AUSL/NLU Lesson Plan Template

Name: Melissa McMahon Time: 12:30-1:45 Subject/Topic: Math Date: 3 October 2014

Objective
CCS: 4.NBT.A.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. (Not focusing on second
part of standard today)
Objective (SWBAT): Read and write numbers up to 1,000,000,000 and identify the value of the digits
Write numbers in expanded form
Assessment / Exit Ticket: Write the number (4,568,209) being described (One point for each place value) and In this number (4,568,209), what
value does the 6 represent (one point) (8 points total)
Vocabulary/Key Concepts/Word Wall: whole numbers, digit
Materials / Technology: MJ, Whiteboards, markers, place value and numbers.
Modifications / Accommodations: Show struggling students the difference with place value blocks (During You Do)


Do Now (3-5 minutes)
Silent, short, pen to paper, complete w/out teacher direction, preview or review

Use the number 9,730 to answer the questions below

1. What digit is in the ones place?
2. What digit is in the tens place?
How much is that worth?
3. How much is the digit 7 worth?

Challenge: What is the smallest number you can write use the digits 9, 7, 3, 0? The 0 cannot be in the thousands place.


Name:_______________________________Date:_____________________
DoNow
Usethenumber9,730toanswerthequestionsbelow
1.Whatdigitisintheonesplace?__________
2.Whatdigitisinthetensplace?__________
3.Whatisthevalueofthedigitinthetensplace?__________
4.Howmuchisthedigit7worth?_________
5.Whatisthesmallestnumberyoucanwriteusethedigits9,7,3,0?The0cannotbeinthethousandsplace._____________


Opening (3-5 minutes)
The Hook, Preview Objective, Connection to Prior Knowledge.

What are some examples of counting numbers? 1, 2, 3, 4.

Zero is not usually considered a counting number. All of the counting numbers and zero are called whole numbers. That means that 0, 1, 2, 3, 4,
and so on are all whole numbers.

A digit is a whole number from 0-9 that is put in a place value to represent an amount.












Middle (IWY)
I Do Direct Instruction (5 minute limit)
We Do - Guided Practice
You Do Independent Application by students

Teacher will . . . Student will . . . CFU
I do (5 minute limit):

I will display a place value chart. This can help us see the value of each digit.
Walk through each place value and what it means.

Where we put the number changes the value. For example, look at the 2, and
how the value changes by the different places I put that number in.

We have a special place value tool. It is like scrabble, and you have numbers
you can put on your board. I will pass them out, the first thing you will do is.

At a level 0, get our your Math Journals and open to page 32. (I will have the
page number displayed.)

So I am going to answer some questions around this number (5, 607,481).
Write this in your place value chart just like I have.
- How do we say this number? Five million, six hundred seven thousand, four
hundred eighty one.
- Notice every place we see a comma, we say the periods name.
- What is the value of the 6? Six hundred thousand
- What is the value of the digit in the millions place? Five million

I will also write this number in expanded form. This is when we stretch out
the number to show the value of each digit. So I will start with the first digit
in the millions place. The 5 has a value of

WRITE IN VERTICAL FORM
5,000,000

Then I will look at the next value, the 6

5,000,000 + 600,000
I do:

Students will be at their desks


Differentiation: Students who are struggling could
do this with place value blocks. Help them
understand the value and expanded form.


The next digit is a 0. 0 has no value, so we do not have to write that number.
We can write a placeholder, 0, so we know we did not forget a number.

Walk through until we get the final answer: 5,000,000 + 600,000 + 0 + 7,000 +
400 + 80 + 1. This is like yesterday, this is another name to name the number.


CFU
Is every counting number a whole number? Yes (Use gestures)
What would the value of a 3 in the ten thousands place ? 30,000

We do (guided practice):

I will as the students questions and they will use whiteboards. This is a way
for me to check for understanding.

Before starting, need to address expectations of the white board. Only write
your answer on the whiteboard.

Go over a few math problems like I did in the I Do

735

902,352

2,371,145

823,457,019

We do (guided practice):
You do (@ Bats):

Students will work on the following numbers independently
941
5,872
771,964
614,729,351
You do (@ Bats): Exit Ticket
550,291,370

Students will work on MJ page 33.

**Look into Math Master pages


End
Summarize & review content. Preview next days lesson. Homework

Name:______________________________Date:_____________________
ExitTIckets
Usethenumber4,568,209toanswerthefollowingquestions.

1.Whatdigitisinthetenthousandsplace?__________
2.Whatdigitisinthetensplace?__________
3.Whatdigitisintheonesplace?__________
4.Whatdigitisinthethousandsplace?__________
5.Whatdigitisinthemillionsplace?__________
6.Whatdigitisinthehundredsplace?___________
7.Whatdigitisinthehundredthousandsplace?__________
8.Whatvaluedoesthe6represent?____________________