Lesson: Place Value:Expanded Notation: Lesson 12
Lesson Objective
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 tenthousand 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 10^{th} 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 2^{nd} 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 100^{th} whole number?
2. Hallway Number Lines
Take students in the hallway and ask them what they notice about the two number lines on the 2^{nd} 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.
Ask questions like:
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 thirtythree 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
3.1.12place valueexp.doc 
130

3.1.12 Math Message.doc 
77
