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Grade 3 Place Value Lesson Plan

This semi-detailed lesson plan aims to teach 3rd grade students about place value of three-digit numbers up to 999. The 45-minute lesson uses various engaging activities and games to help students understand place value, including a bean bag toss game to form numbers, presentations with manipulatives, and a scavenger hunt with place value tasks. Formative assessment is conducted through a group activity where students build numbers from random cards using place value understanding. The lesson aims to have 95% of students able to recognize place values of 3-digit numbers and read/write them in different forms by the end.

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Elena Dado
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0% found this document useful (0 votes)
123 views3 pages

Grade 3 Place Value Lesson Plan

This semi-detailed lesson plan aims to teach 3rd grade students about place value of three-digit numbers up to 999. The 45-minute lesson uses various engaging activities and games to help students understand place value, including a bean bag toss game to form numbers, presentations with manipulatives, and a scavenger hunt with place value tasks. Formative assessment is conducted through a group activity where students build numbers from random cards using place value understanding. The lesson aims to have 95% of students able to recognize place values of 3-digit numbers and read/write them in different forms by the end.

Uploaded by

Elena Dado
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

BEED 2A – FACILITATING LEARNER-CENTERED TEACHING

1ST SEMESTER AY 2023 – 2024

SEMI-DETAILED LESSON PLAN IN GRADE 3 MATHEMATICS

I. LEARNING OUTCOMES
At the end of a 45 minutes lesson, 95% of the Grade 3 pupils must be able to:
 recognize the place value of at least three-digit numbers to 999 in the
numeral,
 show enthusiasm in participating actively in all activities in the classroom,
and
 read and write three-digit numbers in symbols and in words.

II. SUBJECT MATTER


A. Subject: Mathematics
B. Lesson: Place Value
C. Materials:
a. Laptop
b. Flashcards
c. Pocket Chart
d. Manipulatives (Lego Blocks, straws, base10 strips)

D. References:
Camarista, Genesis G. & Oranio, Ian B., (2019). Teaching Mathematics in the
Primary Grades [Place Value, pp. 1-3]. Lorimar Publishing Inc.,
BrainPOP Educators ([Link]
activities-for-kids/)

III. PROCEDURE
A. Prayer
B. Checking of Attendance
C. Energizer
D. Review

IV. LEARNING PROCESS


A. Activity or Exploration (3-5 mins)
 Title: Bean Bag Toss Game
 Instructions:
 Group the class into two for collaborative game.
 Take 10 separate pieces of paper and label them each from 0 to 9.
 Then give a student one, two, or three bean bags to throw at different numbers to
create a number.
>For example, if a student throws bags on a 2 and a 3, he or she forms the number
23.
 Let the student write the number on the board and have him/her say the number
out loud.
 Have students take turn throwing bean bags until everyone in the group have their
own numbers.
B. Analysis or Processing (5 mins)
 What is place value, digit, ones, tens and hundreds?
 Discuss the meaning of place value, digit, ones, tens and hundreds.

C. Abstraction or Deepening (25 mins)


 How to evaluate Place Value?
 Present the manipulatives to the class.
 Let pupils identify what number is presented through the manipulatives.
 Call 1 pupil to write the number on the board.
 Using the chart, place the number in its corresponding place value.
 What are the ways to identify place value?
 Show pupils the four ways to represent numbers and place value using the mystery
number game.
>Example: Standard form, Base 10 form, expanded form and word form

D. Application or Transferring (10 mins)


 Title: Place Value Scavenger Hunt
 Instructions:
 Divide the class into 8 groups. Each group must have at least 4 members.
 The teacher will let each group find numbers hidden inside the classroom.
 Every group must compete to get the correct answer. The group who gets the
correct answer will earn a reward.
 When a group finds a number, each member will be assigned to do a task written on
it.
Example: The number written on a sheet of paper under the arm chair is
645. There is an attached letter containing instructions like:
1 member should write the word form of your number on the

board,
1 member should write the expanded form on the board,

1 member will pick the numbers on the teachers table and


assigned the correct number on its place value in the pocket chart,

1 member will use the lego blocks and build anything that
represents the number 645

.
V. ASSESSMENT (10 mins)
 Title: Build a Number
 Instructions: Group the class into 4. Give each group a random number cards
and let them answer the following activity.

Directions: Using the set of numbers given, build or form a number to answer the questions
below. Example number given 5, 3, 9, 1
1. Build the largest number. ___________
2. Build the smallest number. _________
3. Build a number between 30 and 50. _________
4. Build a number less than 30. _____________
5. Build a number greater than 300. _________
6. Build a number that is closest to 500. ______
7. Build a number with a digit 9 in its one’s place. _______
8. Build a number with a digit 1 in its hundreds place. ______
9. Build a number with a digit 5 in its tens place. __________

VI. ASSIGNMENT
Bring 5 paper cups tomorrow for our performance task (stack paper cups making).

Prepared by: Checked by:

Elena C. Dado Dr. Rogelyn T. Abubacar


Teejay Awayan Instructor
Jeanneth Salido
Angela Alcancia
Mark Christian Alicabo – absent

Common questions

Powered by AI

Varied assessment methods are essential because they provide a more holistic view of a student's understanding and abilities. Group activities assess collaboration and application skills, while individual tasks can measure personal comprehension and mastery of content. This combination allows for a balanced assessment of both process and product .

Effective strategies for teaching place value include using manipulatives such as Lego blocks, straws, and base 10 strips, employing games like the Bean Bag Toss Game to engage students, and utilizing a Place Value Scavenger Hunt to encourage active participation. These strategies combine visual aids, hands-on activities, and competitive games to help students grasp the complex concept of place value .

Incorporating activities that allow students to represent numbers in standard, base 10, expanded, and word forms is crucial because it helps students understand the flexible nature of numbers. It enhances their ability to interpret and work with numbers in various contexts, promoting a comprehensive understanding of the underlying mathematical structures .

Multi-sensory learning experiences in mathematics, such as those using manipulatives and physical activities, suggest instructional approaches that cater to different learning styles (visual, kinesthetic). They promote engagement, facilitate deeper understanding through various sensory inputs, and can enhance memory retention and conceptual understanding .

Collaborative games enhance learning outcomes by encouraging communication, problem-solving, and teamwork among students. They provide a context for students to share strategies and reasoning about number formation and place value, fostering a deeper understanding of these concepts through peer interaction and dynamic engagement .

Games like the Bean Bag Toss Game foster enthusiasm and active participation by adding a physical and competitive element to learning, which can be both stimulating and motivating for students. This approach encourages learners to actively engage with the material and apply concepts in a fun and interactive way .

Participating in a Place Value Scavenger Hunt exercises cognitive skills such as critical thinking, attention to detail, and spatial awareness. Students must locate numbers, assign place values accurately, and perform tasks like writing numbers in various forms, which requires comprehension, memory, and application of mathematical concepts .

The 'Build a Number' activity reinforces understanding by challenging students to apply their knowledge of place value and number sequences to arrange digits to form numbers that meet specific criteria, such as the largest or smallest number possible, numbers within a certain range, and more. This requires students to think critically about how digits interact within the place value system .

This lesson structure benefits learning by providing a comprehensive approach to understanding. Activities engage students initially; analysis deepens their understanding; abstraction helps in conceptualizing; and application reinforces knowledge through practical use. Such a structure supports diverse learning styles and enhances retention .

Manipulatives like Lego blocks and base 10 strips help students visually and physically engage with abstract mathematical concepts, making it easier to understand how numbers are constructed and decomposed. They provide a tangible representation of units, tens, and hundreds, which aids in internalizing the idea of place value .

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