Anda di halaman 1dari 11

Math: Place Value

Student Teacher: Kristi Reyes

Stage 1 Desired Results
Goals/Big Ideas:
1. Students will be able to represent 3 digit numbers in various forms so that they
2. Place Value is the fundamental building blocks for the conceptual understandings
of addition, subtraction, multiplication, and division. Students will attain an
authentic understanding of the value of numbers so that they can apply their
knowledge of computation inside and outside of the classroom.
Essential Questions:
1. Why do I need to learn about place value?
2. How does the knowledge of place value help me compute numbers more
effectively?
3. How does the knowledge of place value help me to understand numbers better?

Common Core Standards:
CCSS.Math.Content.2.NBT.A.1 Understand that the three digits of a three-digit
number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.
CCSS.Math.Content.2.NBT.A.3 Read and write numbers to 1000 using base-ten
numerals, number names, and expanded form.
CCSS.Math.Content.2.NBT.A.4 Compare two three-digit numbers based on
meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record
the results of comparisons.
Skill Acquisition:
1. Students will understand that every digit in a number represents the amount of
the corresponding unit(s) for that number (hundreds, tens, ones), and that only
one digit can represent each place value in a number.
2. Students will be able to read and write numbers up to 1000.
3. Students will be able to represent 3 digit numbers in standard form, expanded
form, place value, word form, using the least amount of base ten blocks and
showing the same number with a different amount of base ten blocks.

Stage 2 Assessment Evidence
1. Students will demonstrate their knowledge of place value through verbal and
written interaction.
2. Students will be using a writing task to demonstrate their knowledge of place
value, expanded form, standard form, word form, and representing numbers
using the least amount of base ten blocks and a different amount of base ten
blocks (regrouping).

Other Evidence:
1. Students could also demonstrate their abilities and knowledge through the
implementation of further in-depth critical thinking and problem solving skills. For
example, students could show various ways to build a number when using base
ten blocks. (100 = 10 rods = 9 rods,10 bits = 5 rods, 50 bits = one flat)
2. Students could also demonstrate their knowledge and understanding of place
value by showing that switching digits around completely changes the value of
the number. (ie. 301 103 310)
Self-Assessments:
1. Students can check understanding and set future goals by being aware of
whether or not they are able to do the assignments or participate in activities
without help or errors.

Stage 3 Learning Plan
Learning Activities:
1. Morning Side: Building Fluency (On the Carpet)
1) I will be conducting Board Work
a) I will be prompting students to name the form shown on the board. (place
value, expanded form, standard form, etc.)
b) I will be prompting choral and individual responses.
2. Individual Dry Erase Boards (On the Carpet)
1) The students will be given a three digit number in standard form.
a) Students will use individual dry erase boards and expo pens to draw a
base ten representation of the number with the least amount of blocks and
its conversion to a different amount of blocks. (different way/regrouping)
3. Assessment (At Desks)
1) I will pass out an assessment and I will give students three 3-digit numbers to
complete individually to check for understanding.
a) Students will need to write the Standard Form, Place Value, Expanded
Form, and Word Form. They will also need to draw a representation of the
number using the least amount of base ten blocks and a different amount
of base ten blocks.
4. Extension (On the Carpet)
1) Students will be participating in a task card game that challenges them to
work as a team to beat their previous time. The task card focus for this
lesson/unit will be on place value.

I will guide the students by taking the time to explain misunderstandings or
misconceptions throughout our activities.

Resources Needed:

1. Dry Erase Boards
2. Expo Pens
3. Copies of the Assessment
4. Pencils and Erasers
6. Timer

Differentiated Instruction:
1. This lesson is teaching another strategy for students to use if they are having
difficulty with representing 3-digit numbers in a different way with a different
amount of base ten blocks. (regrouping)

Name______________________________________
Date ______________________________________
Place Value Assessment
1. Standard Form _______________________________________
2. Expanded Form ______________________________________
3. Place Value _______________________________________________
4. Word Form ________________________________________________
5. Draw the least amount of base ten blocks to represent this number.
Then, draw a different amount of base ten blocks to represent this
number in a different way.

6. Standard Form _______________________________________
7. Expanded Form ______________________________________
8. Place Value _______________________________________________
9. Word Form ________________________________________________
10. Draw the least amount of base ten blocks to represent this number.
Then, draw a different amount of base ten blocks to represent this
number in a different way.
11.

Score_________________