Place Value
VA 2nd/NYC 3rd grade
Purpose:
Previously, the students have focused on place value with the use of a place value place mat and
manipulatives (flats, rods, and units) to assist with building their understanding on the topic. In
addition, to obtain familiarity with tens, the students concentrated on grouping manipulatives and
other objects (pumpkin seeds) in groups of ten. This week, all lessons will work towards
strengthening each student’s knowledge of number sense using a number line. The end goal is
that students will connect their understandings of how numbers fall on the number line with the
concept of estimating numbers by rounding two-digit numbers to the nearest ten. This lesson will
focus on the following standard:
VA Grade 2: Math 2.1
The student will
a) read, write, and identify the place value of each digit in a three-digit numeral, using
numeration models;
b) round two-digit numbers to the nearest ten; and
c) compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words
(greater than, less than, or equal to).
NYC Grade 3: CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
Objective:
a.) With the assistance of manipulatives/numeration models, the students will be able to read,
write, and identify the place-value of two- and three-digit numbers, on a formative assessment
with 100% accuracy.
b.) On an enlarged 100s chart, the students will, first, demonstrate their knowledge about
rounding two-digit numbers to the nearest ten, and then complete a formative assessment with
100% accuracy.
Procedure:
Introduction A:
● Today, the students will be introduced into rounding using a 100s chart.
● To introduce (or reintroduce) the 100s chart, the students will have to complete a 100s
chart puzzle.
● The teacher will let the students know that she will show them how it looks like by
displaying a 100s chart on the Promethean board for five seconds.
● Students will have two minutes to put their chart together; when their group finishes
putting their chart together, to show they are finished, they must all stand up at their desk.
● After walking around to see everyone’s completed charts, teacher will ask the following
questions about the 100s chart:
Julie Palanca, VCU School of Education Practicum B
Fall 2015
1
Place Value
VA 2nd/NYC 3rd grade
○ *Pick a specific table to ask this question to: How do you know that your chart is
correct?
○ What does this chart show?
○ What do you all know about numbers?
○ What can we do with this chart?
Development A:
● Teacher will explain that one use of the 100s chart is to help us round numbers. Teacher
will choose three numbers and model how to round on a 100s chart.
● For the students to practice rounding, teacher will choose a number, but not tell anyone
what it is.
● Teacher will model one example:
○ “Let’s say (insert student name) picks the number 32. I would have to start
creating questions that I would ask (insert student name) to find out the number. I
would ask:
■ Is your number greater than ______?
■ Is your number less than _______?
■ Is your number between ________ and ________?
○ Point out that these are yes/no questions.
● Students have to guess what number the teacher has in mind using that model; they will
talk at their table to come up with ONLY yes/no questions and a possible number
● Students will only be able to ask one question at a time; when students are ready to share
their question they will raise their hand.
● After about ten questions have been asked from the students, allow students to guess
what the number is.
● After they guess the number, find the number on the 100s chart and round it to the nearest
ten (Let the students know what you are doing).
○ Why did we use these questions to help us find out what numbers I wanted to use?
○ How do these questions help us find out what the numbers were?
○ Which question helped you get to the answer?
○ What does it mean when I round to the nearest ten?
● Next, have the students explore the numbers on their own. Pass out the bag of numbers to
each table. Students can either have their table guess what number they have, and then
round the number or ask them to round the number to the nearest ten.
● Teacher should be walking around to make sure that students take turns drawing a
number out of the bag to round and that the students are rounding their numbers
correctly.
● Students will have ten minutes to practice.
Summary A:
Julie Palanca, VCU School of Education Practicum B
Fall 2015
2
Place Value
VA 2nd/NYC 3rd grade
● After activity, hand out assessment worksheet
● Assessment will be collected for teacher to grade and as evidence for evaluation
Introduction B:
● For review, the teacher will ask questions about vocabulary used throughout the week:
○ What does it mean to round to the nearest ten?
○ What place value are we looking at when we round to the nearest ten?
○ What does it mean when a question asks, “What two tens does (insert a number)
fall between?”
○ If I had the number 49, what would that round to? (Repeat question with a
different number that rounds to the “other side”, like 43)
■ Why does it round to that?
■ Why does it not round to (insert possible number here)?
● Moving to the shower curtain that displays the 100s chart, ask students the following
questions:
○ If zero were on this chart, where would it be?
● Vary the question by asking about other tens (i.e. 10, 20, 30, 40,
50)
● Have the student show you where it would be on the curtain,
instead of having them just tell you; this is the opportunity to
review rounding up and down and where they need to look on the
100s chart to guide them; whichever student answers this question,
have them place the note card with the tens on it where it should be
Development B:
● Students should be around the perimeter of the shower curtain by now… before having
them sit around the shower curtain, pass out wolves (wolves display the less than or
greater than signs – continued use in the class)
● The students will engage in an activity:
○ Students will sit around the perimeter of the shower curtain in numerical order
(note that the students are in numerical order on their class roster – they are
numbered alphabetically) for a turn to walk on the 100s chart
○ When student comes up to the shower curtain, student will draw paper from a hat
that will either have a number or equation - this will determine what number they
need to round; student will round number mentally and then verbally express their
answer; classmates must help the student by putting a thumbs up or down if they
agree or disagree with the student’s answer… at certain points, teacher must ask
students why they agree or disagree
○ After student comes to an answer, he or she will walk to number on the 100s chart
and walk in the direction (left or right) that the number should be on; if it is
Julie Palanca, VCU School of Education Practicum B
Fall 2015
3
Place Value
VA 2nd/NYC 3rd grade
wrong, have the students think about it again and ask the following questions to
help them:
■ Look at the number in the ones place, what ten is that closest to?
■ Is the number in the ones place less or more than 5?
○ After the first student goes, have the students remember the prior number and the
current number so that the students can compare the two numbers with the wolf
(This is a review for comparing numbers based upon which is greater than, less
than, or equal to each other).
Summary B:
● After activity, hand out assessment worksheet
● Assessment will be collected for teacher to grade and as evidence for evaluation
Materials:
● 100s chart puzzle
● Ziploc bag of numbers
● Shower curtain with 100s chart
● Note cards with tens
● Wolf cards
● Assessment worksheet
● Resources for lessons:
○ http://www.mathsolutions.com/documents/978-0-941355-75-9_nl40_l2.pdf
○ http://mrelementarymath.blogspot.com/2014/10/engaging-hundreds-chartactivities-part.html
○ Henrico County Public Schools Grade 2 Mathematics Curriculum Framework
○ http://www.corestandards.org/Math/Content/3/NBT/A/1/
Evaluation A1:
The student will have met the objective if she/he can round two-digit numbers to the nearest ten
on the 100s chart and on their end of activity assessment with at least 80% accuracy.
Evaluation A2:
The student will have met the objective if she/he can round two-digit numbers to the nearest ten
on the enlarged 100s chart and on their end of activity assessment with at least 80% accuracy.
Evaluation B1:
● Did the students meet the objectives? How do we know?
● Did the lesson accommodate/address the needs of all learners?
Julie Palanca, VCU School of Education Practicum B
Fall 2015
4
Place Value
VA 2nd/NYC 3rd grade
● What were the strengths and weaknesses of the lesson?
● How would you change the lesson if you could teach it again?
Evaluation B2:
● Did the students meet the objectives? How do we know?
● Did the lesson accommodate/address the needs of all learners?
● What were the strengths and weaknesses of the lesson?
● How would you change the lesson if you could teach it again?
Julie Palanca, VCU School of Education Practicum B
Fall 2015
5