## Setting Objectives are Important Tools for Your Students - Section 1: Language Objective and Prior Knowledge

*Setting Objectives are Important Tools for Your Students*

*Setting Objectives are Important Tools for Your Students*

# Place Value: The Games of Total Recall

Lesson 3 of 10

## Objective: Students will be able to recall place value for numbers up to 100,000, correctly naming place values from one to ten thousand.

## Big Idea: Starting all units by making connections to prior knowledge helps students to recall what they learned in 4th grade so that we can apply this to our learning of numbers up to 10,000,000.

*80 minutes*

**Language Objective:** Students will be able to write numbers out in word form and say numbers in standard form, using correct vocabulary of place value terms.

**Prior Knowledge:** 4^{th} graders worked with numbers up to 100,000 in standard, word and expanded form.

*It is essential to talk about objectives in the beginning of the lesson and bring students' attention back to them when they are struggling. Also, refer back to them in your closing!

*expand content*

Math Blast Number of the Day 3

Math Blast is a quick, fun, fast-paced math game! Every day starts with a Number of the Day. This is the tool I use to not only recall, reteach and pre-teach but it is my way to start classroom management. Students know the expectations of how to come in and get right to work.

I do not have to spend any time waiting for students to get ready. Class starts immediately. And since I include music students are really engaged. I also encourage students to support each other for those struggling learners. This is also a great vehicle to expose students to concepts that I know will show up in state testing so that when we do get to these lessons students have already seen the work. Math Blast’s progression goes from easy to hard on the difficulty scale!

*expand content*

#### See, Think, Wondering

*5 min*

I end Math Blast and lead into my lesson with a See, Think, Wondering. The art I choose always relates to the unit I am teaching.

See, Think, Wonder is a dynamic way to get your students to think deeper about a subject without them knowing that they are doing it.

The SEE part is pretty basic thinking. *I see….*

The THINK part is intended to get students to think about things in ways they haven't before. This is a fun way for students to make connection to the things we're learning in math. In my class, we'll be thinking about math and art. I use art because I am passionate about art. Use examples of things that ignite your passion! *This art makes me think about…*.

And the WONDER requires enough engagement with the topic (the art) to be able to come up with a question. *This art makes me wonder if….*

See, Think, Wonder is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.

Note: I've added a See, Think, Wondering separate from the Math Blast in case you want to do it by itself. It is also attached at the end of the Math Blast PowerPoint.

Note: You don’t have to use art; I use art because I am passionate about art. Use examples of things that ignite your passion!

*expand content*

#### The Elevator Speech

*10 min*

**Concept:** talking with students to get them to recall information they learned in 4^{th} grade regarding Place Value of Whole Numbers. Charting everything they remember is a great way for to get a

visual of what they learned/remembered. I also keep the chart up as a reminder that they have, in fact, already learned this and it is review.

**NOTE:** It is really important for learning to be more student-centric than teacher driven. Students will be more engaged and convicted to the learning if they are driving it.

*So today we’re going to use ALLLLL that stuff that we have stored in our brains from last year. So we’re going to need to go in and dust off all that learning, take it off the brain shelf and bring it out! But the cool thing is that we’re going to use that knowledge and learning from last year to play some games of number skills.*

*So let’s chart all the things about numbers that you can remember so that you and I can have a list of things we already know!* (Chart this or have a scribe do it.)

*I am going to teach you a couple games that I really like and I hope that you’re going to have some fun in math today.*

*expand content*

#### Work It Out

*40 min*

NOTE: I use games because they are really engaging and, well, they're fun. Games can make learning fun. All of a sudden math isn't hard and a lot of pencil and paper work! Games are also a great way to focus on particular Mathematical Practices.

Teach the following games: Teach it for 10 minutes

- The High Low Game (standard form) 2 stations
- Dice Roll Number Challenge (word form)

After teaching each game the class will practice for about 10-15 minutes and then learn the next game.

*expand content*

#### Closing

*5 min*

*OK, now math is fun right? I know that many of you told me that you don’t like math and I told you that I was going to prove to you it can be fun. *

Talk about the successes and challenges of learning this way, which games they like the best. Finding out how your students feel about math, and injecting some enthusiasm of your own creates a community of math learners who are more likely to persevere when faced with new challenges.

NOTE: The closing is just as important as the launch. This is where you pull it all together and help the students connect to their learning. It is also a great place to talk about common misconceptions, if there are any, from their learning. Don't skip the close; always make sure you leave time for this. Students need a chance to pull it all together.

*expand content*

#### Quick Assessment

*5 min*

The Post-It Poster: Give students the following numbers

2 1 9 3 7 9

On a post-it have them create the biggest number they can, using these numbers, and place it on their space on the Post-It Poster.

Look-Fors: scan over their answers, you are looking for misconceptions of number sense. Also look for students that don't rearrange the numbers. This will help in pulling small groups to support understanding.

#### Resources

*expand content*

##### Similar Lessons

###### Show what you know + Equivalency

*Favorites(12)*

*Resources(23)*

Environment: Urban

Environment: Urban

Environment: Urban

- LESSON 1: Math Blast...It's A Numbers Game
- LESSON 2: Math Norms: Setting the Stage for Math Workshops!
- LESSON 3: Place Value: The Games of Total Recall
- LESSON 4: Working with Numbers up to 10,000,000 Day 1
- LESSON 5: Working with Numbers to 10,000,000 Day 2 - Standard to Word form with Numbers
- LESSON 6: Everything In Its Place: Place Value
- LESSON 7: Comparing Numbers to 10,000,000
- LESSON 8: Rounding and Estimation, Day 1
- LESSON 9: Rounding and Estimation, Day 2
- LESSON 10: Rounding and Estimation, Day 3