Lesson Plan #1

Grade/Class Grade 3 Date Nov.1, 2021

Topic Place Value Time 40 min

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Outcomes / Purpose

Essential Understandings The students will know: Curricular
Outcomes/Achievement
The position of a digit in a number determines the quantity it represents. Indicators The student will
be able to:
The groupings of 1s, 10s, and 100s can be taken apart in different ways.
3.N.5 Illustrate, concretely
and pictorially, the
meaning of place value for
numerals to 1000.
[C, CN, R, V]

I Can … (statements)
TSWBAT…(The student will be able to…)

I can use base 10 blocks to show a number in more than one way
I can explain the value of all digits within a 3-digit number.

Essential Questions Cross-Curricular/Real World

Connections
What are ways we can represent a number with base ten blocks and determine
the value of digits within a 3-digit number?

Materials (ICT considered) Differentiation Strategies

Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity,
Include exemplars / samples adaptations, and groupings
Assist students with adapted
learning plans.
 Lesson Plan Idea: https://www.education.com/download/lesson-
plan/el-support-lesson-base-ten-blocks/el-support-lesson-base-ten-
blocks.pdf Multiple Intelligences:
  Lesson plan idea for ‘What is my number?’: Jump Math 3.1 Teacher Verbal: “What is my number
Resources game” with instructions and
 Base Ten Block discussions during our lesson.
Site-https://www.coolmath4kids.com/manipulatives/base-ten-blocks Visual: The Base Ten Block site
 Smartboard so students can visually see
 Whiteboard + Marker (per student) manipulatives.
 Place Value Mat + Numbers (per student) Logical: Building numbers
 “Find the missing place value from a 3-digit number”- with base ten blocks and
https://www.k5learning.com/free-math-worksheets/third-grade-3/pl calculating the value of digits
ace-value-and-rounding/missing-place-value-3-digit-number in a 3-digit number.
Intrapersonal: Working on
their missing value sheet.

References/Sources for Lesson Key Words/Vocabulary

 Hands on Mathematics Grade 3: Part 2 – Portage & Main Press Place value
 Lesson Plan Idea: https://www.education.com/download/lesson- Expanded form
plan/el-support-lesson-base-ten-blocks/el-support-lesson-base- Hundred
ten-blocks.pdf Tens
 Lesson plan idea for ‘What is my number?’: Jump Math 3.1 Ones
Teacher Resources
 Base Ten Block
Site-https://www.coolmath4kids.com/manipulatives/base-ten-
blocks
 “Find the missing place value from a 3-digit number”-
https://www.k5learning.com/free-math-worksheets/third-grade-3/pl
ace-value-and-rounding/missing-place-value-3-digit-number
 Grade 3 Mathematics MB Curriculum-
https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf


Assessment Evidence
Description FOR AS OF
Assessment for students understanding will be done through their practice on X
their ‘Find the missing place value from a 3-digit number’ worksheet

Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How will
I encourage active thinking? What questions will I pose to foster student critical
Hook thinking? Time
Activate

Students will be given a place value mat with a set of place value cards. We will
 play a game where I will choose a 3-digit number and I will give clues to
students to help them build the number using their place value mat. 5 min

1) My number is between 200 and 400 (Students will make any number
they want between these digits)
2) My number is odd (students may change their number)
3) My number is less than 250 (students may change their number)
4) In the ones position my number has 3 ones and the tens position is
worth 40.
5) What is my number?

(My number is 243)

Acquire I will write 836 up on the board. I will also build the number using base ten
blocks on the smart board using this site
https://www.coolmath4kids.com/manipulatives/base-ten-blocks. I will say that
this is a 3-digit number. I will ask students what is the place value of 8? (ones,
tens, hundreds). The 8 is in the hundreds place, so it is worth 800. What is the
place value of 3 and what is it worth? (30). The 6? (6). We will learn how to
15-20min
count out each block to get a better understanding.

Review with students expanded form and how 836 is the short way instead of
writing the expanded form: 800+30+6

Students will get out their white boards and they will write the value I am
asking for. Examples:

What is the expanded form of 537?

What is the expanded form of 36?

In the number 326, what is the value of 3 or what is it worth? The 2? The 6?

Apply I will ask students to give me a thumbs up if they think they got this and can do
the worksheet independently. Students who I notice struggling or did not put
their thumbs up will come work with me in a small group. In the small group,
we will cover expanded form and the value of numbers. 15-
20min
Students will complete the worksheet which allows students to find the missing
number in an expanded form equation. For example: 1+_______+100=191
The missing value would be 90 because it is in the tens position. We will correct
 it together today or tomorrow morning.
Closure

Reflections about the lesson:

How did the delivery of the lesson go? What went well in the small group?

