### Lesson plan

# What is My Place Value?

#### Learning Objectives

Students will be able to determine the place and the value of a digit in a number and round the number to the nearest 10 or 100.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(5 minutes)*

- Bring the students, with their maths journals and a pencil, to the class meeting area. Tell them to place their supplies on the floor next to them.
- Ask students to turn and talk to a partner about the term
*Place value*. Allow them to utilize their maths journals to create an image or chart to help them explain what they know. - Tell the students that today they're going to learn how to determine the place and the value of each digit in a number and round to the nearest 10 or 100.

#### Explicit Instruction/Teacher modeling

*(15 minutes)*

- Direct the students’ attention to the board.
- Write a few numbers on the board.
Tell the students that the first thing we want to do is rewrite the place value chart. Write a blank chart on the board.

`___ ___ ___ ___ ___ Place: 10,000s 1,000s 100s 10s 1s Value: _____ _____ ____ ___ ___ (10,000x_) (1000x_) (100x_) (10x_) (1x_)`

Next, tell the students that we will insert the digits of our number, here we are using 11,264, in the space provided, as follows:

`1 1 2 6 4 Place: 10,000s 1,000s 100s 10s 1s Value: 10,000 1,000 200 60 4 (10,000x1) (1000x1) (100x2) (10x6) (1x4)`

- Finish determining the place and value of the digits in the above number with student participation. Ask prompting questions to get students discussing and showing their understanding. (e.g., What is the place of the "6" in the number given? Answer: 10s; What is the value of the "2" in the number given? Answer: 200; What are the place and the value of the first "1" in the number given? Answers: 10,000s and 10,000)
- Tell students that they will now take the same number and round it to the nearest 10 and 100. Think aloud about the rules for rounding and the example.

#### Guided practise

*(15 minutes)*

- Tell students to pick up their maths journals and pencils and write down and solve for the place and the value of the digits in the following numbers: 10,604 and 1,360, using the format discussed above.
- Ask for volunteers to raise their hands and share with the class the steps involved, based on the numbers used.
- As the place and value of each digit in each number is determined aloud by the class, write down the steps volunteered by the students on the whiteboard.
- When the place and value for each digit is determined in both numbers, review it with the class for accuracy.
- Make sure everyone has the solution for determining the place and value of each digit, in each number given, as a reference for completing their assignment during independent work time.
- Have students use the same numbers and round them to both the nearest 10 and 100. Discuss as a class and have students share their steps.

#### Independent working time

*(20 minutes)*

- Send students back to their seats and hand out a copy of the Place Value worksheet to each individual.
- Walk around and observe the students as they work on completing the assignment. Monitor the students as they work, making sure the problems are done correctly, in that they are justifying their answers by showing their work in coming up with the place and value of each digit, in each number assigned.
- Ask questions of the students, to make sure they understand the concept of place and value of each digit in a number. Provide support and clarification as needed.
- Instruct students to round each number to the nearest 10 and 100 on the back of the worksheet.

#### Differentiation

**Enrichment:**

- Give these students more challenging numbers, some of which will have zeroes in a designated place in a number.

**Support:**

- Observe and monitor these students more closely. Perhaps get involved in helping the students determine the place and value of digits in a number. You may want to fall back on easier problems, say 3 to 4 digit numbers, as an example, to work with. These students can use manipulatives, such as ten blocks, to show the students visually how to determine the place and value of digits in a number. Also, you may want to do a brief review of place value, before getting started.

#### Assessment

- The students will be assessed based on the comments and feedback from them during the lesson, about the assignment problems and at the conclusion of the lesson.
- They will also be assessed based on the results of the completed problems assigned.

#### Review and closing

*(10 minutes)*

- Bring the students back to the class meeting area.
- Ask for volunteers to share their answers and work done to complete the problems assigned.
- As the problems are reviewed in front of the class, the students will check their answers for accuracy.
- After each problem has been checked for accuracy, ask the class if there are any questions or comments on determining the place and value of digits within a given number.
- Ask the students if there are any questions or comments about determining the place or value of a digit in a number