Blended Learning Lesson Plan

Lesson Title: Place value

Objectives:

Students will be able to compare 3-digit numbers using words and symbols

Students will be able to understand what place value each digit in a number stands for

State Standards:

2.NSBT.4 Compare two numbers with up to three digits using words and symbols (i.e., >, =, or

<)

2.NSBT.1 Understand place value through 999 by demonstrating that: a. 100 can be thought of

as a bundle (group) of 10 tens called a “hundred”; b. the hundreds digit in a three-digit number

represents the number of hundreds, the tens digit represents the number of tens, and the ones

digit represents the number of ones; c. three-digit numbers can be decomposed in multiple ways

(e.g., 524 can be decomposed as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens, and 4

ones, etc.).

Context:

I am teaching this topic because it's important to know the value of numbers because you are

surrounded by numbers every day in life. When working with money you must know the value
of money. Being able to count to 1000 is something that comes before this concept. Which

means this is something students will have to know in order to know what numbers are bigger or

smaller than another. After this lesson the topic of adding up to four 2-digit numbers. Because

when you get done adding them students will have to know how to read the number. And when

adding the numbers students will also need to know the place value of numbers in order to know

what numbers need to be and can be added together. To prepare students for this I will probably

add in some tiny bits of information about the topic and giving some practice questions for

homework.

Data:

Students will be grouped based on a pretest that was given at the end of the introduction to place

value. Students will be grouped according to the grades of the pretest that was given to them.

There will be 4 groups. Students who scored A- b+ students who scored b- c+, scored c- and

those who scored lower. In this lesson, data will be collected by a 5 question exit ticket. This

data will help decide what needs to be re taught and how the groups may need to be regrouped or

what being taught in each area.

Materials:

iPad/laptop

Notes/ examples

Diagrams

Marker boards
Procedures:

Introduction (15minutes): Students will enter the classroom and proceed to do their warm

up. After they have finished their warm up we will go over it together. then wait quietly for

further instruction. I will start off by showing them a diagram of the place value chart and giving

them a couple of examples followed by some practice questions. I will then have each student to

write their answer to the practice questions on a personal marker board and have them to hold the

marker boards up on the count of three after giving them about 40 seconds to answer. I will

explain then explain what will be going on that day and what students will be doing at each

station.

Teacher Directed (15minutes): I will then have the students to watch a video on the

greater than less than song on comparing numbers based on their place

valuehttps://youtu.be/3qisu9NF1_0. Then after the video I will then put up a couple of questions

on the white board and have students to raise their hands to come up and answer the questions by

placing the right symbol in the blank space located between the two numbers.

Collaborative ( 15minutes): In this section students will work as pairs. There will be a

chart label one, tens, hundreds, thousands and they will be given a set of numbers and the

students will use blocks to demonstrate and show their work. So, I will give them a number such
as 987 and they would have to put 9 blocks in the hundreds section and 8 in the tens and 7 in the

ones. I will then walk around and check their answers. I will also observe to make sure that they

are working together and asking each other for help. This will allow students to practice place

value.

Independent Digital (10minutes): in this section students will use their iPad/laptops to go

on the website soft school.com and on the website they will play a compression game named

“comparing three-digit numbers”

http://www.softschools.com/math/greater_than_less_than/comparing_3_digit_numbers_games/.

They will put in their headphones and proceed to answer play the game at the end of the game

the students will then show me their results and if they have gotten at least 80% right they may

go on and choose another game concerning the topic that we are studying which is place value.

If they do not get a score f 80% or better, they must replay the games until they have received an

80 or better.

Closure (5minutes): five minutes before e class ends students will put away all material

and go back to their seats or the rug for a class discussion. In the discussion I will ask students

to tell me what all they’ve learned today, what was their favorite activity, what was their less

favorite activity? I would then ask for some suggestion of things that they probably would love

to do. After that I would remind the students of the homework they may have and wish them a

good day.

Rationale:
 1. Comparing numbers song
I chose this because it was a great way to introduce the students to the topic.

Normally when you hear something in a song it tends to stick in your mind so that’s why

its high quality. This song will teach the students content directly from what the standards

call for. When working with little kids you have to have something to keep students

entertain and ready to learn. I believe that a video is an easy way to get students involved

in a new topic.

1. Comparing three-digit numbers

easy. Not only do students have to compare three-digit numbers they had to compare

4 three-digit numbers which will push them to think more outside the box. It's good to

challenge you students but allow them to have fun while doing so. And when you

play a game and you lose if only makes you want to try harder because you know that

you can accomplish it.