Grade/Class Grade 3 Date Nov. 2, 2021

Topic Place Value Time 40 min

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Plan #2

Lesson Outcomes / Purpose

Essential Understandings The students will know: Curricular
Outcomes/Achievement
Indicators The student will
be able to:

The position of a digit in a number determines the quantity it represents. 3.N.5 Illustrate, concretely
and pictorially, the meaning
The groupings of 1s, 10s, and 100s can be taken apart in different ways. of place value for numerals to
1000.
[C, CN, R, V]
 Record in more than
one way the number
represented by
proportional and non-
proportional concrete
materials.
 Represent a number
in different ways using
proportional and non-
proportional concrete
 materials, and explain
how they are
equivalent (e.g., 351
can be represented as
three 100s, five 10s,
and one 1, or two
100s, fifteen 10s, and
one 1, or three 100s,
four 10s, and eleven
1s).
 Explain, and show
with counters, the
meaning of each digit
for a 3-digit numeral
with all digits the
same (e.g., for the
numeral 222, the first
digit represents two
hundreds [two
hundred counters],
the second digit
represents two tens
[twenty counters],
and the third digit
represents two ones
[two counters]).
3.N.9 Demonstrate an
understanding of addition
and subtraction of numbers
with answers to 1000 (limited
to 1-, 2-, and 3-digit
numerals) by
 using personal
strategies for adding
and subtracting with
and without the
support of
manipulatives
 creating and solving
problems in contexts
that involve addition
and subtraction
of numbers concretely,
pictorially, and symbolically.
[C, CN, ME, PS, R]
  Model the addition of
two or more numbers
using concrete or
visual
representations, and
record the process
symbolically.
 Determine the sum of
two numbers using a
personal strategy
(e.g., for 326 + 48,
record 300 + 60 + 14).

I Can … (statements)
TSWBAT…(The student will be able to…)

I can use base 10 blocks to show a number in more than one way.
I can use a strategy to solve addition questions (with regrouping) up to 1000

Essential Questions Cross-Curricular/Real World

Connections
How do we regroup when doing 2-digit addition equations?
How can we show a number in more than one way using base ten blocks? Having math strategies to do
math problems in the real
world such as buying
something with money.
Materials (ICT considered) Differentiation
Strategies
Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity,
Include exemplars / samples adaptations, and groupings
 Chart paper
 Smart board I will walk around to see how
 Place value mat students with adaptation
 Base ten blocks plans are doing. For those
 “Add 2-Digit Numbers with Regrouping” Worksheet (2pgs) who are struggling, I will help
 “Addition with Two by Two Digits w/10s Regrouping” -Extra them start off the question.
Worksheets
 Base Ten Block Site- Multiple Intelligences
https://www.coolmath4kids.com/manipulatives/base-ten-blocks.
Verbal: Modelling addition
questions and class
discussions.
Visual: Base ten blocks for
 students and the base ten
block site.
Logical: Addition with
regrouping.
Interpersonal: Working with
their partner to answer 2-
digit addition questions.
Intrapersonal: Doing practice
2-digit addition questions
independently.

References/Sources for Lesson Key Words/Vocabulary

 Anchor Chart Idea: https://www.pinterest.ca/pin/794322453036604606/ Hundreds
 “Addition with Two by Two Digits w/10s Regrouping” Extra Worksheets- Tens
https://www.teacherspayteachers.com/Product/1st-Grade-Adding-within- Ones
100-with-regrouping-Advanced-Worksheets-6024066 Regroup
 “Add 2-Digit Numbers with Regrouping” Worksheet (2pgs)- Trade
https://www.teacherspayteachers.com/Product/FREEBIE-Math_Add-with-
REGROUPING_Practice-worksheets-5705255
 Grade 3 Mathematics MB Curriculum-
https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf

Assessment Evidence
Description FOR AS OF
Observe partners building their numbers with base ten blocks and adding to find the X
answer
Assessment for student understanding will be evaluated through their practice on X
their worksheets
Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use?
How will I encourage active thinking? What questions will I pose to foster
Hook student critical thinking? Time
Activate

To review regrouping with base ten blocks, I will create an anchor chart
showing that when I have 10 ones, I will need to trade for 1 ten. When I
have 10 tens, I need to trade them for 1 hundred. 5 min
Acquire To start we will only add 2-digit numbers. I will model a couple of
questions on the smartboard using
https://www.coolmath4kids.com/manipulatives/base-ten-blocks.
Students will be grouped into partners. They will use base ten blocks and
place value mats to create both numbers with me. Then they will try
examples by themselves.
15-20
min
1) 48+13 (I will model this question for students with their help)
2) 27+23 (Students will walk we through the steps from building
both numbers to regrouping and then solving to find the answer)
3) 59+14 (Students will complete this one independently on their
place value mats with their base ten blocks and write their
answer on their whiteboard)

Apply Students will be given a worksheet page. They will use their place value
mat and base ten blocks to help them regroup and solve to find the
answer with a partner.
15-
20min
For students who finish their worksheet early, I will have extra
worksheets that are a bit more challenging.

Closure

Reflections about the lesson:

What went really well for students in the lesson?

What could I have done differently to support struggling students?
 Lesson Plan #3

Grade/Class Grade 3 Date Nov. 3, 2021

Topic Place Value Time 40min

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Outcomes / Purpose

Essential Understandings The students will know: Curricular
Outcomes/Achievement
Indicators The student will
be able to:

The position of a digit in a number determines the quantity it represents. 3.N.5 Illustrate, concretely
and pictorially, the meaning
The groupings of 1s, 10s, and 100s can be taken apart in different ways. of place value for numerals to
1000.
[C, CN, R, V]
 Record in more than
one way the number
represented by
proportional and non-
proportional concrete
materials.
 Represent a number
in different ways using
proportional and non-
proportional concrete
materials, and explain
how they are
equivalent (e.g., 351
can be represented as
three 100s, five 10s,
and one 1, or two
100s, fifteen 10s, and
one 1, or three 100s,
four 10s, and eleven
1s).
 Explain, and show
with counters, the
meaning of each digit
for a 3-digit numeral
 with all digits the
same (e.g., for the
numeral 222, the first
digit represents two
hundreds [two
hundred counters],
the second digit
represents two tens
[twenty counters],
and the third digit
represents two ones
[two counters]).
3.N.9 Demonstrate an
understanding of addition
and subtraction of numbers
with answers to 1000 (limited
to 1-, 2-, and 3-digit
numerals) by
 using personal
strategies for adding
and subtracting with
and without the
support of
manipulatives
 creating and solving
problems in contexts
that involve addition
and subtraction
of numbers concretely,
pictorially, and symbolically.
[C, CN, ME, PS, R]
 Model the addition of
two or more numbers
using concrete or
visual
representations, and
record the process
symbolically.
 Determine the sum of
two numbers using a
personal strategy
(e.g., for 326 + 48,
record 300 + 60 + 14).
I Can … (statements)
TSWBAT…(The student will be able to…)

