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Grade: 5

Unit: Place Value


Class: Math
Lesson Number: N/A
Length of Lesson: 25 minutes

Stage 1: Desired Results
General & Specific Outcomes (knowledge, skills & attitudes/values):
Students will understand the role of place value in mathematics as it pertains
to numbers up to and including the millions.
Students will value the experience of working with place value in a practical
setting that is familiar to them and hands-on in nature.
1. Enduring Understandings:
Students will understand place value up to and including the millions. They
will be able to apply this knowledge in a practical, hands-on way through the
playing of Math Battleship.
2. Essential Questions:
The key questions we will answer are: (a) what is place value? (b) what are
the first five place values called? (c) what types of number combinations can one
make with the numbers 1-3 with the first seven place values?
3. Students will know
Students will know: (a) the first seven place values, (b) the rules of Math
Battleship and how they apply to place value.
4. Students will be able to
Students will be able to: (a) create a number with seven place values with the
digits 1-3, (b) use the process of elimination through guessing digits and place
values to discover their opponents number, (c) call out guesses using both place
values and digits.

Stage 2: Assessment Evidence (Assessment As/Of/For Learning)
1. Assessment Strategy:
Students will be observed during the activity. The observation of student
guesses will determine whether or not students understand the concept of place
value and how it relates to the seven-digit numbers each player is able to come up
with in the game itself.
2. Assessment Criteria:
Students will be required to play as many games of Math Battleship as
possible in the allotted amount of time. At the end of the period, students will be
required to hand-in their papers, revealing the success with which they played the
game and their overall understanding of place value.
3. Formative/Summative:
This would qualify as formative assessment. Students ability to play the
game will dictate to them whether or not they understand the concept of place value
up to and including the millions and what areas of the subject matter they may need
to continue to improve upon.
4. Considerations of Assessment For I.E.P. Students:
For the purposes of our observation today, we swapped Math with what
serves regularly as the students Silent Reading time (10:45-11:15). The two EAL
students who are in Math with our EAL support staff, however, were not be able to
swap these periods because of the EAL support staff members schedule. For this
reason, our two EAL students will have Silent Reading during the rest of the
students Math time, with the EAL students going for Math in the afternoon when
the rest of the students are in Silent Reading. This way, all students receive their
regular instruction, just on a slightly altered schedule.
Two students, meanwhile, will play a simplified version of Math Battleship.
Their Math Battleship document will have three games on it: one to the thousands,
one to the ten thousands, and one to the hundred thousands. The two students will
be instructed to start with the thousands game, and then progress to higher place
values as they become more comfortable with the activity.

Stage 3: Learning Plan
1. Activating (2 minutes):
Students will be given the Math Battleship document and have the rules
explained to them as they are presented on the document.
2. Acquiring (2-4 minutes):
Students will be taken through the example subsection of the document
regarding how the game works. If necessary, a second live-action example will be
given in class.
3. Applying (19-21 minutes):
Students will break up into pairs and play as many games of Math Battleship
as they can before the time expires.
4. Accommodations/Modifications for Exceptional Learners
Two students will play a simplified version of Math Battleship that sees them
play only up to the thousands, ten thousands, or hundred thousands, depending on
their comfort level with the game.
Resources:
Math Battleship document.
Learning Materials Required:
Pencil.
Cross-Curricular Integration:
None.

Stage 4: Reflection
I felt this lesson was generally very effective. Students were engaged in the
activity and genuinely enjoyed playing the game in the lesson. Since the lesson Ive
seen a noticeable improvement in the students comfort with place value. They are
engaging with the course material with improved confidence and accuracy.
One thing to be cautious of with this lesson is the students background with
the actual game of Battleship. Though I gave an example in class of how to play and
supplemented this instruction by answering student questions, I dont think the
students would have managed as well if they didnt have at least a small sense of
familiarity with the actual game of Battleship.
All in all, I think this lesson provided the students understand the rules of
the game has proved to be very effective and enjoyable.