Identifying Place Value to 100s Place: Concrete Level

More Teaching Plans on this topic: Representational, Abstract

 Introduction Phase 1 Initial Acquisition of Skill Phase 2 Practice Strategies Phase 3 Evaluation Phase 4 Maintenance

Math Skill/Concept: Identifying Place Value in 3 digit numbers using concrete materials.

Prerequisite Skills

• One-to-one correspondence.
• Counting on/counting back.
• Grouping ones, tens, hundreds using discrete proportional (non-linked) materials and proportional (linked) materials.

Learning Objectives

1) Identify essential features of a place value math and place various combinations of base-ten materials representing ones, tens, and hundreds on place value mats appropriately. Say what each group of base-ten materials means on the place value mat.

2) Represent one, two, and three digit numbers using base-ten materials and place value mats and say what the digits represent in concrete terms.

Important Ideas for Implementation

This teaching plan describes how to teach two essential skills related to place value:

1) grouping ones, tens, and hundreds on a place value mat using base-ten materials. Although descriptions include place value up to "hundreds," your students may not be ready to move to the hundreds place. Do not assume you must move them to the hundreds place if this is not appopropriate for their developmental level;

2) identifying the place value of one, two, and three digit numbers using base-ten materials and a place value mat. Teaching students how to group ones, tens, and hundreds on a place value mat using base-ten materials should be taught first including teacher directed instruction, student practice, and evaluation/assessment. Then students should be taught how to use this knowledge to identify place value of one, two, and three digit numbers.