50, not just 5. Good job, everyone! Let’s move on to a fun activity where we’ll practice place value more hands-on."
"Now, I will pass out some printable cards to each of you. On these cards, I want you to fill in numbers up to 1,000.
[Distribute cards to students]
"Make sure to write the numbers clearly. Once you're finished writing the numbers, I want you to identify the place value of each digit. For example, if you wrote '237', what is the place value of the '2'? Yes, that's right! It's in the hundreds place.
"I'll be walking around to help as needed, so don’t hesitate to ask questions. You have 10 minutes to complete this!"
"Time's up, everyone! Please pass your cards to me or hold them up so I can take a look. I’ll randomly check a selection of your filled cards.
[Walk around and assess some cards]
"I'm looking for how well you identify the place values. If you need any clarification on your answers, I'm here to help! Remember, there are no wrong answers—this is a learning process!"
"Great job today, everyone! Let’s take a moment to review what we’ve learned about place value.
"Who can share one important thing you learned today?
[Allow students to share]
"Wonderful! You all did an amazing job. Remember, understanding place value is not just about numbers; it’s about how we use them in our daily lives, like with money or measurements.
"Before we wrap up, for homework, I want you to create your own set of numbers and identify the place value of each digit. You’ll submit this for assessment, so do your best!
"Thank you for a fantastic lesson, and I can’t wait to see your homework!"
| Question | Answer |
|---|---|
| What is place value? | |
| How does the position of a digit in a number affect its value? | |
| Can you give an example of a situation where place value is important? | |
| What place is the digit '7' in the number 784? | |
| When we write the number '450', what does the '4' represent? | |
| Why is understanding place value important in real-life situations? | |
| If the number is 365, what is the place value of the digit '6'? | |
| How would you explain the concept of place value to someone who has never learned it? | |
| What happens to the value of a digit if it moves one place to the left? | |
| How many digits are in the number 1,023, and what place does each represent? |