Math Lesson Plan Place Values 2

MATH LESSON PLAN – PLACE VALUE CENTRES 2 Instructor Name: Colleen Trumble Class: Dr. Hamman Elementary School- Grade 3/4 10:30 am -11:00 am Lesson Title: Place Value Centers- Lesson 2 Tech Requirements: (list all materials you might need. Include special materials like balloons and also basic classroom materials like chalkboards). • Manipulatives in the thousand’s place, Hundreds place, Tens place and the ones place. A box of them. • Bingo markers • Place Value Spinner Game • Paper bag OR Ice Cream Bucket • Bingo calling cards • Booklets for every student with a page for every station • Dice • Deck of cards • Smart board • Place Mat for Place Value Game with Cards Administrative Notes: (if relevant, include any information needed to share with the teacher or the class). • An explanation of each station General Outcome: • Demonstrate an understanding for the place value of numbers from the ones place value to the ten thousands place value using a variety of different personal strategies. _____________________________________________________________ Specific Learning Objectives: • Students will construct numbers using manipulatives • Students will apply knowledge of place value by performing expanded notation • Students will design their own personal strategies for regrouping manipulatives

_____________________________________________________________ KSA’S: 1)How contextual variables affect teaching and learning 4) Subject Disciplines you teach 5) All students can learn albeit at different rates in different ways 6) The purpose of short, medium and long range planning 9) there are many approaches to teaching and learning 10) The functions of traditional and electronic teaching/learning technologies 11) The purposes of student assessment 16) The importance of guiding your actions with a personal, overall vision of the purpose of teaching

______________________________________________ ACTIVITIES Name of Exercise: Continuing Centers

Expected Length: (in minutes) 30 minutes

Purpose: (why is this exercise included in the lesson) To continue their learning of place value, trading and regrouping in many different kinds of stations. Detailed instructions: (how will this exercise be explained to the group) • The instructor will ask the helper of the day to hand out the math booklets to the class • The children will be asked to raise their hand to find out if they remember and wrote down who is in what group • Once it is clear everyone knows what group they are in, students will be asked to return to the station they were at last class • If a student is confused about how to play a station, here are the instructions from last class on how to play the stations. • The instructors will take the class around to each station and explain the station, possibly play it once with a volunteer so the students understand the basics of how to play each station. • Station 1: Teacher Made Station • Station 2: Teacher Made Station • Station 3: Place value game, for this game there will be a board with spinners on it as well as erasable markers. MUST BE ERASABLE! Students will spin the spinner to figure out the value they are writing down. They will then take that value and write it on the board below the spinner in the correct place value in expanded notation. They will record the numbers they create in their booklets, as a form of assessment. • Station 4: The students will be playing Math Bingo, with one of the instructors, most likely the student teacher. They will take their premade math bingo cards out, and use the colored markers to mark off

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their cards. The bingo caller will pull random numbers out of a paper bag or ice cream bucket and call out the number. The first student to yell bingo wins. A bingo can be a straight line down, across, diagonal, an X or if a bingo is called early, everyone will go for a blackout on their cards. The form of assessment for this station will be the completed bingo cards. Station 5: The students will be drawing cards from a deck of cards to create a number. They will place each card in whatever place they like on the place mat. For example, if they drew a 5, a 9, a 4 and a 2, they could create the number 4592. They will then take manipulatives and create that number on the below section of the chart with manipulatives. The students will then use the designated page in their math booklets to write down the number they have created in the small box in upper left hand corner of the bigger box. In the bigger box they will stamp out the number they have created using the manipulative stamps.

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Once the class is at their original stations, the instructor will ask them to move one station over. • One of the teachers will be walking around the room monitoring everything, the other teacher will be sitting at the bingo station calling bingo numbers. This can be decided the day of. • The class will do each centre for 10-15 minutes, then switch. Name of Exercise: Expected Length: (in minutes) Purpose: (why is this exercise included in the lesson) Detailed instructions: (how will this exercise be explained to the group) Name of Exercise:

Expected Length: (in minutes)

Purpose: (why is this exercise included in the lesson) Detailed instructions: (how will this exercise be explained to the group) Observations/Comments/Reflections