I can use base 10 blocks to show a number in more than one way.
I can use a strategy to solve addition questions (with regrouping) up to 1000

Essential Questions Cross-Curricular/Real World

Connections
How do we regroup when doing 2-digit addition equations? Having math strategies to do
How can we show a number in more than one way using base ten blocks? math problems in the real
world such as buying
something with money.

Materials (ICT considered) Differentiation

Strategies
Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity,
Include exemplars / samples adaptations, and groupings
 Chart paper
 Smart board I will walk around to see how
 Place value mat students with adaptation
 Base ten blocks plans are doing. For those
 “Add 2-Digit Numbers with Regrouping” Worksheet (2pgs) who are struggling, I will help
 “Addition with Two by Two Digits w/10s Regrouping” -Extra them start off the question.
Worksheets
Multiple Intelligences

Verbal: Discussions,
modelling and instructions.
Visual: Base ten blocks and
the base ten block site.
Logical: 2 and 3-digit addition
questions.
Interpersonal: Building with
base ten blocks to regroup
with their partner.
Intrapersonal: Review on
their 2-digit addition
examples.

References/Sources for Lesson Key Words/Vocabulary

  Anchor Chart Idea: https://www.pinterest.ca/pin/794322453036604606/ Hundreds
 “Addition with Two by Two Digits w/10s Regrouping” Extra Worksheets- Tens
https://www.teacherspayteachers.com/Product/1st-Grade-Adding-within- Ones
100-with-regrouping-Advanced-Worksheets-6024066 Regroup
 “Add 2-Digit Numbers with Regrouping” Worksheet (2pgs)- Trade
https://www.teacherspayteachers.com/Product/FREEBIE-Math_Add-with-
REGROUPING_Practice-worksheets-5705255
 Grade 3 Mathematics MB Curriculum-
https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf



Assessment Evidence
Description FOR AS OF
Observe partners building their numbers with base ten blocks and adding to find X
the answer

Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How
will I encourage active thinking? What questions will I pose to foster student
Hook critical thinking? Time
Activate

We will review regrouping by discussing our “Base Ten Blocks” anchor chart.
Some questions I may ask students could be:
 How do we know when to regroup? 5 min
 If we have 10 ones, what will they get regrouped to?
 If we have 10 tens, what will they get regrouped to?

Acquire To pick up from our last lesson, we will try three to five, 2-digit addition
with regrouping examples together to refresh their memories. I will ask
students to come up and model the examples for everyone. I will observe
students understanding by having them model examples on the smartboard
and walking around to check. I will use this site to show the example:
10-15min
https://www.coolmath4kids.com/manipulatives/base-ten-blocks.

I will model a 3-digit addition question using the base ten manipulatives site.
Students will try 3-4 examples by engaging with the smartboard and using
their base ten blocks to visualize regrouping.

Apply Students will continue to practice their 2-digit addition with regrouping by
completing their worksheet. Students will be given place value mats, base
ten blocks and will be grouped into partners.
20min
 For students who finish their worksheet early, I will have extra worksheets
that are slightly more challenging.

Closure

Reflections about the lesson:

How did the delivery of the lesson go?

Grade/Class Grade 3 Date Nov. 4, 2021

Topic Place Value Time 40-45min

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Plan #4

Lesson Outcomes / Purpose

Essential Understandings The students will know: Curricular
Outcomes/Achievement
Indicators The student will
be able to:

The position of a digit in a number determines the quantity it represents. 3.N.5 Illustrate, concretely
and pictorially, the meaning
The groupings of 1s, 10s, and 100s can be taken apart in different ways. of place value for numerals to
1000.
[C, CN, R, V]
 Record in more than
one way the number
represented by
proportional and non-
proportional concrete
 materials.
 Represent a number
in different ways using
proportional and non-
proportional concrete
materials, and explain
how they are
equivalent (e.g., 351
can be represented as
three 100s, five 10s,
and one 1, or two
100s, fifteen 10s, and
one 1, or three 100s,
four 10s, and eleven
1s).
 Explain, and show
with counters, the
meaning of each digit
for a 3-digit numeral
with all digits the
same (e.g., for the
numeral 222, the first
digit represents two
hundreds [two
hundred counters],
the second digit
represents two tens
[twenty counters],
and the third digit
represents two ones
[two counters]).
3.N.9 Demonstrate an
understanding of addition
and subtraction of numbers
with answers to 1000 (limited
to 1-, 2-, and 3-digit
numerals) by
 using personal
strategies for adding
and subtracting with
and without the
support of
manipulatives
 creating and solving
problems in contexts
 that involve addition
and subtraction
of numbers concretely,
pictorially, and symbolically.
[C, CN, ME, PS, R]
 Model the addition of
two or more numbers
using concrete or
visual
representations, and
record the process
symbolically.
 Determine the sum of
two numbers using a
personal strategy
(e.g., for 326 + 48,
record 300 + 60 + 14).

