Title and/or Lesson Plan #: Lesson 5: Analyzing Place Value Blocks

Lesson Overview:

In this lesson, I will teach students how to analyze place value blocks. Students will be

able to identify a 3-digit number based on the number of ones, tens, and hundreds.

Resources or Materials Needed

 Unifix cubes – Teacher set

 Overhead projector

 Document camera

 Pictures of unifix cubes and place value blocks from lesson 2 (Appendix E)

 Copies of Independent Practice – Lesson 5 (Appendix D)

 Place value blocks for early finishers

Performance Objective:

Given a visual representation of a three-digit number on place value blocks, students will

be able to analyze the number and identify ones, tens, and hundreds with 90% accuracy.

Time: One hour (one math block)

Step 1: Pre-Instructional Activities

Teacher (T): “Earlier this week we learned how to bundle as we count within 1,000. If I

count up 10 ones using unifix cubes, can we switch it out for another grouping?”

Students (S): “A ten!”

T: “How about if we count up to 19? How many groups of ten do we have?”

S: “1 ten.”

T: “How many ones?”

S: “9 ones.”
 T: “If I add another one, what would happen?”

S: “We would have 10 ones, so we could make another group of 10!”

T: “You’re right. Now we have 2 tens. 20 is made up of 2 tens. Now let’s count by tens.”

Class: “20, 30, 40, 50, 60, 70, 80, 90, 100.”

T: “Can we switch out these groups of tens for a larder unit?”

S: “A hundred.”

Step 2: Content Presentation

The teacher will display pictures of the counting activity from lesson 2. Teacher: “Here

are some pictures of our unifix counting activity earlier in the week. They are placed on a place

value chart to help us keep track of how many ones, tens, and hundreds we have. Take a look at

this picture. Looking at our place value chart, how many ones do you see?”

S: “4.”

Teacher will write a 4 below the ones column.

4
T: “How many tens do you see?” S: “2.” Teacher will write a 2 below the tens column.
 2 4
T: “How many hundreds do you see?” S: “0.”

0 2 4

T: “Let’s count it all out.”

Class: “10, 20, 21, 22, 23, 24!”

T: “This shows that 2 tens and 4 ones is 24.”

Step 3: Learner Participation

T: “Now I want everyone to try! Take out your whiteboards.”

The teacher will then show the following four pictures. Students will be asked to identify the

number that the picture is representing.

207
 310

169

245

Step 4: Assessment

Students will complete a short, teacher made assessment titled Independent Practice –

Lesson 5 (See Appendix D).

Step 5: Follow-Through Activities

Early finishers can practice constructing 3-digit numbers with place value blocks. As

their classmates finish, students can buddy up and quiz each other. This activity will also be

added to the list of free time choices for students to pick from throughout the week.