Lesson Plan

# What's the "Big Idea" of Our Place Value System?

Students build the concept with visual images and academic conversations. Then they apply it with guided practice, non-routine problems, and writing.
Cathy F.
Classroom teacher
Merced, United States
My Grades K, 1, 2, 3, 4, 5
My Subjects English Language Arts, Math, Science, Social Studies
Objectives

CCS NBT 4.1:  Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Subjects
Math

#### 1 Hook

Free, Paid

Here is a Google Slides presentation I use to guide my app flow.  I will reference it in my instructions.

What's the Big Idea of Place Value?  Google Slides Presentation with Links

Slides 6-11:  I start by showing students a website called The Megapenny Project, which shows visual images of how the amount of pennies grow as they increase by powers of ten.  As I go from 1 to 16 to 100 to 1,000 pennies and more, students pair-share to predict how the next amount will look.  For example, when I click on 1,000,000 pennies, I ask students to predict what 10,000,000 pennies will look like.

The point:  each time you add a 0, you move the 1 over to a place that is 10 times bigger.

#### 2 Direct Instruction and Guided Practice

Student watch a video lesson on Learn Zillion:  Understand relationships between digits and their place value by Ginny Baldwin.  If my students need more support, I use this guided practice video on Learn Zillion:  Guided Instruction--Understand relationships between digits and their place value by Ginny Baldwin.

Before students watch the video, I tell them to listen carefully to the different explanations and models the teacher uses.  After watching, pairs will teach a lesson to each other on the big idea of our place value system as though teaching a fourth grader who has never learned this before.

I provide the following materials for students to use as they teach their partner.  Each pair of students needs these place value blocks:  a cube (thousand), a flat (hundred), a long (ten), and a unit.  Each student needs either a paper place value chart or a whiteboard place value chart and whiteboard marker.

I use slides 12-15 to guide the pair-share place value "lessons."  Then, I followup with a class discussion, in which a minimum of four nonvolunteers demonstrate their lessons to help checking for understanding.

#### 3 Independent Practice with Followup Discussion

Socrative
Free, Paid

I use Socrative for independent practice followed by discussion and an exit ticket.  The Graphite review describes this free website as "a simple, dynamic online student response system that can help teachers spark conversation and learning through user-created polls and quizzes."  Socrative is especially useful for class discussions because I can pace the questions asked, and students can immediately see their answers on my teacher screen.  Student names on the answers can be shown or blocked from view to the class, whatever I choose.

This link is a video tutorial on how to use Socrative.

Slide 16 gives students instruction on how to sign in to Socrative.  Then, I use these Socrative Quizes in the following ways:

Independent Practice/Class discussion:  SOC #:13833422

Exit ticket: SOC #: 13832893