Grade III Lesson Plan Number Sense and Place Value

Lesson Plan: Number Sense and Place Value

Grade Level: Grade 3

Subject: Mathematics

Duration: 2 Weeks (10 class periods, 45 minutes each)

CBSE Alignment:

  • Chapter Reference: Typically covered in "Numbers" or "Number System" (e.g., NCERT Class 3 Math, Chapter 1: "Where to Look From" and Chapter 2: "Fun with Numbers").
  • Learning Outcomes: Understand place value up to thousands, compare and order numbers, use numbers in everyday situations.

Objectives:

By the end of the two weeks, students will be able to:

  1. Read, write, and count numbers up to 10,000.
  2. Identify place value positions (ones, tens, hundreds, thousands) in four-digit numbers.
  3. Expand numbers in terms of place value (e.g., 3456 = 3000 + 400 + 50 + 6).
  4. Compare and order numbers using symbols (<, >, =) and terms (greatest, smallest).
  5. Skip count by 10s, 100s, and 1000s within 10,000.
  6. Solve real-life problems involving place value (e.g., money, distances).

Materials Needed:

  • Number charts (1-1000, 1-10,000)
  • Base-10 blocks (thousands cubes, hundreds flats, tens rods, ones units) or bundled sticks (1000s, 100s, 10s, 1s)
  • Flashcards with numbers (0-9, 10-100, 100-1000, 1000-10,000)
  • Play money (rupee notes: ₹1, ₹10, ₹100, ₹1000)
  • Whiteboard/markers or blackboard/chalk
  • Worksheets with place value tasks (e.g., expanded form, comparison)
  • Dice or number spinners for games
  • Colored paper, crayons, and scissors for crafts
  • Ruler or measuring tape for distance activity

Week 1: Numbers up to 1000 and Introducing Thousands

Day 1: Review Numbers up to 1000

Objective: Reinforce counting and place value for three-digit numbers.
Activities:

  1. Warm-Up (5 min): Count aloud by 100s to 1000: "100, 200, 300…" with claps.
  2. Direct Instruction (15 min):
    • Use a 1-1000 chart. Count randomly (e.g., 456, 789).
    • Review place value: Show 567 with blocks (5 hundreds + 6 tens + 7 ones). Ask: "What’s in the hundreds place?"
  3. Activity (20 min): Place Value Build
    • Students use blocks to show numbers (e.g., 842 = 8 hundreds + 4 tens + 2 ones). Write in a table: H T O (8 4 2).
    • Check with peers.
  4. Wrap-Up (5 min): Ask: "What is 7 hundreds, 3 tens, and 9 ones?"
    Homework: Write 900-910 and underline the hundreds digit.

Day 2: Skip Counting by 10s and 100s

Objective: Practice skip counting within 1000.
Activities:

  1. Recap (5 min): Review 842: "How many hundreds? Tens?"
  2. Direct Instruction (15 min):
    • Teach: "By 10s: 10, 20, 30… By 100s: 100, 200, 300…" up to 1000.
    • Use a chart to show patterns (e.g., 10s change tens place, 100s change hundreds).
  3. Activity (20 min): Skip Count Race
    • In pairs, students roll a die (multiply by 10 or 100) and count: "10, 20, 30…" or "100, 200, 300…"
    • Write the sequence on paper.
  4. Wrap-Up (5 min): Ask: "What’s 500 more than 300?"
    Homework: Write 100s from 100 to 1000.

Day 3: Introducing Thousands (1000-3000)

Objective: Understand the concept of thousands.
Activities:

  1. Warm-Up (5 min): Count by 100s to 1000, then back to 100.
  2. Direct Instruction (15 min):
    • Show a thousand cube (or 10 hundreds). Say: "10 hundreds = 1 thousand = 1000."
    • Count: "1000, 2000, 3000" with cubes. Write: "2000 = 2 thousands."
  3. Activity (20 min): Thousands Tower
    • Students stack blocks: 1 thousand, 2 thousands, 3 thousands. Count aloud and write (e.g., "3000").
    • Add tens: "2100 = 2 thousands + 1 hundred."
  4. Wrap-Up (5 min): Ask: "How many hundreds in 1000? Thousands in 3000?"
    Homework: Draw 2 thousands (e.g., 2 big squares) and write "2000."

Day 4: Place Value with Thousands (1000-5000)

Objective: Represent four-digit numbers up to 5000.
Activities:

  1. Recap (5 min): Count by 1000s to 3000, review 2100’s place value.
  2. Direct Instruction (15 min):
    • Show 3456 with blocks: 3 thousands + 4 hundreds + 5 tens + 6 ones. Write: Th H T O (3 4 5 6).
    • Expand: "3456 = 3000 + 400 + 50 + 6."
  3. Activity (20 min): Number Builder
    • Students use blocks to show numbers (e.g., 4231 = 4 thousands + 2 hundreds + 3 tens + 1 one). Write expanded form.
  4. Wrap-Up (5 min): Ask: "What is 2 thousands, 7 hundreds, 8 tens, 4 ones?"
    Homework: Write 4321 in expanded form (4000 + 300 + 20 + 1).

Day 5: Comparing Numbers (1-5000)

Objective: Compare four-digit numbers using <, >, =.
Activities:

  1. Warm-Up (5 min): Count by 1000s to 5000.
  2. Direct Instruction (15 min):
    • Use blocks: 2345 vs. 2453. Compare place by place (thousands first). Say: "2345 < 2453."
    • Show: "3000 = 3000."
  3. Activity (20 min): Number Battle
    • In pairs, students draw number cards (1000-5000) and write <, >, or = (e.g., 4123 > 3987).
    • Explain: "4123 is greater because 4 thousands is more than 3 thousands."
  4. Wrap-Up (5 min): Ask: "Which is bigger: 5000 or 4999?"
    Homework: Compare: 3456 __ 3546, 2000 __ 1999 (write <, >, =).

