# Lesson: Place Value: Expanded Notation: Lesson 8

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### Lesson Objective

Student practice skills towards mastery. Teacher differentiates centers.

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

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

ü  Locate numbers up to ten-thousand on a number line. [M.5.2]

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 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

Differentiated work toward mastery of Month 5 standards.

III.        Materials Needed

Copies of Math Workout 2.5.8

Copies of 2.5.8 Math Message

Slates or blank paper for Math Message

Materials will vary based on centers activities

IV.       Lesson Outline

Time:  45 Minutes (Wednesday Schedule)

10 min. – Math Message

30 min. – Math Centers/ Math Workout

5 min. – Summary

V.        Learning Activities

1.    Math Message (10 min.)

Students fill in < or > on the Math Message slip.

Students practice reading the statements of inequality correctly.

If necessary, review how to look at one digit in each number at a time       (starting with the greatest place value) to compare the values of the           numbers:

4,567                             4,667

The numbers both have 4000.  The number on the left has 500 and              the number on the right has 600.  4,667 is more than 4,567.

2.  Math Centers / Math Workout (30 min.)

Some possible activities for students to work on in centers:

ü  All students complete Math Workout 2.5.8.

ü Students work on Lifework or Math Workout corrections.

ü Students work between expressing 4 digit numbers with blocks, with expanded notation, on place value mats with numerals and blocks, in standard notation.

ü Students practice showing numbers in various ways.(23 can be 2 tens and 3 ones or 1 ten and 13 ones.)

ü Students practice counting patterns (+3 and +100/+10 from any number).

ü Students practice writing numbers in basic expanded form.

ü Students practice reading and writing 4 digit numbers correctly.

ü Use the attached blank number line master.  Fill in some numbers and students fill in missing values.

ü Students play a time-telling game introduced in Month 4.

ü  Students practice estimating and measuring the lengths of line segments to the nearest cm and inch.

ü  Students find the perimeter of various shapes either by measuring, using grid paper, or adding numbers on labeled diagrams.

ü  Students find the area of rectangles drawn on grid paper.

ü  Students identify what unit they would use to measure various things.

ü  Students practice completing addition and subtraction number sentences.  (First Grade Fact Power remediation)

ü   Students draw and count lines of symmetry on shapes.

ü  Students practice counting patterns.

ü  Students practice counting money.

ü  Practice sorting/ identifying 3-D shapes or 2-D shapes.

ü  Students use 2-way mirrors to draw reflections of pictures.

ü  Use geometry templates to draw, label, and count sides and corners on polygons.

ü  Sort 3 dimensional blocks/ objects, polygon pattern blocks, attribute blocks, shapes on paper, and power polygons.

ü  Students practice counting or writing numbers on slates with teacher guidance.

### Lesson Resources

 3.1.8.WO.doc 130 3.1.8 Math Message.doc 111 3.1.8-place-exp.doc 109