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Place Value

The math lesson taught students about comparing numbers by having them distinguish between digits and numbers, understand place value by creating and identifying numbers, and apply their knowledge by writing numbers in standard and expanded form as well as stating the word name of numbers. Students practiced creating, identifying, and stating numbers and their place values through guided practice and independent practice before being assigned homework to further reinforce their learning.

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Monica Beland
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557 views3 pages

Place Value

The math lesson taught students about comparing numbers by having them distinguish between digits and numbers, understand place value by creating and identifying numbers, and apply their knowledge by writing numbers in standard and expanded form as well as stating the word name of numbers. Students practiced creating, identifying, and stating numbers and their place values through guided practice and independent practice before being assigned homework to further reinforce their learning.

Uploaded by

Monica Beland
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Math Lesson: Comparing Numbers

Learning Objective:
After comparing numbers, the students will know the difference between a digit
and a number. The students will also be able to apply their knowledge in place value,
by making new numbers and identifying the place value. The students will analyze
and evaluate the place value by writing the number in expanded form rather than
standard form.

CA Math Standards:
AF 1.5 Use expanded notation to represent numbers.
NS 1.0 Students understand the place value of whole numbers.
NS 1.2 Compare and order whole numbers to 10,000

Anticipatory Set: (15 minutes)


Number of the Day (Notebooks)- 10
Write the Number of the Day at the top of the notebook paper.
Ask students to tell everything they know about that number.
Ask students to think of several models and equations that would represent the
Number of the Day.
Ask students to represent the Number of the Day in at least four or more
different ways.
Have students document these in their daily math journals.
Choose students to share whose representations will move the class towards
further development of number and operational sense.
Examples for “10”
6+6=12
12=22-10
3x4= 12
12=10+10-8
10+2+12
2x2x3+12
½ of 24= 12
24 / 2 = 12
1 ten and two ones

Instruction:
What is the different between a digit and numbers?
Digits are any one of the ten symbols 0,1,2,3,4,5,6,7,8,9 used to write
numbers.
A number is made up of any combination of these digits.
There is an infinite amount of numbers we can make from these digits.
You can think of the highest number you can think of and make it a bigger
number by adding 1.
Some digits are even, some digits are odd.
Even numbers are always multiples of 2
The way we arrange these digits, using place value is how we create numbers.
2
21
279
2,135
Know place values from ones  10,000
Show these place values on a chart (attached)
The value of 1,627
1 thousand
6 hundreds
2 tens
7 ones

Show standard form:


1,627
Expanded Form 1,000+600+20+7
Word Name: One thousand, six hundred twenty-seven (Write what I say)

Guided Practice:
The children will receive a sheet protector, marker, and worksheet based on place
values.
Students will create numbers.
Students will show their partner the number.
The partner will identify the number in standard form.
Then the partner will identify the place value of each digit.
The partner will say the word name of the number.

Independent Practice:
Blue Practice Workbook page

Assessment and Closure:


For homework tonight, you are going to do 2 worksheets. These worksheets are in
your homework cubbies.
Go over the practice problems and what they ask.
Students will do the Reteach 1.2 and Challenge 1.2 for homework.

Reflection:
Were there points in the lesson that were not understood? Do I need to give
additional help to the class or certain individuals?

Did I begin and end on time, check the classroom environment, and work through
the mechanics of the class efficiently?

Did I set a pace that was neither too fast nor too slow?

What did I do particularly well today? What can I do better tomorrow?

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