Lesson Plan 6: Place Value People

CONTEXT

Grade(s): 1/2

Subject(s): Math

Long-Term Sequencing Long-Term Sequencing

and Scaffolding: - Students will develop an understanding of place value and
counting by larger intervals of numbers
- Students will use a variety of materials to assist their learning

Scaffolding
- Students have learned quantity can be represented using
objects, pictures, words and numerals
- Students have learned how quantity can be determined by
counting
- Students have learned about counting principles and order

GOALS

Curricular Expectations: Math Grade 1:

Organizing Idea: Number: Quantity is measured with numbers that

enable counting, labeling, comparing, and operating.

Guiding Question: How can quantity be communicated?

Learning Outcome: Students interpret and explain quantity to 100

Knowledge:
- Counting can begin at any number. Counting more than one
object at a time is called skip counting
Understanding:
- Each number counted includes all previous numbers (counting
principle: hierarchical inclusion). A quantity can be determined
by counting more than one object in a set at a time.
Skills and procedures:
- Count within 100, forward by 1s, starting at any number,
according to the counting principles. Count backward from 20
to 0 by 1s. Skip count to 100, forward by 5s and 10s, starting at
0. Skip count to 20, forward by 2s, starting at 0.
 Math Grade 2:

Organizing Idea: Number: Quantity is measured with numbers that

enable counting, labeling, comparing, and operating

Guiding Question: How can quantity contribute to a sense of number?

Learning Outcome:Students analyze quantities to 1000.

Knowledge:
- Any number of objects in a set can be represented by a natural
number. The values of the places in a four-digit natural number
are thousands, hundreds, tens, and ones. Places that have no
value within a given number use zero as a placeholder. The
number line is a spatial representation of quantity
Understanding:
- There are infinitely many natural numbers. Every digit in a
natural number has a value based on its place. Each natural
number is associated with exactly one point on the number line.
Skills and Procedures:
- Represent quantities using words and natural numbers. Identify
the digits representing thousands, hundreds, tens, and ones
based on place in a natural number. Relate a number, including
zero, to its position on the number line.

Implicit Learning:
- Representation: students will assign place value ones, tens, and
hundreds to create distinct characteristics of people
- Visual and interactive materials: students will use visual and
interactive materials to assist their learning and improve their
understanding
- Engagement and application: students will engage deeper with
the learning materials and apply their learning to a wider range
of concepts

MATERIALS & RESOURCES

- Place value video

- Powerpoint slides
- Whiteboards and markers
- Photocopies of base ten blocks person

OVERVIEW OF LEARNING ACTIVITIES & INSTRUCTIONAL STRATEGIES

 - Watch place value video
Place Value Song For Kids | Ones, Tens, & Hundreds | 1st - 3rd Grade
- Powerpoint slides that show examples of people made of base ten blocks
- Whiteboard activity
- Each student creates their own place value person

Differentiation
- Specific students may need to sit closer to the board if they get distracted easily. Make sure
Stella is sitting on the ball.
- Visuals are included in the powerpoint of what the different place value people can look
like
- Pick students to repeat instructions.
- Circulate tables to assist with creating stick people
- Need extra whiteboards and markers for students who may need more visual support.

Students will use creative and critical thinking skills to create a place value person. Using visual
and hands-on elements, students will represent their understanding of ones, tens, hundreds, and
thousands in a person they design. This will help students apply their learning to a larger project.

TIMING, SEQUENCING, TRANSITIONS OF LESSON

INCL. KEY PROMPTS & INSTRUCTIONS

Introduction / Hook (3 - Make sure whiteboards and markers are out for easy access
mins) - Get the class to gather on the carpet/ in chairs
- Use hands on top strategy to get their attention
- Explain to the class that they will be watching a video about
place value

Activity 1: Powerpoint - Explain what a place value chart is using the slide
with examples (5 - Pick a number- 3428 and get the students to come up and write
minutes) on the slide where each digit belongs (3-Thousands,
4-Hundreds, 2-Tens, 8-Ones)

Activity 2: Whiteboard - Get the students to grab whiteboards and markers

activity (10 minutes)
- When they come back to the carpet, use listening strategy- if
you can hear me wiggle your ears (say thank you to the
students who are listening)
- Tell the students now they are going to look and count the
value of place value people. First, they are going to start with
an example for the class.
- On the powerpoint, point to the first person. Get the students to
write down what the value is of the first person. (You’re going
to count the hundreds, tens and ones on this person. Once
 you’ve figured out the total value, write the number down on
your whiteboard).
- Answer: 266
- Answer: 280
- After each example, go through how you solved it (ask a
student to share how they counted that value)

Activity 3: Place value
people (rest of class
time)
- Tell the students now they are going to create their own place
value person. Read out the worksheet
- Say the steps
- Create your own person using the place value blocks
- Count all the place value blocks
- Write down your answer
- Go through the self-evaluation and leave on the board
- Get a student to repeat the instructions

Conclusion / - Share a student exemplar

Wrap up (x 3 mins) - Ask the students: what were some challenges you found when
creating the place value person?

ASSESSMENT(S)

1. Formative Assessment: Students will be formatively assessed through the place value
person. Through using manipulative blocks with hundreds, tens, and ones, students will
demonstrate if they understand the value displayed by their person. Students will also use
counting skills to determine their answer. They will refer to the self-evaluation to consider
if they added all the elements they needed into their place value person.