Place value activity - math grade 2 - lesson 22

Math primary 2 first term lesson 22

Learn (40 minutes)

Directions

1.TEACHER SAY: The first thing we are going to do is Hands Up, Pair Up to find a partner. When I say go, you will put your hand in the air and walk around the classroom to find a partner who also has their hand in the air. Once you find someone, give them a high five and freeze until everyone has a partner. Ready? Go.

STUDENTS DO: Hands Up, Pair Up to find a partner.

TEACHER SAY: Tell your partner what you remember from our math lesson yesterday. You may begin.

STUDENTS DO: Take turns sharing with their partner what they remember from math yesterday.

TEACHER SAY: Go back to your desk. I will use Calling Sticks to choose three of you to share what you and your partner discussed.

STUDENTS DO: Selected students share their thinking.

2.TEACHER SAY: Thank you for sharing. Yesterday, we learned about the place of each digit in a 3-digit number and how the value of the digit depends on its place. We used a Hundreds, Tens, Ones chart to help us organize numbers. Today you are going to practice this by playing a game with some friends. First, let’s do one round together so I can show you how to play and what you need to include in your student book.

TEACHER DO: Display a Hundreds, Tens, Ones chart on the board.

TEACHER SAY: I have one die. I am going to roll the die three times. My first roll is going to be my Hundreds digit.

TEACHER DO: Roll the die.

TEACHER SAY: I rolled a _____, so my number is going to have _____ Hundreds.

TEACHER DO: Post the number card to match the number you rolled in the Hundreds section of the chart.

TEACHER SAY: I will use my manipulatives to show _____ Hundreds.

TEACHER DO: Show Hundreds using manipulatives.

TEACHER SAY: Now I will roll a second time. This roll is going to be my Tens digit.

TEACHER DO: Roll the die.

TEACHER SAY: I rolled a _____, so my number is going to have _____ Tens.

TEACHER DO: Post the number card to match the number you rolled in the Tens section of the chart.

TEACHER SAY: I will use my manipulatives to show _____ Tens.

TEACHER DO: Show Tens using manipulatives.

TEACHER SAY: Now I will roll a third time. This roll is going to be my Ones digit.

TEACHER DO: Roll the die.

TEACHER SAY: I rolled a _____, so my number is going to have _____ Ones.

TEACHER DO: Post the number card to match the number you rolled in the Ones section of the chart.

TEACHER SAY: I will use my manipulatives to show _____ Ones.

TEACHER DO: Show Ones using manipulatives.

TEACHER SAY: Now our number is complete. Who can read the number? Raise your hand.

STUDENTS DO: Raise hands to volunteer. Selected students identify the 3-digit number.

TEACHER DO: Confirm or correct students’ answers.

3.TEACHER SAY: Now it is your turn to play the game. First I will put you into groups. I will point to three students and say 1, 2, 3. Those three students will be in a group together. Each group will get one die and a set of place value manipulatives.

TEACHER DO: Divide students into groups of three.

TEACHER SAY: Open your student book to page Lesson 22: Apply. Each group will need to find a spot around the room where you can play the game. Take your student book and your pencil with you. I am going to hand out the dice. Each group will get one.

STUDENTS DO: Find a spot to play with their group. Take student books and pencils.

TEACHER DO: After groups are settled, hand out one die and one set of place value manipulatives to each small group.

TEACHER SAY: To play the game, do exactly what I just modeled at the board. On the page for Lesson 22, you will see four different HTO charts. Each group member will get a turn to roll the die. The first number is the Hundreds, the second is the Tens, and the third is the Ones. Write the numbers you rolled in the correct place on the Hundreds, Tens, Ones chart. Then show the number using your place value manipulatives. Finally, write the 3-digit number on the line beside the chart. You will do this four times.

TEACHER DO: If necessary, write the rules on the board.

STUDENTS DO: Play the place value game with their groups as modeled and explained by the teacher.

TEACHER DO: Allow students time to complete the activity. Walk around and monitor students during this activity, taking note of students who are struggling and may need further explanation. Encourage group members to help each other to build understanding of place value.

TEACHER SAY: Great work. You may head back to your desk with your student book and pencil. Keep your book out on your desk.