# Lesson: Place Value:Expanded Notation: Lesson 12

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### Lesson Objective

Students will know how mathematicians locate numbers on a number line.

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

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

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

II.                    The Point

How do mathematicians locate numbers on a number line?

III.                Materials Needed

Copies of 2.5.12 Math Message

Copies of 2.5.12 Number Line worksheets (A, B, C - 3 difficulty options)

Slates and Markers

Small piece of construction paper for covering numbers on hallway number line.

IV.                 Lesson Outline

Time:  60 Minutes

15 min. –  Math Message

15 min. -   Hallway Number Line

10 min. -   Locating Numbers on Number Lines

15 min.  – Slate Math

5 min. –  Summary

V.             Learning Activities

1.    Math Message

Students work to independently complete 2.5.12 Math                                        Message. (5 min.)

Display the number lines on the board or overhead. Go over the answers                    as a whole class.  (10 min.)

How are these number lines different?

On the second number line, why shouldn’t the point after 2,010 be                              labeled as 2,011 just like on the first number line?

Mathematicians look at the points that are already labeled in order to look                  for patterns that can help them locate other numbers.   They have to                       notice the patterns so that they know how many numbers are in between                       the labeled points.   The first number line has each whole number                                    labeled.  (The numbers we say when we count by 1s.)

The second number line has every 10th whole number labeled.  The                  labeled sequence 2030, 2040, 2050 contains a pattern that helps                            mathematicians know the amount of space in between each point on this                      number line.

We know that 2031, 2032, 2033, 2034, 2035, 2036, 2037, 2038, and                         2039 are all located in between 2030 and 2040.  They just are not all                 labeled.

About where            is 2,011 on the 2nd number line?

What would the 2nd number line look like if we labeled each whole                    number between 2,010 and 2,080?

What would it look like it we labeled every 100th whole number?

2.  Hallway Number Lines

Take students in the hallway and ask them what they notice about the two number lines on the 2nd floor.

Ask a few students to identify different values on the number lines.

Bring a piece of construction paper (or a few pieces) in the hallway.  Students look away and the teacher covers a number (or a few numbers) on the number line. Students say what number is covered.

About where do you think 4,190 is?

What numbers are located between the labeled points 3,000 and                   4,000?

Point to an unlabeled point on the number line.  What number do                  you think is here?

3.  Locating Numbers on Number Line

2.5.12 Number Lines:

There are 3 different versions of this worksheet (varying levels of          difficulty.)   There is also a blank one to use for additional or further      adjusted practice. Choose the right practice sheet for each student.

4.  Slate Math (15 min.)

Ask students to complete tasks that require them to express their mastery                  of place value and reading/writing numbers.

• Write 2,405 in words.
• Write thirty-three thousand forty in numerals.
• Write a 5 digit number that has a 6 in the thousands place.
• Write the number that is 1 more than 9,999.  Write the number that is 1 less than 1,000.
• Write 6, 050 in basic expanded form.
• What is the value of the 7 in 57, 893?
• Complete the sentence:  50,000 + 4,000 + 300 + 20 = _____

5.     Summary (5 min.)

How do mathematicians locate numbers on a number line?

### Lesson Resources

 3.1.12-place value-exp.doc 128 3.1.12 Math Message.doc 76