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How Much Is That Number Really Worth?

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Lesson Plan

Unlocking Number Power

Students will be able to identify the place value of digits in two and three-digit numbers (ones, tens, hundreds) and represent numbers using base ten blocks or drawings.

Understanding place value is like having a secret decoder ring for numbers! It's super important for understanding how numbers work, which helps with adding, subtracting, and even bigger math challenges later on. Knowing a digit's 'true worth' makes math less mysterious and more fun!

Audience

2nd Grade Students

Time

45-60 minutes

Approach

Through interactive slides, a game, and a worksheet, students will visually and practically explore the value of digits.

Materials

Place Value Power-Up Slides (slide-deck), Digit Detective Game (activity), Value Vault Practice (worksheet), My Number's True Value (cool-down), Base ten blocks (or printable cut-outs), Whiteboard or chart paper, and Markers

Prep

Teacher Preparation

15 minutes

Step 1

Warm-Up: What Do You See?

5 minutes

  • Display a two-digit number (e.g., 47) on the board. Ask students what numbers they see. Guide them to recognize '4' and '7'.
  • Ask: "Do the '4' and '7' always mean just four and seven? What if I told you the '4' is worth much more than four here?"

Step 2

Introduction: Place Value Power-Up

15 minutes

  • Use the Place Value Power-Up Slides to introduce or review ones, tens, and hundreds place values.
  • Engage students with questions on each slide. Use base ten blocks to demonstrate examples as you go.
  • Explain that a digit's 'place' in a number tells us its 'value'.

Step 3

Activity: Digit Detective Game

20 minutes

  • Introduce the Digit Detective Game. Explain the rules clearly.
  • Divide students into small groups or pairs.
  • Provide each group with base ten blocks.
  • Circulate to assist students and encourage them to use the blocks to build and verify their numbers and place values.

Step 4

Practice: Value Vault Practice

10 minutes

  • Distribute the Value Vault Practice worksheet.
  • Instruct students to complete the worksheet independently.
  • Offer support as needed, reminding them to think about what each digit is 'really worth'.
  • Review answers as a class or collect for individual feedback.

Step 5

Cool-Down: My Number's True Value

5 minutes

  • Hand out the My Number's True Value cool-down.
  • Have students reflect on one thing they learned about place value or why it's important.
  • Collect cool-downs to assess understanding.
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Slide Deck

Place Value Power-Up!

Discovering the true worth of digits!

Welcome students and introduce the concept. Ask: "What do these numbers mean? Do they always mean exactly what they look like?"

What's a Digit's Place?

Every number is made of digits (0, 1, 2, 3, 4, 5, 6, 7, 8, 9).

The place where a digit sits tells us how much it's worth!

Explain that numbers are made of digits, and each digit has a 'place' that gives it a 'value'. Start with a simple two-digit example.

The Ones Place

The first spot on the right is the Ones Place.

It tells you how many single units you have.

Example: In 5, the 5 is in the ones place. It means 5 single units.

Introduce the Ones Place. Use base ten units for visual. Ask students for examples of numbers with a certain number of ones.

The Tens Place

Next to the ones place is the Tens Place.

It tells you how many groups of ten you have.

Example: In 20, the 2 is in the tens place. It means 2 groups of ten, which is 20!

Introduce the Tens Place. Use base ten rods for visual. Emphasize that a '1' in the tens place is worth 10. Ask students for examples.

Putting it Together: Tens and Ones

Let's look at the number 34.

  • The 4 is in the Ones Place. It's worth 4.
  • The 3 is in the Tens Place. It's worth 30 (3 groups of ten)!

Combine ones and tens. Use base ten blocks to show a number like 34 (3 rods, 4 units). Ask students to identify the value of each digit.

The Hundreds Place

After the tens place comes the Hundreds Place.

It tells you how many groups of one hundred you have.

Example: In 100, the 1 is in the hundreds place. It means 1 group of one hundred, which is 100!

Introduce the Hundreds Place. Use base ten flats for visual. Explain that '1' in the hundreds place is worth 100. Ask students for examples.

All Three! Hundreds, Tens, and Ones

Let's look at the number 123.

  • The 3 is in the Ones Place. It's worth 3.
  • The 2 is in the Tens Place. It's worth 20.
  • The 1 is in the Hundreds Place. It's worth 100.

Review all three places with a three-digit number. Use base ten blocks to show a number like 123. Ask students to identify the value of each digit.

Quick Check!

What is the value of the underlined digit?

  • 56
  • 72
  • 104
  • 291

Quick check for understanding. Ask students to tell you the value of the underlined digit.

You're a Place Value Pro!

Now that you know the power of place value, it's time to be a Digit Detective!

