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TOPIC

Name

Subject

Grade Level

Date/Duration

Big Ideas

Essential

Questions

PA/Common

Core/Standards

DETAILS

Miss Briona Nixon

ELA- Math

4th

2 class periods, 40 minutes each

Using symbols can project measures.

Solutions can be calculated by using a numbers that is

both compute and close to the actual value.

Some features of objects can be measured and counted

for example: length, mass, capacity.

The same number sentence (12 - 4 = 8) and different

number sentences can be associated with different

concrete or real world situations.

There are some mathematical relationships that are

always true and these relationships are useful for

writing equivalent forms of expressions and solving

equations and inequalities.

Objectives

Bloom's

Taxonomy

Webb's Depth of

Knowledge

(DOK)

Formative &

Summative

Assessment

Evidence

Why do we use numbers?

M4.A.1.1.3 Match the standard number form to the

word form of decimal numbers (through the tenths

place).

M4.A.1.3.1 Find/list/identify all factors through 10 of

any given number.

M04.A-T.1.1.2 Read and write whole numbers in

expanded, standard, and word form through 1,000,000.

M04.A-T.2.1.1 Add and subtract multi-digit whole

numbers (limit sums and subtrahends up to and

including 1,000,000).

In groups, students will match standard form of the

number with the written form 5/5 times.

In partners they will practice read out loud the

numbers in expanded, standard and word form.

While students are still in partners they will write

numbers in expanded, standard and word form with

80% accuracy of the questions answered correctly.

Teacher Observations of students following directions,

working on their sheets.

Student self-assessment at the end of the lesson.

For ELLs: Have the ELLs recall the place value names - billion,

thousands, tens, etc. Then after they have seemed to master

that concept, they can do some of these steps.

CK

ISTE Standards

for Students

Framework for

21st Century

Learning

correct grammar words. Students work in pairs and

record each others voice. While each is taking their

turn the other is listening to help their partner. This is

after they recall the place values.

Writing: Look over their written numbers; create a

matching game that includes their number system from

their own country. This is after they recall the place

values.

Reading: View the ELL understanding by having them

point to the correct number that matchs the symbol in

their partners matching game. The matching will have

them recall the place values. Observe the students

working together and learning from each other.

Listening: Observe as students match words with the

symbols, follow directions, whole numbers, and the

different forms. Also watch the students recall the

information of place values.

Family: What number system does your family use?

What does your money system look like?

Culture: What is the value system of your money in

your country? Research the values and provide

images. Use this for activity.

SIOP - 1.) Applying Think-Pair-Share by having students think

of the answer, then getting with their partner. Finally joining

another group making this four and sharing each others

group responses.

2.) Inside Outside Circle is incorporated because the

students have the chance to work with different partners.

3.) Think-aloud when we are going over the objectives for the

day.

SEI - 1.) I will provide them with many written visuals.

2.) Use outside culture from the ELLs country, when I use

numbers from the ELLs country.

3.) Use graphic organizers for the students to compare the

culture differences

Use of a technology app, and number system of

different countries

http://www.studyzone.org/testprep/math4/d/expandedfo

rm4l.cfm

http://www.ezschool.com/Games/Math/OrderNumbers/O

rder.html

ELL 21st century learning: This website will allow

students to see examples of the number being broken

down. Also will help them practice their reading skills.

The second link it to a game that will allow them to

practice ordering whole numbers.

Accommodation

s, Modifications

ELL Students:

Record students in pairs pronouncing the names of the

expanding forms.

Create Models with whole numbers written in

standard, written and expanded form.

Videotape the groups pointing to the correct number

with their partner.

After they are done recording have the students listen

to their recordings together.

SUPERVISING

TEACHERS

SIGNATURE

Procedures

RATIONALE

for the

Learning

Plan

Introduction Activating Prior Knowledge

Draw 8 numbers from my ELLs country on the board

representing each place value from tenth to million. Place in

the commas and decimal point appropriately.

Starting with the tenth place, ask students if they can name

each place value.

Call on an array of students, not just the ones participating

through raising their hands to do a quick observational

assessment of prior knowledge.

For a small enrichment group, circulate through each student.

Ell students will point to the number and the correct picture.

As the students correctly name each place value, write it

under the number in different colors. (the different colors will

help distinguish each place value and cause separation)

For those with visual needs, you can place a pre-made

sentence strip with the 8 dashes on their desk and have a

helper fill in the numbers as you go.

