Place+Value+-+Grade+3

=__**Math: Numbers and Operations - Place Value Grade 3** __= by Tamara Thurner

Standards:
|||| Learning Objective 3.1.1 ||
 * Standard 1.0 ||
 * The student will develop number and operation sense needed to represent numbers and number relationships verbally, symbolically, and graphically and to compute fluently and make reasonable estimates in problem solving
 * Understand numbers, ways of representing numbers, relationships among numbers, and number systems ||
 * c || read and write whole numbers to 9999 ||
 * d || represent numbers to 9999 in flexible ways using a variety of materials ||
 * f || name the place value of a given digit in whole numbers to 10,000’s ||
 * g || write whole numbers up to 10,000 in expanded form (e.g., 873 as 800 + 70 + 3) ||

Supplies needed:

 * Butcher paper for floor place value board
 * Large Die
 * Blackline Master "Riddle Me This" - 1 copy per student
 * scissors - student
 * paste - student

HOTS Questions:
Why have we moved this group to the ten's place? Will someone tell something about the number represented on the place value board? Does that correspond to the number of children standing at the place value board? Does that correspond to the number of children standing at the place value board?

Introduction (5 minutes):
Roll the die again and add that many more students to the ones area. Ask: are there enough students now to make a group of ten? If yes, have ten students link their arms and move to the tens place. Anyone left stays in the ones area. Ask: why have we moved this group to the ten's place? Will someone tell something about the number represented on the place value board? Does that correspond to the number of children standing at the place value board?  Continue to roll the die until all the students are standing on the board, asking for student ideas as to why groups are being moved across the place value board.
 * Physical Action: The Place Value Board ** Use a sheet of butcher paper to create a large place value board and place it on the floor. With a large die, roll a number and have that many students stand in the ones column. Ask the students why they are standing in that column. How many more students could we place in that column?

Guided Practice (15 minutes):
Introduce lesson with [|PowerPoint].

Warm-up
1. Use base-10 blocks and a place value mat to do this warm-up. Call out the name of a 4-digit number, such as 1,123. Invite a student to come to the front of the class and use blocks to represent the number. Write the value of each place beneath each group of blocks, as shown here. 2. Using these place values, have students write the number in expanded form: 1,000 + 100 + 20 + 3. 3. Repeat the activity several times using different 4-digit numbers. thousands hundreds tens ones 1,000 100 20 3

The Activity
1. Distribute a copy of the blackline master “Riddle Me This!” to each student. Have students cut out the 12 squares at the bottom of the page that contain the expanded form of a number and a word. 2. Now, read aloud the riddle at the top of the page. Tell students that they can find the answer to the riddle by matching each of the given numbers to its expanded form. Have them find the square that contains the expanded form of the first number, 2,526, and paste it into the box. They now have the first word of the answer to the riddle, “The”. 3. Have students work independently, or in pairs, to complete the activity. The words on the cutouts, when read from left to right, and from top to bottom, answer the riddle.

Assessment Tip
Observe students as they complete the activity. Find out if they can:

Technology Center:
[|Hangman] [|Place Value Match] [|Place Value Kidspiration]

Closure/Assessment (10 minutes):
Resources used to design this lesson:

[|Hands-on activities for place value]l [|Place value activities and websites] [|Hangman Place Value]l [|Place Value Matching game]