*Please clear your desks and bring with you a pencil, whiteboard marker, and eraser

to each station.


Understanding by Design (UbD) Lesson Plan Template


Classroom Teacher: Alison Elphick Grade (K-12)/Developmental Level: 3

Date Lesson Will Be Taught: 3/5/14 Lesson Subject Area: Math

Lesson Topic: Place Value Preservice Teacher: Shayla Hosaka

Stage 1- Desired Results
Established Goals/Big Ideas (Include):
What are the big picture concepts, conceptual anchors, and connections?
Students will understand how to use multiple representations to describe, read, write (in symbols
and words), and compare the place value of whole numbers up to 9,999.
The positions of digits in numbers determine what they represent and which size group they count.
This is the major organization principle of place-value numeration and is central for developing
number sense. John A. Van De Walle


Common Core Standards:
CC.3.NBT.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
CC.3.NBT.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and subtraction. (A range of
algorithms may be used.)

Group 1
Activity 1: Pass the Number Drawing
Activity 2: Big Number Spin
Activity 3: Coat Hanger Math
Group 2
Activity 2: Big Number Spin
Activity 3: Coat Hanger Math
Activity 1: Pass the Number Drawing
Group 3
Activity 3: Coat Hanger Math
Activity 1: Pass the Number Drawing
Activity 2: Big Number Spin
Sophie Kayla Jasmine
Shaylin Zach Braden
Jordan Jude Quin
Harmony Elijah Madison
Jaryn Angelica Evelyn
Ellie Keian Sam
Anna
Understandings:
Students will understand that..
The position of digits in numbers determines what they represent
(which group and what value).
Numbers can be represented in various ways.
Place value can be used to compare and order numbers.
Essential Questions:
What questions highlight the
big ideas?
How is our number
system organized?
How can I use base ten
models, standard form,
written form, and
expanded form to identify
numbers through 9,999?
How does the position of
a digit in a number affect
its value?

Content Acquisition (Objectives):
Student will know.
Key Words: Place value, digits, base 10, ones, ten sticks, hundred
boxes, thousand bars, standard form, expanded notation, word
form, comparing
Numbers can be written in various forms (standard, word,
expanded).
How to interpret and make place value drawings for thousands,
hundreds, tens, and ones.
We use place value to compare numbers.

Skill Acquisition
(Objectives):
Student will be able to
Create place value
drawings for 2, 3, and 4-
digit numbers.
Interpret and make place
value drawings for
thousands, hundreds,
tens, and ones.
Use place value to
compare numbers.
Read and write 4-digit
numbers from models.
Identify the place value in
each digit in numbers to
9,999.
Express whole numbers
using expanded notation.
Stage 2- Assessment Evidence
Performance Tasks:
What tasks will students be able to do to demonstrate
understanding?
Pass the Number Drawing
Create place value drawings
Write numbers in Standard Form
Write numbers in Word Form
Big Number Spin
Write Word From
Write Expanded Form
Use place value to compare numbers
Other Evidence:
What other things can
students do to show what
they know?
Observational notes
during tasks and
discussions
Recording sheets
(worksheets)
Place value stretch

Coat Hanger Math
Represent number using model (hanger & beads)
Read 4-digit numbers from models
Use Expanded Form to represent numbers

Self-Assessments:
What ways can students check understandings to set future
goals?
Thumbs up/thumbs down or using fist to five to check for
individual understanding at the end of the lesson and to set goals
for what they need to improve on.
Students will receive feedback during discussions and centers.
Students will be able to refer back to the anchor chart to check
various ways to write a number.


Reflections:
What did you identify during
self-evaluation?

Stage 3 Learning Plan
Learning Activities:
What will the students do during the lesson so that they achieve the stated goals? How will you
guide the students? What resources are needed?

Opening: (Place Value Stretch Break) A three or four-digit number will be written on the board.
Two digits randomly chosen by its place values will be selected which the students will then either
add or subtract. The answer is to be demonstrated by exercises.

