Grade 3 Mathematics: Place Value of 3-Digit Numbers – Week 7 Term 3

1. Place Value

The value of a digit based on its position in a number (hundreds, tens, ones)

2. Standard Form

The normal way of writing a number using digits (e.g., 347)

3. Expanded Form

Writing a number to show the value of each digit (e.g., 300 + 40 + 7)

4. Word Form

Writing a number using words (e.g., three hundred forty-seven)

5. Base-Ten Blocks

Physical manipulatives representing hundreds (flats), tens (rods), and ones (units)

Hook Activity:

“Number Detective” game – Display the number 347 and ask learners to tell you everything they know about this number. Encourage creative thinking and observations.

Introduction Activities:

• Quick warm-up: Count in hundreds from 100 to 1000 as a class
• Review 2-digit place value using base-ten blocks (show 47 = 4 tens + 7 ones)
• Introduce the hundreds place using base-ten flats (show 300 = 3 hundreds)
• Explain today’s learning objective using child-friendly language

Direct Instruction (10 minutes):

Using base-ten blocks and a place value chart, demonstrate how to represent 347:

• Show 3 hundreds flats, 4 tens rods, 7 ones cubes

• Write on board: 347 = 300 + 40 + 7 (expanded form)

• Say aloud: “Three hundred forty-seven” (word form)

• Emphasize that each digit has a different value based on its position

Guided Practice (15 minutes):

Work through 3-4 examples together using different 3-digit numbers (256, 403, 589):

• Learners build numbers with base-ten blocks at their desks

• Complete place value charts together on the board

• Practice converting between standard, expanded, and word forms

• Address common misconceptions (especially numbers with zeros)

Independent Practice (10 minutes):

Learners work individually on place value worksheets:

• Identify the value of underlined digits in given numbers

• Convert numbers between different forms

• Use base-ten blocks to represent given numbers

• Teacher circulates to provide individual support

Consolidation Activity:

“Place Value Scoot” – Learners move around the classroom in pairs to solve place value problems posted at different stations, checking their answers with the teacher.

Exit Ticket:

Each learner writes their own 3-digit number and shows it in all three forms (standard, expanded, word) on a sticky note before leaving class.

📝 Formative Assessment

• Observe learners manipulating base-ten blocks during guided practice
• Listen to learners’ explanations during place value discussions
• Monitor completion of place value charts and worksheets
• Check exit tickets for understanding of number forms

📋 Summative Assessment

• Place value worksheet completion and accuracy
• Performance on “Place Value Scoot” activity
• Individual demonstration of number representation using blocks
• Week-end quiz on 3-digit place value concepts

🤝 For learners who need support:

• Provide pre-drawn place value charts with clear labels
• Use numbers without zeros initially (347, 258, 164)
• Allow extra time with physical base-ten manipulatives
• Pair with a capable learning buddy for peer support
• Focus on standard and expanded forms before word form

🚀 For advanced learners:

• Challenge with 4-digit numbers (extend to thousands)
• Create their own place value word problems
• Explore patterns in numbers (all hundreds numbers, etc.)
• Help explain concepts to struggling classmates
• Investigate real-world examples of large numbers

♿ For learners with barriers:

• Use larger print worksheets and visual aids
• Provide hands-on manipulatives for tactile learners
• Allow verbal responses instead of written for some tasks
• Use color-coding for hundreds (red), tens (blue), ones (green)
• Break instructions into smaller, manageable steps

✅ What worked well:

[To be completed after lesson – Consider: Which activities engaged learners most? Where did you see strong understanding?]

🔧 What could be improved:

[To be completed after lesson – Consider: Which concepts need reinforcement? How can timing be adjusted?]

📝 Notes for next lesson:

[To be completed after lesson – Consider: Which learners need additional support? What follow-up activities are needed?]