Working with Numbers up to 10,000,000 Day 1
Lesson 4 of 10
Objective: SWBAT express and compare the base-ten relationships between adjacent numbers, correctly identifying place value from one to ten million.
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: 4th grade students work with numbers to 100,000 in standard, word and expanded form.
Math Blast is a quick, fun, fast-paced math game! Every day starts with a Number of the Day. This is Day 4 of Math Blast, and the number of the day is 4.
Math Blast is also a great place to work on mathematical practices, especially critical thinking skills, discourse and collaboration! (MP1 - Make sense of problems and persevere in solving them, MP4 - Model with mathematics, MP6 - Attend to precision.)
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 5th 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.
See, Think, Wondering
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!
This lesson is designed as part of the beginning of the year, it is an important part of the lesson to go over class norms and structure to support their knowing of expectations!
It is important to engage students in their own learning, and games are a simple way to do this. Games are fun while developing important mathematical skills. This is also a great way to work on the Mathematical Practice Standards of the Common Core.
Working in place value today, the lesson asks students to come up with numbers that are 5-6 digits and larger. I'm looking for students to be using the correct language when discussing place value (MP6 - Attend to precision.)
I use an example of number of flowers in the world, but you can use anything that might have a number outside of our ability to count. Seashells on a beach, grains of sand, insects. I like to use things that students would be able to visualize and consider from within their own experiences.
Ask the class: How many different flowers do you think there are in the world? (On a chart write their responses.)
Do you think we can ever be certain the actual total? (Open ended question.) (MP2 - Reason abstractly and quantitatively.) Why do you think that? (This is an important question to ask students.)
Can we think of anything else that might have the same totals? (With each suggestion, ask what total they think there are of that thing.)
Wow, these are really big numbers, aren’t they? (Pick out a number.) Ok, let’s all read this number together. (The class can chorally read the number, you can also have different students read the numbers.)
Did you know that we can write numbers in different ways? Does anyone remember the names of the different ways we can write out numbers? (Word, Standard and Expanded - when/if students may not remember the vocabulary, you can ask them to "show" what they are thinking. MP4 - Model with mathematics.)
Well, today we are going to use some different ways to write numbers. We are going to get into our math groups and we are going to play some games.
Work It Out
It is important to engage students to own their own learning, and a great way to do this is by using games. Games are fun and allow students to practice important mathematical skills. This is also a great way to explicitly include and focus on Mathematical Practice Standards of the Common Core.
Teach the following games to review and expand place value understanding, as well as the different forms to express numbers. All of these games can be differentiated to meet the needs of your students. It is important to meet them where they are at.
After teaching each game the class will practice for about 10-15 minutes and then learn the next game.
Now Math Workshop works in rotations through The Math Games.
So, let’s think back to some of our original numbers we wrote on this chart. Can anyone read one of these to the class? (Add to include some new numbers with 0’s in them.) Call on random students to read the numbers.
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 place to talk about common misconceptions, if there are any, from your observations of their learning. Don't skip this piece; always make sure you leave time for discuss and close the lesson. Students need time to pull together what they've learned and practiced.
The Post-It Poster: Write 11,235,149
Ask students what the underlined 1 represents (its place value). Students will write this on a Post-it and put it on the class number board. Tell them that they need to write their answer in word form.
Look-Fors: Students that write the numeral '1' or word "one". You might also get students that write one thousand (1,000) instead of one million (1,000,000). These students are the ones that need more support in their understanding of place value. You might have them make a place value chart to keep as a reference.