Final Project: Place Value Lesson Plan

Laramy WellsCassidy Vance

FRIT 7090: Games and Instructional Design

July 23, 2014

Statement of Instructional Goals and Objectives: Goals:

1. By placing randomly selected numbers into place values, students will compare quantities of numbers.

2. Given two three-digit numbers, students will compare the values using the symbols >, =, or <.

Objectives/Standards: 2nd Grade Math (https://www.georgiastandards.org/Common-Core/Documents/Large-Print-MATH-CCGPS-Grade-2.pdf)

● MCC2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. a. 100 can be thought of as a bundle of ten tens — called a ―hundred.

b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

● MCC2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Learner Characteristics:The learners for this lesson are second graders (ages 7-8), and attend a K-5 public elementary school. There are 1,650 students in the school, 81% are eligible for free and reduced meals. The population of this school is very diverse, which includes 44% of the student body is African American, 37% are Hispanic, 3% are Multiracial, and 11% are Caucasian. Other students that receive additional interventions include 20% of the students are ELL (English Language Learners) and 13% are special education. There are approximately 24 to 26 students per classroom, and there are about 12 girls and 12 boys in each class. The second graders have a previous knowledge of this content regarding these two first grade standards: (https://www.georgiastandards.org/Common-Core/Documents/Large-Print-MATH-CCGPS-Grade-1.pdf)

● MCC1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

● MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits recording the results of comparisons with the symbols >, =, and

Content and Instructional Strategies:

● Go over place values and number tiles.● Ask students how many one cubes are in a stick, how many sticks are in a flat, and how

many cubes are in a flat.● Demonstrate taking three numbers and placing them in different positions to create

different values. (236, 362, 623, etc.)● Practice with Place Value Hockey game● Remediate and review concepts● Play Trash Can game

At the start of the lesson, number tiles will be reviewed. They will be reminded that a single cube represents one. Students will be asked how many cubes are in a stick, how many sticks are in a flat, and how many cubes are in a flat. This will facilitate the transition into place values. Students will then be introduced to a three-digit number and the classifications of the place values ones, tens, and hundreds. Various three-digit numbers will be discussed with the place values labeled. Students will then be given numbers which are not labeled and be asked which number represents the ones place, the tens place, and the hundreds place. Students will be issued iPads. They will be given ten minutes to play Place Value Hockey. After they click on the game, students will be given directions to select “Level 1” and “Place Value.” This game motivates students to learn the correct placement of the ones, tens, and hundreds and their values. After they get so many questions correct, they are given the chance to shoot and score a hockey goal, which adds competition and engagement. Students will be observed, questions will be answered, and guidance will be given to students who appear to be struggling. Learner Assessment:The students will be taught the “Trash Can” game to assess what they have learned in the lesson. In this game, the students have to roll 4 numbers with dice and decide which 3 numbers would make the greatest value. The placement of the numbers are decided upon each roll and once a number is placed in either the hundreds place, tens place, ones place, or the “trash can;” it cannot be moved. The students are paired up with a partner and which ever partner creates the greatest number wins the game. They will have to use their comparing number knowledge with <,>, and = signs to prove whose number is the greatest. After they practice on paper for awhile, the students will then transfer these skills from the game onto iPads and play the same way, but instead of dice, they will use this app: Random Number. They will set the max value at 9. This allows for a wider range of values than the six-sided die. This game assesses more than just “skill and drill” because this game is not just about the placement of the numbers, but allows students to really think about the value of the number. They are motivated to use critical thinking skills to figure out which place value to use on certain numbers in order to determine the 3 digits that would make the greatest value. Evaluation:As the lesson is being conducted, anecdotal notes will be taken on the students who are struggling with this concept, and additional time later in the week will be reserved to meet with them in small groups, or, if there are several of them, reteach the lesson at a later date with an alternate strategy.In addition to assessing the students’ progress of the material via the game, a quick questionnaire will be distributed to students using a Likert scale. For instance, “On a scale of 1 to 5, how well did these games help you understand the value of the tens place?” Based on these results, the instructor will get additional feedback on how successful the game was on the students.

Resources:

● GPS by Grade Level, K-8. (n.d.). GPS by Grade Level, K-8. Retrieved July 23, 2014, from https://www.georgiastandards.org/standards/Pages/BrowseStandards/GPS_by_Grade_Level_K-8.aspx

● This kids educational game requires a more recent version of Flash. (n.d.). ABCya!.

Retrieved July 23, 2014, from http://www.abcya.com/place_value_hockey.htm