Week 2: Numbers up to 10,000 and Applications

Day 6: Counting to 10,000

Objective: Count, read, and write numbers up to 10,000.
Activities:

  1. Warm-Up (5 min): Count by 1000s to 5000, then back.
  2. Direct Instruction (15 min):
    • Use a 1-10,000 chart (or sections). Count: "1000, 2000…10,000."
    • Read random numbers (e.g., 6789, 9345). Write: "9345 = 9 thousands + 3 hundreds + 4 tens + 5 ones."
  3. Activity (20 min): Number Line Fill
    • Students fill a blank line (e.g., 9000-10,000) with numbers. Check with peers.
  4. Wrap-Up (5 min): Ask: "What comes after 9999?"
    Homework: Write 9990-10,000.

Day 7: Expanded Form and Place Value (5000-10,000)

Objective: Expand four-digit numbers up to 10,000.
Activities:

  1. Recap (5 min): Count to 10,000 by 1000s, review 9345’s place value.
  2. Direct Instruction (15 min):
    • Show 8765: 8 thousands + 7 hundreds + 6 tens + 5 ones. Write: Th H T O (8 7 6 5).
    • Expand: "8765 = 8000 + 700 + 60 + 5." Compare: 6789 vs. 8765.
  3. Activity (20 min): Place Value Puzzle
    • Students get a number (e.g., 5923), show with blocks, and write expanded form (5000 + 900 + 20 + 3).
  4. Wrap-Up (5 min): Ask: "What’s the value of 7 in 8765?" (700)
    Homework: Expand 7452 (7000 + 400 + 50 + 2).

Day 8: Skip Counting by 1000s and Ordering Numbers

Objective: Skip count by 1000s and order numbers up to 10,000.
Activities:

  1. Warm-Up (5 min): Count by 100s to 1000, then 1000s to 10,000.
  2. Direct Instruction (15 min):
    • Practice: "1000, 2000, 3000…10,000." Highlight pattern (thousands place changes).
    • Order: Show 3456, 7890, 1234. Arrange smallest to largest (1234, 3456, 7890).
  3. Activity (20 min): Order Challenge
    • In groups, students get cards (e.g., 5678, 2345, 8901) and order them. Write: "2345 < 5678 < 8901."
    • Check as a class.
  4. Wrap-Up (5 min): Ask: "What’s between 4000 and 6000?"
    Homework: Order: 4567, 1234, 7890 (smallest to largest).

Day 9: Real-Life Application with Money and Distance

Objective: Apply place value to rupees and measurements.
Activities:

  1. Recap (5 min): Review ordering: "Which is smallest: 4567, 1234?"
  2. Direct Instruction (15 min):
    • Show ₹1000, ₹100, ₹10, ₹1 notes. Make: ₹3456 = 3 thousands + 4 hundreds + 5 tens + 6 ones.
    • Measure: "A road is 2450 meters = 2 thousands + 4 hundreds + 5 tens."
  3. Activity (20 min): Market and Map
    • Students “buy” items (e.g., book = ₹1234) with play money, counting place value.
    • Measure a “road” (e.g., 1500 cm with ruler) and write in expanded form.
  4. Wrap-Up (5 min): Ask: "How many ₹1000 notes in ₹5000?"
    Homework: Draw ₹2345 using notes and write in expanded form.

Day 10: Review and Assessment

Objective: Consolidate number sense and place value skills.
Activities:

  1. Warm-Up (5 min): Count by 1000s to 10,000, then back by 1000s.
  2. Review Game (15 min): Place Value Bingo
    • Use a 5x5 grid with numbers 1000-10,000. Call clues (e.g., "6 thousands, 5 hundreds, 4 tens" = 6540). Students mark.
  3. Assessment (20 min):
    • Worksheet:
      a. Write 9990-10,000.
      b. Expand 8763 (8000 + 700 + 60 + 3).
      c. Compare: 4567 __ 4657, 9000 __ 8999.
      d. Order: 2345, 7890, 5432.
      e. Problem: "A shop has ₹3456. How many ₹1000 notes?" (3).
  4. Wrap-Up (5 min): Discuss: "What did you learn about big numbers?" Celebrate with a cheer.
    Homework: Write a four-digit number (e.g., 5678) and expand it.

Assessment:

  • Formative: Participation in counting, games, and activities; accuracy in worksheets and homework.
  • Summative: Day 10 worksheet (scored out of 10: 2 for counting, 2 for expanded form, 2 for comparison, 2 for ordering, 2 for problem-solving).
  • Observation: Ability to explain place value and solve real-life problems.

Extensions:

  • Field Activity: Measure school distances (e.g., playground in meters) and write in place value.
  • Craft: Make a “Number House” with rooms for Th, H, T, O and fill with numbers.
  • Problem-Solving: Create a shop bill (e.g., ₹4567) and break into notes.

Notes for Teachers:

  • Use concrete materials (blocks, money) to reinforce abstract concepts.
  • Relate to CBSE context (e.g., rupees, metric units) for relevance.
  • Adjust pace based on student readiness; revisit 1-1000 if needed.
  • Encourage reasoning (e.g., “Why is 4567 less than 4657?”) to deepen understanding.