One Million in My World

Amanda Lockwood
Math Unit
November 02, 2014

Introduction
Using the benchmark number of 1,000,000, students will explore large numbers
with four different tangible and life-based mathematic applications. Students will
compute large numbers using addition, subtraction and multiplication; visualize,
measure, and compute large quantities and numbers; and receive an introduction
to money budgeting. Providing mathematic experiences for students in lieu of
repetitive work, students can begin to develop a meaningful understanding of the
processes introduced. Providing students with hands-on learning and various
experiences that include literature, history, technology, and even other cultures
all contribute to the deeper learning that every teacher desires for their students.

Standards
4.OA.3 Solve multistep word problems posed with whole numbers and having
whole-number answers using the four operations, including problems in which
remainders must be interpreted. Represent these problems using equations with
a letter standing for the unknown quantity. Assess the reasonableness of answers
using mental computation and estimation strategies including rounding.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbers based on

meanings of the digits in each place, using >, =, and < symbols to record the
results of comparisons.
4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard
algorithm.
4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole
number, and multiply two-digit numbers, using strategies based on place value
and the properties of operations. Illustrate and explain the calculation by using
equations, rectangular arrays, and/or area models.
4.MD.1
Know relative sizes of measurement units within one system of
units including km, m, cm; kg, g; l, ml; hr., min., sec. Within a single system of
measurement, express measurements in a larger unit in terms of a smaller unit.
Record measurement equivalents in a two-column table.
4.MD.2 Use the four operations to solve word problems involving distances,
liquid volumes, masses of objects and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given
in a larger unit in terms of a smaller unit. Represent measurement quantities
using diagrams such as number line diagrams that feature a measurement scale.

Rationale
The California Common Core State Standards advise that students will be able to
generalize their understanding of place value to 1,000,000 and understand the
relative sizes of numbers in each place (2013, p. 28). Students should also be
able to apply this understanding to numerous areas in mathematics, which the
purpose of this unit. In addition to students obtaining a more thorough
understanding of large numbers and place value, students need to be able to
apply this information to situations in a life-like manner. In this unit, students will
use the benchmark number of 1,000,000 to explore four separate areas of
mathematics appropriate and pertinent to the fourth grade state standards that
they may encounter in everyday life as an adult.

Goals
The goal of this unit is for students to strengthen student understanding of large
numbers while also developing an understanding of how math can be
encountered and used in real life scenarios. Students will gain confidence in their
abilities to solve large and complex word problems through a series of projects
and lessons that each focus on a different type of situation and all involve large
numbers. Students will gain a deeper understanding of the material through
detailed assignments and projects along with regular reflection.

Guiding Questions

What does the number 1,000,000 mean to me in the real world?

How can this math apply to real life?
Why is it important for me to have an understanding of large numbers?
Why do I need to know how to add, subtract, multiply, and divide large
numbers?
Why is it important to understand how to measure, convert, and calculate
relative sizes of objects?
What math skills do I use in everyday life?
Why do I need to understand the sizes of large quantities of objects?
Where will I encounter large numbers other than in math class?

LESSON 1
INSTRUCTIONAL UNIT:
TEACHER
Amanda Lockwood

COURSE
EDUC 389
DAY
Online
CAMPUS
Main

GRADE
4
SUBJECT
Math

LESSON TITLE
1,000,000 Dots
LENGTH OF LESSON
60minutes

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
4.NBT.1 Recognize that in a multi-digit whole number, a
digit in one place represents ten times what it
represents in the place to its right.
4.NBT.2 Read and write multi-digit whole numbers
using base-ten numerals, number names, and expanded
form. Compare two multi-digit numbers based on
meanings of the digits in each place, using >, =, and <
symbols to record the results of comparisons.
MULTIPLE INTELLIGENCE ADDRESSED
Interpersonal, Linguistic, Logical Mathematical, Visual
Spatial (providing dot sheets to conceptualize the
quantity of 1,000,000)

GOAL OF UNIT
Students will be able to solve multi-step word problems
using large numbers while developing a thorough
understanding of the number 1,000,000

OBJECTIVE OF LESSON
Using the benchmark number 1,000,000, SWBAT express
large numbers through equations, number names, and
expanded form accurately 9 out of 10 times.

