Behaviorism Lesson Plan
Lesson adapted from http://www.uen.org/Lessonplan/preview.cgi?LPid=21500
Place Value (Developmental Cognitivism Lesson)
Grade: 3
Objective: (Math Standard 1, objective 1) After classroom experience and homework practice students demonstrate their understanding of place value by representing whole numbers up to 10,000 and identifying relationships among whole numbers using base-ten models and symbolic notation.
Attention Getter: Taped under each students desk will be a card with a number on it. Numbers will represent every whole number place value between 1 and 10,000. Students will be asked to place their number card, backside (non-number side) showing, on the board under the appropriate heading (ones/1, tens/10, hundreds/100, one-thousands/1,000, ten-thousands/10,000). After all the cards are placed, the teacher will turn the card over and ask students to give a thumbs up or thumbs down based on whether the card was placed in the right column or not.
This activity takes advantage of adaptation, or adjusting to the environment. When students initially place their cards under the appropriate columns, they are most likely assimilating-fitting new information into existing schemes. Some students may go through a state of cognitive dissonance at the beginning of the activity, some might experience cognitive dissonance during the thumbs up part of the activity, and some might not experience it at all. Those who do go through this “out of balance” state as they realize their original notions about numbers may have been wrong, will hopefully accommodate, or adjust their thinking to fit the information/environment and reach a state of equilibrium.
Activity:
Students will learn a song about place value.
Before learning the song students will write a numerical example of place value on separate sheets of paper (these will be used later in the lesson.) Students will now learn the song to remember the place values. As they sing they will point to the numbers either on their desk or written on the board.
A link to the music for this song can be found at http://www.songsforteaching.com/math/placevalue/onestenshundredsplace.htm.
Ones, tens, hundreds
Ones, tens, hundreds
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
The places in the place value line.
Just find the one’s place.
It’s on the far right.
The tens are next,
In the place value line.
Move left one place,
You’ll find the hundreds.
Three places for hundreds every time.
Ones, tens, hundreds
Ones, tens, hundreds
Game:
Each student will receive a copy of the Place Value Houses. A copy for the lesson instruction will be projected from the overhead.
Using the number cards they made before learning the song, students will play “musical cards” to exchange cards with their peers. (Play short clips of music. As soon as the music stops students exchange numbers with their peers.)
When all the cards have been exchanged, the students will get to play a game. Divide the class into teams. Each student takes turns placing their new number cards in the projected number house and saying the number out loud.. If the number is placed or said incorrectly, the students can “phone a friend” on their team for help, but it will only count for half of a correct answer. For every 4 correctly placed cards (or more if there are “half correct answers”), a representative from the team will get to shoot a basket for a point. The team with the most points wins and will get to line up first for recess.
Adaptation and cognitive dissonance are also part of this game. As students realize there are incorrect about their theories and experience cognitive dissonance they will adapt by accommodating and reach a state of equilibrium.
Instruct:
Ask the students if they can name each column of place value.
Discuss the following:
Teach students what each house represents. The first house on the right is called Units that have the values of ones, tens and hundreds. The second house is called Thousands with the values of ones, tens and hundreds and the third house is called Millions with the values of ones, tens and hundreds. Each house will have a group of three digits in a number. Each group is called a period. Explain to students that within each period the names are the same: hundreds, tens, and ones.
Numbers with zero, the placeholder
Write a number on the overhead or chalkboard that has a 0 (e.g. 35, 207). Explain to students that the value of the first digit’s place determines how large the numeral will be and that any empty place to the right of the digit must have a zero place holder. Read this number to the students and ask them point to where each digit would be represented on the place value house chart. Explain that even though you didn't say anything for the zero in the tens place it is very important that they don't forget to put it in when writing the number. Each place value on any digit has to be represented by a numeral.
Guided learning is taking place here. The teacher is acting as a guide to help students to make connections with their previous experience and the new knowledge.
Homework 1: Mapping
Students will be given a list of 15 numbers and asked to organize those numbers into a concept map, categorizing them by place value.
Homework 2: “The Price is Right”
Tomorrow in class students will play “The Price is Right.” Items must be priced anywhere between one place value and ten-thousand place value. Each student, for homework, it to come up with an item and price for each place value. Explain to the students that they must have both homework assignments completed to play the game.
Classification take place throughout the lesson as students are asked to classify numbers into their respective place value categories.
The majority of the lesson is discovery learning, with the exception of the instruction part, as the teacher is letting the students discover meaning for the numbers on their own through experience.
Symbolic schemas are used throughout the lesson. Symbolic schemas are arbitrary representations of things they stand for, and connect to language. The concept of labeling place value as “ones,” “tens,” or “hundreds” is a symbolic scheme.
4 principles employed:
1) stage-based learning – instruction is catered to the stage the students are in. At age 8, some students will be in the preoperational stage and some will be in the concrete operational stage. To meet preoperational needs concrete objects/manipulatives are used. Children are given extensive hands on practice and are asked to apply their knowledge in different situations. Concrete operational needs are met as concrete manipulatives are used, presentations are brief and well organized, and students have the opportunity to classify and group objects and symbols.
2) uniqueness of individual learning – Because different situations apply better to different learners, several activites are incorporated in the lesson that will appeal more to various individuals. Also, while working in groups, students are also required to work and learn on an individual level.
3) Experience that involves action – this lesson is full of action. Students are constantly moving both themselves and manipulatives. The activities in the lesson and the instruction are paced to move and engage.
4) Necessity of social interaction – students work in groups all throughout this lesson. Group work is important as students often learn more from and are influences more by their peers than by adults.
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