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Another Math lesson on Place Value usinng Paper Strips

Subject:

Math  

Grade:

2  

   George Raezer
Davis & Elkins College
Elkins, West Virginia
Student Teacher
Math Grade 2
Place Value Strips
  

I. Objectives:

1) The students will identify the position of numerical digits and the value that it represents.

2) The students will be able to define the total value of a three digit number.

3) The students will be able to give an example of 100′s, 10′s, and ones and categorize each.

4) The students will be able to rank numbers according to their place value.

   II. Materials:
        1) Felt-tip pens or any washable pens
        2) Laminated construction paper strips 1" x 9"
  

III. Introduction:

This lesson will help the students separate three digit numbers into their total value by the additive property of the number. The students will utilize expanded notation and standard notation. This will help them to develop a better understanding of place value, and how the values are used to express numbers of more than one digit.

IV. Procedure:

I will hand each student a 1×9 strip of laminated construction paper, each strip will have the words hundreds, tens and ones already written on them. I will then explain to the students that there are various ways to break numbers into expanded notation, such as:

   258 = 2 hundreds + 50 tens + 8 ones
              258 = 25 tens + 8 ones
              258 = 2 hundreds + 58 ones
  

I will then instruct the students to write a specific number on their strip in the rectangular region at the far left . After the equals sign, students place the single digit beside each appropriate place value name. In folded compact form the strip should read 258 = 258. In unfolded, expanded form, the strip should read 258 = 2 hundreds + 5 tens + 8 ones. Various folds can be used to expose different forms of the number, such as shown above. This activity encourages students to be flexible in working with numbers and to see equivalent representations of numbers.

V. Assessment of student learning:

After telling the students the number to either compact, or expand, I will move about the room and evaluate their answers. This will allow me to assess individual progress throughout the lesson.

VI. Strategies for accommodating individual differences:

Adequate wait time will be allowed for the student’s classification of each number. Individual seating verses group participation allows me to address problems that some students may encounter.

VII. Reflections on Lesson:

E-Mail George!

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