ASSESSMENT
STRATEGY FOR ASSESSMENT
Informal assessment will be conducted through questioning as a class and class participation. Additional informal
assessment will be completed during group work and checking for understanding when listing the examples they
created as a group.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Visually impaired students can receive enlarged or braille copies of handouts and slides presented on projector
screen as necessary and sit where they can see the teachers instruction. Additional personal assistance can be
provided as necessary.
Hearing impaired students can sit close to the teacher and/or be provided additional student or instructional aid if
necessary.
Gate students will be dispersed in groups with below basic, ELL, and other diverse learners to assist in promoting
higher level thinking for them while providing additional support and instruction to diverse learners. Students can
also be given the option to complete work in a different method or to a different degree in order to best meet their
needs on an as needed basis.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Teacher List: 100 sheets of dot paper, tape
Student List: Pencil, paper

STEPS THROUGH THE LESSON

INTO (Orientation)
Pass out one sheet of dots papers to each student.
Ask students to guess (without actually counting) how
many dots are on ONE page and write down their guess
in their math journal as a complete sentence.

RATIONALE
This will help focus the students and gives them a
trigger that they will be working with large quantities.

THROUGH (Presentation, Structured Practice, Guided Practice)

Once confirming everyone has written in a guess, have
students count about how many are in the top row and
write down that number
Then tell students they can modify their guess if they
would like to
Call on students for input on how many they think are on
the sheet and allow for discussion
Ask how they could determine exactly how many there
are without counting every single dot and allow for
discussion and ideas if necessary
Allow students to count top row and first column and do
math for 10,000
Ask who was close to that number, allow for input
Pass out sheets for a total of 100 - Divide through class
(25 students = 4 per student or more/less as necessary)
Have students tape their sheets of paper together in a
row so that all dots are showing (none are covered)
Have students tape their sections to the taped sections
from the rest of the class. Let them know there should be
10 sheets across and 10 sheets down.
Ask for new guesses on how many dots theyre now
looking at
Explain that we are looking at a total of 1,000,000 dots.
Discuss that each student received a sheet with 10,000
dots on it and that you later passed out more for a total
of 100 sheets. On the board, show that 10,000 x 100 =
1,000,000.
Review the different ways numbers can be written
(number name, expanded forms, equations) and provide
examples. Ask for student participation in how to express
these numbers.
Breaking students into small groups of 3-4, have groups
discuss and list at least 8 other ways in which they could
write or create the number 1,000,000. (Half can be
equations and half can be anything else they choose)
Once completed, ask the groups for the ideas they came
up with and list them on the white board/electronic
white board
Ask groups to discuss what connections they can make
about 1,000,000 to the standard written on the board
(4.NBT.1 Recognize that in a multi-digit whole number, a
digit in one place represents ten times what it represents
in the place to its right.)
Ask groups to each provide a summary of their thoughts
and allow for further class discussion. Ensure that class
understands several ways to multiply to equal 1,000,000.
Finally, ask the class to provide their thoughts on the
volume of dots they saw from 1,000,000. Would we have
been able to have fit 1,000,000 of anything else into the
classroom? What about 1,000,000 pennies?
BEYOND (Independent Practice)
Give positive feedback to the class and provide specific
details from the discussions that you were specifically
impressed with.
Have students write in their math journals about the
1,000,000 dots activity and how it may have helped or
not to give a visual aid for what 1,000,000 of something
really consists of. Also make predictions about how large
1,000,000 of anything else would be if those tiny dots
took up as much space as they did.

RATIONALE
Allowing students to obtain a fact and allowing them
the option to modify their first guess will help with
their estimating skills while helping them to hone in on
the large quantity theyre working with.
By allowing for regular discussion, students can
verbally express their thoughts and hear new opinions
and ideas to help improve their estimating skills.
Allowing open discussion also improves their critical
thinking skills when they verbalize their reasoning and
thoughts of their process for their peers and teacher.