For a small enrichment group, have each student write the

names themselves. Ell Students will practice saying and

writing the word with a partner.

o

C

K

Once all place values are correctly written in, use the Demo

Digit Cards to create a number using each place value. (if

you would like to write out a number on each dash, that is

effective as well)

Have the students get out white boards (or equivalent) and

other necessary resources. Tell them a digit from the large

number on the board and have them write down what place

value it is in. Do this 5-10 different times.

Teacher then will ask ELL students to do the same thing only

with their number system.

Ell student will work with their partner and research their

countrys number system.

The ELL student will write the numbers in US form and their

countrys form. They will then say these numbers in English

and Spanish after the teacher says it they repeat it.

This will allow you to do another quick observational

assessment for understanding.

For students with fine motor impairments- have index cards

with each place value already written. Instead of writing the

place value word, have the student lay the index card on the

center of their desk.

Hook/Lead-In/Anticipatory Set

Explain that any number can be expressed in 3 different

ways: standard, word, and expanded. They already know 1

form so they are a step in the right direction. With how smart

they are with 1 form, the 2nd wont be hard at all. And the 3rd

way is just fun.

Start with the standard form, they already know this; they just

dont know it has a name. Write STANDARD on the board.

Explain that this form is just like we have it written on the

board. It includes the numbers, commas and even a decimal

point when using tenths.

Write an example on the board and tell them that this is

standard form.

Do a few whole group examples using the Demo Digit Cards.

You can give students the cards and allow them to create

their own and then have another student read the number.

For small enrichment group, have 1 or 2 students create the

number on the board, table or floor and have another read it.

You could say the number and have the students with the

cards put themselves in the

correct order to create the number you verbalized.

After doing some whole group examples, to do a quick

observational assessment, have the students get out their

white boards (or equivalent) and write down the number you

verbalized. You can use the Observational Assessment Check

List to take notes or use a few minutes to have individual

corrections and then reassess on the next number.

This will allow you to see if you need to return to whole group

For the learners that need support- give them a smaller

number not using all 8 place values at first. You can work up

to an 8 digit number. Or give these learners more time to

work through the problem.

Written

Write WORD on the board next to/ underneath the word

STANDARD.

Explain that when you write a number in word form you are

going to write everything you say. When you write a number

in standard form we assume that you know the place values.

In word form, we write out some of the place values.

You can even give the example that they need to pretend like

you dont know your place values and they are telling you

what digit goes in what place value.

Take the original number on the board from the preinstruction. Read it aloud to them slowly. Say that now when

you write it, you will write everything that you said. Do this

example next to WORD on the board.

You can even joke with them that you understand that it will

take some time, but its ok.

Show them that when you write the number in the tens-ones

place you must hyphen it.

Do some examples on their write boards. Write the number

in standard form on the board as you say it. Have them write

it in word form on their white boards.

You can use the observational checklist again or refer to

memory for the students who need a quick individual

reteach.

If there are boards that are written nicely, correctly, over the

top, allow those students to share their boards with the rest

of the class and encourage others to do the same.

For the learners who need support- they may need a white

board that has lines on it for more direction in writing. The

allotted time given to write the example may be extended for

these learners as well.

Expanded

Write EXPANDED on the board next to the other 2 forms.

Explain that this form is just like using base ten blocks. Start

with a small number like 462. Write this on the board.

Ask them what number is in the hundreds place? Tens place?

Ones place?

Start with the 4 in the hundreds place. Ask if they were

building this number with base ten blocks, how many

hundreds or flats would they need? (Draw out the base ten

block answers on the board) You would need 4.

Continue with the 6 in the tens place- how many longs would

you need? 6

And the 2? How many cubes would I need to make the 2 in

Explicit

Instructions

Beginning at the 4 flats, ask how much this (the 4 flats)

represents.

400. Write 400 under the 4 flats drawn.

Continue asking this with the 6 longs equaling 60 and the 2

cubes equaling 2.

Add that for expanded form all you have to do is add + in

between the numbers and the number 462 is now written in

expanded form.

Review by saying that the 4 in the hundreds place represents

400, the 6 in the tens place represents 60 and the 2 in the

ones place represents 2. If you were to add those numbers

together they would equal 462.

Do another example on the board that is bigger-maybe

83,079.

Have the students walk you through this expanded form.

With the 8 being in the ten thousands place, it represents

80,000, the 3 in the thousands place would be 3,000, etc.

