LESSON PLAN ON VALUE, PLACE VALUE AND FACE VALUE OF NUMBERS

Subject:

Mathematics

Grade:
Topic:

7
Numeration System

Key Vocabulary:

place value, numbers, digits, base-ten system, groupings, millions,

hundred thousands, ten thousands, thousands, hundreds, tens, ones/units,
face value, value

Materials/Resources: craft sticks, elastic bands, base ten blocks, hundred blocks, place value
chart, mini place value white transparency charts, whiteboard markers, charts

Skills: telling the value, face value and place value of digits in numbers, using manipulatives to
solve place value problems

Content: Place Value

Place value is the value of a digit depending on its position in the number,
such as ones, tens, hundreds, and thousands places. Any number can be
broken down by its place value. For example, 32 can been broken down into
32 ones or 3 groups of ten and 2 ones.
Each digit in a number stands for a group, called a place value. Our system of number or writing
numbers is called a base-ten system because it is based on when you combine 100 ones, you get
a group of one hundred. When you combine 10 tens, you get a group of one hundred groupings
of 10.
When you combine 1,000 ones, you get a group of one thousand. When you combine 100 tens,
you get a group of one thousand. When you combine 10 hundreds, you also get a group of one
thousand.
When writing a four-digit number, they should place a comma after the thousands place. As they
see bigger numbers, they should notice that commas are placed after every three digits from the
right.
Source: http://educators.brainpop.com/bp-jr-topic/place-value/

BASE TEN BLOCKS

PLACE VALUE CHART

Value/Place Value/Face Value

In the number 73 the 7 has a value of 70, occupies place value 10 and has
a face value of 7.

Day 1 (Telling the Value of Digits in Numbers)

Objectives: Students should be able to:
1
2

tell the value of 2 digit numbers by using manipulatives.

place 2 digit numbers in a place value chart and write the numbers in words.

Procedures/Activities
Students will review types of numbers that they focused on previously and give examples
of them. Example, counting, whole, even and odd numbers.
Students will be introduced to the words Place Value. Using the KWL strategy students
will say what they know about place value, what they want to learn and what they have
learned at the end of the lesson. Responses will be recorded and students will be able to
see throughout the lesson if what they said had validity.
Volunteered students will write the numbers 12 and 21 on the board respectively.
Students will compare both numbers and say which digit 2 is greater and in which
number. Teacher will record students responses on the board. As the lesson progresses
students will be able to see if there responses were accurate.
Students under the guidance of the teacher will discover that digits in numbers have
different values depending on where they are placed in a number.
Students will be made aware that our system of writing numbers is called the base-ten
system and so when we group numbers we group them by ten.
Students in groups will use craft sticks to represent the numbers 12 and 21 respectively
and then group them in groups of ten to help them clearly understand the value of digits
in numbers.
After the group activity, students will say which 2 is greater and in which number and tell
the value of the digit 2 in both numbers.
Students will use their prior schema and name the various place value.
A place value chart will be mounted on the board.
Volunteered students will go to the board and place the numbers 21 and 12 respectively in
the chart. Students will expand these numbers under the guidance of the teacher.(10 + 2
= 12
20 + 1 = 21 or 10 + 10 + 1 = 21
Students will organize themselves in three groups. Each group will use craft sticks and
elastic bands to represent the numbers 15, 24 and 9. They will group the objects in
groupings of 10.
A member from each group will write the number they got on the board. Then he/she
will tell the class the value of each digit in the number and then place the number in the
place value chart. Then he/ she will write the number in expanded form and then the
number name.
Students will be introduced to base ten blocks that can help them in working out the value
of digits easily.

 Students will do note-taking.

Assessment: Students will:

1
2

tell the value of 2 digit numbers by using manipulatives.

place 2 digit numbers in a place value chart and write the numbers in words.

Draw base- ten blocks to represent the following numbers. Then place them in the place value
chart provided and write the number names. For example:

Tens
63

Ones

60 + 3

Number Names
sixty-three

= 63

10 + 10 + 10 + 10 + 10 + 10 +3 = 63

Tens

Ones

Number Names
_____________

28 =
Evaluation
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Day 2 (Telling the Value of Digits in Numbers)

Objectives: Students should be able to:
1
2

tell the value of 3 and 4 digit numbers ,

place 3 and 4 digit numbers in a place value chart and write the number names in words.

