view a plan
Here’s a lesson on Place Value using a Place Value Mat
Title – Place Value
By – Julienne C. Fallen
Subject – Math
Grade Level – 2
North Carolina Objective:1.09 Indicate the value of each digit in any 2 or 3-digit number
Material: Dice (two per group), place value mat, sticky-notes
Keep in mind: This lesson is a follow up lesson on place value. This will help the visual learners get the idea of place value and how ones become tens and how tens become hundreds.
Anticipatory Set: On the overhead have the following question:
How many licks does it take to get to the center of a blow-pop??
Have each student write down his/her estimation on a sticky-note.
This will really get them going!! Place the sticky-notes on the chalk board. Ask them why they estimated the way they did.
Explain that today they are going to find out how many times it takes them to roll the dice to get to 100.
1. Review Place Value.
2. Show them all the materials and same the name for each. For example: Hold up the dice and say these are dice. etc..
3. Give the Directions: You will be working in pairs. As you work in pairs you will be tallying the number of times you roll on a sheet of paper. Depending on your class you may have to review tallying. The first person will roll the dice and show that number using base ten blocks. Then that person will make a tally mark on his/her paper. Then the next person will roll the dice and add his/her amount to the first person’s amount. And make a tally on his/her paper. For example ANNA will roll the dice first. She gets a 3 and a 5. Using base ten blocks she will show eight. To show 8 she puts down 8 ones pieces under the ones column on the place value chart. She puts her tally mark down and then I will go. I roll the dice and get 2 and 3. I have to add 5 to ANNA’s 8. How can I do that?? By putting two more ones blocks under the ones column that makes ten ones. Ten ones can be traded for on 10 block which would be placed under the tens column. Then I add 3 ones to the ones column. I put a tally mark down for me and then it is ANNA’s turn again. She rolls 4 and 1. She adds 5 ones to my 3 and now we have 8 ones. This keeps going until you reach 100.
Add up your tally mars and sit quietly with your hands raised so I will know when you are finished.
4. When everyone is finished you can graph the number of tally marks each group has. (I have a blank graph chart that I use sticky-notes on. This makes it easier to make a lot of graphs with little effort.)
5. As a closing reivew place value and give each student a lollipop.
For a fast learning pair you could have them try it again and see if they come up with the same number of tries or Subtract back to 0. Each time tallying how many time it takes to reach 0.
For slower learners you could work with them or change their goal to 50.
**You really need to walk around to monitor this activity! Make sure they are understanding how to trade from ones to tens and from tens to hundreds.
E-Mail Julienne C. Fallen !