Centers: I will explain the directions for each center and then break students up into three groups
according to their academic ability (Group 1=low leveled, Group 2=average, Group 3=challenge
students. Each group will rotate throughout the 3 stations. Each station will have a set of
directions for each group.

Activity 1 (Pass the Number Drawing):
Groups 1 & 2
1. Make a drawing of a three-digit number. Then pass your whiteboard to the student on your right.
2. Write the number in numerals for the drawing on the whiteboard you receive. Again, pass the
whiteboard to the student on your right.
3. Write the number in words on the whiteboard you receive. Then pass the whiteboard to the student
who made their drawing.
4. Check that the numerals and words are correct.
5. Repeat for a four-digit number

Group 3
1. Make a drawing of a four-digit number. Then pass your whiteboard to the student on your right.
2. Write the number in numerals for the drawing on the whiteboard you receive. Again, pass the
whiteboard to the student on your right.
3. Write the number in words on the whiteboard you receive. Then pass the whiteboard to the student
who made their drawing.
4. Check that the numerals and words are correct.
5. Repeat for a four-digit number

Activity 2 (Big Number Spin):
Groups 1 & 2
1. Round 1: Partner up with the person sitting next to you. Share one worksheet with your partner.
Student 1 will spin 0-9 spinner four times and record their digits in any place value on the left
column. Student 2 will do the same thing and record the numbers they spin on the right column.
2. Write the number in word form (eg. Three hundred sixty-two).
3. Write the number in expanded form (eg. 300+60+2 or 3 hundreds+6 tens+2 ones).
4. Student 1 will spin the more/less spinner to determine the round. If the spinner lands on more, the
person with the higher number wins. If the spinner lands on less, the person with the lower number
wins. Use the appropriate symbol (>,<, or =).
5. Circle the winning number
6. Repeat in round 2! (Student 2 starts the round and spins the more/less spinner)

Group 3
1. Round 1: Partner up with the person sitting next to you. Share one worksheet with your partner.
Student 1 will spin the more/less spinner. If it lands on more then the students will want to spin
bigger numbers. If it lands on less than then the students will want to spin smaller numbers.
Student 1 will begin by spinning the 0-9 spinner four times and strategically record your digits in any
place value on the left column to help you create what you believe will be a winning number.
Student 2 will do the same thing and record the numbers you spin on the right column.
2. Write the number in word form (eg. Three hundred sixty-two).
3. Write the number in expanded form (eg. 300+60+2 or 3 hundreds+6 tens+2 ones).
4. You will compare your numbers with your partner and use the appropriate symbol (>,<, or =).
5. Circle the winning number.
6. Repeat in round 2!

Activity 3 (Coat Hanger Math):
Group 1
1. Partner up with the person sitting next to you. You will both pick a flashcard from the flash cards
labeled Group 1.
2. Each of you will use beads to represent the given number on your hanger.
3. Take turns reading your 4-digit number to your partner.
4. Have your partner check your work while you check your partners work.
5. Repeat with a different flashcard.

Group 2 & 3
1. Partner up with the person sitting next to you. You will both pick a flashcard from the flash cards
labeled Group 2 & 3.
2. Each of you will use beads to represent the given number on your hanger.
3. Take turns reading your 4-digit number to your partner.
4. Have your partner check your work while you check your partners work.
5. Repeat with a different flashcard.

Closing: Students will return to their desks, put their heads down, and wait for instructions.
Students will hold up a number from 1-3 using their fingers to show their level of understanding for
making place value drawings, standard form, word form, expanded form, and comparing numbers.

Resources:
Anchor chart
Spin game board/more/less spinner
Recording sheet
White boards/dry erasers/pens
Hangers/beads
Flashcards


Acknowledged: ________________________________________ Date: ___________ Grade (if
applicable): _________
(Course instructor, university supervisor, and/or cooperating teacher)