Lesson Plan: Number, Money, and Measure - Place Value to Hundreds

Subject: Mathematics Topic: Number, Money, and Measure Curriculum: Scottish Curriculum for Early Level Desired Outcome: I use practical materials and can â€˜count on and backâ€™ to help me understand addition and subtraction, recording my ideas and solutions in different ways.

Lesson Duration: 45 minutes

Resources: - Counting objects (e.g., cubes, counters, buttons) - Whiteboard and markers - Number cards (0-9) - Place value chart (up to hundreds) - Worksheets (optional)

Introduction (5 minutes): 1. Begin the lesson by asking the students if they know what place value means. Discuss briefly and explain that place value is the value of a digit based on its position in a number. 2. Show the students a set of objects (e.g., cubes, counters, buttons) and ask them to count how many there are. Write the number on the whiteboard. 3. Ask the students if they can tell you how many tens and ones are in the number. Write the number in expanded form (e.g., 23 = 20 + 3) on the whiteboard. 4. Introduce the concept of hundreds by showing the students a place value chart. Explain that hundreds come after tens and ones.

Main Activities (30 minutes): 1. Counting On and Back (10 minutes): a. Give each student a set of objects (e.g., cubes, counters, buttons) and ask them to count how many there are. b. Instruct the students to count on from the given number by adding more objects. For example, if they have 5 objects, they should count on by adding 1, 2, 3, and so on. c. Repeat the activity, but this time ask the students to count back from the given number by removing objects. For example, if they have 8 objects, they should count back by removing 1, 2, 3, and so on. d. Encourage the students to record their counting on and back using numbers and symbols on their whiteboards.

- Place Value Exploration (15 minutes): a. Divide the students into pairs or small groups. b. Give each group a set of number cards (0-9) and a place value chart. c. Instruct the students to create different three-digit numbers using the number cards. For example, they can create 325, 408, or 712. d. Ask the students to identify the value of each digit in their numbers (e.g., 3 is in the hundreds place, 2 is in the tens place, and 5 is in the ones place). e. Have the groups share their numbers and explain the value of each digit to the class.

Conclusion (10 minutes): 1. Gather the students together and review the concept of place value to hundreds. 2. Ask the students to reflect on what they have learned and how they can use practical materials to help them understand addition and subtraction. 3. Provide opportunities for the students to share their recorded ideas and solutions in different ways, such as through drawings, number sentences, or verbal explanations. 4. If time permits, distribute worksheets for the students to practice counting on and back and identifying place value in three-digit numbers.

Assessment: - Observe the studentsâ€™ participation and engagement during the counting on and back activity. - Assess the studentsâ€™ understanding of place value by reviewing their recorded ideas and solutions. - Review the completed worksheets (if used) to assess the studentsâ€™ ability to count on and back and identify place value in three-digit numbers.