##
* *Reflection:
Naming Numbers to One Million - Day 2! - Section 2: Concept development

Overall this lesson went very well. Most of my students had remembered seeing expanded form in previous years. Word form proved to be the most the challenging. Students who are struggling with reading large numbers obviously are struggling somewhat with word form too.

They first must be proficient in reading a large number before than can begin to write it in word form. Some students ended up taking their paper home to finish as homework. When I got the papers back it reaffirmed to me why I value class work so much more than homework. Several papers were done by students' parents. While some students admitted that they had parental help, others didn't mention it at all, but it was very clear by looking at the work that the parents actually wrote the answers, in particular the word form.

I fee like this lesson was a good change of pace and let students practice reading larger numbers and think about places. Many students are getting more comfortable with numbers in the millions and asking if we "get to go" to billions and beyond.

*Word Form Woe's*

*Word Form Woe's*

# Naming Numbers to One Million - Day 2!

Lesson 4 of 14

## Objective: SWBAT read and write multi-digit numbers using base ten numerals, number names, and expanded form.

## Big Idea: In this lesson, student read and write whole numbers reading and writing of various forms - base ten numerals, number names and expanded form.

*50 minutes*

#### Warm Up

*10 min*

I begin this warm up with a fluency practice. Students skip count by fours as they sing along to the video below. I play the video for students as they enter my classroom. Students sing and dance along with the music as the count by fours.

You can check out the video to see a glimpse of what my students are doing as this video plays. This is a great engagement strategy, particularly for the beginning of the year as I try to establish a classroom climate, incorporating "FUN" in math! Click this link - video - to see my students enjoying the song.

#### Resources

*expand content*

#### Concept development

*30 min*

Students use personal white boards for this lesson. I direct students to write a four digit number - 2,853. I also write the number on the board for students to see. I ask students to name the value of the 2. Students respond with 2000. I then write 2000 under the 2. Next, I ask students what the value of the 8 is. Students respond with 800. I continue this process for the 5 and the 3. Then I ask students what the value of 2,000 and 800 and 50 and 3 is. Students respond orally by chanting that the number is * 2,853*. Next, I write a number sentence to show the corresponding equation. 2,000 + 800 + 50 + 3 = 2,853.

I Repeat this procedure for a 5-digit number - 64,871

Next, I display a number written in word form. For example, I write *forty-two thousand six hundred eight*. Students use their personal white board and write the number in standard form (number) and expanded form. I repeat this procedure for several other large numbers, increasing the digits to 6 digit numbers. (608,541 and 980,267)

For the remainder of the lesson, students work independently on an independent practice page for about 20 minutes. Most students are able to finish the practice page in this time.

As student work, I circulate around the room and guide students thinking, clear up misunderstandings, and assist as necessary. This informal observation time is critical in order to design successful lessons that will follow this lesson, build on students' understanding, and connect their learning to other areas. Listen in as this student completes the independent work assignment.

#### Resources

*expand content*

#### Student debrief - Wrap up

*10 min*

To wrap up this lesson, I ask students who are not finished with the practice sheet to take it home as homework. Then, I ask students several questions about place value. I make sure to discuss the idea that each time a digit moves one place to the left, the place increases by ten times.

Some questions I ask to guide students thinking are:

How can you make the smallest five digit number? The largest?

How does the value of a digit change when it is moved to the left on the place value chart? To the right? What role can zero play in a number?

I use students independent practice work to address misconceptions. I sort the work into groups. The sorting helps me determine which students would benefit from a re-teaching scaffold, which students needs continued practice, and which students appear to grasp the concept. These piles help me design activities in future lessons in order to propel all learners to new levels of learning.

I use a different half hour section in my day in which I have para-professional support to re-teach students needing more support.

*expand content*

- UNIT 1: Getting to Know You- First Days of School
- UNIT 2: Multiplication with Whole Numbers
- UNIT 3: Place Value
- UNIT 4: Understanding Division and Remainders
- UNIT 5: Operations with Fractions
- UNIT 6: Fraction Equivalents and Ordering Fractions
- UNIT 7: Division with Whole Numbers
- UNIT 8: Place value
- UNIT 9: Geometry
- UNIT 10: Measurment
- UNIT 11: Fractions and Decimals

- LESSON 1: Ten Times More
- LESSON 2: Using place value to divide
- LESSON 3: Naming numbers to one million
- LESSON 4: Naming Numbers to One Million - Day 2!
- LESSON 5: Comparing Multi-Digit Whole Numbers
- LESSON 6: Rounding Numbers to the Thousands Place
- LESSON 7: Rounding Numbers to ANY Place
- LESSON 8: Rounding - It's all SITUATIONAL!
- LESSON 9: Middle of Unit Assessment
- LESSON 10: Overecoming Challenges through Correcting and Games
- LESSON 11: Adding Multi-digit Whole Numbers
- LESSON 12: Multi-Step Word Problems and Addition
- LESSON 13: Subtracting with Decomposing
- LESSON 14: Additive Compare Word Problems and Place Value Review