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# Working with Numbers to 10,000,000 Day 2 - Standard to Word form with Numbers

Lesson 5 of 10

## Objective: Students will be able to identify place value from one to ten million and communicate that a digit in one place value is the same as saying ten times the place value to the right.

## Big Idea: Students use multi-digit numbers to demonstrate a digit in one place represents 10 times as much as it represents in the place to its right while using different forms of whole numbers.

*80 minutes*

**Language Objective:** Students will be able to write numbers out in word form and say numbers in standard form, using correct vocabulary of place value terms.

**Prior Knowledge:** 4^{th} grade students work with numbers to 100,000 in standard, word and expanded form.

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Math Blast Number of the Day 5

Math Blast is a quick, fun, fast-paced math game! Every day starts with the number of the day. It doesn't require a lot of materials - just the PowerPoint, music, white boards, and dry erase markers. I begin every day with a Number of the Day.

Math Blast is also a great place to work on Common Core skills, especially critical thinking skills, discourse and collaboration!

I usually play music while students are working (it is the "Blast" in Math Blast). They have to the end of the song to fill in their board.

In the beginning this is more time than most need, but they will use all of the time when the numbers get bigger. Math Blast is a great way to pre-teach a concept and is really good scaffolding, especially for those struggling learners. I like to add new concepts that will be learning in the near future into Math Blast. This way students are familiar with new concepts when I go to teach them. If they haven't figured out the work through Math Blast they will have at least seen the concept.

I allow table mates to support each other, this is also a good way to support struggling learners.

The basic content my Math Blast covers is:

- Begin with prior knowledge tasks, factoring GCF, LCM. In 5
^{th}grade this is really good to have understanding for going into fractions. - I always add some rounding and estimation, good tools to know and it is pre-teaching our next lesson.
- I always like to end with a word problem to challenge and support students' skills in answering a problem with what the question is requesting them to do.

The closing piece of Math Blast is See, Think, and Wondering.

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#### See, Think, Wondering

*5 min*

I end Math Blast and lead into my lesson with a See, Think, Wondering. The art I choose always relates to the unit I am teaching.

See, Think, Wonder is a dynamic way to get your students to think deeper about a subject without them knowing that they are doing it.

The SEE part is pretty basic thinking. *I see….*

The THINK part is intended to get students to think about things in ways they haven't before. This is a fun way for students to make connection to the things we're learning in math. In my class, we'll be thinking about math and art. I use art because I am passionate about art. Use examples of things that ignite your passion! *This art makes me think about…*.

And the WONDER requires enough engagement with the topic (the art) to be able to come up with a question. *This art makes me wonder if….*

See, Think, Wonder is my way to getting their brains ready to think about math and I find that the transition is great. It is also a quick chance to expose my students to different types of art.

Note: I've added a See, Think, Wondering separate from the Math Blast in case you want to do it by itself. It is also attached at the end of the Math Blast PowerPoint.

Note: You don’t have to use art; I use art because I am passionate about art. Use examples of things that ignite your passion!

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#### Elevator Speech

*10 min*

**Concept: **Making a connection between place values.

**Example:** 20, 000 is the same as 20 - 1,000s. Understanding that you can only have one

digit in each place value.

*Last year my grandfather* had an amazing year on his apple farm. During the first picking he collected ten crates of apples and each crate had 1 thousand apples in it, how many apples did my grandfather get all together?* (Hopefully, you’ll get 10,000 apples as a response.)

*How come I don’t have 10 one thousands apples?*

*Well, by the end of that season he added another 90,000 apples to the other 10,000, how many apples do I have now? (get responses)*

*Are you sure that it’s not 100 ten thousand apples?*

*Well, today we are going to continue to explore all of the different ways to write numbers. We are going to get into our math groups and we are going to play some games.*

*I like to use an example that my students will relate to in their own lives. Farming has a big connection to my student’s families. I suggest that you use an example that the students will quickly engage into so that it helps them relate to the lesson When telling stories use things that you are passionate about, I love talking about my family. But you should use things that excite you, if you don't your students will not engage!

*I don’t have a grandfather that is a farmer. I have a LOT of made of relatives that seem to all do things that are useful in teaching. When I did this lesson one of my students looked at me with wide eyes and said, “ Your grandfather is still alive?!” "Thanks", is all I said.

#### Resources

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#### Work It Out

*40 min*

It is important to engage students into their learning by using games. They are fun but have important skills involved. This is also a great way to work on Mathematical Practices of the Common Core.

It is important to engage students into their learning by using games. They are fun but have important skills involved. This is also a great way to work on Mathematical Practices of the Common Core.

The Math Games

- High and Low Game (Standard form) 1 station
- Dice Roll Number Challenge (Word form)
- Dice Roll Number Challenge (Expanded form)
- The FOUR Square poster: Standard, Verbal, Visual and Real Life problem
- Homework Station: I like to give my students the opportunity to start their homework in class to make sure I've answered all their questions.

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#### Closing

*5 min*

*So, let’s think back to my grandfather’s apple crop from last year. How many apples did he have from the first picking? (10,000)*

*Can anyone express that number in another way? Expect your students to provide more than one response - real life math rarely supplies only one "answer". (10 groups of 1,000, 2 groups of 5,000, 5 groups of 2,000)*

*And how many apples did he pick all together for that season? (100,000)*

*Can anyone think of another way to express that number? Are there any more ways?*

The closing is just as important as the launch. This is where you pull it all together and help the students connect to their learning. It is also a great time to discuss common misconceptions, if there are any, from their learning. Don't skip the close; always make sure you leave time for this. Students need a chance to pull it all together.

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#### Quick Assessment

*5 min*

Season 2011: 100,000, 300,000 and 600,000 apples were picked. How many apples did my grandfather have all together?

Tell students they must write their answer in word form.

Students transfer the problem from the board to a sticky note and solve. They then put it on the class number board.

Look-Fors: I am looking for students to use correct spelling, but more critically whether students know their place value. Look for students who do not know millions. This is a good indication that their understanding of place value is not strong and needs work and support.

#### Resources

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- LESSON 1: Math Blast...It's A Numbers Game
- LESSON 2: Math Norms: Setting the Stage for Math Workshops!
- LESSON 3: Place Value: The Games of Total Recall
- LESSON 4: Working with Numbers up to 10,000,000 Day 1
- LESSON 5: Working with Numbers to 10,000,000 Day 2 - Standard to Word form with Numbers
- LESSON 6: Everything In Its Place: Place Value
- LESSON 7: Comparing Numbers to 10,000,000
- LESSON 8: Rounding and Estimation, Day 1
- LESSON 9: Rounding and Estimation, Day 2
- LESSON 10: Rounding and Estimation, Day 3