Lesson Plan #4 Title: Creating the Smallest Number

Lesson Overview: In this lesson, students are applying their new learning of digit value, by

creating the smallest numbers possible with random numbers.

Resources or Materials Needed

 Smart Board

 Smallest Place Value Recording Sheet (See Appendix G) (use a sheet protector)

 Dry Erase Markers

 Deck of Playing Cards (without the face cards, Aces are valued as ones)

 Exit Ticket (See Appendix H)

Performance Objective 4: Given 3 sets of random 3-digit numbers, students will create the

smallest numbers possible correctly 2 out of 3 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Ask students to get into two different groups. All boys in one group, and all girls in the

other group. Ask students if they can tell which group is larger? (Girls are a larger

group) Ask how they could tell? (Response, the group looks larger)

 Ask students how we can tell if one number is bigger than the other? Can we tell, just by

looking at the number? (Expect some students will respond yes, some will say no.)

Teacher Response: Yes, we can tell by looking at the number, but we need to understand

the value of digits in a number in order to so.

 Explain the goal to students they will learn how to manipulate numbers by understanding

how a digit can make a number smaller by its placement.

Step 2: Content Presentation (10 Minutes)

 Display a three-digit number on the board (194). Model and explain each digit in the

number 194. Draw a chart on the board below the number showing a column for the

ones, tens and hundreds. Model separating the number by place value and then drawing

the base-10 model for each digit.

 Next tell students if you change some of the digits around you can make a smaller

number. Model switching the 9 and the 4 in the number 194 and use base-10 blocks

drawing to show how the number changes to a lower number.

 Explain and model the activity students will complete. Students will be grouped in pairs,

and be given a deck of cards, a place value-recording sheet and a dry erase marker.

Students will take turns, each drawing three cards. The 1st card will represent the

hundreds place, the 2nd card, tens place and 3rd card, ones place. Each student in the pair

will write the digits in the place value-recording sheet and draw a depiction of the

number using the base-10 models.

 Next have students create the smallest number possible using the digits they drew from

the deck of cards. Model how to rearrange the digits in order to create the smallest

number. Using the base-10 models, you can visualize how to create the smallest number.

Each pair will check his or her partners work to see if they came up with the smallest

number.

Step 3: Learner Participation (25 Minutes)

 Students will work through the activity in pairs and the teacher will observe students and

provide feedback to students as needed.

Step 4: Assessment (15 Minutes)

  Students will complete an exit ticket with the numbers (372, 714 & 265) in their math

journals. Ask students to create the smallest numbers possible. They can draw base-10

blocks to help them visualize the value of the digits. See Appendix H.

Step 5: Follow-Through Activities (5 Minutes)

 Call on students to come up to the board to share the smallest number they created.