Reflection: Developing a Conceptual Understanding State Your Name (Place Value to Millions)  Section 4: Independent Activity/Exit Ticket
Giving the students an independent activity to evaluate their understanding of the skill is very important. Even though the students work in groups, independent assessment is a must. When the students are in groups, they get to hear the thoughts and reasoning process of others. Even though group work is very beneficial, all students must master the concept. An independent activity/exit ticket will allow me to know if they did.
In this particular lesson, the students had to explain how the place value chart helped them with the skill. From their responses, I can tell if the students really understand what "place value" means.
If the students do not master the concept, this information is used to form my small remediation groups.
State Your Name (Place Value to Millions)
Lesson 3 of 6
Objective: Students will be able to represent numbers in the millions using a place value chart. They will write numbers in expanded form, using periods to help write numbers in word form.
Opener
In this Introductory Video  Place Value to Millions, I explain our goal for this lesson.
In this lesson the students will understand how to use a place value chart (MP5) to help write numbers in word form and expanded form (4.NBT.A2). They should know that each place can hold a 1digit number. The highest number that each place can hold is a 9. Students should also know that each place has a value. For example, if it is a 7 digit number, then it goes to the millions place (MP7).
I say, "You have learned place value to the hundred thousands place. Today, we will learn place value to the hundred million's place. What do you think a million looks like?" Allow the students a moment to think about this question. I let 2 or 3 students share their answers. Some student responses: 1) A football field full of people and 2) a room filled to the top with pennies. Let's find out.
Resources (1)
Resources (1)
Direct Instruction
I call the students to the carpet for direct instruction. The Place Value to the Millions power point is displayed on the Smart board. I use the power point to teach the skill of place value to the millions. This is not the first lesson on place value, so this is somewhat of a review.
I tell the students that we are going to review what we previously learned about place value.
* Each digit has a value
Hundred Millions 
Ten Millions 
Millions 
Hundred Thousands 
Ten Thousands 
Thousands 
Hundreds 
Tens 
Ones 
1 
5 
3 
2 
7 
8 
9 
2 
1 
1 
0 
0 
0 
0 
0 
0 
0 
0 

5 
0 
0 
0 
0 
0 
0 
0 


3 
0 
0 
0 
0 
0 
0 



2 
0 
0 
0 
0 
0 




7 
0 
0 
0 
0 





8 
0 
0 
0 






9 
0 
0 







2 
0 








1 
The expanded form of this number is 100,000,000 + 50,000,000 + 3,000,000 + 200,000 + 70,000 + 8,000 + 900 + 20 + 1
For the word form, you write every word that you say.
The word form for this number is one hundred fiftythree million, twohundred seventyeight thousand, nine hundred twentyone.
Resources (1)
Resources (1)
Resources
Group Activity
I put the students into groups of 3. I give each group a Place Value to Millions Activity Sheet, four (4) Place Value Chart to Millions charts, and 1 number cube (MP5). This allows the students to do the activity several times during the designated period. The students each take turns rolling the number cube. For each roll of the cube, the students should write the number in the place value chart starting with the ones place. The students should roll the number cube a total of 9 times to get a number to the hundred millions place. Once the students have their first number, they should work together to correctly write the expanded form of the number (MP6) (MP1). After they have written the expanded form, then the students should use the periods to help them write the word form of the number. Repeat the process with the second 9digit number.
As the students participate in this activity, I walk around to check their understanding of the skill. If a group is having a difficult time with the activity, I interject by asking questions to help lead the students to the objective outlined.
Possible Questions that the teacher can ask:
1. For the expanded form, what sign must be included?
2. Did you count to see how many digits make up the number?
3. What place should you start in when writing the expanded form? Will it change for different numbers?
4. How can the commas in the number help you with the word name?
Materials: place value chart and number cube
Early finishers can practice place value at the following site: http://www.mathplay.com/PlaceValueMillionaire/placevaluemillionaire.html
Resources (2)
I give the students the Place Value to Millions Independent Activity sheet. The students must write the word form and expanded form of a number. I collect the sheets when the students exit the classroom. This provides me data to know which students mastered the skill and which students need remediation.
From the sample of student work (Student Work  Place Value to Millions), you can see that this student understands place value to millions place. The student still needs to work on putting the commas in the correct place.
Resources (2)
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