Naming numbers to one million
Lesson 3 of 14
Objective: SWBAT read and write multi-digit whole numbers.
As students enter the classroom and get their supplies, I play this video/song of counting by threes.
Then students will begin this lesson with a fluency practice or sprints. This set of sprints has students practice multiplying by three. This warm up song is just a great transition song. My fourth grade colleagues and I departmentalize for math, science and social studies, so I like to have activities that grab students' attention as soon as they enter the classroom. Songs and music are great engagement strategies.
When the song is finished, I pass the multiplying by three sprints to each students. sprint 2 unit 1
Then, I set the timer for one minute using a digital timer from www.timeme.com. Students solve as many problems as they can in one minute. At the end of one minute, I call out the correct answers for each problem and students self correct.
To begin this lesson, I draw a large place value chart on the board. Students copy this into their math notebooks.
I lead a brief discussion about the names for each place. Many students are familiar with numbers to ten thousands, but many need reminding. I also lead a discussion about patterns students see. Many students will see that the places or words repeat. This is an important pattern and number relationship that I want my students to notice. If they do not naturally see this, I guide their thinking through questioning about what they notice.
Next, I make sure students know that commas separate or group the units. I write a number in the place value chart like 67,604 and ask students how many thousands are in the number. I also read the number aloud to students and then have them read the number with me. I repeat this process with like numbers, e.g 406,781 and 860,156.
Next, students use their personal whiteboard and add 5 hundreds plus 5 hundreds. This builds on the previous days work. I lead a discussion with students centered around what happens to a number when there are 10 of one unit. I guide students thinking so that students understand that they exchange ten of one of the next place value to the left, so 10 hundreds equals 1 thousand.
Next, I continue to review the previous days work regarding 10 times a number. I direct students to write 450 on their place value charts. I then direct students to model 10 x 450 using the place value chart. Some students may need to draw 4 hundreds multiplied by ten, as 40 hundreds before exchanging for 4 thousands. I encourage students to listen to peers thinking and explanations as they model this process.
Finally, I direct students to work independently on the practice problems - naming to million. As students work, I circulate around the room and assist as necessary. This observation time is important. I check to make sure students are on track, on task, and successful with the task. I guide students thinking through questioning.
To end this lesson, I tell students the correct answers from the independent practice. I help clear up any misconceptions immediately as they occur.
Note: I only got through numbers 1 and 2 and will do the rest tomorrow. I decided I needed to slow down with this group. They are not yet comfortable with the concepts and an extra day will allow me more time to solidify the concept.
There is no homework for this assignment. I did not assign homework for this assignment because I have found that being able to see numbers flexibly, is extremely challenging for parents. Many parents in my school are involved in their children's education and want to help. When students bring home assignments like 10 x 450, parents want to help by re-installing the "trick" of just adding a zero. I have purposely limited homework for this unit.