Understanding Place Value

Lesson Overview

In this 45-minute lesson, students will learn the concept of place value to build a strong foundational understanding of numbers. They will practice identifying the value of digits in two- or three-digit numbers and applying their knowledge to solve word problems. By the end of the lesson, students will be able to decompose numbers into hundreds, tens, and ones while using this understanding to solve practical, real-life math scenarios.

This lesson aligns with Common Core State Standards: CCSS.MATH.CONTENT.2.NBT.A.1 (Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones) and CCSS.MATH.CONTENT.2.NBT.B.5 (Fluently add and subtract within 100 using strategies based on place value).

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Materials Needed

• Place value blocks (hundreds, tens, ones)
• Chart paper and markers
• Whiteboards and markers (1 per student)
• Pre-prepared word problem cards (one per student)
• Place value chart handouts
• Timer

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Step 1: Quantity

CLR Toolbox Activities

1. Validating and Affirming (VA) Activity: "Place Value Pass" (Kinesthetic)
   Students will work in small groups to build numbers using physical place value blocks. Each group will be given a two- or three-digit number, and they must collaboratively represent the number using hundreds, tens, and ones blocks. They’ll rotate stations every 5 minutes to check and correct their friends’ answers collaboratively.

2. Building and Bridging (BB) Activity: "Solve My Word Problem" (Peer Teaching)
   Each student will be given a simple place value-related word problem to solve on a small whiteboard. Then they will find a partner and exchange their solved problem. The partner’s job is to check the solution, explain what they notice, and either agree or suggest corrections.

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Step 2: Quality

Questions and Uncertainties

1. Will all students feel comfortable working collaboratively in groups, especially if they are at different confidence levels with place value concepts?
2. How can I support students who may struggle with reading comprehension in the word problems? Should visuals or simplified questions be provided?
3. How can I monitor the progress of all 25 students during group activities to ensure no one falls behind?

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Step 3: Strategy

Intent and Purpose of CLR Activities

1. Validating and Affirming (VA): The “Place Value Pass” helps students better understand numerical breakdowns by engaging with physical manipulatives in a dynamic, hands-on way. Movement and peer collaboration validate different learning styles and affirm diverse approaches to problem-solving.

2. Building and Bridging (BB): “Solve My Word Problem” allows students to bridge their personal understanding of place value concepts with their ability to explain their reasoning to a peer. This bridges the gap between academic content and verbal communication skills, fostering confidence and problem-solving abilities.

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Lesson Procedure

1. Warm-Up/Activator (5 minutes)

• Begin with a quick activity: Write the number 348 on the board. Ask students, “What does the ‘3’ represent? What does the ‘4’ represent? What does the ‘8’ represent?” Call on a few students to explain their answers aloud.
• Write their responses on the board while emphasizing the use of place value terms (hundreds, tens, ones).

2. Teach/Model (10 minutes)

• Briefly explain place value using base-ten blocks: Demonstrate numbers like 123 and 405 using blocks for hundreds, tens, and ones. Break it apart visually (e.g., “100 + 20 + 3 = 123”).
• Practice modeling one number together on a printed or drawn place value chart (e.g., 726).

3. Guided Practice (10 minutes)

• Transition into the "Place Value Pass" activity: Divide students into groups of 4-5. Hand each group base-ten blocks and a number card. Students will collaboratively “build” the number on their place value chart and then rotate to confirm others’ work. Monitor progress and resolve any misconceptions during group rotations.

4. Independent Practice/Peer Teaching (15 minutes)

• Distribute word problem activity cards. Each student first works independently to solve their given problem using the place value strategy they’ve learned.
• Organize "Solve My Word Problem": Pair students to exchange and review their answers. Encourage partners to ask, “Why do you think this digit represents ___?” to deepen reasoning.

5. Closure/Wrap-Up (5 minutes)

• Together as a class, review one or two word problems on the board. Reinforce the breakdown of steps to solve problems using place value.
• End with a reflective question: “Why do you think understanding place value is important in the real world?”

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Reflection

How Are You Feeling About This Lesson?

I feel excited about incorporating multiple learning strategies (kinesthetic, verbal, and collaborative). The emphasis on peer teaching and active engagement makes it highly interactive and inclusive. However, I am mindful that tracking all 25 students during activities may be challenging. I plan to address this by having clear instructions and a signal system for students to get my attention independently. Overall, I’m optimistic that the hands-on and peer-driven approach will yield meaningful learning and engagement.

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Additional Notes

This lesson is designed to reach students of varied learning styles and create an inclusive classroom environment through culturally and linguistically responsive (CLR) methods. By explicitly linking visual, verbal, and collaborative learning techniques, every child can connect with the content and deepen their mathematical understanding.