Lesson plan - Study Island
|Math Lesson: Place Value (to 100,000) |Grade Level: 4 |
|Lesson Summary: The teacher will begin by assessing what students already know about place value by having them fill out a blank place value chart that goes |
|through the thousands period. The teacher will then lead students through creating a large place value chart on a piece of manila paper on which they will study |
|commonalities within the periods. Students will use digit cards to create different numbers on their place value mats and discuss the values of certain digits in |
|the numbers they make. The teacher will also explain to students how to use specific place values to compare two numbers. For independent practice, students will |
|play a partner game in which they will roll a dice to create numbers, compare them, and then identify the values of specific digits. Advanced learners will solve |
|and write number riddles based on place value. Struggling learners will use number cards that show different values to create large numbers. |
|Lesson Objectives: |
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|The students will know… |
|The place value system through the thousands period. |
|How to use place value to compare numbers. |
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|The students will be able to… |
|Identify place values through the thousands period. |
|Identify the values of digits through the thousands period. |
|Compare numbers based on place value. |
|Learning Styles Targeted: |
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|Visual |
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|Auditory |
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|Kinesthetic/Tactile |
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|Pre-Assessment: Give each student a copy of the Place Value Chart*. Label the “ones” place together, and tell students that you want them to label the rest of the |
|place values on their own. As students are working, monitor what students already know and what they still need to learn. During the lesson, focus on the place |
|values students struggled with and spend less time on the place values they already know. |
|Whole-Class Instruction |
|Materials Needed: Example Place Value Chart* for teacher reference, 1 piece of manila paper per student, 2 different colored pencils or highlighters per student, 1|
|set of Digit Cards* per student, 1 pair of scissors per student, 1 copy of the Place Value Game* per student, 1 piece of notebook paper per student, 1 dice per |
|pair of students |
|Procedure: |
| |
|Tell students that they are going to learn more about the place value chart than they already know. Give each student a piece of manila paper. Have students fold |
|it in half like a hamburger. You may want to draw a large place value chart for students to refer to on the board. Have students draw three horizontal lines along |
|the bottom of the page on each side of the folded line. See the Example Place Value Chart in supplemental resources, if necessary. Lead students through labeling |
|each of the place values like the Example Place Value Chart. |
| |
|Tell students that the place values are grouped into periods. Draw a bracket over the ones, tens, and hundreds places, and label it “Units Period.” Draw a bracket |
|over the thousands, ten thousands, and hundred thousands places, and label it “Thousands Period.” Students should do the same on their place value mats. Tell |
|students that periods are separated by commas, and draw in a comma in between the units and thousands periods. Have students do the same. |
| |
|Ask students what they notice about the middle place value in each of the periods. Elicit responses until a student says that both place values include the word |
|“ten.” Have students use a colored pencil or highlighter to underline or highlight the word “ten” in each of the middle place values. Ask students what they notice|
|about the largest place value in each of the periods. Elicit responses until a student says that both place values include the word “hundred.” Have students use a |
|different colored pencil or highlighter to underline or highlight the word “hundred” in each of the largest place values. |
| |
|Tell students that our place value system is called a “base 10 system.” Point to the ones place and the tens place. Ask students how much larger 10 is than 1. |
|Elicit responses until a student says that 10 is 10 times bigger than 1. Ask the same question repeatedly, comparing the tens to the hundreds place, the hundreds |
|to the thousands place, and so on. Repeat until students understand that each place value is 10 times larger than the place value before it, which is why the |
|system is called a “base 10 system.” |
| |
|Give each student 1 set of Digit Cards and a pair of scissors. Have students cut apart the digits, and tell them that they will use the digits to create different |
|numbers on the place value chart. Write the number 2,471 on the board. Have students use the digit cards to create this number on their place value mats. Model for|
|students how to read the number aloud. Emphasize stopping at the comma to say “thousand.” Have students look at the digit 7. Tell students that the value of the 7 |
|isn’t simply 7. Tell students that because 7 is in the tens place, it means that this number has 7 tens. Ask students what number represents 7 tens. Elicit |
|responses until a student says, “70.” Use this same discussion method to study the values of the 2, 4, and 1 in the same number. |