Transition to the next activity.

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Activity

Digit Detective Game

Objective: To correctly identify the value of digits in two and three-digit numbers.

Materials:

  • Base ten blocks (or printable cut-outs) for each group/pair
  • Number cards (0-9, several sets if needed)
  • Pencils and paper for recording

Instructions:

  1. Set Up: Divide the class into small groups or pairs. Give each group a set of base ten blocks (units, rods, flats) and number cards.
  2. Mystery Number Round (Two Digits):
    • The teacher calls out a two-digit number (e.g., "68").
    • Each group uses their number cards to build the number and then uses base ten blocks to represent it.
    • They then identify the digit in the tens place and its value, and the digit in the ones place and its value. They record this on their paper.
    • The first group to correctly show and state the values wins a point.
  3. Mystery Number Round (Three Digits):
    • Repeat the process, but this time with three-digit numbers (e.g., "145").
    • Students identify the digit in the hundreds place and its value, tens place and its value, and ones place and its value.
  4. Value Challenge:
    • The teacher calls out a digit and a place (e.g., "Show me a number where the digit 5 is worth 50.").
    • Groups must create a number using their cards and blocks that meets the criteria and explain their reasoning.
    • Example for "5 is worth 50": Students could make the number 53 (5 tens, 3 ones).
  5. Discussion: After a few rounds, bring the class together to discuss any challenges they faced or interesting numbers they created.
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Worksheet

Value Vault Practice: Unlocking Digit Value!

Name: _________________________

Directions: Look at each number. Write the place value and the actual value of the underlined digit.

Part 1: Two-Digit Numbers

  1. 37
    • Place Value: __________________
    • Actual Value: __________________






  2. 52
    • Place Value: __________________
    • Actual Value: __________________






  3. 80
    • Place Value: __________________
    • Actual Value: __________________






  4. 19
    • Place Value: __________________
    • Actual Value: __________________






Part 2: Three-Digit Numbers

  1. 145
    • Place Value: __________________
    • Actual Value: __________________






  2. 271
    • Place Value: __________________
    • Actual Value: __________________






  3. 603
    • Place Value: __________________
    • Actual Value: __________________






  4. 499
    • Place Value: __________________
    • Actual Value: __________________






Part 3: Challenge!

  1. Write a number where the digit 8 is worth 800.






  2. Write a number where the digit 3 is worth 30.






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Cool Down

My Number's True Value: Cool Down

Name: _________________________

  1. Today, I learned that the ___________ of a digit tells us how much it is ___________.



  2. In the number 258:
    • The digit 2 is in the ______________ place and its value is ______________.
    • The digit 5 is in the ______________ place and its value is ______________.
    • The digit 8 is in the ______________ place and its value is ______________.






  3. Why is it important to know about place value? Give one reason.






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Answer Key

Value Vault Practice: Answer Key

Part 1: Two-Digit Numbers

  1. 37
    • Place Value: Tens Place
    • Actual Value: 30
    • Reasoning: The digit '3' is in the tens place, meaning it represents 3 groups of ten, which is 30.






  2. 52
    • Place Value: Ones Place
    • Actual Value: 2
    • Reasoning: The digit '2' is in the ones place, meaning it represents 2 single units, which is 2.






  3. 80
    • Place Value: Tens Place
    • Actual Value: 80
    • Reasoning: The digit '8' is in the tens place, meaning it represents 8 groups of ten, which is 80.






  4. 19
    • Place Value: Ones Place
    • Actual Value: 9
    • Reasoning: The digit '9' is in the ones place, meaning it represents 9 single units, which is 9.






Part 2: Three-Digit Numbers

  1. 145
    • Place Value: Hundreds Place
    • Actual Value: 100
    • Reasoning: The digit '1' is in the hundreds place, meaning it represents 1 group of one hundred, which is 100.






  2. 271
    • Place Value: Tens Place
    • Actual Value: 70
    • Reasoning: The digit '7' is in the tens place, meaning it represents 7 groups of ten, which is 70.






  3. 603
    • Place Value: Ones Place
    • Actual Value: 3
    • Reasoning: The digit '3' is in the ones place, meaning it represents 3 single units, which is 3.






  4. 499
    • Place Value: Hundreds Place
    • Actual Value: 400
    • Reasoning: The digit '4' is in the hundreds place, meaning it represents 4 groups of one hundred, which is 400.






Part 3: Challenge!

  1. Write a number where the digit 8 is worth 800.

    • Possible Answer: 800 (The '8' is in the hundreds place.)






  2. Write a number where the digit 3 is worth 30.

    • Possible Answer: 35 (The '3' is in the tens place.)






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How Much Is That Number Really Worth? • Lenny Learning