Math Focus Lesson Planning Sheet



Math Focus Lesson Planning Sheet

|Focus Lesson Topic |Reading and Writing Numbers Beyond 1000 |

|MA CCSS Standards |4.NBT.2 |

|Standards for Mathematical | |

|Practice |1. Make sense of problems and persevere in solving them. |

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| |2. Reason abstractly and quantitatively. |

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| |3. Construct viable arguments and critique the reasoning of others. |

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| |4. Model with mathematics. |

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| |5. Use appropriate tools strategically. |

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| |6. Attend to precision. |

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| |7. Look for and make use of structure. |

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| |8. Look for and express regularity in repeated reasoning. |

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|Materials |Several numeral cards 0-9 for pairs or groups of students , math think sheet |

| | or slate onto which |

| |students can copy |

|Connection |Yesterday we explored expanded form and how to break numbers down in ways that help us to better understand |

| |the place value of large numbers. Today we are going to learn more about this and practice reading and |

| |writing numbers beyond 1000. |

|Direct |Teacher should create a place value chart (see EDM lesson 5.8 Big Numbers) and/or four sets of three dashed |

|Instruction |lines, separated by commas (see EDM lesson 5.8). Explicitly teach the students how to read numbers that are |

| |written on the board. Pass out slates, and then have students write the numbers that the teacher reads. |

|Whole group instruction that may |Continue this several times. Take notes on students who are having particular difficulty, so that you can |

|include: presentation of problem |meet with those students at another time either 1:1 or in a small group. |

|solving scenario, explicit | |

|teacher modeling of skill or | |

|strategy application, development| |

|of anchor charts, etc. | |

|Guided Practice |We are going to continue exploring this skill of reading and writing large numbers and we will also have an |

| |opportunity to revisit the expanded notation which we discussed the other day. The teacher may demonstrate |

| |the use of the numeral cards with the students on the board. Show them how they will choose a certain number |

| |of 4 or more cards and then read the number, write the numerals with commas in the correct position, write the|

| |number words, and complete the expanded notation for each number. This can be done on the think sheet above, |

| |on scrap paper, in the math notebook, or on individual white boards or slates. Have each student do this |

| |alone or with a partner while in the whole group so you determine if the class, or individual students, need |

| |additional support.. |

|Send Off [for Independent Problem|Now that we all have had some practice reading and writing the large numbers and using expanded notation |

|Solving] |together as a class, we are going to head off and work on this during our independent problem solving. |

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| |The teacher may choose to have everyone working on this exact task or may have several stations including a |

| |station where students are working on this task, a station where students are playing an EDM game, and a |

| |station where students are engaged in another task, routine, or game. The teacher may choose to spend most of|

| |her time rotating throughout the stations; teaching, observing, and note-taking at the reading and writing |

| |numbers station; or conducting 1:1 conferring. |

|Group Share |Let’s share some of the great math thinking I saw going on today during our Math Workshop. Does anyone want |

| |to share a discovery that they made about reading or writing large numbers? The teacher can also highlight |

|Whole group discussion to share |work done by individuals or teams, “I noticed Marvin and Kayla using an interesting strategy for placing the |

|math learning, synthesize |commas in their numbers. Can you tell the class more about the confusion you originally had and the strategy |

|thinking about lesson’s “big |you used for reading the other large numbers. Before we end Math Workshop, let’s do a quick write in our math|

|ideas,” develop/add to anchor |notebook about reading and writing large numbers. |

|charts, etc. | |

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