LESSON PLAN: Place Value

Subject Mathematics
Content Area Numbers, operations and relationships
Topic Place Value
Concept Number Concept Development
Educator Rose Siasa
School Walter Sisulu Primary
Grade 3

Dear Teacher

I hope that the following lesson description will help to improve your teaching strategy in your
classroom. It was particularly designed with you the teacher in mind. The methods used are fun, easy
and cost effective. I hope you will find it useful and apply the methodology with a positive and
enthusiastic approach.

Before we can begin any lesson we must understand the following:

What is Mathematics?
Mathematics is a language that makes use of symbols and notations for describing numerical,
geometric and graphical relationships. It is a human activity that involves observing, representing and
investigating patterns and qualitative relationships in physical and social phenomena and between
mathematical objects themselves. It helps to develop mental processes that enhance logical and
critical thinking, accuracy and problem-solving that will contribute to decision-making. ( quoted from
the CAPS document)

Every Mathematics lesson should be hour 24 minutes per day for Grades 1 to 3.

Specific Skills
To develop essential mathematical skills the learner should:

• develop the correct use of the language of Mathematics;

• develop number vocabulary, number concept and calculation and application skills;
• learn to listen, communicate, think, reason logically and apply the mathematical knowledge
gained;
• learn to investigate, analyse, represent and interpret information (quoted from the CAPS
document)
 Weighting of Content Areas in Foundation Phase

Weighting of Content Area Time

Grade 1 Grade 2 Grade 3 Time per
week
Numbers, 65% 60% 58% 120 minutes
Operations and
Relationships
Patterns, Functions 10% 10% 10% 80 minutes
and Algebra
Space and Shape 11% 13% 13% 80 minutes
(Geometry)
Measurement 9% 12% 14% 80 minutes
Data Handling 5% 5% 5% 60 minutes
(Statistics)

Note: This lesson plan is only part of an entire daily Mathematics lesson.

You should include as part of this lesson plan:

Counting

Mental Mathematics

Consolidation of concepts

Problem Solving

Group work

Independent Activities

Content Area Topic Concept and skills Concept and skills for Concept and skills for the
for the year Grade the year Grade 2 year Grade 3
1
Numbers, Place Begin to Recognise the place Recognise the place
Operations Value recognise the value of at least value of three digit
and place value two-digit numbers to numbers to 999
Relationships of at least two- 99 • Decompose three-digit
digit numbers to • Decompose two-digit numbers up to 999 into
20 numbers up to 99 into multiples of 100,
• Decompose multiples of 10 and multiples of 10 and
two-digit numbers ones/units ones/units
into multiples of • Identify and state the • Identify and state the
10 and ones/units value of each digit value of each digit

Apparatus 1. Flard Cards

2. DBE workbooks
Definition Place value: The value of a number
Flash card: Cards used to work with Place Value.

Teaching Introduce the vocabulary Hundreds, Tens and Units

Method
• Begin with showing a number and asking learners what the number is.
• The learner reads out the number. Ask the learner how many digits the number
has.
• In this case the number is 221 and it has 3 digits.
• Teach the learners to read the Hundreds, tens and units from left to right.
• Let them see how this is done by standing in front of the class with your back
to the class. Show them from side to side.
• A clear understanding of the position of the hundred, the tens and the units is
needed.
• Hand out envelopes with all the place value cards in them. Each learner should
have her own set of these flard cards.
1. 10 100
2. 20 200
3. 30 300
4. 40 400
5. 50 500
6. 60 600
7. 70 700
8. 80 800
9. 90 900

• Ask the learners to pick up one card. Ask them if it's a unit , ten or a hundred.
• Ask the learners to pick up a unit. Allow them to say what the unit is.
• Ask the learners to pick up a ten. Allow them to tell you the value of the ten.
• Ask the learners to pick up the hundred. Allow them to tell you what the value
of the hundred is.

Write a number on the board and break it down.

298 = 200 + 90 + 8
546 = 500 + 40 +6

Allow the learners to build up and break down the numbers they have on their
desks.

For fun do a place value calculation

400 + 30 + 6
300 + 50 + 3
700 + 80 + 9

Application: Do the activity in the DBE book.

References:

www.mathsisfun.com

www.superteacherworksheets.com

www.primaryresources.co.uk

www.sparklebox.co.uk/sa