Description: This lesson uses children's literature,
place value puzzles, and games to teach place value in a fun and interesting
way. This lesson consist of two parts:
Part I - Place Value of Digits in a multi-digit
numeral and
PartII - A Human Place Value
Goals:
1. Use models to explain how the number
system is based on 10 and identr--
fy the place
value of each digit in a multi-digit numeral.
2. Use models and pictures to demonstrate
the value of decimal numerals
with tenths
and hundredths; show decimals as an extension of the base
10 system.
Objectives: Students will be able
to:
1) identify digits in the tenths and hundredths place
2) name the value of digits in a multi-digit numeral
Materials:
chalkboard
chalk
one sock per student
place value paper plate
Prodcedure:
1. Read One Grain of Rice at various times to ask questions about the number values in increasing amounts of rice. Example: "On the ninth day, Rani was presented with 256 grains of rice". Stop and ask the students to write the number and then underline the digit in ones place.
2. After students write on their chalkboard the answer 6, have students discuss with a neighbor a definition for the ones place. If having trouble, give a hint that the ones place is located know many places and in what direction from the decimal.
3. After students have a definition, write a decimal on the board and next to it write ones.
4. Read the next sentence in the book, "She had received 511 grains of rice, only enough ;for a handful." Ask the student to write this number on the chalkboard and underline the digit in the tens place. After students show on chalkboards, turn to their neighbor and discuss a definition for the place. After students show on chalkboards, turn to their neighbor and discuss a definition for the location of the tens place. Ask students to share their definitions. write on the board where it is placed.
5. Continue with numbers throughout the book.
6. After reading the story, review the chart that has developed throughout the story. Give students additional numbers and ask specific place value questions but also ask students to give how much the digit is worth.
Teacher does first example, if I were to give you
the number 12,965 and ask you ;to underline the digit in the thousands place,
you ;would underline..(2) and below it write the value of that number
(2000)
Additional Problems:.
Human Place Value Game
1. Explain to the students that now we are going
to play, a game using place value. Pass out one card to each student:
3. Instruct them to make the largest number possible with their numbers (teacher acts as the human decimal. (9.73)
4. Explain that students need to listen very carefully because they'll be doing an activity where their number may be needed to solve the problem.
5. Explain to the students that we are going
to try a few practice problems so wee can get the hang of it.
Give examples: At front of room now: 9.43
change this number so there is an 8 in the hundredths
place. (9.48)
6. Have students turn to their partner and discuss a working definition for the hundredths place.
7. Change this number so there us a 1 in the tenths place.
8. Give students one last example. Change this number so there is 5 in ;the ones place.
Begin with the game:
Assessment: While playing place value game, every student has at least one answer to the problem.