Providing students with an opportunity to visualize

1,000,000 of something can assist with their
understanding of this benchmark number and large
numbers in general. Providing a real experience will
also help their long term memory when working with
large numbers through the remainder of the unit and
through their education.

Asking an open ended question allows students to

think critically about what theyve previously learned in
previous math lessons and synthesize it in a new way.

This allows for an informal assessment and to check for

understanding.

This allows students to reflect on large numbers as well

as sets up a future lesson in the unit.

RATIONALE
Providing closure and allowing students to reflect on
their experience helps to show the teacher what they
took away from their experience while also helping to
further expand on the lesson for the students.

LESSON 2
INSTRUCTIONAL UNIT:
TEACHER
Amanda Lockwood

COURSE
EDUC 389
DAY
Online
CAMPUS
Main

GRADE
4
SUBJECT
Math

LESSON TITLE
Measuring One Million
LENGTH OF LESSON
4 hours (in 4 sessions)

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
4.MD.1 Know relative sizes of measurement units
within one system of units including km, m, cm; kg, g; l,
ml; hr., min, sec. Within a single system of
measurement, express measurements in a larger unit in
terms of a smaller unit. Record measurement
equivalents in a two-column table.
4.MD.2 Use the four operations to solve word problems
involving distances, liquid volumes, masses of objects
and money, including problems involving simple
fractions or decimals, and problems that require
expressing measurements given in a larger unit in terms
of a smaller unit. Represent measurement quantities
using diagrams such as number line diagrams that
feature a measurement scale

GOAL OF UNIT
Students will be able to solve multi-step word problems
using large numbers while developing a thorough
understanding of the number 1,000,000
OBJECTIVE OF LESSON
Using standard measurements, TSWBAT to measure
convert to larger units accurately 8 out of 10 times

MULTIPLE INTELLIGENCE ADDRESSED

Interpersonal, Intrapersonal, Linguistic, Logical
Mathematical, and Visual Spatial (creating a poster with
visual examples of their measurement project)

ASSESSMENT
STRATEGY FOR ASSESSMENT
Informal assessment will be conducted while students prepare lesson to confirm their understanding of the
measurements and math theyre using to complete their posters. Additional assessment will be done to confirm
that all required elements for project have been completed (see attached rubric).

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Visually impaired students can receive enlarged or braille copies of handouts as necessary and sit where they can
see the teachers instruction. Additional personal assistance can be provided as necessary.
Hearing impaired students can sit close to the teacher and/or be provided additional student or instructional aid if
necessary.
Gate students will be paired with below basic, ELL, and other diverse learners to assist in promoting higher level
thinking for them while providing additional support and instruction to diverse learners. Students can also be given
tasks within the group assignment in order to best meet their needs on an as needed basis.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Teacher List: One Million Dominoes video link (https://www.youtube.com/watch?v=jTJ4DAwNchQ ), How Much is
a Million Book video link (http://vimeo.com/6361130), measurement conversion practice sheets, measurement
conversion handouts, rubric handouts, poster paper, markers, crayons, glue sticks, scissors, blank white paper,
blank colored paper, magazines

Student List: Pencils

STEPS THROUGH THE LESSON

INTO (Orientation)
Show the video of one million dominoes
https://www.youtube.com/watch?v=jTJ4DAwNchQ
Ask students if they that seemed like one million
dominoes or if it seemed like more or less. How long do
they think that trail of dominoes was? Allow for
discussion. Let students know well be learning more
about the number one million and what it means in the
real world.

RATIONALE
This gets students attention with the video and puts
students in the mindset to work with large numbers.
By asking about the quantity and length we are setting
up the purpose for the lesson.