I Can … (statements)
TSWBAT…(The student will be able to…)

I can use base 10 blocks to show a number in more than one way.
I can use a strategy to solve addition questions (with regrouping) up to 1000

Essential Questions Cross-Curricular/Real World

Connections
Having math strategies to do
How do we regroup and solve when doing 3-digit addition equations? math problems in the real
How can we show a number in more than one way using base ten blocks? world such as buying
something with money.

Materials (ICT considered) Differentiation

Strategies
Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity,
Include exemplars / samples adaptations, and groupings
 Chart paper
 Smart board I will walk around to see how
 Place value mat students with adaptation
 Base ten blocks plans are doing. For those
 “Add 2-Digit Numbers with Regrouping” Worksheet (2pgs) who are struggling, I will help
 “Addition with Two by Two Digits w/10s Regrouping” -Extra them start off the question. If
Worksheets I have time I will pull the
struggling students and form
 a group to work on building
the numbers with the blocks
and regrouping.

Multiple Intelligences

Verbal: Discussions,
modelling and instructions.
Visual: Base ten blocks and
the base ten block site.
Logical: 3-digit addition
questions with regrouping
and using base ten blocks to
build.
Interpersonal: Building with
base ten blocks to regroup
and solve for their 3-digit
addition questions with their
partner.
Intrapersonal: Review on
their 3-digit addition
examples.

References/Sources for Lesson Key Words/Vocabulary

 Anchor Chart Idea: https://www.pinterest.ca/pin/794322453036604606/ Hundreds
 3-Digit Addition Worksheet- https://free4classrooms.com/free-3-digit- Tens
addition-worksheets-with-regrouping/ Ones
 Place Value Worksheet- Regroup
https://www.teacherspayteachers.com/Product/Place-Value-Worksheets- Trade
1515877
 3-Digit Addition With Regrouping Practice Page-
https://www.teacherspayteachers.com/Product/3-Digit-Addition-With-
Regrouping-Practice-Page-3570738
 Grade 3 Mathematics MB Curriculum-
https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf

Assessment Evidence
Description FOR AS OF
Observe partners building their numbers with base ten blocks and adding to find X
the answer
 Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How
will I encourage active thinking? What questions will I pose to foster student
Hook critical thinking? Time
Activate

We will review our place value anchor chart and students will understand
that when there is ten something, they need to regroup or trade.
5 min

Acquire
We will start adding 3-digit numbers. I will model a couple of questions on
the smartboard using
https://www.coolmath4kids.com/manipulatives/base-ten-blocks. Students
will be grouped into partners. They will use base ten blocks and place value
mats to create both numbers with me. Then they will try examples by
themselves.
15-
20min
1) 157+123 (I will model this question for students with their help)
2) 157+164 (Students will walk we through the steps from building both
numbers to regrouping and then solving to find the answer)
3) 226+393 (Students will complete this one independently on their
place value mats with their base ten blocks and write their answer
on their whiteboard)
4) I will also show students how we can group without base ten blocks
using 2-digit numbers.
Apply Students will continue to practice their 3-digit addition with regrouping by
completing their worksheet. Students will be given place value mats, base
ten blocks and will be grouped into partners.
20min

For students who finish their worksheet early, I will have extra 3-digit
worksheets that are slightly more challenging. I will also provide a place
value worksheet which will be a good review for number values.

Closure

Reflections about the lesson:

What do students need more practice on? Should I review anything that they are struggling
with? Do I need to pull a group of students so that they can get more practice?

Grade/Class Grade 3 Date Nov. 5, 2021

Topic Place Value Time 20 min

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Plan #5

Lesson Outcomes / Purpose

Essential Understandings The students will know: Curricular
Outcomes/Achievement
Indicators The student will
be able to:

The position of a digit in a number determines the quantity it represents. 3.N.5 Illustrate, concretely
and pictorially, the meaning
The groupings of 1s, 10s, and 100s can be taken apart in different ways. of place value for numerals to
1000.
[C, CN, R, V]
 Record in more than
one way the number
represented by
proportional and non-
proportional concrete
materials.
 Represent a number in
different ways using
 proportional and non-
proportional concrete
materials, and explain
how they are
equivalent (e.g., 351
can be represented as
three 100s, five 10s,
and one 1, or two
100s, fifteen 10s, and
one 1, or three 100s,
four 10s, and eleven
1s).
 Explain, and show with
counters, the meaning
of each digit for a 3-
digit numeral with all
digits the same (e.g.,
for the numeral 222,
the first digit
represents two
hundreds [two
hundred counters],
the second digit
represents two tens
[twenty counters], and
the third digit
represents two ones
[two counters]).
3.N.9 Demonstrate an
understanding of addition and
subtraction of numbers with
answers to 1000 (limited to
1-, 2-, and 3-digit numerals)
by
 using personal
strategies for adding
and subtracting with
and without the
support of
manipulatives
 creating and solving
problems in contexts
that involve addition
and subtraction
of numbers concretely,
 pictorially, and symbolically.
[C, CN, ME, PS, R]
 Model the addition of
two or more numbers
using concrete or
visual representations,
and record the process
symbolically.
 Determine the sum of
two numbers using a
personal strategy (e.g.,
for 326 + 48, record
300 + 60 + 14).

