Do You Value That Digit?

Designed By:  Andress Carter-Sims, Burton Pack Elementary  

Grade Level: Five     Subject: Math

1) Core Curriculum Objective(s):   Identify the value of each digit in a number (up to 1,000,000) with/without manipulatives. (5NR2-1)

2) Overview:  During this lesson students will be introduced to the term digit using large number and comma cards as they create numbers as a large group.  As the lesson continues the term value will also be introduced as students create numbers in a large group guided by the teacher.  As students receive additional practice with the new terms they will work in small groups to review their definition of the new terms and apply their new gained knowledge.  After appropriate time for practice students will be assessed independently.

3) Focus Essential Question(s): What is the value of an identified digit?

4) Time Frame: Four forty-five minute class periods

Resource Materials:

*  One dark color marker

* Twelve light pieces of construction paper

*  Laminating machine (optional)

*  Chalk

* Math notebook for each student

*  Pencil for each student

5) Culminating Assessment: 

During the culminating assessment students will work independently to complete the assessment sheet provided.

Name: ____________________________ ____________

Date: ____________________________ ____________

Digit/Value Assessment  

1. Write your definitions of a value. (2pts)  

_________________________________________  

2.  Write your definition for digit. (2pts)  

______________________________________________

3.  Provide four examples of a digit on the lines below. (2pts)

______      ______      ______      ______

4.  Using the value chart below, write in a seven-digit number of your choice below and include the value of each digit.  You may only use a digit once.  Two points will be given for each correct value.

Twenty-two points is the highest score that can be received on this assessment.

Scoring Chart  

6) Instructional Activities:

Activity One:

Prior to activity one the teacher will need to prepare number cards. Number cards can be made using 8x10 construction paper.  Using twelve pieces of construction paper the teacher should write a digit from zero to nine on ten pieces of construction paper.  On the last two pieces of paper two large commas should be written on them. The numbers should be written large so that as students hold the cards up in front of the class others will be able to see clearly.  A light color of construction paper is best with numbers that have been written with a dark marker.  After placing the numbers on the cards they may be laminated for durability.

Now the teacher will explain that they are going to play “Switch A Rue”.  From the twelve cards the teacher will give three students a different digit.  The teacher will ask those students to take those three digits up to the front of the class and make a number.  Note:  The student should be told to stand next to each other so that it is easy for students to read the numbers.  The teacher will then individually ask those three students in front of the class a question. Using the “success maker” style of questioning students will immediately know what a digit is. The teacher will now ask each student, “What digit are you holding in your hand?” After one student responds the teacher will reinforce or correct their response.  For example the teacher could say, “Great, yes seven is a digit.  A digit is only one number by itself.”  This should be done with the other students as well.

Now the teacher is ready to add other students to the group in front of the class.  The teacher will now give out three number cards and one comma.  The teacher will remind students who are going to the front to pay attention to where they want to stand.  After the seven students have placed themselves (without help from the audience) to form a number, the teacher should ask several students if the comma is in the correct place.  Students should not just respond with a yes or no answer but provide reasoning or an explanation with their answer. 

The teacher will again start at one end of the students in front of the class with the “success maker” questioning. “What digit are you holding in your hand?”  After each individual response the teacher will reinforce or correct.

Now the teacher should now pass out one number card and the last comma card.  Note:  After nine students are in front of the class you have met the standard of identifying the value and digit to the millions place.  As all the students who are in the front of the class move around and the other two students add themselves to the number, the teacher will ask those students in the audience if the commas are in the correct place.  Again the teacher will correct and reinforce student answers.

As the nine students continue to hold the cards up in front of their chest for the class to see the teacher will ask questions to the audience such as, “Who is holding the smallest digit? Who is holding the largest digit? Name one student whose digit is less than five?”

The teacher is now ready to take up the cards as those students have a seat. The teacher will now instruct each student to write on a sheet of paper their created definition for the term digit and provide six examples of a digit.  After each student has written their definition several students should be asked to share their definition and examples of a digit. As students share the teacher should continue to reinforce and correct student answers.  As a large group, after several students have shared the teacher will write a definition on the board for digit and ask several students again to provide her with some example to place on the board.  As the class definition is written on the board the teacher should tell the students that there is more than one way to say the same thing.  As long as their definition means the same as the one on the board, that is appropriate.

Activity Two:

During activity two the teacher will ask different students to go to the front of the class.  The teacher will again start with three number cards.  Three students will be asked to go to the front of the class and create a number.  After the number has been created the teacher will state to the students the value of each digit and then write the value on the board. Note: Model provided.

325 The teacher should state the number.

300 State the value of the 3 is three hundred and write it on the board.

20   State the value of the 2 is twenty and write it on the board.

5        State the value of the 5 is five and write it on the board.

The teacher will now ask those three students to make a different number with the same cards.  Example:  532 The teacher will now ask those three students to state the value of their digit as she writes their response on the board.  The teacher will again follow the model shown above.  The teacher will also reinforce and correct student responses.

Now the teacher is ready to add three number cards and one comma card.  Students are allowed to create any number they like but the commas must be in the correct place.  The teacher may direct students to their appropriate place where necessary.  With the seven students standing in front of the class holding a number and a comma, the teacher should place a chart on the board as shown below.  The example below is a number that could be created by the students.

Value Chart

The first number is the number that could be created by the students.  The numbers below are the value for each digit above.

Once the students have created the number in front of the class the teacher will place the chart on the board and write in the number the students have created.  Next the teacher will call on other students in the audience to come to the board and write the value of any digit they choose.  Once the child writes the value of a digit they selected, the teacher will ask the person holding the digit if they agree with the value that was written in the chart.  Note:  Students should provide more than a yes or no answer.  Students should be called upon to select a digit and write the value until the value chart is complete.

The teacher will now ask those seven students to move around as she adds one more number card and a comma card.  Note:  The comma cards must place themselves in the correct place.  The teacher may direct students with creating the numbers when necessary.

After the students create the number, the teacher will write a value chart on the board for the number that has been created.  Students will again be selected to write the value of a digit of their choice on the board.  The teacher should again ask students if they agree with what has been placed on the board.  The teacher and other classmates may assist students who need additional help during activity one and two. 

Activity Three:

The teacher will instruct each student that with activity three every student will need their math notebook and a pencil.  Students will now be directed by the teacher to place themselves into groups of no more than three.   After placing themselves, the teacher will provide the directions for activity three. Each student in the group is to write their definition again for digit as review.  Students are not allowed to refer to the definition they wrote in activity one.  They are also to write a definition for the term value. 

After each student has written their definitions they are to share their definition with their group.  The teacher should monitor the groups and assist students where necessary.

The teacher should start with a three-digit number and have each student in the group to write the number that has been said on their paper.  After they write the number they should write the value of each digit.  After they have written the value of each digit they should share their response with the students in their group.  Once everyone has had their response checked the teacher should write the answer on the board for reinforcement.

Now the students will be directed to write a six-digit number of their choice and write the value of each digit.  Once they have written the value of their six-digit number the students will share their response with their group.  Each member of the group should check a partner’s response.

The students should now be allowed to continue this procedure several times as the teacher goes around to monitor groups.

Activity Four: Students will be assessed using the using the Digit/ Value Assessment and the Scoring Chart provided.