| |
|Repeat this process of discussing the values of different digits in other numbers that students build on the place value mats. Some suggested numbers are 35,845, |
|112,095, and 63,790. |
| |
|Write the numbers 65,742 and 65,811 on the board. Have students look at the two numbers, and ask them which number is larger. Elicit responses until a student |
|says, “65,811.” Ask students if the ten thousands place can help them decide which number is larger. Students should say no. Ask a student why that place value |
|doesn’t help. Ask the same question about the thousands place. Ask students which place value can be used to compare the two numbers. Elicit responses until a |
|student says, “hundreds place.” Explain to students that in order to compare two numbers, the place values must be compared. Because both the ten thousands and |
|thousands places are identical, they must look at the next largest place value, the hundreds place, to compare the two. Because the 8 is larger than the 7, 65,811 |
|is the larger number. Show students how to compare the numbers, 65,742 < 65,811. |
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|Repeat having students use place value to compare the following numbers: 420,553 and 420,617, 980,123 and 984,567, and 2,369 and 2,569. |
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|Put students in pairs, and give each student a copy of the Place Value Game and a piece of notebook paper. Give each pair of students a dice. Tell students that |
|they will be playing a game based on place value in which they will try to make a larger number than their partner. Explain to students the rules of the game. Both|
|players start at number 1 on their papers. One player rolls the dice, and places the digit shown on the dice in one of the blank place values for number 1. The |
|other player rolls the dice and does the same. Players take turns rolling until both students have completely filled each place value for number 1. You may want to|
|stop and discuss with students the strategy of placing the higher numbers that are rolled into larger place values and the smaller numbers that are rolled into the|
|smaller place values. Tell students that once a number has been placed, it may not be moved. Once both players have made their individual numbers, both students |
|should copy the numbers side by side on their individual pieces of notebook paper. They should discuss how to compare the two with the appropriate < or > symbol, |
|and draw it in. Tell students they should notice that the hundreds place has been circled. Students should write the value of the circled digit beside number 1 on |
|the notebook paper. You may want to model an example round of the game so that students understand what to do and what to record. |
| |
|When students understand how to play correctly, allow them to play with their partners. |
|Advanced Learner |
|Materials Needed: student-made place value mats from whole-class instruction, 1 set of Digit Cards* per student from whole-class instruction, 1 copy of the Number |
|Riddles*, 1 piece of notebook paper per student, a document camera connected to a projector |
|Procedure: |
| |
|Have students place their place value mats and digit cards in front of them. Tell students that they will be use the mats and digits to solve some number riddles. |
|Read aloud the first part of the first Number Riddle as students take out the digits used in the riddle. Read the rest of the first Number Riddle, and have |
|students create the number Scott’s teacher asked him to make. After students make their numbers, discuss the different strategies used by the students. Repeat this|
|process for the second and third Number Riddles. |
| |
|Give each student a piece of notebook paper, and project a copy of the Number Riddles on a document camera for students to refer to. Tell students that you want |
|them to write 5 riddles that are similar to the ones they did with their place value mats. Make sure students understand that they should include the answers with |
|their riddles. |
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|Allow students to work independently. When all students have finished, bring them back together to share and solve each other’s riddles. |
|Struggling Learner |
|Materials Needed: 1 copy of the Struggling Learner Cards* per student, 1 pair of scissors per student |
|Procedure: |
| |
|Give each student a copy of the Struggling Learner Cards and a pair of scissors, and have students cut apart the cards. Tell students that they are going to use |
|these numbers to create large numbers. |
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|Have students play with the numbers for 1-2 minutes. Ask students what observations they made about the number cards. Accept several responses. Write the number |
|381,956 on the board. Have students use their number cards to create that number. If students are struggling, model for them how to stack the numbers on top of |
|each other to create the number. Discuss the value of each digit by pulling out the number card to reveal the value. |
| |
|Write the number 264,321 on the board, and repeat the same process. After going over the values of each digit, have students play with the cards and create new |
|numbers. Discuss the values of the digits in the new numbers made by students. |
*see supplemental resources
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