I Can … (statements)
TSWBAT…(The student will be able to…)

I can use base 10 blocks to show a number in more than one way
I can record a 3-digit number in standard form, from a picture or from object
I can explain the value of all digits within a 3-digit number
I can use a strategy to solve addition questions with regrouping up to 1000

Essential Questions Cross-Curricular/Real World

Connections
How do we regroup and solve when doing 3-digit addition equations? Having math strategies to do
How can we show a number in more than one way using base ten blocks? math problems in the real
world such as buying
something with money.

Materials (ICT considered) Differentiation Strategies

Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity,
Include exemplars / samples adaptations, and groupings
 Whiteboards Students with adaptation
 Markers plans will be asked if they
 Plickers site want to use base ten blocks as
 Plickers cards for each student a visual.
 Anchor chart place value
 Base ten blocks (if needed for some students)
Multiple Intelligences

Verbal: Reading the questions

out loud for students.
 Visual: Can use their
whiteboards to draw visuals
or use base ten blocks.
Logical: 2 & 3-digit addition
questions, and ways to
represent a number.
Intrapersonal: Students will
complete the Plickers quiz
independently.

References/Sources for Lesson Key Words/Vocabulary

Hundreds
 Grade 3 Mathematics MB Curriculum- Tens
https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf Ones
 Plickers Regroup
Trade

Assessment Evidence
Description FOR AS OF
Assessment for students understanding will be completed by looking at their score X
on the place value quiz on Plickers

Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How
will I encourage active thinking? What questions will I pose to foster student
Hook critical thinking? Time
Activate

I will discuss with students how over the past week we have been working 5 min
on expanded form, place value with the value of numbers, 2 and 3-digit
addition with regrouping.
Acquire
I will have students pull out their whiteboards and their marker. Students
will be told we will be doing a mini quiz using the platform Plickers. Students
will be asked if they would like to use base ten blocks along with the place 5 min
value mat to help them complete the questions. They will be reminded that
they can look at our place value anchor chart to help as well.

Apply Students will complete the Plickers place value quiz. I will be able to assess
students understanding on certain parts in place value and to see where
some students may need extra practice.
10-15
Questions will be: (They will be multiple choice) min
1. Determine the value of the number that is underlined
378
2. What is the standard form if the expanded form is…
500+9
Closure 3. Solve the 3-digit addition question.
276
+237

4. What is the standard form of…

600+30+9
5. What value is missing from the question.
1 780
1 000+ _________+80+0

Reflections about the lesson:

Did students enjoy using this platform? What other platforms could I incorporate to lessons?

Grade/Class Grade 3 Date Nov. 8, 2021

Topic Place Value Time 40 min-1 hour

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Plan #6

Lesson Outcomes / Purpose

Essential Understandings The students will know: Curricular
Outcomes/Achievement
 To be able to recognize and read number names Indicators The student will be
 To be able to write numbers into word form able to:
3.N.2 Represent and describe
 Quantities can be represented in a variety of ways with objects, numbers to 1000, concretely,
pictures, and numerals. pictorially, and symbolically.
[C, CN, V]
 Read a 3-digit numeral
without using the word
“and” (e.g., 321 is three
hundred twenty-one,
NOT three hundred AND
twenty-one).
 Read a number word (0
to 1000).
 Represent a number
pictorially. Write number
words for multiples of ten
to 90.
 Write number words for
multiples of a hundred
to 900.
 Determine compatible
number pairs for 100.
3.N.5 Illustrate, concretely and
pictorially, the meaning of place
value for numerals to 1000.
[C, CN, R, V]
 Record in more than one
way the number
represented by
proportional and non-
proportional concrete
materials.
 Represent a number in
different ways using
proportional and non-
 proportional concrete
materials, and explain
how they are equivalent
(e.g., 351 can be
represented as three
100s, five 10s, and one 1,
or two 100s, fifteen 10s,
and one 1, or three 100s,
four 10s, and eleven 1s).
 Explain, and show with
counters, the meaning of
each digit for a 3-digit
numeral with all digits the
same (e.g., for the
numeral 222, the first digit
represents two hundreds
[two hundred counters],
the second digit
represents two tens
[twenty counters], and
the third digit represents
two ones [two counters]).
3.N.9 Demonstrate an
understanding of addition and
subtraction of numbers with
answers to 1000 (limited to 1-, 2-,
and 3-digit numerals) by
 using personal strategies
for adding and subtracting
with and without the
support of manipulatives
 creating and solving
problems in contexts that
involve addition and
subtraction
of numbers concretely,
pictorially, and symbolically.
[C, CN, ME, PS, R]
 Model the addition of two
or more numbers using
concrete or visual
representations, and
record the process
symbolically.
 Determine the sum of two
 numbers using a personal
strategy (e.g., for 326 +
48, record 300 + 60 + 14).

I Can … (statements)
TSWBAT…(The student will be able to…)

I can read a number word to 1000

I can say a 3-digit number from a picture or object
I can write number words for multiples of 10 and 100
I can explain the value of all digits within a 3-digit

Essential Questions Cross-Curricular/Real World

Connections

This will connect to ELA as

How can quantities be shown? students need to practice their
How many different ways can you represent a number? reading and writing for numbers.

Materials (ICT considered) Differentiation Strategies

Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity,
Include exemplars / samples adaptations, and groupings
 Smartboard
 Whiteboards and markers (per student)
 Numbers + word form page (per student) Multiple Intelligences
 Booklet
Verbal: Discussions with students
and instructions.
Visual: ’Number +word form’
page to help write numbers
Logical: Writing numbers from
standard form/expanded form to
word form
Interpersonal: Discussions with a
partner about questions
Intrapersonal: Students will work
on their worksheet
 independently to practice.

