Beacon Lesson Plan Library

Place Values and Patterns, What is the Value?

Lizzie Gonzales
Colleges and Universities - Florida


Students understand the significance of a number's place value by interactively engaging in the identification of patterns and two-digit place values. Students use 10 by 10 grids to create a number puzzle. ESOL strategies are included in the Extensions section.


The student uses number patterns and the relationships among counting, grouping, and place value strategies to demonstrate an understanding of the whole number system.


-10 by 10 grid laminated or transparency (print in color) (see Associated File)
-Copies of blank 10 by 10 grids, one per student
-Copy of completed 10 by 10 grid, one per student (for puzzle activity)
-Copy of Sample Cutout for Number Puzzles (see Associated File)
-Copy of Sample Cutout Pieces for Number Puzzles that can be reproduced as a transparecy (see Associated File)
-Overhead Projector*
*Optional to use with transparencies and colored expo markers
(If overhead projector is not available, use a sheet of chart paper.)
-Place Value Chart*
*Optional as transparency (see Associated File)
-Computers with Internet connection*
*Excel, Word, or Publisher programs are needed for Extensions section.
-Scissors (10-15 pairs)
-ESOL Sample Accommodation Card (see Associated File)
-Envelopes, one per student
-Red and Blue Colored Pencils, pair for each student or group
*Optional for straight lines in activity


1. Allow plenty of preparation time. Ask helpers to assist in creating the sample puzzles.
2. Create and display cards or signs for ESOL accommodations in the classroom as reference when teaching the lesson. For example, if you have a restroom in your classroom, display two signs on the restroom door: one stating "restroom" in English, and the other stating "El Bano", which is restroom in Spanish.
3. If using an overhead for displaying material, prepare transparencies of the Place Value chart and Blank 10 x 10 Grid in advance, and have red and blue colored expo markers available.
4. Duplicate copies of blank number grids, one per student (see Associate File).
5. Set up computers with Internet access and the additional programs (Excel, Microsoft Word, Publisher) if extending the lesson. (See Extensions section.)
6. Gather other materials.
7. Bookmark AAAMath Website on computers for easy access.


This lesson is an introduction to place value. The students identify patterns and understand their relationship to place values.

1. Begin the lesson with a discussion about numbers and their patterns. Start with the basics, for example count by two抯. 𙶬6810厰 ask the students 揥hat抯 the pattern? They should respond by saying that you are counting by two抯. Other prompts are: 𙢿579厰 Are these numbers odd or even, what抯 the pattern? 𚱭01520厰 揥hat抯 the pattern in this case? And finally, 102030厰 What is the pattern in this circumstance? Check for students' ability to identify patterns and provide additional instruction as deemed necessary.

2. Next introduce the place value of two-digit numbers. Display the Place Value Chart (see Associated File). Concentrate on the ones place and the tens place for the introductory lesson. Explain that the number to the right is in the ones place and that the number to the left is in the tens place. Write a two digit number on the chalkboard and ask the students what digit is in ones and tens place. For example, in the number 63, ask students what place the six occupies. They should respond, "the tens." Continue this with various numbers.

3. Now that the students understand two-digit place values, connect place values with patterns. Display a Blank 10 x 10 Grid as a transparency on the overhead. Distribute Blank 10 x 10 Grids (see Associated File) and colored pencils to students.

4. Complete the 10 x 10 grids as a group activity. Prompt students to fill in the boxes from left to right. Model with the transparency and instruct the students to fill out rows one and two on their grids. Be sure to model and provide directions for students to write the tens place in blue and the ones place in red, demonstrating the place values. Repeat this process for rows three and four, etc. until the grids are completely filled (see Associated File for completed grid). Periodically ask students to come to the overhead and fill in an empty space on the grid explaining their use of the two colors. While students are working, circulate and offer feedback. When all are finished, display the completed 10 x 10 grid, either as a color transparency or via the computer so the red and blue digits are evident. Allow students to check/correct their grids as you circulate and visually assess.

5. In the next activity students create number puzzles. Distribute copies of completed number grids to students. Tell the students to cut the grids into seven unique pieces, cutting on the lines of the grid. (See the Sample Cutout for Number Puzzles in the Associated File that can be used for demonstration.)

