| Place Value |
Grade:
Third |
Content Area:
Technology |
Time Frame:
1 -2 lessons (45-90 minutes) |
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Unit/Lesson Overview:
The teacher will use the Place Value Breeze presentation (Internet Links) to introduce the lesson on Place Value. (The Breeze presentation MUST be viewed in Internet Explorer)
The student will open the Roll em Place Value (file 1) MS Word file and work with a partner to complete the activity.
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Student Standards (TEKS)
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explanation of a TEK, click on the TEK |
| Language Arts: |
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| Math: |
3.1(A)
3.1(B)
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| Social Studies: |
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| Science: |
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| Technology: |
B4
N4
N6 |
| Technology: |
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| Additional TEKS: |
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I Can....
...launch an application and open a file on the shared network drive.
...write a 3-digit number and name the correct place value for each digit.
...sort a column of numbers using the sort tool in MS Word.
...save and print my file.
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Assessment(s):
How is this number different than this number? (teacher uses the same digits but in different places)
Was the student able to complete the Roll em Place Value (file 1) activity successfully?
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TAKS Objectives:
| Reading: |
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| Writing: |
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| Math: |
Objective 1 |
| Social Studies: |
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| Science: |
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Bloom's Taxonomy
| Yes |
Knowledge |
| Yes |
Comprehension |
| Yes |
Application |
| Yes |
Analysis |
| Yes |
Synthesis |
| Yes |
Evaluation |
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Big 6 Skills
| Not Chosen |
Task
Definition |
| Not Chosen |
Info. Seeking
Strategies |
| Not Chosen |
Location and
Access |
| Not Chosen |
Use of Information |
| Not Chosen |
Synthesis |
| Not Chosen |
Evaluation |
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Supplementary Resources / Materials:
Place Value Breeze Presentation
File: Roll em Place Value.doc
File:
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Internet Links:
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Accommodations:
To be determined by the teacher based on student needs. |
| Procedures |
Introductory Activity (Warm-Up):
Read the book One Grain of Rice by Demi. You'll find more activities to go along with this introductory story by following the link for One Grain of Rice found under the internet links of this lesson. |
Lesson:
Prior to the class session: Save the Roll em Place Value (file 1) Word file to the students shared folder on the network.
Using the multimedia computer or projector students will watch the Place Value Breeze presentation (Internet Links). Reinforce the concept that place value is when we give each digit in a number a value. The students can take the quiz at the end of the presentation using classroom computers and/or the wireless laptops. Have the students work in groups of 2-3.
Physical place value (whole group activity)
Create a large place value board with a piece of butcher paper and place it on the floor. Roll a die and have that many students go stand in the ones column. Teacher will ask guiding questions such as: Why do we start with students in the ones column? Why not start in the tens column? How many more students could we add to the ones column before it is too many?
Roll the die a second time and have that many more students go stand with the first group in the ones column. How many do we have now? Can more go into this column? If we have too many (more than 9) what do we do? Guide students to answer that 10 kids will need to group together and move as a unit to the tens column.
Continue to roll the die until all students are standing on the place value board. As students are added have them direct themselves to group together and move to the tens column.
Ask: Why did we move a group to the ten's column? What number is represented on the place value board? How many tens? How many ones? Does that number represent the number of children standing?
Using laptops or lab computers students will work in small groups and use the Roll em Place Value (file 1) Word file to make as many 3-digit numbers as possible by rolling 3 die and using the 3 numbers rolled. They will type the numbers in a column found in the table. Continue to follow the directions found on the Word file.
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Reteach:
To be determined by the teacher based on student needs.
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Extension:
Computer lab or wireless laptop activity: Students launch KidPix and select the Text tool. The teacher calls out a number: Type the number 3,765 (any number). Students type the number called out.
Next, the teacher starts by saying: stamp a star over the number in the tens place, stamp a fish under the number in the one thousands place...etc. After the teacher calls out directions for several numbers have students take turns being the caller. Students might need to start with numbers lower than 1000.
Mystery Number: Teacher says: This mystery number has 4 digits. Every digit is an odd number. None of the digits is a 9. Every digit in the number is different. The smallest digit is in the thousands place. The greatest digit is in the ones place. The preceding describes two possible numbers. The mystery number is the greater of those two numbers. What is the mystery number? Have students come up with their own mystery number and test it on their classmates.
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Guiding Questions:
How does the placement of a numeral affect its value? _ _ 3 compared
to 3 _ _
What are the 3 places or values in a 3 digit number?
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Summary Questions:
How would you determine the value of a number in the 3 digits were the same but in different places?
Demonstrate how you can take 3 numbers and make 6 different numbers each with a different value. Which number is larger? smaller? Why?
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Reflection:
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