References/Sources for Lesson Key Words/Vocabulary

Hundreds
 Ideas for lesson plan- https://www.saveteacherssundays.com/uploads/ Tens
Year+2+Maths+Spr001+Reading+and+writing+numbers+in+words+lesson+ Ones
plan+%28for+trainees%29.pdf
 Grade 3 Mathematics MB Curriculum-
https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf

Assessment Evidence
Description FOR AS OF
Assessment for students understanding will be observed during their practice as we go X
through questions together and in their worksheet.

Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How will I
encourage active thinking? What questions will I pose to foster student critical thinking?
Hook Time
Activate I will ask students to pull out their white boards and I will write the word form of a
number on the board. They will need to write the number down that they think it is in
word form.

5-10
I will hand out a paper to students which has all the number up to 99 and how to write min
them in word form. The sheet also includes 100 to 10 000 000 in word form.

I will ask students if there are any patterns in the word form.
We will have a discussion about the teen numbers and how eleven and twelve are
different. We will go over how you need to look at the tens position first and then the
ones to say the number.
Acquire
I will give students examples and they will need to discuss with a partner if they think it
is correct or not.
15
Examples: min

I will tell the students I will write the number 72 and I will write on the board 702. They
will discuss with their partner.
I will explain that we don’t need a 0 to make seventy because the 7 is in the tens
column. This number would be seven hundred two.
 I will tell students I am going to write the number five hundred four and I will write 54.
They will discuss the number with their partner. I will explain that we need a zero in the
tens column.

Apply We will also do a couple example together on the board from their first worksheet in
their booklet on numbers in word form.

Example: On their first page, students will need to write the expanded form. 10
min
Two hundred forty-seven

I will explain that they should say the word to themselves so that they will be able to
hear exactly what needs to go into their expanded form equation.
Closure
200+40+7
Two hundred// forty// seven

Students will attempt the rest of the questions by themselves.

If students finish early, they can try the next page which is reading the word form of a
number and writing the number down in standard form.

Example: forty-five

Answer: 45

Reflections about the lesson:

If students had difficulty understanding, what could have I improved on so students had better
understanding?
 Lesson Plan #7
Grade/Class Grade 3 Date Nov. 9, 2021

Topic Place Value Time 30-45 min

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Outcomes / Purpose

Essential Understandings The students will know: Curricular
Outcomes/Achievement
Indicators The student will be
able to:
The position of a digit in a number determines the quantity it represents. 3.N.2 Represent and
describe numbers to 1000,
Quantities can be represented in a variety of ways with objects, pictures, and concretely, pictorially, and
numerals. symbolically.
[C, CN, V]
 Read a 3-digit numeral
without using the word
“and” (e.g., 321 is three
hundred twenty-one, NOT
three hundred AND
twenty-one).
 Read a number word (0 to
1000).
 Represent a number using
manipulatives, such
as base-10 materials.
 Write number words for
multiples of ten to 90. 
 Write number words for
multiples of a hundred
to 900.
 Determine compatible
number pairs for 100.

3.N.5 Illustrate, concretely and

pictorially, the meaning of place
value for numerals to 1000.
[C, CN, R, V]

 Record in more than one

way the number
represented by
proportional and non-
proportional concrete
materials.
 Explain, and show with
counters, the meaning of
each digit for a 3-digit
numeral with all digits the
same (e.g., for the
numeral 222, the first digit
represents two hundreds
[two hundred counters],
the second digit
represents two tens
[twenty counters], and the
third digit represents two
ones [two counters]).

I Can … (statements)
TSWBAT…(The student will be able to…)

 I can properly say a 3-digit number

 I can write a 3-digit number in word form, standard form and expanded form

Essential Questions Cross-Curricular/Real World

Connections
How many different ways can you represent a number?
Practicing phonics and reading
 the Plickers quiz questions along
with instructions in their booklet.
Materials (ICT considered) Differentiation Strategies
Resources referenced, handouts, ICT equipment, etc. Consider cultural diversity,
Include exemplars / samples adaptations, and groupings
 Smartboard
 Whiteboards and markers (per student) Students with adaptations can use
their ‘Numbers + word form’ page if
 Numbers + word form page (per student)
needed. Additional help will be
 Booklet provided for those with adaptations
 Plickers if struggling.

Multiple Intelligences:

Visual: Students can use their

‘Number + word form’ page.

Verbal: Questions will be read out

loud.

Logical: Students will complete the

Plickers quiz and the math problems
in their booklet.

Interpersonal: Students will talk

with a peer about the questions
they complete.

Intrapersonal: Students will work in

their booklet independently.

References/Sources for Lesson Key Words/Vocabulary

Hundreds
 Plickers Tens
 Grade 3 Mathematics MB Curriculum- Ones
https://www.edu.gov.mb.ca/k12/cur/math/support_gr3/number.pdf Value
Standard form
Expanded form
Word form

Assessment Evidence
Description FOR AS OF
Assessment for students understanding will be evaluated by the Plickers quiz. X
 Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How will I
encourage active thinking? What questions will I pose to foster student critical thinking?
Hook Time
Activate Students will complete the Plickers quiz. The questions will have to do with their
upcoming worksheets they will be working on in their booklet. I will ask students to try
to not to use their word form page that they have. Students who have adaptations can
use their word form page to help them.
5-10 min
The questions will be: (All questions will be multiple choice)
1) What is the VALUE of the 6?
964

2) What is the number in word form.

