Stephanie Welte

Literature Presentation
10/7/14
Rationale:
This lesson is important, because place value is an important aspect for
second graders, also the concept of zero is a tough lesson to grasp for most students.
Some common core standards being addressed are 2.NBT.A.1 Number and
Operations in Base Ten: 1. Understand place value: Understand that the three digits
of a three digit number represent amounts of hundreds, tens, and ones. 2.NBT.A.4:
Number and Operations in Base Ten: Understand place value: 4. Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits. This lesson
is appropriate for second grade, because students are learning these standards of
place value during this lesson. Place value is very important for students to
understand once they start adding bigger numbers, so they will need to understand
this concept to continue forward in understanding other operations of mathematics.
Objective:
1. Students will be able to identify the different place values up to 100 by using
a HTO chart.
2. Students will be able to differentiate what numbers are bigger or smaller
than others based on place value.
Lesson Progression:
Call everyone to the carpet to their specific carpet spot.
Start by reminding them how numbers 1-9 are each a single digit or unit, and
any number more than 9 is more than one digit or a group of single digits.
Show them the HTO chart, where each place value has a column, then explain
how the ones are a single digit, and then remind them of their base ten blocks
(can even bring them out if needed). This will help them to see the different
groups of ten for each place value.
Then show the book, A Place for Zero: A Math Adventure by Angeline
Sparagna LoPresti. Ask them if they think zero is not important? If they have
reasons why they think zero is important write those ideas on the board.
Read the story and if any of their ideas come up within the book point it out
or if ideas that werent said point them out as well, such as 0 added to any
number makes the same number.
Skip the part about multiplication, since the students are not there yet.
When it gets more into place value in the story, write one of the examples of
numbers they have on the chart then ask them where each number would go
on the chart. If they seem to really be grasping it have them try a number like
57, and see what they decide should be in the hundreds column.
After the story is over ask them if they have any numbers that could fit into
the chart and what place value each number means.

Send them back to their seats with their own chart to use. Give each student
one die and explain that they will be rolling it for their chart and they are
trying to make the biggest number possible (could have them use crayon or
marker so they can not change their answer).
Have them each take a turn rolling the die; once they roll, they decide where
that digit should go to make the biggest number possible. They write the
number where they think it should go on the chart.
Once they have each done this for at least two three digit numbers each allow
them to do it two more times, but tell them to choose the digits so you can
make the smallest number possible. Have them share with their groups the
different numbers they have created.
As closure bring all the students back on the carpet and ask them who thinks
they made the biggest number? Write a few responses on the big chart on the
board and ask if anyone knows which number is actually the biggest
number?
Once they have done that, ask for the smallest numbers and again ask which
one is the smallest.
Then, ask if we would have had a zero on the die, if it would have changed
anything about the numbers? If needed prompt to show that numbers could
have been significantly smaller, and even the larger numbers could have
been affected as well.
Remind students that zero is an important number and does not mean
nothing, zero is significant. It brings new meanings to place value, and place
value is very important in numbers.
Assessment:
_______ Students remember the difference between single digits and a group of digits.
_______ Students have some ideas about the importance of zero, not all are true, but
there is at least one effective idea that shows students have some understanding of
zero.
______ Students are engaged in the reading and answering any questions, such as
where the numbers go in the chart with 90% accuracy, when I use smaller numbers
such as 57 they are at 80% accuracy.
______ Students make a good attempt at making the biggest and smallest numbers
possible, students should at least show they see higher numbers go in the hundreds
place and the smaller numbers should go in the ones place.
______ Students show good understanding of choosing which number is the largest or
the smallest number overall in the group discussion.
______ Students turn and talk to their neighbor and teacher and give effective ideas
about what would be different if zero were on the die.
Students need to show that they understand the concept of place value and they do
so by interacting with me at the carpet and with the chart, and they also do this by
filling out their chart. They also demonstrate understanding place value when they
answer the question about zeros significance in the dice game. They also need to be
able to demonstrate that they understand that putting certain numbers on the chart
changes the value of the number, which again is understanding place value.

Materials:
A Place for Zero: A Math Adventure by Angeline Sparagna LoPresti
Place value charts
Possibly base ten blocks
The big place value chart for the board
Dice
Source of Lesson: TTE 316 Math Lesson Plan. I found it online when I searched the
book I used, but it wasnt a website it was a word document. It is by Shante
Womack. I did alter it a little, she used index cards instead of dice, but I thought dice
would be more fun for the students and would also prompt the students with higher
level thinking when asked how zero would change the numbers. However I thought
the whole idea of the game was a great idea and she even suggested they use pen so
you could make sure they didnt erase if they got a bigger or smaller number. It
helped me spark a few ideas especially with the end assessment.
Classroom Management:
If I were doing this in the class I am in for the field, I would have to alter it a
lot differently, because there are only five students in my classroom and they all
have a disability of some kind. So, I would possibly do this lesson in small groups
based on abilities and change the lesson for those who needed it. However I think
they can do a whole group lesson if it was something they all needed help on, so it
depends, but sometimes the way to go in the classroom is a smaller group lesson if
needed.
Misconceptions:
A big misconception I think would be when asked if zero has any importance
and also possibly if the students know where to put a two digit number in a chart
that includes a hundreds column. Another misconception would be if they didnt
know that putting higher numbers would make it a greater number, but that would
mean they would need to be retaught place value a different way, because that
would show they did not understand it. A final misconception is thinking putting
zero in the dice wouldnt make a difference, which is a huge part and if this occurred
I would go back and make my own dice or use flash cards that included zero, so they
could see the difference zero can make.
Differentiation:
One differentiation would be if someone has a good grasp on numbers, I
could give them two dice and explain that they couldnt use any number greater
than 9 and they would also have to add the two dice together, so it would be an
extra step. For a student who needs extra help a way would be to only have it as a
tens and ones chart, with no hundreds. I think another great way is to let them pick
three or two if needed, numbers and then let them make the biggest or smallest

number they can see based on the four number they rolled. Giving them
manipulatives where they can see the different sizes of the numbers would also be
another beneficial thing. Manipulatives like the base ten blocks and the linking
blocks can help them see it visually and makes it tactile if they need to. Also again
flash cards may be easier for someone who needs to see the number symbol or
needs a bigger target to see.
Specifically in my classroom there are two with communication disabilities,
so sharing may be difficult for them, so I (or the paraprofessional) could just
conference with them during the independent work, so they do not have to share
fully and we can just watch how they do and prompt if needed. Again I think
manipulatives would be great for certain students in this classroom as well, and also
not making the numbers so large is something I could use in my field classroom as
well. However I also think independence is important and so does my co-op so if
they were able I would allow them to work alone for a while if needed.