Mathematics lesson plan

Lesson Topic: Place Value

Year Level(s): Year 2

Date: 15/4/2015
Lesson duration: 60 mins

Mathematical Focus: Exploration of 3-digit numbers

Australian Curriculum (AC):
Year level: Year 2
Content strand: Number and Algebra
Sub-strand: Number and Place Value
Content descriptors(s):
-Recognise, model, represent and order numbers to at least 1000 (ACMNA027).
Proficiency strand(s) and statement:
Understanding: Identifying and describing the relationship of 3-digit numbers, as
they consist of hundreds, tens and ones units.
Reasoning: Compare and contrast the values of different 3-digit numbers.
(ACARA 2012)
Students prior knowledge:
The students already understand/know that:
Two-digit numbers have a place value of tens and ones.
Numbers are broken down into different values and quantities.
More digits in a number represent a larger amount (i.e. 22 is larger
than 6).
The students understand/can mathematically:
Read, write, interpret and order two-digit numbers.
Represent quantities of tens and ones.
Has knowledge of the terms more than and less than, to order 1 to
2 digit numbers from smallest to largest.

Key questions to guide learning and prompt student thinking:

What can you tell me about the digits in this number? 126?

How do you know which number goes into hundreds column, if the
number is 103?

What does it mean if I have five hundreds, two tens, and three ones?

After rolling a die three times and recording the numbers rolled, my
number was 265 What can you tell me about the digits in this
number?

Assessment:
What assessment strategy or strategies will you use in this
lesson?

Observation
Work samples

What will you look for, and analyse, in the evidence found in the
assessment?
Listen for:
Place value language, hundreds, tens and ones.
Children discussing, describing and identifying the place values of
numbers.
Look for
Children understanding values of digits.
Children working actively and cooperatively in a group environment,
comparing the values of their 3-digit numbers.
Analyse students work samples:
Children can identify the place value of a number and identify which
unit the number belongs to (hundreds, tens and ones).
Children can to order 3 digit numbers from smallest to largest.
Children can successfully write numbers in words and numerical form.
Resources:
Arrow cards, giant die, number cards (appendix 1)
Place value flip chart (appendix 3)
Small dices for tables
Wooden beads (appendix 4)
White board

White board markers

Pens and workbook

Organisation for learning:

1. Whole class investigation of 3-digit numbers using the giant die and
visual materials.
2. Students work in pairs making their own 3-digit numbers with a die.
3. Students will pick their favourite number and place it on a giant
number line, gathering for reflection.
Considerations for learner diversity:
Indigenous learners:
Encourage these learners that they are capable in completing this task
and there is assistance if they require it during the whole lesson. In doing
a class demonstration before sending the students into pairs, they are
given the chance to watch before doing it themselves. Students will also
be encouraged to work with their peers for support, while being given the
option of using wooden beads when exploring their 3-digit numbers, as
this provide them with extra visual support.

English as additional language learner/dialect (EALL/D) learners:

To provide these learners with extra assistance a poster will be displayed
in the room that has the number represented both numerically and
written. Ensure these students are paired with students that have a
proficient understanding of the English language.
Lesson actions:
e5: ENGAGE, EXPLORE
Lesson introduction (Whole TUNING IN):
- Gain student attention by getting them in a circle on the floor.
- Bring out the giant die and select three students to take a turn at rolling
the die.
- Each time the dice is rolled pick the appropriate arrow card and place it
on the ground (appendix 1).
- Once the 3-digit number is created have a discussion around it.
What can you tell me about the digits in this number?
-Bring out the number cards (appendix 1) and allow students to place the
appropriate numbers underneath.
How do you know how many hundreds are in this number?
What does it means if there are 4 hundreds, two tens, and five ones?

-Repeat this creating a number of 3-digit numbers before student go back

to their tables and work in pairs using a die to further explore other 3-digit
numbers.
-Draw up a table on the whiteboard (appendix 2) and record the numbers
numerically and written.

e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation (Part - INVESTIGATING):
-Children work in pairs using dice to create 3-digit numbers, as modelled
as a group at the beginning of class. They will be required to draw up a
table in their book like the one the teacher drew on the board to record
their 3-digit number (appendix 2).
Can you tell me why the table it set out this way, hundreds, tens and
ones? not ones, tens and hundreds?
-Children will fill out their table placing the numbers in the correct place
value columns.
How do you know which number goes into tens column, if your number is
113?
-They will be provided with a flip chart they can use as a support
(appendix 3).
-Once all students have correctly identified and wrote one 3-digit number
in their workbook, they will select one number writing it on a blank piece
of paper and bring it to the floor.
-Student will compare their numbers. How can you find out who has the
largest 3-digit number? How can you find out who has the smallest 3digit number?
(List ideas on whiteboard)
Allow children to then place their 3-digit numbers on the big number line.
What should we consider when placing different place values on the
number line?
Adjusting the lesson:
Enabling prompt:
Take the child on a walk around the room, encouraging the student to
notice what others are doing, asking them to describe what they see.
Allow the student to pay attention to how others record their numbers in
their books, from rolling the die.
Extending prompt:
Tell me about what you noticed other student doing?
How do you know if your number is more or less than your partners? Tell
me why is it more or less than yours?
e5: EXPLAIN, ELABORATE, EVALUATE

Plenary and conclusion (Whole REFLECTING and GENERALISING):

Gather students around the number line.
What do you notice about the numbers? (Record ideas relating to place
value)
How do we know when one number is bigger than another? (See if they
mention comparison strategies more than, less than).
What do we need to consider when placing 3- digits on a number line?
(Record on whiteboard)
(Wanting students to compare identify and describe the different between
3-digit number explaining what they discovered.)
*Collect students workbooks to analyse.