82
3) Choose the correct answer in standard form.
Five hundred fifty

4) Standard form:
647

Expanded form?

Word form?

5) Expanded form:
70+4

Standard form?

Word form?

Acquire
I will write a number in standard form for students on the smartboard. Students will
write the word form of the number on their whiteboard with their marker. We will also
discuss how using ‘and’ when saying or writing a number is not correct unless your 10-15 min
number has decimals. I will give students other questions on the smartboard and they
will need to write the answer on their whiteboard. I will allow students to discuss to
someone next to them while completing the questions.

Questions might be:

640- Which digit is in the tens place and what is the value?

922- which digit is in the hundreds place and what is the value?
 What is the number that matches the picture of the base
ten blocks?
13 130 103

What is the number that matches the picture of

the base ten blocks?

421 124 412

I will also ask students how we say and write these numbers in word form such as:

856 160 504 239 1 245 707 68

Apply
Students will complete worksheet pages in their booklet to show their skills on place
value. One page will be on what digit is the hundreds, tens, and ones place. The next
page will be on the value of a particular digit in a number. If students complete those 20 min
pages, they can continue on to show their skills. The other pages include using a picture
of base ten blocks and picking which number represents it. Students will also match
standard form numbers to word form, and fill in the blanks for standard, expanded or
word from of a number.

Closure

Reflections about the lesson:

1) What went well in this lesson? Why?
2) What problems did I experience? Why?
3) What could I have done differently?
Grade/Class Grade 3 Date Nov. 15, 2021

Topic Place Value Centers Time 4 days, one center a

day (30-45 minutes)

Unit title Number/Place Value Designer Destiny Gray-Harlow

Lesson Plan #8

Lesson Outcomes / Purpose

Essential
Understandings The
students will know:
 Quantities can be represented in a
variety of ways with objects, pictures,
and numerals.
 The position of a digit in a number
determines the quantity it represents.
Curricular Outcomes/Achievement Indicators The student will
be able to:
3.N.2 Represent and describe numbers to 1000,
concretely, pictorially, and symbolically.
[C, CN, V]
 Read a 3-digit numeral without using the word “and”
(e.g., 321 is three hundred twenty-one, NOT three
hundred AND twenty-one).
 Read a number word (0 to 1000).
 Represent a number as an expression (e.g., 300 – 44 for
256 or 20 + 236). QQ Represent a number using
 The groupings of 1s, 10s, and 100s can
be taken apart in different ways.
 Quantities can be taken apart and put
together.
manipulatives, such as base-10 materials.
 Represent a number pictorially.
 Write number words for multiples of ten to 90.
 Write number words for multiples of a hundred to 900.
 Determine compatible number pairs for 100.

3.N.5 Illustrate, concretely and pictorially, the meaning of place

value for numerals to 1000.
[C, CN, R, V]

 Record in more than one way the number represented by

proportional and non- proportional concrete materials.
 Represent a number in different ways using proportional
and non-proportional concrete materials, and explain how
they are equivalent (e.g., 351 can be represented as three
100s, five 10s and one 1, or as two 100s, fifteen 10s, and
one 1, or as three 100s, four 10s, and eleven 1s).
 Explain, and show with counters, the meaning of each
digit for a 3-digit numeral with all digits the same (e.g., for
the numeral 222, the first digit represents two hundreds
[two hundred counters], the second digit represents two
tens [twenty counters], and the third digit represents two
ones [two counters]).

3.N.9. Demonstrate an understanding of addition and subtraction

of numbers with answers to 1000 (limited to 1-, 2-, and 3-digit
numerals) by

 using personal strategies for adding and subtracting with

and without the support of manipulatives
 creating and solving problems in contexts that involve
addition and subtraction of numbers concretely,
pictorially, and symbolically.

[C, CN, ME, PS, R]

 Model the addition of two or more numbers using

concrete or visual representations, and record the process
symbolically.
 Model the subtraction of two numbers using concrete or
visual representations, and record the process
symbolically.
 Create an addition or subtraction story problem for a
solution.
 Determine the sum of two numbers using a personal
strategy (e.g., for 326 + 48, record
 300 + 60 + 14).
  Determine the difference of two numbers using a
personal strategy (e.g., for 127 – 38, record 38 + 2 + 80 + 7
or 127 – 20 – 10 – 8).
 Solve a problem involving the sum or difference of two
numbers.

I Can … (statements)
TSWBAT…(The student will be able to…)

 I can read a number word to 1000

 I can write number words for multiples of 10 and 100
 I can use base 10 blocks to show a number in more than one way
 I can record a 3-digit number in word form, standard form and expanded form
 I can explain the value of all digits within a 3-digit number
 I can use a strategy to solve addition questions (with regrouping) up to 1000

Essential Questions Cross-Curricular/Real World Connections

 How can quantities be shown? Students can use these math strategies in daily life with money
 How many different ways can you for example and through their education as they move up in
represent a number? grades.
 How many ways can a number be
taken apart?
 How can strategies be used to
compare and combine numbers?
 What questions can be answered
using addition?