THROUGH (Presentation, Structured Practice, Guided Practice)

Show the video presentation of How Much is a Million
http://vimeo.com/6361130 (3:58 8:40)
Explain to students that working in pairs, they are going
to choose an object to obtain the measurements of in a
quantity of one million. They can choose for it to be one
million dots in a line similar to what we already saw in
class this week, one million pennies stacked on top of
each other, side by side, etc., or whatever their hearts
desire. It must be something they can prove through
valid research and quality math equation and they must
show their work.
They will create a poster representing what they chose
for their project to be about, show the math equation,
and a representation of their final product. Their posters
can include text, art, images, graphics, or drawings as
long as it all enhances the overall product. They just cant
use an exact example of anything already used in class.
There will be a small amount of time for planning now,
and additional time over the next two days for them to
complete the project. They will give a brief explanation
of their project with their poster to the class upon
completion.
Review the types of measurements with class and show
measurements table. Ask questions on how they would
measure and convert to larger units to check for
understanding. Review again if necessary.
Pass out measurement conversion practice sheets and
have students complete. These can be reviewed while
st
students are doing 1 set of group work to ensure
students understand conversion prior to completing
measurement project.
Pass out the rubric and a copy of the measurements
table, break students into pairs, and allow 10 minutes for
them to decide on their object, how they will obtain the
research materials or sample for their measurement, and
how they will break up with work for the project. Check
in with each group and record what they have chosen.
Redirect groups that may have difficulty accomplishing
the task if a chosen object has an odd shape or will be
difficult to measure.
Allow 1 hour each day for 2 days to complete the poster
projects. Groups can rotate use of the class computers
during this time.
Student will present their project posters to the class in a

`RATIONALE
This presents the concepts of 1,000,000 and its size to
students in a fun and interesting way and will help
keep students attention.
Allowing students to choose what they will work on
will make this activity more meaningful to them.

Reviewing measurements and conversion will help

ensure that their projects are successful. Checking for
understanding before allowing them to complete a
large project is necessary so that they feel a sense of
accomplishment at the conclusion of their work and
receive the full benefits from this lesson.

Providing a rubric gives students clear expectations as

to what is expected of them for the project.

This will help show that the students understood the

2-3 minute discussion on their chosen object, method of

measurement, calculated results, and poster design.

BEYOND (Independent Practice)

Provide positive feedback with specific details from the
projects were done well
Students will write a reflection about their experience of
completing this measurement project, and what they
learned from the presentations of their classmates.
Ask students to tell their family about their favorite and
most interesting measurement from the presentations.

work they were completing while assisting with critical

thinking. This also allows students to practice their
active listening skills as their classmates present their
posters, and provides them with insight learned from
their peers in their experiences without taking the time
to do the actual conversions as a class.
RATIONALE
Providing closure and allowing students to reflect on
their experience helps to show the teacher what they
took away from their experience while also helping to
further expand on the lesson for the students.

Name ______________________________

Measurement Conversion Practice

A box containing 4 identical books weighs 2-1/2 pounds. If the weight of the box is 8 ounces, what is the weight of
each book?

I bought 12 bananas. Each banana weighs 4 ounces. If the price for bananas was 20 cents per pound, how much did
I pay?

Tina went to the store to buy three gallons of orange juice for a party. The store only sold the juice she wanted in
quarts. How many quart containers did Tina need to buy?

Tony cut a 20 foot length of string into 4 equal sized lengths. How many inches long was each length of string?

Paul weighed a pumpkin and found that it had a mass of 5 pounds. He cut the pumpkin and gave his friend a 24
ounce piece. How many ounces of pumpkin are left for make pumpkin soup? How much is left in pounds?

Measuring One Million Poster Project Rubric

Measurement
and Conversion

Understanding

Teamwork/
Participation

Use of Images
and Graphics

Preparedness

4
The math is clearly
presented on the
poster and is 100%
accurate

3
The math is not
clearly presented
but is 100%
accurate

Shows a full
understanding of
the topic

Shows a good
understanding of
the topic.
The team worked
well with each
other and
communicated well.
Effort between
team members was
not distributed
evenly.

The team worked

very well with each
other and the work
was shared equally.

Student used
numerous images,
graphics, drawings,
and other add-ins
that show
considerable
work/creativity and
which make the
presentation
better.
The team is
completely
prepared and has
obviously taken
their practice time
seriously.

2
The math is not
present very clearly
and has one error

1
The math is not
presented clearly
and/or has multiple
errors

Shows a good
understanding of
parts of the topic.

Does not seem to

understand the
topic very well.

