## Quiz 1 Reading and Writing Multiple Digit Numbers - Section 1: Math Power: Looking at our past and present work.

# Reading and Writing Numbers: I Own This Standard!

Lesson 6 of 14

## Objective: SWBAT review their own math quiz and analyze their mastery of reading and writing whole digit numerals, number names and expanded form.

## Big Idea: How do you know you've succeeded if you don't look back at where you started from? In this lesson, students learn to critique themselves and evaluate their own progress in mastering the reading and writing numbers .

*40 minutes*

Math Power! That's what this is about!

Success is steady progress toward one's personal goals.

Jim Rohn

And so what is the meaning of success if you aren't looking back at where you were when you set the goal? The Goal? CCSS 4.NBT.A.4: Reading and Writing Multi-digit Numbers...base ten, number names, expanded form.We've been striving...but has it happened yet?

Quiz : Reading and Writing Multiple Digit Numbers: *This very first official quiz of the year sets the tone for the rest of the unit ( and perhaps the math year). I had administered the pre-quiz prior to the start of this unit. Yesterday, I gave the same quiz. It took them about 20 minutes to complete. Today, my students had a chance to look at their progress by looking at both pre and post quizzes, consider what they need to master and then confer and compare their work with others. While standard mastery is our learning goal, this collaborative practice helps focus on Standard of Practice 2 & 3, as most any work we do in mathematics does.*

(I held onto the graded quizzes and the pre-quizzes to pass back later. I called students to sit in front of the whiteboard.) The tone was calm and we sat in a circle on the floor. I opened the lesson with the quote above written on the board and we talked about personal goals in math. I wanted them to understand that while homework is practice, quizzes are practice tests. I told them that today I wanted them to look at their recently taken quiz, evaluate their progress and jot down notes about what specific learning goals needed to be mastered before the test. I told them that **before I handed back their work**, I wanted them to consider these Thinking Points.*I deliberately waited to give them back their quiz so they could examine their perceptions of what they think they have mastered so far in the unit.*

*I wrote these on the board to help ready them for their self assessment without graded quizzes.*

**Thinking Points:** Check yourself! Ask yourself these questions. Write the answers to these questions in your notebook or on your iPad notes as you look at your quiz.

1. Can I write numbers in standard form from expanded or word form?

2. Can I write numbers properly without making mistakes in word form? Spelling counts.

3. Can I write numbers in expanded form from standard and word form?

4. Do I understand what value is?

I told them I would allow them about 20 minutes to work on this and that I expected they would be ready to share with a buddy an idea for each question and that they had to compare their goals.

*expand content*

#### Think, Pair, Share

*20 min*

**Think Pair Share Time:** After they reviewed their personal math goals, they turned to a buddy to share in the circle.* They were engaged and interested in each other's conversations.**(I knew that all students needed to master expanded form and written word form, because this was all determined from the pre-quiz. I could hear chatter about "expanded form is still hard.")*

As soon as they were done sharing, I handed back their graded post- quiz and pre-quiz and they returned to their desks. I asked them to look at them both side by side and use their math journal or iPad to take some notes. They listed the goals they could see that they had mastered. I asked them if the goals they mastered matched their answers to the questions about their *Thinking Points*. Several said, "no". They could see they knew more than they thought they did.

I roved the classroom, helping those who were having trouble deciding what needed to be mastered. I stopped to write some new questions on the whiteboard to help them along.** I asked students to stop and to open their journal and write some thoughts to these new questions on the white board: ** Do you think you have mastered the standard yet? If so, tell me why and give examples from your quiz and pre-quiz. If not, what goals do you need to reset? If you have to reset goals, write down how you think you can master them.

Students got busy writing their thoughts down and I could see them examining both quizzes to check over their work. I conferred with my lower students because I could see they were struggling to see their progress.

We discussed each question and reviewed each item together after everyone was finished.(Students had worked on various math iPad aps while they waited for all to finish.) One concern they shared almost entirely, was spelling numbers correctly in word form. I also reviewed value very carefully with them, reminding them not to confuse place value with value. Everyone realized that their expanded form was better, but the common mistake of clustering the ten thousands place was a hang up for some. i.e. 19,000 + 600+ 2. I told them that these were the things I would be looking for on their final test and perhaps they needed more practice?

As we finished our review, I asked students if they could see their progress clearly? Only one student was not sure how to look at goals and I made a plan to work with him at recess time one on one. So, I felt this practice was successful and manageable for them as it made them very self aware. I asked them to find another person to share their journal writing and goals with in order to compare theirs with another person.

*expand content*

#### Closure

*10 min*

I referred back to the original quote on the board. I asked them if they felt successful? Most students said yes. One student realized she needed a lot more help on expanded form and that she couldn't expand the numbers out completely yet. I asked for 3 journal shares before we stopped our lesson. I told them that they had "Math Power" now because they had learned to examine their progress and set their goals. I had confidence that their final test would be successful!

*expand content*

##### Similar Lessons

Environment: Suburban

###### Bank Teller & Representing Numbers Part 2

*Favorites(14)*

*Resources(48)*

Environment: Urban

Environment: Urban

- UNIT 1: Place Value and Multi-Digit Addition & Subtraction
- UNIT 2: Metric Measurement
- UNIT 3: Graphing and Data
- UNIT 4: Concepts of Multiplication
- UNIT 5: Geometry
- UNIT 6: Fractions 1: Understanding Equivalence in Fractions and Decimals
- UNIT 7: Fractions 2: Addition and Subtraction Concepts/ Mini unit
- UNIT 8: Fractions 3 Mini Unit: Multiplying Fractions by Whole Numbers
- UNIT 9: Division Unit
- UNIT 10: Addition and Subtraction: Algorithms to One Million
- UNIT 11: Place Value
- UNIT 12: Addition and Subtraction Word Problems
- UNIT 13: Multiplication Unit

- LESSON 1: How Much IS a Million? Gaining confidence and fluency in reading numbers to one million.
- LESSON 2: I've Got Your Number! Writing Word Form From Standard (or Numeric ) Form Using Phone Numbers
- LESSON 3: Oh Baloney! Incorporating Large Numbers into Tall Tales
- LESSON 4: Expanded Form: Stretching that Number Out from Real World Text
- LESSON 5: RTI Expanded Form: All Hands on Deck!
- LESSON 6: Reading and Writing Numbers: I Own This Standard!
- LESSON 7: Feed the Frog: A lesson in understanding how to use place value to compare numbers.
- LESSON 8: Creating a Menu Using Rounding and Estimation Skills: Enrichment or Whole Class
- LESSON 9: Understanding the Why of Rounding
- LESSON 10: Estimation: Putting rounding skills in action using real life examples.
- LESSON 11: Prep for CCSS Assessments: Explaining Estimation in Writing Part 1
- LESSON 12: Prep for CCSS Assessments: Explaining Estimation in Writing Part 2
- LESSON 13: Tic Tac Toe: Student Constructed Review
- LESSON 14: A Student Driven Review