Lesson Plan #7 Title: What Place am I?

Lesson Overview: Students will extend their learning of place value by identifying the place

value of a number and writing it in expanded form notation.

Resources or Materials Needed

 Smart Board

 Construction Paper Headbands with Place Value Representation, Hundreds, Tens and

Ones (See Appendix M for sample)

 Plastic Bags

 Numbered 1 through 9 card stock squares printed and cut enough for each group (See

Appendix N)

 Plastic Baggies

 Expanded Place Value Recording Sheet (See Appendix O) (use a sheet protector)

 Dry Erase Markers

 Quiz (See Appendix P)

Performance Objective 7: Given 8 three digit numbers, students will correctly write the

numbers in expanded form 6 out of 8 times.

Time: 65 Minutes

Step 1: Pre-Instructional Activities (5 Minutes)

 Display a three-digit number on the board and have students recall each digit’s place (145).

The one is in the 100’s place, the 4 is in the 10’s place 5 is in the one’s place.

 Ask students to recall how to use the base-10 model and show the value of each digit in the

number 145. Have students come up to the smart board and draw each digit’s base-10

model. Have the students say the number out loud.

 The goal of the lesson will be shared with students. The goal of instruction is for students to

be able to write three-digit numbers in expanded form.

Step 2: Content Presentation (15 Minutes)

 Ask students to say the number 125 out loud, and then write the number on the smart

board.

 Have students repeat saying the number out loud, only this time, by each individual digit

and stopping them between the digits. As they say the number out loud, write what they

are saying in expanded form, i.e., 100, 20, 5.

 Tell students what you have written is called “Expanded Form.”

 Explain to students, they have been learning about place value and each digit in a number

has a value, which can be written in expanded form. Expanded form means we are taking

the value of a digit in a number and making it into an addition sentence. The value of

each digit added together makes up the whole number.

 Write the number 137 on the board. Model for students expanding the number, saying

the expanded form out loud as you expand the number. 100 + 30 +7 = 137. Repeat with

several different numbers.

 Model and explain the activity students will complete. Students will be grouped in

three’s and use construction paper headbands that represent the places of 1’s, 10’s and

100’s. Students will create numbers by pulling numbered squares from a plastic bag.

Each person represents a place value, depending on the headband they are wearing. They

will each take a turn drawing a number. The hundreds place will go first, then the ten’s

place person and last the one’s place person. As they draw the numbers, each person is

responsible for their place and writing their digit in expanded form. As each person takes
 a turn, they will complete an expanded form addition sentence and then write the whole

number. Students will switch headbands after several turns, so each person gets practice

with expanding each place.

 Ask students if they understand, or need clarification on the activity. Group students into

threes.

Step 3: Learner Participation (25 Minutes)

 Students will use their place value recording sheets to write their numbers in expanded

form.

 Teacher moves about the room and provides feedback to students if they have any

questions. If students are having trouble with the expanded form, give extra guidance by

having the students say the digit out loud, or have them use base-10 blocks to show the

number in expanded form.

Step 4: Assessment (15 Minutes)

 Students will be given a short quiz of 8 questions. Each question has a given three-digit

number where they will write the expanded form. Students will need to show the

expanded form correctly 6 out of the 8 numbers. See Appendix P.

Step 5: Follow-Through Activities (5 Minutes)

 Class Discussion Questions.

o Write this number on the board (102). Ask students what they do if there is a zero

in the 10’s place; how do they write this number in expanded form?

o Follow on with the question; if there are no hundreds in a number, do we add a

zero to the front of the number? Why?