Procedures/Activities
Students will recap the previous lesson by explaining what they learnt in class. They will
use their notebooks to guide them.
Volunteered students will go to the board and write the numbers 4,300 and 3,400
respectively.
The class will compare both numbers and say which digit 3 is greater and in which
number and give their reasoning.
Students will place themselves in small groups. They will place 3 and 4 digit numbers on
a mini transparency place value chart. Then they will tell the value of each digit. Then
they will write the number names beside each number. Also, they will expand the
numbers. For example:

Thousands
1

Hundreds

Tens

Ones

487 =

Number Names
_____________

400 + 80 + 7
100 + 100 + 100 + 100 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 10 + 7 = 487 four hundred eightyseven

Thousands

Hundreds

Tens

2 7822
Teacher will monitor and guide each group.

Ones

Number Names

 The group leader from each group will go in front of the class and show their worksheets
and explain to the class what they did and tell the value of each digit within the number.

Assessment: Students will:

1
2

tell the value of 3 and 4 digit numbers by drawing base ten blocks.
place 3 and 4 digit numbers in a place value chart and write the numbers in words.

Extension to lesson: Students will get practice work to do as homework individually.

Evaluation:
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Day 3 (Telling the Value of Digits in Numbers)

Objectives: Students should be able to:
1
2

write up to 7 digit numbers in a place value chart and write their number names.
write the value of the underlined digits in the numbers.

Procedures/Activities
Students will silently re-read their notes from the previous class.
Students will read the various numbers placed on the board. For example,

49, 300

2, 000,000

21, 200

2, 490, 000

149, 300

4, 049, 116

121, 200

5, 021, 267

Students will go to the board and place the number in a place value chart and say the
value of each digit.
Responses will be collected and corrected if needed.
Students will practice writing the number names beside each number.

Assessment: Students will:

1
2

write up to 7 digit numbers in a place value chart and write their number names.
write the value of the underlined digits in the numbers.

Write the following numbers in a place value chart and write their number names.
Millions Hundred Thousand

1
2
3
4
5
6
7

54
7
205
4986
13 478
2 754 018
273 154

Write the value of the underlined digits.

10. 54 = 4

11.

13 478 = ___________

12.

2 754 018 = ______________

Evaluation:

Ten Thousands Thousands Hundreds Tens Ones NumberNames

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Day 4 (Value/Place Value/Face Value of Numbers)

Objectives: Students should be able to:
1

write the value, place value and face value of numbers.

Procedures/Activities
Students will be introduced to the terms value/place value/face value.
Students will say what they think each term means. Responses will be collected and
recorded so as the lesson progresses students can see if they were correct.
Students will observe a demonstration lesson which will expound on the terms. In
explaining, the place value chart will be used as well.
Students will be shown some number flashcards with underlined digits. They will read
the numbers on them. Then they will say the value/place value/face value of the
underlined digits in the numbers.
Students will do some practice on the board.

Assessment: Students will:

write the value, place value and face value of numbers.

Write the value, place value and face value of each underlined digit. For example:

Value

428

400

297

Place Value

10

Face Value

_________________________________________________

For more sums please see Exercise 6, page 13 of The New Integrated Approach Mathematics
Workbook 4

Evaluation:
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Day 5
Objectives: Students should be able to:
1
2
3
4

draw base ten blocks to represent numbers.

place numbers accurately in a place value chart.
write the value, place value and face value of numbers.
write number names of numbers.

Procedures/Activities
Students will silently revise their notes for the week.
Students will individually do a written exercise on a worksheet that will be graded to test
what they have learned.

Assessment: Pupils will do the following;

Draw base ten blocks to represent the following numbers:

36
210
8
2

Place the numbers below correctly in the place value chart.

Million Hundred Thousands Ten Thousands Thousands Hundreds Tens Ones

9
6 789 342

Write the value, place value and face value of each underlined digit. For example:

Value

Place Value

Face Value

627

______________________________________________

32 956

_________________________________________________

Write the numbers names for the following numbers.

4 ___________________
10 _________________
21 _______________
300 _____________

196 _______________
5 000 000 _________________
250 201 __________________

Evaluation:
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