Lesson Plan from PDE SAS Website: Building Place

Value
Subject: Mathematics
Grade Level: 2nd Grade
Duration: 1 Hour
Standards:
2.1.2.A: Demonstrate the relationship between numbers and
quantities, including place value; one-to-one correspondence; rote
counting; counting by twos, fives, and tens; and comparing values of
whole numbers up to 500
2.1.2.D: Apply place value concepts and base-ten numeration to order
and compare whole numbers up to 500
CC.2.1.2.B.1: Use place value concepts to represent amounts of tens
and ones and to compare three digit numbers
CC.2.1.2.B.2: Use place value concepts to read, write, and skip count to
1,000
Objective:
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.
Essential Question:
How can we represent and compare numbers?
Vocabulary:
Place value: the value of a digit as determine by it position in a number
Materials:
Teacher materials:
1. Base-ten block set for modeling
2. Projector and Internet access
3. Access to website National Library of Virtual Math Manipulative
4. Subscription to Brain Pop Jr.
Student materials:
1. Whiteboards
2. Base-ten blocks
3. Record sheet

4. Sticky notes
Procedure:
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 cubes 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 Brain Pop Jr. video Place Value under Math/Number
Sense at www.brainpopjr.com. Question throughout the video
when the pause button lights up (That is this sites signal for
teachers to stop the video and discuss with the students).
3. 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
several other numbers, including numbers into the hundreds
place.
4. Use the website http://nvlum.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.
5. 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). Can also be done on a worksheet by
filling in blank boxes with the base-ten blocks (drawn).
6. 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.
7. Give students a recording sheet and have groups walk around
and record the value of each structure in the classroom.
8. Have students self check each structure using the groups answer
provided on the paper turned upside down.
9. 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.
10.
Provide closure to the lesson by restating the meaning of
the base-ten number system and place value of numbers.
11.
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