• Place Value up to Thousands
• Subject: Math
• Driving Question: How do we identify place values up to the thousands?
• Pedagogical Method: Game-Based Learning
• Duration: 2 sessions/ up to  80 minutes total
• Delivery Method: Synchronous
• ### Before you start

● Materials: laptops/tablets/Mobile phones
Also find attached the necessary resources in the Files section
• ### Materials

 copy icon here copy icon here copy icon here Link Worksheet Powerpoint Video Document Youtube Text Text Text
• ### Objectives

• Identify the place value of each digit in a 4-digit number
• Express the value of each digit of a given number
• Explain why each digit has a different value
• Represent a 4-digit number in standard, expanded and word forms

• ### Prior Knowledge

• The students should know the place value up to hundreds

Keywords: place value, digit, value, ones, tens, hundreds, thousands, number, blocks, standard form, expanded form, word form, base ten

• ### Session 1

• Warming Up (10 minutes)

Start the lesson with this activity (Link 2) that will trigger previous knowledge about place value. On the spot, check the results and give and explain the correct answers.

• Learning Activity (25 minutes)

Show a video (Video 1) about place value that explains the term digit and how to read/construct a 4-digit number. You can share a song (Video 2/ you can stop at 3:07) about place value so the students can understand the concept in a fun and enjoyable way. Share PowerPoint 1 for further information on the concept of place value.

• Wrap Up (15 minutes)

Think-pair-share: In pairs, have students each write a 4-digit number and ask their partners to represent it in expanded and word forms (this can be done in groups on a platform such as ZOOM). Pairs can volunteer to share their game with the class when done. For homework, you can send Link 4 and Link 5 as practice in the form of a game. They can share a screenshot of their results with you to review.

• ### Session 2

• Warming Up (5 minutes)

Ask students to volunteer a small summary of the previous lesson. Have them write their ideas on the messenger application

• Learning Activity 1 (30 minutes)

Project Link 3 and allow each student to annotate any 4-digit number that s/he wants, tell the value of each digit, and draw the blocks as well. {For the thousands block, since it’s not available, the student can use the cube from the annotation}.

(For example: If a student chose number 4,246, he/she should say that digit 4 is in the thousands place which means the value of 4 is 4 thousand and so on. Then, they should draw the blocks: 4 blocks of thousands, 2 blocks of hundreds, 4 blocks of tens and 6 units of ones.

To check for understanding, give students Link 1 as an online assessment. They will solve it directly, and you can check the results on the spot.

• Wrap Up

Option 1: Summarize the main ideas of the lesson and send Link 6 so the students can solve it as assessment. Through this assessment, you can tell if any student still has any misconceptions.

Option 2: Students can volunteer to test each other’s knowledge by sharing a number and asking their classmates to guess how it would be represented in different forms.

Use the final assessment (Test 1) to assess students’ understanding of the lesson.