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Indiana Wesleyan University

Elementary Education Lesson Plan Template

2007 ACEI Standards
Goal(s) Review the concept of place values.
After completing the flat game, students will be able create and answer their own place
value questions using numbers from dice.
2.NS.6: Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones (e.g., 706 equals 7
hundreds, 0 tens, and 6 ones).
Taped Place value chart
Place Value Game (18 Sets)
Place Value Worksheets (26)
Color by place value papers (10 of each)
Anticipatory Set

(5 minutes) We are going to play a game! I need you to listen

closely to the rules of the game. You are only allowed to whisper and
you must keep one hand behind your back. You are going to be
adding your fingers with your classmates. Jordan and Mason, come
join be up here please. I will call out a number, like ten. Hold you your
hand boys. They will stand in a group of ten. If I call out a number like
15, (Join the group) Now we have 15 fingers. Thank you boys, you can
sit back down. We will play this game for 4 minutes. I am setting a
timer. Remember you have to whisper to communicate. Everyone
stand up and push in your chairs. It is okay if you cant make the
number, no one gets out in this game. Ready, the first number is 5.
(Numbers 20, 10, 50, make sure the last number is 500. A place value
chart will be taped on the floor) Even if the timer goes off, allow
students time to attempt to figure out how to show 500. If the
students are having problems thinking of the place value chart,
provide hints to what they would do. After the students arrive at the
conclusion of the place value chart, ask students to return to their
Purpose: Today we are going to review place value so we can
gain a better understanding of how numbers work and build our
math muscles.

Use major concepts, principles, theories, and research to construct learning

opportunities that support students development, acquisition of knowledge,
and motivation.
(ACEI 1.0)
Adaptation to Diverse Students
Students will be placed in pairs by the teacher that will help each
other stay on task and help when the other gets stuck. Groups on
separate paper.
Instructions will be printed in Spanish for M, in case he would like
The flat game will have different die for different groups. Some students will have the
extra challenge of bigger numbers.
(ACEI 3.2)
Lesson Presentation (Input/Output) (5 minutes)

In class you have been talking about place values. Who can raise
their hand and tell me one of the place values? (Allow students to
name the ones, tens, and hundreds, and let the students that say the
values stand in the taped chart on the floor). (Also, have a place value
chart drawn on the board) So If I put a number here it in ones, what is
the value? (whisper response; repeat for tens and hundreds).
(ACEI 2.3)

Then, students will play the block 1 hundred game. Students will be
paired with partner to play the game against. Pairs will be chosen by
teacher because of differentiation. Class, today we are going to
play a 100 block game. I will pair you off with a friend and you
get to compete against each other. I am going to show you.
Each of you will get your own mat, some ones blocks, tens
sticks, and hundreds blocks. You will take turns rolling the die.
The number that dice says is the number of ones blocks you
take. Each time you roll, you will get the ones blocks. When
you get ten ones, exchange them for a ten. When you get ten
tens, exchange for one hundred block. (Some bags will have a
dice with bigger numbers on the dice. For the students using those
dice, they will need to get two hundred to win.) I will call your names
and hand you a bag. Find a place in the room to play your
game. Make sure to read the instructions in your bag. If you
need help, raise your hand and I will come help you. When one
of you wins, put your supplies back in your bag and bring it to
me. (I will then call students and hand them their bags.
(ACEI 3.3)
VII. Check for understanding.
As students play the game, I will walk around and questions: Are you
having fun? What do you think of the game? Have you noticed anything
about the game? What have you learned about place values? When the
students have completed the game, they will bring their bags to me and I will

question them further: What was the hardest part? What was easiest? Did
you learn anything new? What was your favorite part? How could we make
this harder?
Students will then go and work on their worksheets together and return
to their seats when they have completed the worksheet. For students who
finish early, I will have a few color by place value papers available.
VIII. Review learning outcomes / Closure
Once all of the students are back at their seats, I will ask them to put
away their color by place values. I will pick a student to stand in a spot
in the place value chart on the floor and ask the other students to
whisper response where that student is standing. I will have the student
hold up a number on their fingers and ask students to whisper response
what number the student is representing. I will repeat this a few times
with different students and different numbers.
Students will be given a worksheet with base ten manipulatives and a die.
The worksheet will be completed with the partner they played the game
with. The students will take turns rolling a die and creating problems for the
worksheet. They will work together to solve the problems that they create.
(ACEI 4.0)
How many students achieved the lesson objective(s)? For those
who did not, why not?
What were my strengths and weaknesses?
How should I alter this lesson?
How would I pace it differently?
Were all students actively participating? If not, why not?
What adjustments did I make to reach varied learning styles and
ability levels?
Blooms Taxonomy
Gardners Multiple Intelligences
Did the manipulatives expand learning or interfere?
Revision Date: September 12, 2016
2007 ACEI Standard