Place Value
Author: Susan Marquart, Loretta McGrath, & Laura Parmater
School District: Madrid Waddington Central School
Subject: Math
Grade Range: 3th grade
Duration/Time Required:
- Number of days: 1
- Length of period: 30 - 40 minutes
Standard:
- Content - NUMBER SENSE AND OPERATIONS: Students will understand numbers, multiple ways of representing numbers, relationships among numbers and number systems
- Process - PROBLEM SOLVING STRAND: Students will build new mathematical knowledge through problem solving
Objective: Learn the value of each number in a 3-digit number.
Instructional Plan: Ask a child to write 156 on the board. “Who can read this number?” Ask a child to write 325 on the board. “Who can read this number?” “How are these two numbers similar?” “How are these two numbers different?” Using the number chart (Materials)“Let’s read these numbers together.”
Explanation Process:
- Choose a number off of the chart.
- Put the correct digit number cards on the place value board in the right location for hundreds, tens, and ones.
- Using 1” tiles or shapes pick a different color to represent each place value of the hundreds, tens, and ones.
- Put the correct number of tiles or shapes in the hundreds, tens, and ones location. (Don’t forget which color is used to represent each place value.)
- Together, everyone counts the value of each tile, touching each tile, starting with the largest number. Example: 267 — 100,200, 210, 220,230, 240, 250, 260,261, 262, 263, 264, 265, 266, 267.
- Complete each number on the chart the same way.
Resources: