Beacon Lesson Plan Library

I'm a Hundred, You're a Thousand

Mary Ann Taylor
Bay District Schools

Description

Given a place value word problem, students put themselves in the correct place value, write the correct number on paper, and create their own place value problems.

Objectives

The student knows the place value of a designated digit in whole numbers to 1000.

Materials

-Teacher made place value necklaces
-Teacher made place value question worksheet
-Student made place value charts
-Paper for students to write their own place value problems on
-Yarn

Preparations

1. Make your own place value and number necklaces on cardstock. Make them large enough for the audience to see.
2. Make your own place value word problems that are similar to the ones on the worksheet. (see example in lesson procedures)
3. Duplicate worksheet in file
4. Have plain white paper ready to pass out. (2 pieces per student)

Procedures

1. Begin the lesson with a short review of place value. (ones, tens, hundreds, and thousands)

2. Hand out place value problems worksheet and tell students they have 15 minutes to answer as many of the questions as they can.

3. After 15 minutes, take up the worksheets.

4. Give each student two pieces of plain white paper. Have them fold one piece in fourths and draw a line down each crease. Then label the top of each column with ones, tens, hundreds, and thousands. (Make sure each child has labeled their columns correctly)

5.Next have the students write the numbers 0-9 on their other piece of paper and cut them out. 6. Tell students they are going to play a game where they will be either a place value position, a number, or part of the audience.

7. Pass out teacher made -necklaces.- Necklaces are strips of cardstock with one of the following words or numbers on them: ones, tens, hundreds, thousands, 0,1,2,3,4,5,6,7,8,9. Each -necklace- has two holes in it with a piece of yarn through the holes making it into a -necklace-.

8. Have the students with place value necklaces get into their correct position in the front of the room. (ones, tens, hundreds, thousands, etc..) Read a place value word problem similar to one on their worksheet and have the students with number necklaces try to figure out which -place value- person they belong with. Each -place value- person should have a chair in front of them for their -digit- partner to sit in.

9.While they are placing themselves into position, have the audience do the same thing with their numbers and place value charts at their seats. For example: The number in my hundreds place equals the value of the ones and tens digits numbers together. I am less than 2,000 and greater than 1,000. What number am I?(1,853)

10. After the players have placed themselves, ask the audience if they are in the correct positions. If not, let a member of the audience help them to get in the correct position. When everyone is in their correct position, call on a member of the audience to explain why each -digit- is where it should be. Periodically switch out the place value and number students with members of the audience.

12.Continue to call out place value problems like those on their worksheets until an example of each type has been worked out.

13. Now give the students back their worksheets and give them ample time to correct and finish them. Tell them to make up one place value question themselves and write it on the back of this paper.

Assessments

Students will demonstrate an understanding of place value of designated digits in whole numbers to 1,000 by scoring an 80% or better on their place value worksheets.
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