Modified Place Value Lesson Plan

Place ValueOnes, Tens, Hundreds and Thousands

GOALS

Hook

Students will
identify the place
value of digits in 2,
3, and 4-digit
numbers.

Hand out various amounts of play money to each group ($1s,

$10s, $100s, $1000s if available). Ask each group to sort the
money into groups. Once the groups have had time to work
together. ASK: How they decided upon their categories. What
was common between the different groups? Finally, each group
will be asked to share the value of their money, which will be
recorded on the board

PRIOR
KNOWLEDGE
REQUIRED

Lesson

Number Wordsone,
ten, hundred,
thousandand their
corresponding
numerals

THINK-PAIR-SHARE: Did I put the label in the right place? Is

(number chosen) the ones digit? Have a volunteer label the
correct digit. Invite volunteers to digits correctly.

VOCABULARY
place
value
tens thousands
ones hundreds
term

Using one of the groups numbers, label one place value digit
incorrectly.

Now erase the thousands digit and take away the thousands
label.
TELL A PARTNER: Are these labels still in the right place?
Write the thousands digit back in, label it, erase the
hundreds digit and remove the label ASK: Using a thumbs
up/down signal, are these labels still in the right place? Have
a volunteer relabel correctly. Repeat this process with the
remaining digits. ASK: How are place value and
denominations related? Different?

Write 3 989 on the board and ask students to identify in their groups the place
value of the underlined digit Repeat with several numbers that have an underlined
digit. Vary the question slightly by asking students to find the place value of a
particular digit without underlining it. (EXAMPLE: Find the place value of the digit
4 in the numbers: 2 401, 4 230, 5 432, 3 124, 3 847.) Continue until students can
identify place value correctly and confidently. Include examples where you ask for
the place value of the digit 0.
Then introduce the place value chart and have the groups place 3 of the numbers
from the board in the correct column: (Example)
Thousa
nds

Hundr
eds

Tens

Ones

Modified Place Value Lesson Plan

a) 231
2
3
1
Do more examples together. Include numbers with 1, 2, 3, and 4 digits and have
volunteers from each group come to the board to write the numbers in the correct
columns.
Extensions Working in table groupings
1. Write the following numbers using both the Egyptian and our Arabic systems:
234
848
423

Invite students to study the numbers for a moment, then ASK: In your
groups discuss what is different about the Egyptian system for writing
numbers? (It uses symbols instead of digits. You have to show the
number of ones, tens, and so on individuallyif you have 7 ones, you
have to draw 7 strokes. In our system, a single digit (7) tells you how
many ones there are). Call on students from the groups to share their
findings.
Review the ancient Egyptian symbols for 1, 10, and 100, and for 1000:
1=
10 =
100 =
1 000 =
stroke

arch

coiled rope

lotus leaf

Ask students to write a few numbers the Egyptian way and to translate
those Egyptian numbers into regular numbers (using Arabic numerals).
Emphasize that the order in which you write the symbols doesnt matter:
234 =
=

Have the groups write a number that is really long to write the Egyptian way
(EXAMPLE: 798).
Think-Pair-Share: How is our system more convenient? Why is it helpful
to have a place value system (i.e. the ones, tens, and so on are always in
the same place)? Tell them that the Babylonians, who lived at the same
time as the ancient Egyptians, were the first people to use place value in
their number system. Students might want to invent their own number
system using the Egyptian system as a model.

Modified Place Value Lesson Plan

2. Optional (time permitting)

Have students identify and write numbers given specific c criteria and
constraints.
a
b
c
d
e
f

) Write a number between 30 and 40.

Write an even number with a 6 in the tens place.
Write a number that ends with a zero.
Write a 2-digit number.
Write an odd number greater than 70.
Write a number with a tens digit one more than its ones digit.

HARDER:
g ) Which number has both digits the same: 34, 47, 88, 90?
h Write a number between 50 and 60 with both digits the same.
i Find the sum of the digits in each of these numbers: 37, 48, 531, 225,
444, 372.
j Write a 3-digit number where the digits are the same and the sum of
the digits is 15.
k Which number has a tens digit one less than its ones digit: 34, 47, 88,
90?
l Write a 2-digit number with a tens digit eight less than its ones digit.
m Write a 3-digit number where all three digits are odd.
n W rite a 3-digit number where the ones digit is equal to the sum of the
hundreds digit and the tens digit.
3. Have students make up their own in groups and trade/solve with other tables.
Final Activity: Place Value Game
Materials
Place Value Table (or example on the board for students to copy)
Deck of cards (remove 10s and face cards) or Dice or 9 sided dice)
How to Play
1. Each player takes a turn either pulling a card or rolling a die.
2. The player chooses where to place their number.
3. Play continues until each student has filled up their place value chart.
4. Students compare numbers. The person with the highest number wins.
Modifications

Alternatively, play for the lowest number.

Modified Place Value Lesson Plan

Adjust the difficulty to your students needs. You can play from hundreds to
millions or beyond.

a bigger challenge, each players finds both their largest and lowest number,
players then find the difference. Whoever has the greatest difference wins.
o If you dont have enough cards or dice: Teacher draws cards/rolls die and
whole class competes

Same as above, but looking for greatest or lowest sum.

Play a best of 5 or 7 rounds for extra practice.

For older students this game could also be used to discuss statistics/odds of
choosing a particular number.

Sample Chart
Ten
Thousands

Thousands

Hundreds

Tens

Ones

TEACHERS GUIDE