Math Place Value

GRADE

3 – 5

MATERIALS AND TIME REQUIRED

People Hunt reproducible

25 minutes

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy

Write the largest number you can make using: 3, 5, 2, 9, 6 (this can be more challenging if a decimal point and subsequent decimal places are required). Have students compare answers with at least two others in the classroom, then share in the full group, as directed by the teacher.

IDENTIFY THE OBJECTIVES

Content Standard: understand the place-value structure of the base-ten number system

Collaborative: Participate fully, Work on tasks together, Assess improvement

Personal: Share information and experience support from peers

IDENTIFY THE STRATEGY

People Hunt. (see “student materials” examples) Use the example, or modify to your class needs. Students mingle around the room, finding others to answer specific entries and then sign name to what each student answered. If class cannot mingle without getting off-task, have students sit in groups of four and pass the “people hunt” around the table, each student should answer 2 or 3 entries. If you have a computer lab or laptop cart, students may work in pairs and use Adobe version to fill in online.

REFLECTION

Content: What did you learn that impressed or surprised you?

Collaborative: How did you assess one another’s answers? How did you handle incorrect answers?

Personal: How did you approach this task; did you go to people or wait for people to come to you? Why?

PROVIDE AN OPPORTUNITY FOR APPRECIATION

Invite statements in full class/community, or have each student go and thank the person who completed and signed task #3 (or any other number you choose).

AUTHENTIC ASSESSMENT

Teacher reminds students to have a signature next to each entry. Inform students that you (teacher) will grade/check one entry from each people hunt, using the class list. Collect the people hunt page from each student.

(Example: the first child on the class list is “Jane Adams”; the teacher finds a page with “Jane Adams” signature, grades or checks the problem for correctness, then goes to the next student on the class list and searches people hunt papers for that student’s name and grades or checks for correctness. Yes, you may have to sort through some previously “graded” people hunt pages as you near the end of the class list…but this method is a good random check for understanding, and not as time consuming as looking at each problem on each people hunt.)

LEARNING COMPONENTS

Group Development Process
Cognitive Theory
Multiple Intelligences
Cooperative Learning
Constructivism
Reflective Practice
Authentic Assessment

EXTEND/MODIFY

Have students create their own “mini” people hunt – one number + three statements/questions.

Use larger numbers (more place values).