The team
communicated
relatively well; one
student dominated
and the other did
not participate
much.

The team did not

work well together.
There were obvious
miscommunications
and lapses in the
group work.

Student used a few

images, graphics,
drawings, and other
add-ins that show
considerable
work/creativity and
which make the
presentation better.

Student used two

images, graphics,
drawings, and other
add-ins which make
the presentation
better.

The student did not

use any images or
add-ins OR those
chosen detract from
the presentation.

The team seems

pretty prepared but
may have needed to
focus more during
their practice time.

The team is
somewhat
prepared, but it is
clear that practice
effort was lacking.

The team does not

seem prepared at
all to present.

LESSON 3
INSTRUCTIONAL UNIT:
TEACHER
Amanda Lockwood

COURSE
EDUC 389
DAY
Online
CAMPUS
Main

GRADE
4
SUBJECT
Math

LESSON TITLE
Million Dollar Math
Fantasy
LENGTH OF LESSON
2 hours

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
4.NBT.5 Multiply a whole number of up to four digits by
a one-digit whole number, and multiply two-digit
numbers, using strategies based on place value and the
properties of operations. Illustrate and explain the
calculation by using equations, rectangular arrays,
and/or area models.
4.MD.2 Use the four operations to solve word
problems involving distances, liquid volumes, masses of
objects and money, including problems involving simple
fractions or decimals, and problems that require
expressing measurements given in a larger unit in terms
of a smaller unit. Represent measurement quantities
using diagrams such as number line diagrams that
feature a measurement scale.

GOAL OF UNIT
Students will be able to solve multi-step word problems
using large numbers while developing a thorough
understanding of the number 1,000,000
OBJECTIVE OF LESSON
TSWBAT solve multi-step word problems relating to
money and decimals with 90% accuracy.

MULTIPLE INTELLIGENCE ADDRESSED

Linguistic, Logical Mathematical, Visual Spatial, and
Interpersonal (students will work in small groups to
complete their tables and reflection questions)

ASSESSMENT
STRATEGY FOR ASSESSMENT
Students will complete the weekly tables showing the totals earned each day along with the total earned as well as
the questions attached to the packet that check for deeper understanding of the math skills covered in the
lesson.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Visually impaired students can receive enlarged or braille copies of handouts and slides presented on projector
screen as necessary and sit where they can see the teachers instruction. Additional personal assistance can be
provided as necessary.
Hearing impaired students can sit close to the teacher and/or be provided additional student or instructional aid if
necessary.
Gate students will be dispersed in groups with below basic, ELL, and other diverse learners to assist in promoting
higher level thinking for them while providing additional support and instruction to diverse learners. Students can
also be given the option to draw or write their information to a different degree in order to best meet their needs
on an as needed basis.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Teacher List: Computer with internet access, Brinks link (http://www.brinksblog.com/what-does-one-milliondollars-look-like/), 3 video links ((https://www.youtube.com/watch?v=P3t_9g-7oQ8,
https://www.youtube.com/watch?v=jE_bFUIQ5fQ, https://www.youtube.com/watch?v=G8DVyCH7NlI), projector,

Word file with tables, handout packets for students

Student List: Pencil, scratch paper

STEPS THROUGH THE LESSON

INTO (Orientation)
Show the Brinks information page
(http://www.brinksblog.com/what-does-one-milliondollars-look-like/) and have students take turns reading
lines from the article. Allow for comments and
discussion.
Let the students know that were putting a modern twist
on a very old story today.

RATIONALE
This gets students attention while building on the
number concept of 1,000,000 and measurement skills
obtained through their previous lesson in the unit.

