place value-  the value of a digit as determined by its position in a number.

Students will use manipulatives and pictures to identify the place values of three digit numbers.

Students will determine the value of a set of base ten blocks.

One class period (1 hour)

Teacher Materials

1.  Base-ten block set for modeling

2.  Projector and Internet Access

3.  Access to website "National Library of Virtual Math Manipulatives"

4.  Subscription to Brain Pop Jr.

Student Materials

1.  White Boards

2.  Base-ten blocks

3.  Record Sheet

4.  Sticky Notes

1.  Hold up and explain the meaning of all base-ten block manipulatives.  Hold up a cube.  Say "This is a cube.  It stands for 1."  Write one on the board, and count "one."  Hold up a long.  Say "This is a long.  It stands for 10."  Write the name on the board, and count the ten cube in the long.  Hold up a flat.  Say "This is a flat.  It stands for 100."  Write the name on the board, and explain that there are 100 cubes in the flat.  Together, count by 10s to show that there are 10 longs in the flat.

2.  View the BrainPopJr. Video "Place Value" under Math/Number Sense at www.brainpopjr.com.  Question throughout the video when the pause button lights up (That is this site's signal for teachers to stop the video and discuss with students).

2.  Explain to children the meaning of place value by stating that written number stands for one of the base ten models.  Write 32 on the board.  Using the base-ten blocks, model that the number 32 is really three tens and two ones.  Model in a similar fashion severl other numbers, including numbers into the hundreds place. 

3.  Use the website http://nlvm.usu.edu/ The National Library of Virtual Manipulatives, K-2, Base Ten blocks to model different numbers using the virtual base ten blocks.  Draw students attention to how the numbers change (in relation to their place value) when each block is added on the computer. 

4. As a means of formative assessment, show students different numbers of base ten blocks, and have them write the numbers on individual white boards.  Check for understanding.  Reversing the process, give them a number, and have them draw the symbols for the blocks (a small circle for a one, line for a ten, and a square for a hundred). 

5.  Divide the class into small groups of 3-4 students in each.  Give each group a set of base-ten block manipulatives.  Have them work together to build a structure using their blocks.  They should then write their buildings value on a piece of paper, and turn the paper over next to their structures. 

6.  Give students a recording sheet and have groups walk around and record the value of each structure in the classroom.

7.  Have students self check each structure using the groups answer provided on the paper turned upside down.

8.  Collect each groups paper with the number value of their structure and order as a class by having each group come up and place their number where it belongs, in numerical order, one at a time. 

9.  Provide closure to the lesson by restating the meaning of the base ten number system and place value of numbers

10.  Provide each child with an exit slip (sticky note) and have them write down the value of a structure that you the teacher build.  Have them hand you the sticky note, and assess for understanding.

Additional Resource

Play the "Math Rocks:  Ones, Tens, and Hundreds" Song from Youtube.com or Teachertube.com

StudentVersion Assessment 11/8/2012 7:45 PM.pdf

BrainPop Junior

http://www.brainpopjr.com/

National Library of Virtual Manipulatives

http://nlvm.usu.edu/en/nav/vlibrary.html