TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|Grading Period: |Refer to Scope and Sequence |Plan Code: | |
|Writer: |Barbara Fugitt |Course/subject: |Math |
|Grade(s): |Third grade |Time allotted for instruction: |3 or 4 – 60 minute class periods |
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|Title: |Numbers Find a “Place” to Live! |
|Lesson Topic: |Understanding place value to the hundred thousands place. |
| | |
|TAKS Objective: |Objective 1: The students will demonstrate an understanding of numbers, operations, and |
| |quantitative reasoning. |
|FoCUS TEKS and Student Expectation: |(3.1) Number, operation, and quantitative reasoning. The student uses place value to communicate |
| |about increasingly large whole numbers in verbal and written form, including money. |
| |The student is expected to: |
| | |
| |(A) use place value to read, write (in symbols and words), and describe the value of whole |
| |numbers through 999,999. |
|Supporting TEKS and Student Expectations: |(2.1) Number, operation, and quantitative reasoning. The student understands how place value is |
| |used to represent whole numbers. |
| |The student is expected to: |
| | |
| |(A) use concrete models of hundreds, tens, and ones to represent a given whole number (up to 999)|
| |in various ways; |
| |(B) use place value to read, write, and describe the value of whole numbers to 999. |
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|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Digits |Any one of the tens symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9 used to write numbers. |
|Expanded Form |A way to write number by showing the value of each digit. Example: 241 = 200 + 40 + 1 |
|Standard Form |A way to write numbers by using the digits 0-9, with each digit having a place value. Example: 2,394 |
|Word Form |A way to write numbers by using the word for each digit. Example: 241 = two hundred forty-one. |
|Place Value |The value of a place of a digit in a number. |
|Ones |The place just to the left of the decimal point. |
|Tens |The place just to the left of the ones place. |
|Hundreds |The place just to the left of the tens place. |
|Thousands |The place just to the left of the hundreds place. This place is separated from the hundreds by a comma.|
|Ten Thousands |The place just to the left of the thousands place. |
|Hundred Thousands |The place just to the left of the ten thousands place. |
|Period |The set of three numbers separated by commas. |
| |Example: 25,635 = the number 25 is located in the thousands period and 635 is located in the Ones |
| |period (sometimes called the Units period). |
| | |
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[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
1. Begin the lesson by writing the number 287 on the board (or any other number you choose). Ask students if they know what the numbers represent. They should say that the 2 equals 200, the 8 equals 80, and the 7 equals 7 ones. Anything to this effect will work. Ask students how they know this is what they mean. This will be a tough question for them to answer. They should know that they can prove it to you by using base ten blocks. On the board draw the place value chart and remind students how it works.
2. Introduce the rest of the lesson using the PowerPoint. Go over the vocabulary with students.
B. Instructional activities
1. Objectives: Students will review place value and learn place value to the hundred thousands place.
2. Procedures: The teacher will review place value and model place value to the hundred thousands place.
3. Modeling: The teacher will use PowerPoint, sticky notes, overhead or Elmo, and base ten blocks
C. Guided activity or strategy
Day 1 Once you have gone over the PowerPoint and introduced the lesson, give each child one sticky note and base-ten blocks to be shared between two or three students.. Have the students write a single digit on their sticky note. Draw a giant place value chart on the board or have one done in advance on poster board. Start off by having 3 students come to the board and stick they sticky note on the board in a place value spot. Have students read the number. As they read it, write it out in words on the board for the students to see. Have students use base ten blocks to show the number in sticky notes on the board. *When you get into the thousands period you won’t be able to use the base ten blocks anymore. Question students on what the value for each digit will be. If the number is 164, they should say that there is 1 hundred or 100 + 6 tens or 60 + and 4 ones or 4. Make sure you use the vocabulary words when doing this. Ask them if they could rearrange the numbers to make a new number. Example: The students have the number 164. They could say 614; 641; 416; 461; 146. Continue this activity, but add another digit each time making the number bigger. Use this opportunity to introduce the new place value each time you do this. Make sure to let students know the importance of the comma. Once you are finished with this activity, have students work together in partners for the Day 1 student activity.