Materials (ICT considered) Differentiation Strategies

Resources referenced, handouts, ICT equipment,
etc.
Include exemplars / samples
 Place Value Puzzle #1
 Place Value Puzzle #2
 Place Value Game
 Place Value Score Sheet for Uno War
 Uno Cards
 Dice
 Counters
Consider cultural diversity, adaptations, and groupings
Students with adaptations can use their ‘Numbers + word form’ page if
needed. Additional help will be provided for those with adaptations if
struggling.
Multiple Intelligences:
Visual: Students can use their ‘Number + word form’ page for any
center, games on the computer and puzzles will have manipulatives
as visuals.
 Place Value Basketball
 Base Ten Bingo Verbal: Instructions will be read out loud to all students and questions
 Jeopardy Site will be read out loud during the Jeopardy game.
 ‘Number + word form’ page (each
Logical: Adding, calculating missing values, counting, reading
student has already)
numbers.
 Smartboard
 Computers Kinesthetic: Students will move during the Jeopardy game.

Interpersonal: Students will work and talk with each other during the
majority of the centers.

Intrapersonal: Students will play place value games on the computer

independently.

References/Sources for Lesson Key Words/Vocabulary

Hundreds
 Grade 3 Mathematics MB Curriculum- Tens
https://www.edu.gov.mb.ca/k12/cur/ Ones
math/support_gr3/number.pdf Value
 Place Value Standard form
Puzzle-https://www.teacherspayteac Expanded form
hers.com/Product/Place-Value- Word form
Games-FREEBIE-5709445 Addition
 Place Value
Puzzle-https://www.teacherspayteac
hers.com/Product/Place-Value-
Puzzles-Game-and-Math-Center-
4721898
 Place Value
Game-https://www.teacherspayteach
ers.com/Product/Free-Place-Value-
Games-for-3-Digit-Numbers-with-
Hundreds-Tens-and-Ones-691227
 Place Value Score Sheet for Uno War-
https://www.playdoughtoplato.com/wp-
content/uploads/2016/04/Place-Value-
War.pdf?
epik=dj0yJnU9RDdfZmFVWjB0VGdDdElD
Ml9zb0hERE42YTkwelB4R24mcD0wJm49
Ny16cXEwNE5EWmJqQTR6Q3hyeHRCUS
Z0PUFBQUFBR0dQSmU0
 Place Value
Basketball-https://www.topmarks.co.
uk/learning-to-count/place-value-
basketball
  Base Ten
Bingo-https://www.abcya.com/games
/base-ten-bingo
 Place Value War
Idea-https://childhood101.com/math
s-games-for-kids-place-value-war/
 Jeopardy
Site-https://www.playfactile.com

Assessment Evidence
Description FOR AS OF
Assessment for students understanding will be observed during their centers. X

Learning Plan
Considerations for the Learning Plan: What strategies / activities will I use? How will I encourage
active thinking? What questions will I pose to foster student critical thinking?
Hook Time
Activ
ate I will tell students we are going to wrap our place value learning by doing centers this week.
We will review our place value anchor chart and regrouping before we start the Place Value
Problem of the Day.
5-7 min

Acqu As we have been working on place value for a while students will do a place value problem
ire of the day before starting centers each day. Students will warm up by doing the Place Value
Problem of the Day. They will write their answer on their white board and I will tell students
to not hold it up but cover it with their hand. I will come check their answers, if they get it 5-10 min
correct, they can start their center.

Day 1: Which number is bigger? Put the correct symbol in (< > =) Which place value tells
you that number is bigger?

7 128 7 108

Day 2: Which value is missing?

1 000+ 400 + _____+9= 1 429

Day 3: Write the standard form of this number:

 Five hundred thirteen

Day 4: What is this number in standard form:

Appl Students will start their math centers today. I will go over each center on the first day to
y ensure each student knows what to do when they get to that center. There are four centers:
1. Place Value Jeopardy
 Students will get into groups of 2-3 and will play Place Value Jeopardy 30-40
(created by Ms.Harlow). There will be 6 categories and each person in their min
group will take a turn answering questions. Students can choose which
category they would like and for how much ($100, 200…500). The team with
the most points wins the game.
Categories:
o Name that Place
Closu o Value (What is it worth?)
re o Word Form
o Expanded Form
o Standard Form
o Mystery Category (2-3 digit addition with regrouping, representing a
number by drawing base ten blocks in another way, missing value)
2. Place Value War
 Students will play in pairs and have a deck of Uno cards. They will split the
deck of cards in half. Each player will set out 3 groups of their cards (for
playing with hundreds). Both players flip over one card from each pile to see
what number they got, which ever player has the highest value gets to take
the opponents cards from that round. They will write both of their numbers
on the War Score Sheet, circle which number is bigger, and on each round the
players must verbally identify their number to each other.

3. Place Value Basketball or Base Ten Bingo

 Students will have access to computers. They will have the option to play
Place Value Basketball or Base Ten Bingo.

4. Place Value Puzzles or Place Value Games

 Students will either do Place Value Puzzles or Place Value Games. Place Value
Puzzles: matching up the standard form, word form, picture form, expanded
form of a number. Place Value Games: ‘Monkey Race’ or ‘Rhino Race’. “Each
player places a counter on the ‘Start’. Place 13 counters beside the game
board. Each player rolls a dice and moves forward that many spaces. Compare
the numbers that the players land on and the player with the largest value
 takes a counter. If a player lands on the zoo, they take a counter from the
other player. Continue moving around the board and comparing numbers.
When all 13 counters are gone, the winner is the player with the most
counters.”

Reflections about the lesson:

How did the centers go? If they didn’t go well, what could have been changed to make the centers
better for next time we switch?