Authors: Tammie Donohoe & Tiffany Fascianella

Grade: 3           Integrated Discipline: Math

Nebraska Standards:

4.1.1 By the end of fourth grade, students will demonstrate place value of whole numbers through the millions and decimals to the hundredth place.

4.1.3 By the end of fourth grade, students will describe and apply relationships between whole numbers, decimals, and fractions by order, comparison, and fractions by order, comparison, and operation.

Objectives:

1. Describe vocabulary: units, rods, flats.

2. Students will count and group to explore place value.

3. Students will demonstrate representation of place value using base ten blocks.

4. Students will be able to verbalize how to trade units and rods to make a flat.

5. Students will illustrate how they trade units and rods.

Assessment:

1. Students will explain units, rods and flats.

2. Observe students counting, grouping and representation of place value on their chart.

3. Students answers and discussion of how to trade units and rods.

Provision for Special Needs:

To provide assistance when and if needed

Materials:

·         Large blank sheets of paper

·         Markers

·         Base Ten Blocks

·         Dice

·         Number Wheels

Procedures:

Anticipatory Set:

1. Review number wheel by giving numbers and having students demonstrate the number value on the number wheel.

2. Introduce and model the concepts of the Base Ten Blocks to include units, rods and flats to show their value and how to trade.

3. Students will make base ten block chart on large sheet of paper.

4. Students will demonstrate counting, grouping and representation of place value on their chart using base ten blocks and dice.

5. Student will roll the dice and place the corresponding amount of both dice in the units section of the chart. After reaching ten units student will trade for a rod. Repeat several times.

Activity:

1. Students will be paired into groups.

2. Explain “Race for a Flat” Game: Students will take turns rolling the dice and place corresponding amount of base ten blocks in the units section. Remind students for every ten units to trade for a rod and for ten rods to trade for a flat. First student to make a flat wins.

3. Have students play “Race for a Flat” game as much as time permits.

Closure:

1. Students will illustrate how to trade units into rods by rolling the dice and drawing what they should do.

2. Ask students how many units make a rod, how many rods make a flat, and how many units are in a flat.

3. Review number sense by asking if they had a specific number how many rods and units would there be.

Reference:

Thornton, Carol A and Gail Lowe-Parrino. Race for a Flat. Hands on Teaching Strategies for using Math Manipulatives. p.16,17.

Reflections:

Tiffany: When we began we finished up our number wheels and reviewed how they worked. A specific girl struggled with this in the beginning, but with more practice caught on. I think what is hard about place value is when you read it is left to right and with numbers it is right to left…thousands, hundreds, tens and ones. I think we should have focused a little more on the and explained it more thoroughly. We also played Race for a Flat which the girls loved and were disappointed when we had to stop. In result, we extended the number value lesson plan another day so the girls would be able to get the most out of it.