Lesson Title: The Value of Place Value
Creator: Carla Calhoun
Grade Level: 3rd Grade
Big Idea: Place Value
Essential Question: What is the value of place value?
CSOs:
M.O 3.1.1
M.O. 3.1.4
Students will read, write, order, and compare numbers to 10,000
using a variety of strategies (e.g., symbols, manipulatives, number
line).
Students will apply estimation skills (rounding, benchmarks,
compatible numbers) to evaluate reasonableness of an answer
Learning Skills:
21C.O.3-4.3.LS.4: Student appreciates, accepts and works cooperatively with
others, in both academic and social contexts, shares responsibility
for continued improvement of the academic performance and
climate of the school, and exhibits ethical behavior while working
alone or communicating with others.
Technology Tools:
21C.O.3-4.2.TT.3: Student uses technology tools (e.g., presentation software,
word processing software, publishing software, group web page
design, digital cameras, scanners) for individual and collaborative
writing, communication, and publishing activities to create
informative products for audiences inside and outside the
classroom.
Launch/Introduction (suggested time 15-25 minutes)
Activating Prior Knowledge
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Teacher will read The King’s Commissioner by Aileen Friedman to
children to launch activity and student interest. Discuss the book
briefly. Next, activate prior knowledge by reviewing digits,
numbers, and place value positions by asking questions. These
concepts would have been previously taught. Put the essential
question on the board for the students. Inform them that
throughout the lesson they should be keeping this question in mind.
Specialized Vocabulary Development
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Value (The definition will be posted on the board, and students will
write it in their math journal.)
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Prior to lesson, digits, numbers, and place value positions to the ten
thousands have been introduced and reviewed.
Investigate/Explore (suggested time varies from 30-40 minutes)
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Begin the lesson by passing out dry erase boards, markers, and
erasers to students. Then have students write a three digit number
that is student created. The class will then read this number. Ask
students to underline a specific place value position. Then discuss the
value of that digit. Continue with a few more examples. After that,
increase the number of digits until eventually creating five digit
numbers.
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Next, using the last five digit number that was created, construct a real
life situation for the students that would increase or decrease this
number by a set amount. For example, 30 more, 60 less, 400 more, or
200 less. Use Think, Pair, Share strategy with their neighbor to allow
students to generate a response. Have students display responses by
holding up the dry erase boards. Continue with a few more examples.

Put the students in predetermined pairs. Students should work with
appropriate level learning partner. There will be several levels once
pairs are determined. They will then play a game called Closest to
1000. Explain the directions and model the game to the students.
Each partnership has one die, 2 copies of the recording/score sheet
(See attachment for example), and 2 calculators. The student who
rolls the lowest number goes first. The student rolls the die. If a four is
rolled, he/she must then decide whether to make that four worth 4, 40,
or 400. After deciding the worth, the player records that value on the
recording/score sheet. The catch is they want to get closest to 1000
with only ten rolls. Students do not add their numbers until after the
tenth roll; the intent is that they use their mental math skills to decide
the best choice to record on each turn.. After ten rolls, the students can
use calculators to add their values. The player who gets the closest to
1000 wins.
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This game can be modified to Closest to 100; 1,000; or 10,000 based
on the level of the students.
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After a set amount of play time, bring the students back to their groups.
Ask students questions to probe his/her understanding. Some
examples are: How did you decide what number to write down during
each round of the game? How did your strategy change as you got
closer to the end? How or when could a 2 be worth more than a 3? Is
the value of zero in various numbers different or is zero the same as
nothing?
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Finally, have a student generate a five digit number using electronic
digit cards. These are teacher created digit cards that were made for
use with an electronic whiteboard (See teacher notes at end of lesson
for more information and attachment for example). The class will then
read this number. Then discuss the value of each digit. Have students
take turns manipulating the number by increasing or decreasing it by a
set amount provided by the teacher. One student will do this using the
electronic digit cards while the rest of the students do so using the
whiteboards. Continue with a few more examples.
Summarize/Debrief the Lesson (suggested time varies from 15-40 minutes)
Reflections

Once students are back in their groups, have them discuss the
essential question: What is the value of place value? The teacher
should monitor the discussions and encourage groups that might be
having some difficulty. Each group should come up with a response.
Each student should record the question and response. The class will
then discuss the responses.
Materials:
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copy of the book, The King’s Commissioner by Aileen Friedman
digit cards (two different color sets)
calculators
dry erase boards and markers
dice
score sheets for game
Duration:
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Approximately 75 - 90 minutes
Teacher Notes:
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This lesson could have several modifications in order for it to work in
your classroom. A regular whiteboard can be used, as well as paper
digit cards.
The digit cards were created by me. You can create your own or email me at ccalhoun@access.k12.wv.us for a copy of mine.
The game Closest to 1000 is from Developing Number Sense by Rusty
Bresser and Caren Holtzman, a Math Solutions Publication.
The instructional and grouping strategies used were previously
introduced to this class.
If using a SMARTboard, make sure to take a snapshot of the digit
cards so you can start fresh after each number that is created. A
snapshot will save a ‘picture’ of the cards so you do not have to keep
putting them back after a number is created.