A Lesson Plan for Teaching Three-Digit Place Value

A Lesson Plan for Teaching Three-Digit Place Value In this exercise plan, second-grade understudies further build up their comprehension of spot an incentive by distinguishing what every numeral of a three-digit number represents. The exercise takes one 45-minute class period. Supplies include: Customary scratch pad paper or a math journalBase 10 squares or base 10 square stampsNotecards with the numerals 0 through 9 composed on them Objective The object of this exercise is for understudies to comprehend what the three digits of a number mean regarding ones, tens and hundreds and to have the option to clarify how they concocted answers to inquiries concerning bigger and littler numbers.â Execution Standard Met: Understand that the three digits of a three-digit number speak to amounts of hundreds, tens, and ones; e.g., 706 equivalents 7 hundreds, 0 tens, and 6 ones. Presentation Compose 706, 670, 760 and 607 on the board. Get some information about these four numbers on a piece of paper. Solicit Which from these numbers is biggest? Which number is the littlest? Bit by bit Procedure Offer understudies a couple of moments to talk about their responses with an accomplice or a tablemate. At that point, have understudies perused out loud what they composed on their papers and disclose to the class how they made sense of the bigger or littler numbers. Request that they choose what two numbers are in the center. After they have gotten an opportunity to talk about this inquiry with an accomplice or with their table individuals, request answers from the class again.Discuss what the digits mean in every one of these numbers and how their arrangement is crucially imperative to the number. The 6 out of 607 is totally different from the 6 of every 706. You can feature this to understudies by inquiring as to whether they would prefer to have the 6 amount in cash from the 607 or the 706.Model 706 on the board or on an overhead projector, and afterward have understudies draw 706 and different numbers with base 10 squares or base 10 stamps. In the event that neither of these ma terials is accessible, you can speak to hundreds by utilizing enormous squares, tens by drawing lines and ones by drawing little squares.After you do display 706 together, compose the accompanying numbers on the board and have understudies model them all together: 135, 318, 420, 864 and 900. As the understudies compose, draw or stamp these on their papers, stroll around the study hall to perceive how understudies are getting along. In the event that some completion each of the five numbers effectively, don't hesitate to give them a substitute action or send them to wrap up another venture while you center around the understudies who are experiencing difficulty with the concept.To close out the exercise, give each youngster a notecard with one numeral on it. Call three understudies to the front of the class. For instance, 7, 3 and 2 go to the front of the class. Have the understudies remain close to one another, and have a volunteer perused the trio. Understudies should state Seven hundred thirty-two. At that point request that understudies reveal to you who is during the tens spot, who is during the ones spot, and who is in the hundreds spot. Rehash until the class time frame is finished. Schoolwork Request that understudies draw five three-digit quantities of their decision utilizing squares for hundreds, lines for tens, and little squares for ones. Assessment As you are strolling around the class, take recounted notes on the understudies who are battling with this idea. Make some time later in the week to meet with them in little gatherings or-if there are a few of them-reteach the exercise sometime in the future.