6. Instruct students to sign the backs of their seven pieces and put them into envelopes with their names on them.

7. Have students exchange the puzzles with their classmates. Every time students solve the puzzles of other classmates they sign their envelopes for completing each puzzle. Tell students, 揝ee how many people can solve your puzzle! (See Associated File for samples.)

8. Conclude the lesson with a follow-up discussion about the various patterns within the classroom. "What have we learned about place value? What type of patterns do you see in your 10 by 10 grid?" Restate the reason behind the two colors for one number. 揑n the number 63, why is the six blue, and the three red? The response should be, 揵ecause the six is in the tens place and the three is in the ones place.


Assessment of Place Value

The lesson offers two methods of assessment for assessing place value.

1. Instant feedback provided by games and activities at the AAAMath Website (see Weblinks below) that serves as a formative assessment.

Students go to and select Place Value. Students practice identifying place value while racing againt a clock. Instant feedback is given after submitting each answer. Student progress is tracked by the computer which keeps a percentage rate of performance.

Note: Circulate and formatively assess students as they practice on the Website. Provide assistance for students who are experiencing difficulty and monitor accordingly.

2. Paper forms of assessment.

a) Using the 10 by 10 Grid Assessment A (see Associated File), students enter the correct numbers in the blank boxes to the right and left of each box containing a number. Students identify the tens place in blue and the ones place in red using colored pencils.

b) Given 10 by 10 grids with random numbers placed in them, students fill in ALL the blank boxes by identifying the tens place in blue and the ones place in red using colored pencils. (See Associated File for 10 x 10 Grid Assessment B.)

Possible assessment criteria includes:
If you miss 1-4- YOU ARE A GENIUS!!!
If you miss 5-9- TERRIFIC
If you miss 10-19- HOORAY
if you miss 20-44 SATISFACTORY
if you miss 45 or more - TRY AGAIN

c) Given 10 by 10 grids with random numbers placed in them (see 10 x 10 Grid Assessment B in the Associated File)or a list of numbers (see Place Value Assessment in the Associated File ), students identify the tens place with a circle and the ones place with an X.

Assessment of Identifying Patterns

Circulate and formatively assess students while creating their number puzzles. Consider the following:
1) Are the students actively participating in the activity?
2) Individually, does the student understand the concept of patterns and place values?
3)Given the number of students in the class, has each student successfully completed at least half of other student's puzzles?


Lesson Continuation:
A continuation of place value can be an extension for this lesson. For example, continue with the hundreds place, thousands place, and so forth. Also you could incorporate decimals into a following lesson plan.

ESOL Accommodations:
1. Explain special vocabulary terms in words known to student.
2. Provide pictures to illustrate new words and terms (see sample ESOL Card in Associated File).
3. Present clear illustrations and concrete examples to assist the student in understanding complex concepts and skills.
4. Tape record problems for independent listening assignments.
5. Encourage the use of diagrams and drawings as aides to identify concepts and see relationships.
6. Keep a variety of number games to be played by pairs of students or small groups.
7. Show the same information through a variety of charts and visuals.
8. Write instructions or problems using shorter and less complex sentences.
9. Use student pairs for team learning, especially for reports, experiments, projects.
10. Limit the number of problems that must be worked.
11. De-emphasize speed and emphasize accuracy of work.
12. Ask numerous questions, which require higher level thinking responses.
13. Have students prepare individual card files of science, mathematics, and social studies vocabulary.
14. As an ESOL accommodation, you could have the main patterns of place values with color definitions displayed in the classroom. For example, you could have a card with the written number, Spanish and English name, and the amount of the written number in pictures on it (see sample card in file).

Technology Integration:
1. To incorporate additional technology, have the students create the number puzzles in Microsoft using Excel, Word, or Publisher.
2. Use Websites provided for extended activities on place values.

Web Links

This Website contains visual representations of place value, as well as other informative and helpful information. Students can use it individually or it can be used whole group with a computer and presentation system. You need to explore it before using it in the classroom.
Math Helps

This Website contains hundreds of pages of basic math skills with interactive practice on every page, an explanation of the math topic on each page, and several challenge games on every page.
AAA Math

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