Lesson: Place Value: Expanded Notation: Lesson 4

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Lesson Objective

Students will know how many 1,000 is?

Lesson Plan

Lessons by Edward Brooke Charter School:

 

I.                   Curriculum Standards

 

ü Count by 3 to 30 and 4 to 40, starting at any multiple of 3 or 4.   [M.1.2.a]

ü  Count by 100 and 1000, starting at any number to a million. [M.1.2.b]

ü  Identify place value of digits up to a million. [M.2.2.a]

ü  Write numbers in basic expanded form (e.g., 6091 = 6000 + 90 + 1). [M.2.2.b]

ü  Demonstrates an understanding of the values of digits up to a million (e.g., that in 21,054, the 1 represents 1,000). [M.2.2.c]

ü  Name and write, in numerals and words, whole numbers to 10,000. [M.3.2]

 

 

 

 

II.                    The Point

 

                   How many is 1,000?

 

 

 

 III.                Materials Needed

 

      Copies of 2.5.4 Math Message/ Problem Solving Task

      Base 10 Blocks (including big cube – 1000)

      Number Cards

      Place Value Mats (with thousands)

      Slates and Markers

      Overhead base-10 blocks (optional)

 

 

 

IV.                 Lesson Outline

 

     Time:  60 Minutes

 

     20 min. –   Math Message/ Discussion: Introducing Thousands

     15 min. -    Thousands with Base-10 Blocks

     15 min. –   Slate Math

       5 min. -    Whole Group: Counting Practice

       5 min. –   Summary

 

 

  V.             Learning Activities

 

1.   Math Message/  Discussion: Introducing Thousands (20 min.)  

 

     Students work to complete 2.5.4 Math Message.  

 

     Many students will probably begin counting by ones.  Give students      about 5 minutes to work and then stop them and begin the        discussion.

 

Students share their answers and discuss why they agree or disagree with each other.

 

 

            Possible Discussion:

 

ü  It would take a very long time (and be very difficult to not make                                any mistakes) to count every dot by ones.

 

ü  How can you quickly figure out how many dots are here?

 

ü  What do you notice about how the dots are grouped?

 

ü  How many dots are in each row? [10]  Each column? [10]

 

ü  How many rows are there in each group? [10]

 

ü  If there are 10 rows of 10 dots, how many dots are there?  [If students do not know immediately, have them count the dots by 10s from 0 – 100.]

 

ü  How many dots are in each “square” group?  [100]

 

ü  How many dots are there in all? [Count: 100, 200, 300, 400, 500, 600, 700, 800, 900, “ten-hundred” 1000 – Do we say ten-hundred?  [No!  The mathematical word for ten hundreds is one thousand. ]

 

ü  We write one-thousand (1,000).  When a number is greater than 999, we use a comma to set apart each set of 3 digits. (ones, tens, hundreds, comma)

 

ü  2 sets of 100 = ?  [200]; 3 sets of 100 = ? [300]; 4 sets…etc 10 sets of 100 = 1000.

 

 

 

ü  How many more than 900 do you need to make 1000?

 

ü  If we took away one dot, how many would there be?  [999]

 

ü  What number comes just after 999?  [1,000]

 

ü  What is the greatest 3-digit number?  [999]

 

ü  If we added one dot, how many dots would there be?  [1,001]

 

ü  What number comes just after 1,000 when we count by ones?  [1,001]

 

 

                        THE BIG IDEAS:

                  

ü  10 sets of 100 (ten hundreds) is the same as 1 thousand (1,000).

 

ü  Follows the pattern of our Base-10 Number System:

 

                  Ten ones = 10

                  Ten tens = 100

                  Ten hundreds = 1,000

 

 

 

2.  Showing Thousands with Base 10 Blocks (15 min.)

 

o   Let’s use flats to count to 1,000. 

 

o   How many cubes are in each flat?  [100]

 

o   How should we count the cubes in flats? [by 100s]

 

o   Display 10 flats and move them into a stack one at a time as students count by 100s.  (100, 200, 300, 400,…1,000 (ten hundreds)  When all ten flats have been stacked up, they will be exactly the same as one big cube. 

 

o   So, how many little cubes are in this whole stack?  [ten hundreds or  1,000]

 

o   Show students the big cube and tell them that it is the base-10 block for representing 1,000.  It is made of 10 flats (1000 cubes) glued together.

 

o   How many flats are in the big cube? [10]

 

o   How many longs are in a flat? [10]

 

o   How many cubes are in a long? [10]

 

o   Ask various students to identify and show numbers between 1000 and 2000 using base-10 blocks and numeral cards on the place value chart that includes thousands.

 

 

 

Suggestions:

 

 

Write a number on a place value chart and have students build the number with base-10 blocks. 

 

 

Show a number with base-10 blocks and have students        show the number on their place value charts using numeral cards.

 

 

Ask students questions about the numbers they represent using blocks or number cards:

 

 

             What digit is in the hundreds place?

 

             What digit is in the thousands place?

 

             What is the value of the 2?

 

             What place value of the 5?

 

 

 

 

 

 

3.  Slate Math (15 min.)

 

Focus slate math practice on Month 5 place value standards.

 

  • What number is equal to 400 + 30 + 5?  [435]                

 

  • Write 287 in expanded form

 

  • Write two hundred six.

 

  • Write 345.  Continue counting by 100s.

 

  • Write two thousand four hundred sixty three.  (since this will be            new, you might have students draw 4 blanks with a comma to scaffold their thinking about place value in 4-digit numbers.)  You might want to avoid numbers containing zeros for this first practice session with 4-digit numbers.

 

                                ________, ________   ________   ________

 

 

4.   Counting Practice (5 min.)

 

ü  Students practice counting by 3s from any multiple of 3 to 30.

 

ü  Use place value flip chart to have students practice counting by hundreds from any number.  (Flip the digit in the hundreds place as students count.)

 

ü  Help students think about what counting by 100s means:

 

                                Counting by 100s means adding 100 each time.

 

                                         463 is 100 more than 363.

 

                                         2, 463 is 100 more than 2,363

 

ü  Also model counts by 100 with base 1- blocks to help students see that counting by 100 is the same as a +100 pattern.

 

 

 

5.    Summary (5 min.)

 

      How many is 1,000?

 

 

 

Lesson Resources

3.1.4 Math Message x.doc  
186

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