| 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 5 |
| Class size | 22 |
| What curriculum | Engage NY |
| 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
Year/Grade 5
30 minutes
22
Engage NY National Curriculum
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 min | Briefly introduce the concept of place value. Use a place value chart to show examples. |
| 2 | Direct Instruction | 10 min | Explain the significance of each digit in a number and its corresponding place value. Engage students with questions. |
| 3 | Guided Practice | 5 min | Distribute printable place value cards. Guide students in filling out these cards based on example numbers provided. |
| 4 | Independent Practice | 5 min | Allow students to work on their own to complete additional problems on their worksheets. |
| 5 | Random Checking | 3 min | Collect or randomly check the filled place value cards to assess understanding without presentations. |
| 6 | Closing Discussion | 2 min | Recap the day's learning objectives and allow students to ask any final questions. |
"Good morning, class! Today we are going to dive into an exciting topic: Place Value!
Now, before we get started, I want you to think about this question: Why do you think place value is important in understanding numbers?
[Pause for responses]
Great thoughts! Let me show you something on our place value chart."
[Display the place value chart]
"As you can see here, we have different columns for ones, tens, and hundreds. Each digit in a number has its own 'home' or place that tells us how much it is worth. For example, in the number 345, the digit 3 is in the hundreds place, which means it represents 300."
"Now, let’s break down what this means!
When we look at a number like 482, can anyone tell me what the place value of the 4 is?
[Wait for student responses]
Excellent! The 4 is in the hundreds place, so it represents 400.
Let’s continue! What about the 8 in 482?
[Encourage responses]
Yes, the 8 is in the tens place, meaning it is worth 80. Finally, what about the 2?
[Allow for answers]
Correct! The 2 is in the ones place, so it simply stands for 2.
To summarize: every digit has a value based on where it is located in a number. This concept helps us read, write, and understand large numbers. Are you ready to put this knowledge into practice?"
"Fantastic! In front of you, you each have a set of printable place value cards.
Now, I want you to fill out these cards using the example numbers I will provide. Let’s start with the number 216.
[Walk around and check students’ progress]
As you fill these out, remember to think about the place of each digit. For instance, what is the value of the 2 in this number?
[Watch for responses and assist students as necessary]
Great job! Now, let’s move to the next number, 874.
Fill out your cards again, and let me know if you have any questions!"
"Time to work independently! Now, I’ve given you worksheets where you will find a variety of problems related to place value.
Take your time to complete them, and remember to show your work. If you have any questions, feel free to raise your hand; I’ll come around to assist you!"
"Alright, everyone, I’d like to check your understanding now.
Please hand me your place value cards. I will randomly look at a few to see how you're doing. Don't worry if I don't check yours; this is just to see how we’re doing as a class."
[Collect and check the cards]
"Great work! I can see that many of you are grasping this concept well. Remember, it’s okay to make mistakes, as that’s how we learn!"
"To wrap up our lesson, let’s review what we learned today about place value. Can anyone summarize why place value is important in mathematics?"
[Encourage students to share their thoughts]
"Wonderful insights! Remember, understanding place value helps us make sense of numbers and how they work together.
For homework, you will complete a worksheet on identifying the place value of different numbers up to 1,000. We’ll review these in our next class, so please bring them back!
Does anyone have any last questions before we finish for today?"
[Wait for questions]
"Thanks for your participation, everyone! Have a great day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students} | - Introduction to Place Value - Importance of place value in understanding numbers |
| 2 | {Image: A place value chart} | - Place value columns: Ones, Tens, Hundreds - Each digit's "home" determines its worth |
| 3 | {Image: Example number breakdown} | - Breakdown of the number 482: - 4 represents 400 (Hundreds) - 8 represents 80 (Tens) - 2 represents 2 (Ones) |
| 4 | {Image: Printable place value cards} | - Guided Practice with printable cards - Example numbers to practice: - 216 - 874 |
| 5 | {Image: A student reviewing a worksheet} | - Independent Practice: Complete worksheets on place value - Homework explanation: Worksheet on identifying place value up to 1,000 |
| Question | Answer |
|---|---|
| Why is place value important in understanding numbers? | |
| What is the place value of the 4 in the number 482? | |
| What does the 8 represent in the number 482? | |
| What is the value of the 2 in the number 482? | |
| How does the place value concept help us read large numbers? | |
| What is the value of the 2 in the number 216? | |
| What is the place value of the 8 in the number 874? | |
| Demonstrate how you would write 345 using place value cards. | |
| Why do you think digits have different values based on their position? | |
| How do you feel about working with place value now compared to before? |
If you had the number 672, can you explain what each digit represents in terms of its place value?
Can you think of a real-world situation where understanding place value might help you make a decision?
What would happen to the value of a digit if we moved it one place to the left on the place value chart?
If we combine the digits 5, 2, and 9 to form the number 529, which digit represents the largest value and why?
How would knowing the place value of numbers help you when you're shopping or handling money?