Find Your Place!

Author(s)  Heather Petersen and Michaela Smart

Grade Level: 2nd

Integrated disciplines: Math

NE Standards:

4.1.1 By the end of fourth grade, students will demonstrate place value of whole numbers through the millions and decimals to the hundredth place.

Objectives:

Students will be able to distinguish between the place value of whole numbers up to the thousands place.

Students will be able to apply the movement between place values using units, longs and flats (ones, tens and hundreds).

Assessment:

Teacher will evaluate students accuracy using the number wheels to demonstrate place value of whole numbers up to the thousands place.

Teacher will observe students ability to correctly move between place values using units, longs and flats (ones, tens and hundreds).

Materials:

2 large number wheels Number wheels (one for each student)

Place value sheet (one for every two students)

Set of 20 units, 20 longs, 1 flat (one set for every two students)

Small slips of paper (two for each student)

Pencils (one for each student)

Procedures

Anticipatory Set:

On the 2 large number wheels on the bulletin board, set one to read 254,359 and the other to 953,452. Ask the students to look at the number wheels and write out on the small slips of paper what the numbers read (i.e. two hundred fifty four thousand three hundred fifty nine and nine hundred fifty three thousand four hundred fifty two), using the place value names which the teacher write on the whiteboard. At the end of class, the student with the closest answer receives a prize.

Learning Activities

Teacher:

Set up bulletin board with number wheels for Anticipatory Set. Write place value names on the whiteboard.

Place two small slips of paper and a pencil at each seat.

Have students write out using the words from the whiteboard what numbers are being represented on the large number wheel on the bulletin board.

Explain place values (ones, tens, hundreds and thousands).

Hand out number wheels.

Go through a few examples where the teacher uses the large wheel and the students practice with the small wheels.

Then have each student come use the large number wheel as the other students use the small wheels.

After each student has had a turn, review one last time.

Have students set wheels aside.

Pass out place value sheets and manipulative sets.

Explain the concept of movement between ones, tens and hundreds.

On the whiteboard draw a place value sheet and go through a few examples.

State a number and have the students use the manipulatives to represent the number.

Review place value.

Students:

Students will write out using the words from the whiteboard what numbers are being represented on the large number wheel on the bulletin board.

Turn in slips to teacher.

Students practice with the small wheels while the teacher uses the large wheel to demonstrate place value.

Each student will use the large number wheel as the other students use the small wheels to demonstrate place value.

Students use the manipulatives to represent the number the teacher has stated.

Provision for special needs:

If the student had limited fine motor skills have them work with a student to manipulate the number wheels and units. If the student lacks gross motor skills remove large number wheel from bulletin board and bring it to student’s desk.

Closure:

Set the large number wheels to the anticipatory set and explain to the students the correct answers. Announce the winner(s) of the contest and award prize.

References:

“Silver Burdett & Ginn Mathematics,” by Exploring Your World

“Hands-On Teaching Strategies for Using Math Manipulatives,” by Thornton and Lowe-Parrino

Dr. Merryellen Schulz (EDU 355: Spring 2006)

Reflection:

Our expectations were higher than the level of ability the girls possess. For example, most of the girls only understood place value to the hundreds place. Also, due to time, we did not use the units, longs and flats. We will incorporate them into the addition/subtraction lesson plan.