Day: Date:

Subject:
Unit 2.3
Place Value in Whole Numbers

Common Core Standard(s):

CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.

Objective(s): At the end of this lesson my students will be able to…

To provide practice identifying values of digits in numbers up to one billion; and provide
practice reading and writing numbers up to one billion.

At the end of this lesson my students will be able to read and write numbers up to
1,000,000,000; identify the values of digits, write numbers in expanded notation, and find
the sum of numbers written in expanded notation.

Resources/Materials List:
Worksheets
Paper for work

Procedure: Includes but is not limited to: focus, review, modeling, guiding questions, guided
practice, and independent practice. This can be a detailed, bulleted list.
1. I will start by introducing the definition of Place values and giving a list of every
place value up to a billion.
2. I will then write a number on the board such as (9,730)
3. Next, students will have to answer these next questions
- Which digit is in the ones place? 0
- Which Digit is in the tens place? 3
- How much is that digit worth? 30
- What place is the number 7 in? Hundreds place
- How much is that digit worth? 700
- What place is the number 9 in? thousands place
- How much is that digit worth? 9,000
For a trick question you can ask:
- What is the smallest number you can create with these four (or however
many) numbers? Trick You can’t put the 0 in the thousands place.
4. Next, I will hand out the first worksheet on place value.
5. After they all complete the first worksheet we will review and answer and
questions that appeared when completing the assignment.
6. Next, I will be introducing expanded notation.
7. I will ask a student to describe the counting numbers. The Numbers 1, 2, 3, and so
on remind students that’ zero is usually not considered a counting number. Explain
that all of the counting numbers as well as the number zero are called whole
numbers; that is, the whole numbers are the numbers 0, 1, 2, 3 and so on. And I will
ask the question
- Is every counting number also a whole number? Yes
8. I will remind the students that “any number in our base-ten numeration system can
be written by using one or more of the Digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. What
makes this possible is that digits take on different values, depending on their
positions or places in a number.
9. I will draw a place value chart on the board and write out 222,222 in the chart.
STUDENT TEACHER LESSON PLAN FORMAT