Day 2 Begin by reviewing with the PowerPoint. Review the place value chart with students as well going to the hundred thousands place. Each student or each pair of students needs a set of the expanding number cards. You will have to do several with the students for them to get used to them. Start with a two-digit number and work your way up to the hundred thousands place. Start with the number 25. Write it out in word form on the board. Students should choose the 20 and the 5. The numbers will lay on top of each other to make the number. Make sure the students put the ones on top of the tens. After you have done several examples, give each student the Directions to Activity Sheet 2. Have students figure out what the rule is for the numbers. Direct them to the fact that the number of words is the same as the number of cards. Example: five hundred sixty – three has 3 words and it takes 3 cards to make the number. The hundred is just a part of the five.
Day 3 Begin by reviewing with the PowerPoint. Review the place value chart with students as well going to the hundred thousands place. Use a spinner (template with this lesson) and play Spin a Number with the students. Spin the spinner. When it lands on a number ask a student to tell you what place value they want to put the number in. Record the number on Transparency 1. Continue doing this until there is a complete number. Have the students read the number out loud. Have a student come to the board and write it in written form. Have another student come to the board and write it in expanded form. Do this several times so students will get the idea. Students may work together or on their own.
Day 4 Review Place Value by using the PowerPoint. Review the place value chart. Prepare students for the TAKS formatted assessment.
D. Accommodations/modifications
See student IEP for modifications.
E. Enrichment
Students could work on into the millions period. They can do the same activities, just adding in the millions period to their numbers.
II. STUDENT PERFORMANCE
A. Description
The students should be able to read, write, and describe the whole numbers to the hundred thousands place.
Day 1 Students will work with partners. Students will need base ten blocks. Give each pair Activity Sheet 1. Students will take turns creating a 3-digit number. They will write their number in the first column. Once they have their number, they are to show the number in base ten blocks, then draw a picture of the base ten blocks that make up that number. The students are to write the number in words and in expanded form. Monitor and walk around to make sure students are doing this activity correctly.
Day 2 Have students continue with the activity from Day 2 above. Give each student Activity Sheet 2. Students will work together or by themselves to complete the activity. Students will then complete Activity Sheet 3.
Day 3 Have students complete the activity from Day 3 on their own. Students will use Activity Sheet 4 to record their answers. Each student or each pair of students will need a spinner.
Day 4 If your students are ready, they will take the TAKS formatted assessment. If they aren’t, do some of the other day activities again.
B. Accommodations/modifications
See student IEP for modifications.
C. Enrichment
Students could work on into the millions period. They can do the same activities, just adding in the millions period to their numbers.
III. Assessment of Activities
A. Description
The teacher will know the students have begun to master place value when they:
• Complete the Day 2 and Day 3 activities with a 70% or higher.
• Complete the Place Value Assessment with 70% or higher.
B. Rubrics/grading criteria
Complete all activities with a 70% or higher.
C. Accommodations/modifications
See student IEP for modifications.
D. Enrichment
Students could work on into the millions period. They can do the same activities, just adding in the millions period to their numbers.
E. Sample discussion questions
1. What is place value? Place value is the value of a digit in a place in a number.
2. What are the periods in place value? The ones period (also known as Units period) and the thousands period.
3. What does the comma stand for in a word? It separates the periods in a number.
IV. TAKS Preparation
A. Transition to TAKS context
1. Students will complete a TAKS formatted Assessment.
B. Sample TAKS questions
The teacher needs to take sample questions from the 2003 and 2004 TAKS released tests to emphasize how transformations are tested on the TAKS test.
(Use TAKS Transparency)
V. Key Vocabulary
Digits, expanded form, standard form, word form, place value, ones, tens, hundreds, thousands, ten thousands, hundred thousands, period
VI. Resources
A. Textbook
Harcourt Brace or Other Math Adoption
B. Supplementary materials/equipment
• Transparency: Sample TAKS questions from 2003 and 2004 Released TAKS test.
• TAKS Master p. 7-8 (Objective 1 Exercise 1 and 2)
• Step Up to TAKS p. 92-99
• TexTeams
B. Technology
Overhead or Elmo
Computer or Laptop
LCD Projector for displaying PowerPoint
VII. Follow Up Activities
Students will have to practice this skill numerous times.
VIII. Teacher Notes
For extra practice, use as a cool game and reinforcement. The Day 2 activity takes some preparation before class. You will need to make the expanding number cards (TexTeams Handout 2C-2) on different colored paper for each place value. For example: the ones place is in green. It will be better to laminate them. You can either make a class set or enough for students to work in pairs. The Day 3 activity will take some preparation to get the spinners ready. This lesson will be followed by comparing and ordering numbers, 3.1B.
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