MATH LESSON PLAN – PLACE VALUE CENTRES 2

Instructor Name:

Colleen Trumble
Class:

Dr. Hamman Elementary School- Grade 3/4

10:30 am -11:00 am
Lesson Title:

Place Value Centers- Lesson 2

Tech Requirements: (list all materials you might need. Include special
materials like balloons and also basic classroom materials like chalkboards).
• Manipulatives in the thousand’s place, Hundreds place, Tens place and
the ones place. A box of them.
• Bingo markers
• Place Value Spinner Game
• Paper bag OR Ice Cream Bucket
• Bingo calling cards
• Booklets for every student with a page for every station
• Dice
• Deck of cards
• Smart board
• Place Mat for Place Value Game with Cards

Administrative Notes: (if relevant, include any information needed to share

with the teacher or the class).
• An explanation of each station

General Outcome:
• Demonstrate an understanding for the place value of numbers from the
ones place value to the ten thousands place value using a variety of
different personal strategies.

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Specific Learning Objectives:

• Students will construct numbers using manipulatives
• Students will apply knowledge of place value by performing expanded
notation
• Students will design their own personal strategies for regrouping
manipulatives
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KSA’S:
1)How contextual variables affect teaching and learning
4) Subject Disciplines you teach
5) All students can learn albeit at different rates in different ways
6) The purpose of short, medium and long range planning
9) there are many approaches to teaching and learning
10) The functions of traditional and electronic teaching/learning
technologies
11) The purposes of student assessment
16) The importance of guiding your actions with a personal, overall
vision of the purpose of teaching
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ACTIVITIES
Name of Exercise: Expected Length: (in
Continuing Centers minutes)
30 minutes
Purpose: (why is this exercise included in the lesson)
To continue their learning of place value, trading and regrouping in many
different kinds of stations.
Detailed instructions: (how will this exercise be explained to the group)
• The instructor will ask the helper of the day to hand out the math
booklets to the class
• The children will be asked to raise their hand to find out if they
remember and wrote down who is in what group
• Once it is clear everyone knows what group they are in, students will be
asked to return to the station they were at last class
• If a student is confused about how to play a station, here are the
instructions from last class on how to play the stations.
• The instructors will take the class around to each station and explain the
station, possibly play it once with a volunteer so the students
understand the basics of how to play each station.
• Station 1: Teacher Made Station
• Station 2: Teacher Made Station
• Station 3: Place value game, for this game there will be a board with
spinners on it as well as erasable markers. MUST BE ERASABLE!
Students will spin the spinner to figure out the value they are writing
down. They will then take that value and write it on the board below the
spinner in the correct place value in expanded notation. They will record
the numbers they create in their booklets, as a form of assessment.
• Station 4: The students will be playing Math Bingo, with one of the
instructors, most likely the student teacher. They will take their pre-
made math bingo cards out, and use the colored markers to mark off
 their cards. The bingo caller will pull random numbers out of a paper
bag or ice cream bucket and call out the number. The first student to
yell bingo wins. A bingo can be a straight line down, across, diagonal, an
X or if a bingo is called early, everyone will go for a blackout on their
cards. The form of assessment for this station will be the completed
bingo cards.
• Station 5: The students will be drawing cards from a deck of cards to
create a number. They will place each card in whatever place they like
on the place mat. For example, if they drew a 5, a 9, a 4 and a 2, they
could create the number 4592. They will then take manipulatives and
create that number on the below section of the chart with
manipulatives. The students will then use the designated page in their
math booklets to write down the number they have created in the small
box in upper left hand corner of the bigger box. In the bigger box they
will stamp out the number they have created using the manipulative
stamps.

•Once the class is at their original stations, the instructor will ask them to
move one station over.
• One of the teachers will be walking around the room monitoring
everything, the other teacher will be sitting at the bingo station calling
bingo numbers. This can be decided the day of.
• The class will do each centre for 10-15 minutes, then switch.
Name of Exercise: Expected Length: (in
minutes)

Purpose: (why is this exercise included in the lesson)

Detailed instructions: (how will this exercise be explained to the group)

Name of Exercise: Expected Length: (in

minutes)

Purpose: (why is this exercise included in the lesson)

Detailed instructions: (how will this exercise be explained to the group)

Observations/Comments/Reflections