When you get to the 0 in the hundreds place, you can write it

out as 000 to give them the visual, but ask them if all those

0s are going to do anything? Because that 0 is holding a

place value but does not have a value, you do not need to put

it in the expanded form.

If you feel that they need to do a few more as guided

practice, take the time to do so. When they seem

comfortable with this, allow them to do some independent

practice on their white boards (or equivalent).

Use this as an observational assessment to see if you need to

reteach whole group or individually.

For learners who need support- have a pre made paper with

the lines on it to signify where the numbers will be written.

This will alleviate the confusion of where the numbers must

be written and the order they go in.

Solutions can be calculated by using a numbers that is both

compute and close to the actual value.

Some features of objects can be measured and counted for

example: length, mass, capacity.

The same number sentence (12 - 4 = 8) and different number

sentences can be associated with different concrete or real

world situations.

There are some mathematical relationships that are always

true and these relationships are useful for writing equivalent

forms of expressions and solving equations and inequalities.

Teacher will point to these on board.

Teacher will then ask essential questions for lesson.

Teacher will go over answers and provide assistance to

those who need it.

Objective Statement

Teacher will tell the students they will be reviewing an

activity on whole number place values today. They will

be practicing comparing, writing, and ordering whole

numbers. Have students explain the different forms,

and mathematical signs used for ordering numbers.

Teacher will provide pictures of different countrys

number systems from previous students.

Transition

Students will recite new vocabulary with partner

before they start the new activity.

Key Vocabulary

Expanded form- Writing a number to show the value of each

digit.

Standard form- The number as we normally write it.

Word form- Using words to write a numbers

Place value- The value of where the digit is in the number.

ELL student will have translation of all vocabulary in their

native language.

Lesson

Procedure

Must

include

adaptations

&

accommoda

tions for

students

with special

needs

PreAssessment of Students

Draw 8 numbers from your ELLs country on the board

representing each place value from tenth to million.

Place in the commas and decimal point appropriately.

Starting with the tenths place, ask students if they can

name each place value.

Call on an array of students, not just the ones

participating through raising their hands to do a quick

observational assessment of prior knowledge.

For a small enrichment group, circulate through each

student.

Provide worksheet with examples demonstrated on it.

Provide ELLs with the dashes representing each place value

on a piece of paper and give them a variety of number

cards.

Modeling of the Concept

Start a discussion as to when you would ever use

numbers this big in real life. Encourage the students

input more than yours. Use yourself as a mediator and

carry the conversation along, do not have it for them.

Providing the Independent Practice

Praise them (if fitting) for their hard work and explain that

they will try a sheet that has all 3 forms.

Hand out the sheet titled Number Writing.

When the students are doing this paper it is up to you if you

leave the 3 forms up on the board or erase all of the work.

Maybe an idea to try is to leave it up for the first 3 or so to

get their confidence and then erase to see how they do with

no reinforces.

Pass out the page with the countrys different number system

on it.

DIRECTIONS- You verbalize a number to the students and

they first write it in standard form in the correct column.

Then give them time to write that same number in word form

and expanded form in the given spaces. Have the students

move to number 2 in the next row and do the same- verbalize

the standard number and then have them complete the word

form and expanded form.

I will model saying the numbers and have them repeat after

me.

Transition

Students will find one partner sit down and discuss for

5 minutes. Then they will find a new partner and find a

spot in the room to discuss the numbers.

Students with physical disabilities will have a special

location for their group to move to.

Adaptations/Accommodations for Students with Special

Needs

This is all of the red in the document.

Evaluation

Formal Evaluation

of the

Assessment that is provided

Learning/Ma

Concept

Teacher should ask essential questions again at the

conclusion of the lesson and emphasize where this

information is useful. Compare everyones response and

share.

Closure

Summary & Review of the Learning

What were the objectives today? How did you

complete them? What issues did you confront while

mastering the concept of comparing and ordering

whole numbers.

Homework/Assignments

Take home the worksheet, complete t home s necessary.

Reading

Demo Digit Cards, mini white board (or equivalent to it), dry

Materials

erase marker, eraser

Technology

List of number systems from different countrys, and images

Equipment

of wht these numbers look like.

Supplies

Teacher

Selfreflection

http://www.studyzone.org/testprep/math4/d/expandedform4l.

cfm

http://www.ezschool.com/Games/Math/OrderNumbers/Order.h

tml

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