Place Value Activity

Name: ________________________________                          Date ____________________

1.Once you sign in to the computer, open up the internet and go to the site: http://www.abcya.com/place_value_hockey.htm

2. Once there, press the big arrow. Then click on the ‘GO’ button. Then select Level 2, then hit Go! Then Select Place Value and press Go!

3.Next, pick a player, and press Go! Then record the information in the table below for each question. Put a check mark if you get the question right, and if you get the question wrong, put an X in the box that corresponds to that question and move on to the second attempt.

4. If you get all 5 questions in a row on your first attempt, then move down to page 3 and fill out how many questions you answered, how many questions you answered correctly, and your score.

LEVEL 2: PLACE VALUE (First Attempt)

LEVEL 2: PLACE VALUE (Second Attempt)

LEVEL 2: PLACE VALUE (Third Attempt)

*IF AFTER THE THIRD ATTEMPT YOU ARE STILL UNABLE TO GET ALL 5 QUESTIONS IN A ROW, PLEASE RAISE YOUR HAND, AND I WILL COME OVER TO HELP YOU!*

Questions answered ____________       Questions Correctly: ___________ Score: _______

5. Once you fill this out, you can you take the penalty shots. After that, press new level, and then press the Go! Then select Level 2, and press Go! Then select place value, and hit Go!

6. Then repeat what you did in level one, until you get 5 questions in a row, and make sure you record which questions you got right and/or wrong!

LEVEL 3: PLACE VALUE (First Attempt)

LEVEL 3: PLACE VALUE (Second Attempt)

LEVEL 3: PLACE VALUE (Third Attempt)

*IF AFTER THE THIRD ATTEMPT YOU ARE STILL UNABLE TO GET ALL 5 QUESTIONS IN A ROW, PLEASE RAISE YOUR HAND, AND I WILL COME OVER TO HELP YOU!*

Questions Answered: _____________ Questions Correctly: ______________ Score:_______

7. Now you can take the penalty shots, and then press new level, and then Go! Select Level 1, then press Go! Instead of place value, press Numerals, then press Go! Then pick your player and press Go! Then play until you get 5 questions correct in a row.

8. If you answer all 5 questions correctly in a row, record you information in the first attempt table, and then fill out the questions answered, questions answered correctly, and the score below.

LEVEL 2: NUMERALS (First Attempt)

LEVEL 2: NUMERALS (Second Attempt)

LEVEL 2: NUMERALS (Third Attempt)

*IF AFTER THE THIRD ATTEMPT YOU ARE STILL UNABLE TO GET ALL 5 QUESTIONS IN A ROW, PLEASE RAISE YOUR HAND, AND I WILL COME OVER TO HELP YOU!*

Questions Answered: _____________ Questions Correctly:______________ Score: ________

9.Now repeat this process but for level 3 and record your information below.

Level 3: Numerals (First Attempt)

Level 3: Numerals (Second Attempt)

Level 3: Numerals (Third Attempt)

*IF AFTER THE THIRD ATTEMPT YOU ARE STILL UNABLE TO GET ALL 5 QUESTIONS IN A ROW, PLEASE RAISE YOUR HAND, AND I WILL COME OVER TO HELP YOU!*

Questions Answered: _____________ Questions Correctly:______________ Score:_________

Lesson Plan Outline

Unit Topic or Theme: Place Value in Mathematics

Grade: 3

Lesson Plan Topic or Theme: Place Value and Numerals

Lesson Objectives: The student will be able to identify the digit that matches with the place value. The student will also be able to read the word form of a number and enter it in as digits.

Instructional Technique: The class as a whole will do a review of yesterday's lecture on numerals and place value followed by a demonstration of how to navigate the website that will be used for this activity. The students will work independently on this handout and assignment.

Instructional Materials: Handout given to guide students called “Place Value Activity,” computer for all students and the teacher, pencil, http://www.abcya.com/place_value_hockey.htm

Theoretical Perspective: It is important for students to learn this information because they will need this basis when they have a job and start dealing with money. Without knowing place value, students will not be able to know how much something costs. For example, something that costs $1,987 means one thousand, nine-hundred and eighty-seven dollars. This means that the customer must give them at least this much. It is vital that students know the differences in place value so they understand how much money needs given to them and how much change to receive back. Place value also helps to know the order of a number and what each digit in the entire number represents. For example, in the number 352, the “3” is the largest, the “5” is in the middle, and the “2” is the least. As you move from left to right in a number, the value gets smaller.

Procedure:

1. Introductory: The teacher will start the lesson by asking the students if they remember what they talked about in yesterday's math lesson. The teacher will pick on students, listen to their responses to see what they remember, and then add on to what they say.

2. Step by Step: The teacher will start the lesson by projecting the computer screen up on the board. The teacher will then open up Internet Explorer and go to http://www.abcya.com/place_value_hockey.htm . The teacher will click on level 1 and guide students through the questions based on what they learned in yesterday's class. The teacher will then have students come up and put in the answers for place value. Once the students get 5 in a row, the teacher will have students come up and take penalty shots. The teacher will then take the guided sheet, “Place Value Activity” and show them that after they answer each question, they must record if they got the answer wrong (recorded with a check mark) or if they got the answer incorrect (recorded with an X).

3. Closure: To end the lesson, the teacher will ask every student to write a short summary on whether or not this assignment helped them in expanding their knowledge on place value and numerals.

4. Adaptations for different learners: After three attempts without any success, the teacher will come over to the students desk once a hand is raised. The teacher will sit with the student and work through the problems together to figure out what misconceptions the student may have. Once the misconceptions are sorted out, the student will try it out on their own.  

5. Homework: Students can continue using the website at home if they want more practice. If students feel comfortable enough and feel they have enough practice, they can review their notes on place values and numerals to prepare for the upcoming quiz.

Evaluations:    

1. Determining if we met our objectives: The teacher will be able determine if students met the objectives if the students are able to get through level 2 place value before the third attempt and needing help. The teacher will also know if the student met the objectives if the student is able to get through level 2 of numerals before the third attempt without needing any help.

2. Concerns/Questions: A possible concern that a teacher may have is if the internet is down and not working. This would cause the lesson to have to be done in a different way, without using the website. Another concern may be if some computers are slower than other ones. In this case, it may seem like students do not know what they are doing because it is taking them much longer to complete the entire handout, but in reality it is because the internet is not responding as quickly.