Beacon Lesson Plan Library
Mary Ann Taylor
Bay District Schools
Students write, read, and identify three-digit numbers.
The student associates verbal names, written word names, and standard numerals with the whole numbers less than 1000.
The student knows the place value of a designated digit in whole numbers to 1000.
-Chart paper or chalkboard
-White paper or Notebook paper
-Teacher made game cards (see procedures)
1. Make a place value chart on chart paper or on the chalkboard.
2. Decide what 20 numbers you are going to use for the tic-tac-place value game and write them on a piece of chart paper or notebook paper if you’re going to write them on the board.
3. Make your 20 clue cards that match your numbers. 4.Have enough white paper, notebook paper, and pencils gathered together for your class.
1. Make a place value chart (hundreds, tens, ones) on a piece of chart paper or on the chalkboard. (Students should have prior knowledge of place value to do this activity.)
2. Go over the chart and the meanings of each value.
3. Say the number 254 and have a volunteer write it on the place value chart. Remind students that another way to say this number is 2 hundreds, 5 tens, and 4 ones. Continue to do this with several numbers having a student say the number as __hundreds, __tens, and __ones.
4. Pass out paper and pencils. Have the students make their own place value charts on their paper.
5. Say a number using hundreds, tens, and ones. Ex: I have 5 hundreds, 2 tens, and 9 ones. What number am I? Have them write the number on their place value charts and then call on a volunteer to tell the number. While doing this, walk around the room to make sure that everyone is writing the correct numbers on their place value charts. Do several examples of numbers that have a 0 in the hundreds, tens, and ones place. Ex. I have 8 hundreds, 0 tens, and 1 one. What number am I?
1. Make a place value chart on a piece of chart paper or the chalkboard.
2. Review yesterday's lesson and do a few examples with the class.
3. Tell the students they are going to play a game called Tic-Tac-Place Value.
4. Pass out a piece of white paper and a pencil to each child. Tell them to fold it in thirds vertically and horizontally. (Show them how to do this by demonstrating it with your own piece of white paper. This is a good time to explain what vertically, horizontally, and diagonally mean.) Then draw lines on your folds.
5. Put up your piece of chart paper with the 20 numbers you want to work on or write them on the chalkboard. Ex: 250,771,25,930 Tell the students to write any one of the 20 numbers in any space they want on their paper. Do this for all 9 spaces. Tell them they can only use each number once. Now they have their game board for tic-tac-place value.
6. Pass out chips to be used to cover numbers that are called out.
7. Ask a student how you normally play tic-tac-toe. (Three X’s or O’s horizontally, vertically or diagonally.) Explain that in this game when a number is called out, you cover it with a chip. To win you have to have three numbers that have been called out horizontally, vertically. or diagonally. When you do, stand up and say tic-tac-place value!
8. Before you play, you need to have your 20 numbers picked out and a card written up for each number. The cards can be written on index cards or a piece of cardstock. Each card should match one of the 20 numbers. Ex: If you put the number 524 on your chart paper or chalkboard, there needs to be a card that says, I have 5 hundreds, 2 tens, and 4 ones. What number am I? Tell the students not to say the number out loud. After a few seconds, you can call on someone to say the number.
9. When a student calls out tic-tac-place value have them call out their numbers to make sure they are ones you’ve already called out. Then you can let that child be the caller. Play as long as you want!
1. Make a place value chart on a piece of chart paper or on the chalkboard.
2. Review the last two days lessons and do a couple of examples on the chart.
3. Pass out notebook paper and pencils.
4. Have the students number their papers from 1 – 20.
5. Take out the cards you used the day before in tic-tac-place value or make up twenty new ones. As you read a card, have the students write the number on their paper. This paper will serve as your assessment.
6. Collect and correct the students’ papers.
Students who correctly write 80% of the numbers called out from the cards will have shown mastery of this skill.
This could also be used with decimal place values.