Shayla Cozart

Place Value Lesson

Math 3303-020

Bibliographical Information for the Childrens Literature Book:

Murphy, S., & Andriani, R. (2004). Earth Day-hooray! (p. 40). New York, NY:
HarperCollins Pub.
Mathematical concept(s) for the lesson:

Place Value
Relationships between ones, tens, hundreds, and thousands
Base-10 number system

Other subject(s) incorporated into this lesson (or follow-up lesson):

Science: Recycling

The single grade level where the lesson fits BEST:

The grade level I chose is second grade. Students will begin understanding place
value and group counting through 1000.
Mathematics TEKS Addressed:

(4) The primary focal areas in Grade 2 are making comparisons within the base10 place value system, solving problems with addition and subtraction within
1,000, and building foundations for multiplication.
(4) Number and operations. The student applies mathematical process
standards to develop and use strategies and methods for whole number
computations in order to solve addition and subtraction problems with efficiency
and accuracy. The student is expected to:
o (A) Students develop an understanding of the base-10 place value system
and place value concepts. The students' understanding of base-10 place
value includes ideas of counting in units and multiples of thousands,
hundreds, tens, and ones and a grasp of number relationships, which
students demonstrate in a variety of ways.
o (B) Students identify situations in which addition and subtraction are
useful to solve problems. Students develop a variety of strategies to use
efficient, accurate, and generalizable methods to add and subtract multidigit whole numbers.
o (C) Students use the relationship between skip counting and equal
groups of objects to represent the addition or subtraction of equivalent
sets, which builds a strong foundation for multiplication and division.

Shayla Cozart

Place Value Lesson

Math 3303-020

Other TEKS Addressed:

(1) Science, as defined by the National Academy of Sciences, is the "use of evidence to
construct testable explanations and predictions of natural phenomena, as well as the
knowledge generated through this process."
(1) Scientific investigation and reasoning. The student conducts classroom
and outdoor investigations following home and school safety procedures. The
student is expected to:
o (A) identify and demonstrate safe practices as described in the Texas
Safety Standards during classroom and outdoor investigations, including
wearing safety goggles, washing hands, and using materials
appropriately;
o (B) describe the importance of safe practices; and
o (C) Identify and demonstrate how to use, conserve, and dispose of
natural resources and materials such as conserving water and reuse or
recycling of paper, plastic, and metal.
(3) The study of elementary science includes planning and safely implementing
classroom and outdoor investigations using scientific processes, including inquiry
methods, analyzing information, making informed decisions, and using tools to collect
and record information, while addressing the major concepts and vocabulary, in the
context of physical, earth, and life sciences. Districts are encouraged to facilitate
classroom and outdoor investigations for at least 60% of instructional time.
(3) Scientific investigation and reasoning. The student knows that information
and critical thinking, scientific problem solving, and the contributions of
scientists are used in making decisions. The student is expected to:
o identify and explain a problem in his/her own words and propose a task
and solution for the problem such as lack of water in a habitat;
o (B) make predictions based on observable patterns; and
o (C) Identify what a scientist is and explore what different scientists do.
NCTM Process Skills addressed:
The activities I have presented addresses the NCTM Process Skills by allowing
students to understand place value and determine how to use the information using
different models and grouping.
Preparation (what pre-requisites will the students need to know; materials
needed; organization of class; etc):
Before doing this lesson, students need to be able to count to 99, have an
understanding of skip counting, and be able to add and subtract. The lesson

Shayla Cozart

Place Value Lesson

Math 3303-020

incorporates a handout of how much Americans really use in everyday life and a math
worksheet for them to complete. As the teacher, you will also need to plan ahead for a
day to go outside and search for things to recycle and a time during the day to recycle
materials students recognize in class. Have trash bags, baggies, or boxes for students
to put their findings in using ones, tens, hundreds, and thousands (most-likely, this one
will not be used for application). They will need gloves for when they head outside and
explore.
Description of the Lesson (introduction, activity, questions to ask, summarization,
etc):
Introduction: Before reading the book, introduce the concept of recycling and why
it is good for the environment. I have captured a handout from Pinterest for students to
go over and be amazed! Recycling is a big deal now days, so students need to
understand what all can be recycled in everyday life. For this lesson, I would have
students brainstorm what can be recycled in the classroom and outside of it. This way,
students will understand the math lesson better if they have physical objects to search
for and count when the time comes. Then, I would have the students listen to the Place
Value Math Song: Ones, Tens, And Hundreds (htps://youtu.be/5W47G-h7myYt)
Activity: As you read the story, point out how the cans are bundled together in
groups of 10s, 100s, and 1000s. Students need to understand that 10 ones equal 10, 10
tens equal 100, and 10 hundreds equal 1000. After the reading, have students write
down a 3 or 4-digit number and use the manipulatives to represent that number and
have them discuss which place values they used. Then, have students go outside and
gather as many recycling materials they can and put the amounts into the certain places
they go; ones, tens, or hundreds. Make sure they have gloves on while doing their
scavenger. This can be made into a full day activity incorporating every subject while
having fun doing it. Books that can extend off this lesson are Recycle!: A Handbook for
Kids by Gail Gibbons, or How Much Is A Million? By David M. Schwartz.
Questions to ask: What types of things can be recycled? What does Place Value
mean to you? What is the biggest number you can make out of (insert a number here).
What place values were created today? (how many thousands, hundreds, tens, and
ones)
Summarization: Place value is a concept that absolutely has to be grasped. With
the inclusion of doing something fun and hands-on searching for items to put into
groups, students should understand the concept more thoroughly and be ready to move
forward. The song should get stuck in the students head, even if it is goofy, and that way
they can never forget the places for each value. The activities in the lesson come from
Teachers Pay Teachers and the activities the book presents.
Description of the Lesson Component where Another Subject(s) is Addressed:

Shayla Cozart

Place Value Lesson

Math 3303-020

Science was incorporated into the lesson to help students remember what they
did that day and how to remember the place values of numbers. Recycling is used all
over the world and even in our schools. Now, we recycle bottles, cans, and paper.
Students can grasp the concept better if you give them another subject to work with that
they will remember and use in everyday life.
Suggested Extensions and Modifications:
I would suggest doing a worksheet that I found on Pinterest for place value and
have the students who need modifications use the cube, flats, rods, and units while
completing it. This way the students can have something physically in front of them to
practice counting. For my faster learners, I would have them come up with a number
and present clues for the class to guess that number. This should be done
independently so the class does not disrupt those still working. Once everyone is
finished, students can volunteer to give their clues and the class will then have to guess
the number. The clues would involve place value such as there are 3 ones, 4
thousands, 3 tens, and 2 hundreds. The number would then be 4,233. The guessing
would be done in the students heads to master mental math and the place value
concept. The book gives this example along with a few more that are great to use.
Sources of the lesson:
1. Murphy, S., & Andriani, R. (2004). Earth Day-hooray! (p. 40). New York, NY:
HarperCollins Pub.
2. Teachers Pay Teachers (https://www.teacherspayteachers.com/Product/EarthDay- Hooray-Place-Value-Extension-Cards-881949)
3. You Tube (https://youtu.be/5W47G-h7myY)
4. Shayla Cozart