Lesson: Place Value: Expanded Notation: Lesson 6

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Lesson Objective

Students know how mathematicians compare 4 digit numbers and decide which is more?

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 ten thousand. [M.1.2.b]

ü  Identify place value of digits up to ten-thousand. [M.2.2.a]

ü  Demonstrates an understanding of the values of digits up to ten thousand (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]

ü  Order numbers up to 10,000. [M.6.2]

 

 

 

II.                    The Point

 

                   How do mathematicians compare 4 digit numbers and decide which is    more?

 

 

 III.                Materials Needed

 

      Copies of 2.5.6 Math Message

      Number cards 2, 1, 4, 3, ready for use in math message discussion

      Copies of 2.5.6 Math Workout

      Copies and overhead of 2.5.6 Top-It (with Symbols) Recording Sheet

      Base 10 Blocks

      Place Value Mats

      Numeral Cards

      Slates and Markers

      Classroom Place Value Flip Chart

 

 

IV.                 Lesson Outline

 

     Time:  60 Minutes

 

     25 min. –   Math Message/ Discussion: Comparing Numbers in the                                                      Thousands

     10 min. -    Whole Class - 4 digit number Top-It

     15 min. –   Math Workout

       5 min. -    Whole Group: Counting Practice

       5 min. –   Summary

 

 

  V.             Learning Activities

 

1.   Math Message/ Discussion (25 min.)  

 

            Students work to independently complete 2.5.6 Math                                                      Message.

 

            PART A

 

            Go over the answers to PART A as a whole class.  Use this                                           opportunity to remind students how to use the symbols <, >, and = and                     how to read number sentences that include these symbols.

 

     See teacher reference pages for mnemonic devices to share with        students who are new to our school.

 

     PART B

    

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

 

            Possible Discussion:

 

ü  Record the numbers that students created by placing number                                 cards on the board.  Make sure students are reading the 4-digit                            numbers correctly.

 

ü  Ask students to show their numbers with base 10 blocks and then create a sketch of the blocks on the board.

ü  Which is the greatest number? [4,321]

 

ü  How do you know?  [compare quantity of blocks; compare digits in each place one at a time]

ü  Which number has the most thousands?

 

ü  What is the greatest digit you have to use? [4]

                                                                                                                                       

ü  What is the value of the 4 in option A? [400]                                                                                                                   

ü  What is the value of the 4 in option B? [4,000]

 

ü  What is the value of the 4 in option C? [400]

 

ü  What do you notice about the digits in the greatest number? [the greatest number has the digits in order from greatest to least]

 

ü  Why? [the largest digits will have the greatest value in the greatest place value.]

 

ü  To help students think about comparing the values, ask: Would you rather have 4 one dollar bills, 4 hundred dollar bills, or 4 thousand dollar bills?

 

ü  If a mathematician has some digits and wants to use those digits to make the greatest number possible, how should he/she decide where to put each digit?

 

 

 

                        THE BIG IDEAS:

                  

        In order to compare numbers, mathematicians can think about and compare the digits in each place.  Which number has the most thousands? 

 

        Is 1, 889 or 1, 898 greater?  How do you know?  [which has more thousands?  More hundreds?  More tens?]

 

        We can write 1,889 < 1,898 or 1,898 > 1,889

 

 

 

 

2.  Whole Class 4-Digit Number Top-It (10 min.)

 

 

        Place a copy of 2.5.6 Top-It Recording Sheet on the overhead or         easel.

 

        Shuffle the numeral cards and place them in a pile face down.

 

        Ask a student to draw 4 number cards to arrange the number cards on            the board (using tape or magnets) to create the greatest number        possible.  Student can ask for help from other students if he/she wants            to.  The student reads the number aloud.

 

        Ask the student to record the number on the Recording Sheet as “My   Number.”

 

        The teacher draws 4 cards and tries to make the biggest number         he/she can with the 4 digits.

          

        Teacher records his/her number as “Partner’s Number.”

  

                    Ask a student to explain which number is greater and how he/she knows.  [They both have 5 thousands; they both have 4 hundreds; is 3 tens (30) or 2 tens (20) more?]

 

        Model how to write the correct inequality symbol on the recording         sheet.

       

5, 430               >           5, 421

 

  

        Play a few more rounds with the teacher as the “partner.”

 

        Continue to have students think about and talk about the logic   underlying how to compare numbers and how to make the greatest          number possible based on their knowledge of place value.

 

                

 

3.  Math Workout (15 min.)

      Students complete 2.5.6 Workout.

 

 

4.    Whole Group Counting Practice (5 min.)

 Students practice counting by 3s and by 10 and 100 from any             number.

 

 

5.    Summary (5 min.)

                   How do mathematicians compare 4 digit numbers and decide which is                       more?

 

 

 

Lesson Resources

3.1.6.WO.docx  
141
3.1.6 Math Message.doc  
141
3.1.6 Top-It (with Symbols) Recording Sheet.doc  
143
3.1.6-place value-exp.doc  
179

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