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Lesson Plan #5 Title: Creating The Largest Number

In this lesson, students will practice manipulating digits to create the largest three-digit numbers possible by understanding place value, working in pairs to arrange random digits in the hundreds, tens, and ones places, and completing an exit ticket to assess their understanding of creating larger numbers through place value.

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155 views

Lesson Plan #5 Title: Creating The Largest Number

In this lesson, students will practice manipulating digits to create the largest three-digit numbers possible by understanding place value, working in pairs to arrange random digits in the hundreds, tens, and ones places, and completing an exit ticket to assess their understanding of creating larger numbers through place value.

Uploaded by

api-386840187
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan #5 Title: Creating the Largest Number

Lesson Overview: In this lesson, students continue to apply their learning of digit value, by

creating the largest numbers possible with random numbers. This lesson is similar to the last

lesson, only changing the activity where students will create the largest number as opposed to the

smallest number. The activity has changed slightly.

Resources or Materials Needed

 Smart Board

 Largest Place Value Recording Sheet (See Appendix I) (use a sheet protector)

 Dry Erase Markers

 Three Dice for Each Group of Students

 Exit Ticket (See Appendix J)

Performance Objective 5: Given 3 sets of random 3-digit numbers, students will create the

largest numbers possible correctly 2 out of 3 times.

Time: 65 Minutes.

Step 1: Pre-Instructional Activities: (10 minutes)

 Review with students the activity they completed in the last lesson where they created the

smallest number with cards.

 Ask students how they felt about manipulating numbers to change their value? Ask what

decisions did they make in order to create the smallest number. Have students share the

process they took to create their smallest number.

 Explain the goal to students they will learn how manipulate numbers by understanding

how a digit can make a number larger by its placement.

Step 2: Content Presentation (10 Minutes)


 Display the three-digit number on the board from the prior lesson (194). Model and

explain each digit in the number 194. Draw a chart on the board below the number

showing a column for the ones, tens and hundreds. Model separating the number by

place value and then drawing the base-10 model for each digit.

 Next tell students you can create a larger number just like you did in the previous lesson

on creating the smallest number. Model switching the 9 into the hundreds place and

placing the 1 in the ones place and the 4 in the tens place. Use base-10 blocks drawing to

show how the number changes to a lower number.

 Explain and model the activity students will complete. Students will be grouped in fours

and be given a set of three dice, a place value-recording sheet and a dry erase marker.

Students will take turns, each rolling the dice. Whatever digits appear on the dice, they

all write the largest number possible and then compare them with each person in their

group to check each other’s work.

Step 3: Learner Participation (25 Minutes)

 Students will work through the activity in pairs and the teacher will observe students and

provide feedback to students as needed.

Step 4: Assessment (15 Minutes)

 Students will complete an exit ticket with the numbers (462, 322 & 573) in their math

journals. Ask students to create the largest numbers they can in their journals. They can

draw base-10 blocks to help them visualize the value of the digits. Please note the

number (322) is the largest number they can create, hopefully students will catch this.

See Appendix J.
Step 5: Follow-Through Activities (5 Minutes)

 Call on students to come up to the board to share the largest number they created.

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