| 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 2 |
| 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 |
Place Value
Year 2
Mathematics
20 students
30 minutes
This lesson aligns with the UK Mathematics Curriculum for Year 2, focusing on number and place value.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Place Value | 5 mins | Introduce the concept of place value. Explain the significance of tens and ones. Use examples. |
| 2 | Review of Previous Knowledge | 5 mins | Conduct a quick review of one-digit numbers and how they represent value. Engage students with questions. |
| 3 | Introduction to Activity | 5 mins | Explain the upcoming activity where students will fill in printable place value cards. Distribute materials. |
| 4 | Hands-On Activity | 10 mins | Students fill in their place value cards with assigned numbers. Support and circulate. |
| 5 | Collect and Check Cards | 5 mins | Randomly select a few cards to check for understanding. Collect and discuss common responses without student presentations. |
| 6 | Conclusion and Exit Ticket | 5 mins | Summarize the lesson. Hand out exit tickets asking for one thing they learned about place value today. |
Assign a worksheet that reinforces place value concepts. Provide an answer key for self-checking but do not require students to present their homework in class.
Use collected place value cards and exit tickets to gauge student understanding and areas that may need reinforcement in future lessons.
"Good morning, class! Today, we are going to explore an exciting topic in mathematics: Place Value. Can anyone tell me what they think place value means? [Pause for responses] That's right! Place value helps us understand the value of each digit in a number based on its position. For example, in the number 23, the '2' is in the tens place, which means it represents 20, while the '3' is in the ones place, representing 3. Let's remember this: the place value tells us how much each digit is worth. Now, let’s dive deeper into this concept!"
"Before we move on, let's have a quick review. Can anyone tell me how we represent one-digit numbers? [Encourage responses] Yes! For example, the number '5' is simply five. Now, if we combine numbers, like from one-digit to two-digit, what happens? [Prompt students with questions about values] Exactly! We can have a number like '8' from one-digit and '10' from tens! Each digit shows us how big or small the number is and its position matters. Great job, everyone!"
"Now it's time for us to get hands-on! We’re going to do an activity with place value cards. I will give each of you a blank place value card. Your task is to fill in the cards with specific two-digit numbers that I'll assign to you. When I call out a number, you will write down the tens and ones. [Hand out the materials] Does everyone have their card? Fantastic! Remember to think carefully about the place of each digit!"
"Let’s begin! The first number I’d like you to fill in is 47. Take a moment to figure out how many tens and ones are in that number, and write them on your card. [Walk around and provide support] If you have any questions or need help, just raise your hand! I’m here to assist you. Once you're done with 47, I’ll give you another number. Good luck, everyone!"
"Alright, class! Time’s up! Please hand me your place value cards. I will randomly select a few to check. Let's take a look at number 36! Can anyone tell me how we would write that in terms of tens and ones? [Encourage student participation] Yes! That’s correct, it’s 3 in the tens place and 6 in the ones place. Now let's see if our cards show that correctly. As I go through them, I’ll point out some of the great work I see and we can discuss any common mistakes that come up. Remember, this is all part of learning together!"
"Excellent work today, everyone! To wrap up our lesson on place value, I want you to think about one important thing you learned. On a small piece of paper, I’d like you to write that down as your exit ticket. [Distribute the exit tickets] It can be about how place value works, why it's important, or anything else that stood out for you today. When you’re finished, you can come and hand it to me. Great job, class, and don't forget to practice this at home too!"
| Question | Answer |
|---|---|
| What does place value help us understand about numbers? | |
| How is the value of each digit determined in a number? | |
| In the number 47, how many tens and ones are there? | |
| Can you give an example of a one-digit number? | |
| What happens to a number when we combine one-digit and two-digit numbers? | |
| How do you represent the number 36 in terms of tens and ones? | |
| Why is it important to understand place value? | |
| What did you learn today about how to write two-digit numbers? | |
| How do the positions of digits affect their value in a number? | |
| What is your biggest takeaway from today's lesson on place value? |