THROUGH (Presentation, Structured Practice, Guided

Practice)
Show the first One Grain of Rice video
(https://www.youtube.com/watch?v=P3t_9g-7oQ8 ) and
the first 50 seconds of the second video
(https://www.youtube.com/watch?v=jE_bFUIQ5fQ).
Let the students know well learn more about Rani and
her rice reward as the lesson continues and ask them to
write down what they would wish for if they were Rani in
their math journals. Tell them were now time warping
back to present day.
Show the first slide of the Million Dollar Math Fantasy
and read the story prompt to the students. Pass out the 3
sheet packets and ask students if they notice the
similarity between Ranis idea and this one. Allow for
comments.
Show the second slide and have a student read the
prompt. Advise students well be figuring out exactly how
much money someone would have at the end of the
thirty days if they chose option one.
Break students into groups of 2-3, ensuring there is a
good mix of advanced and diverse learners throughout
the groups. Have students write .01 in the first box and
row, then double it down that row for week 1. After
students have completed the first row, have them write
st
.01 in the 1 box in the second row, and then add that to
nd
st
the 2 box in the 1 row to reach .03. Ask for student
participation to finish the week one table as a class.
Show the next slide with answers for the week one table.
Have all students double check that their answers are
correct. If anyone had trouble with the first table, go
back and discuss how to complete the table again before
moving on.
Have students complete the week 2 table in their groups.
After completing, show the next slide and allow students
to double check their work. If any groups are struggling,
go back through the math before moving on. Ask
students for their thoughts on how much money has
accumulated so far and allow for discussion. Ask for
predictions on how much money may be the final total
may be.
Have students complete the tables for week 3 and again
check their work. Allow for a few comments and further
predictions. Have students complete the rest of the
tables through the thirty days, allowing calculators.
Check in with each group for understanding and

RATIONALE
Allowing students to hear a piece of a book in video
form that in ancient yet still pertinent today gives
relevance to other cultures while sparking interest in
todays lesson. This also sets up the modern version of
the lesson they will be working with today.

This gives students insight into what is expected from

the lesson. Providing a fantasy version of a real-life
scenario helps bring relevance to the material theyre
learning.

It is necessary that all answers through the tables are

correct in order to ensure that their final answer is
correct. Because the final answer is so dependent on
each previous response, it is important to pause and
review through the assignment to check for
understanding and accuracy. This will give students a
higher chance of achieving the final correct answer at
the completion of the assignment.

progress. Assist students as necessary with the concept

and any errors you find while checking their work. Check
each groups total as they finish.
Once each group has finished their tables, allow for
comments about how much money one penny has
grown to in just 30 days. Ask what patterns they notice
and allow for discussion.
Show the rest of the One Grain of Rice video
(https://www.youtube.com/watch?v=jE_bFUIQ5fQ )
along with the final video
(https://www.youtube.com/watch?v=G8DVyCH7NlI)
Ask students what they thought of Ranis plan and how it
compared to their original idea for what they would ask
for from the beginning of the lesson. Allow for
discussion.
Have students complete the final page of their
worksheets in their small groups.
BEYOND (Independent Practice)
Provide positive feedback with specific details from the
assignment that were done well.
Have students write a reflection from todays lesson in
their journal, discussing how their opinions changed from
they heard about the idea of obtaining just one penny or
one grain of rice on the first day and having it double
compared to the results they saw at the end for each
scenario.
Have students go home and see what their parents think
of giving them a penny and doubling it each day for their
allowance for 2 weeks. Be sure to have students show
them the math if they actually agree to it and let them
know theyre allowed to change their mind afterward!

Allowing student reflection and group discussion can

help students reflect on what theyve learned and
deepen their understanding of the material.

RATIONALE
Providing closure and allowing students to reflect on
their experience helps to show the teacher what they
took away from their experience while also helping to
further expand on the lesson for the students.

Group Members:
__________________________________
__________________________________
__________________________________

1. If the story continued and you know how much money was earned on day 30, how can you determine how much
money would be earned in total on day 31?

2. How can you determine what the amount earned on day 35 would be?

3. How can you determine what the amount earned on day 40 would be?

4. Rani earned a total of 1,073,741,823 grains of rice over the total of 30 days! Wow! If we know that she started
with one grain of rice and that it doubled every day for 30 days, do you have enough information to determine
how many grains of rice she earned on the 30th day? Explain why or why not and show your work.

5. If you know how many grains of rice Rani earned on a certain day, how can you determine how many grains of
rice she will receive two days later? 5 days later?

6. Try to convince your parents to give you an allowance with the doubling pennies plan and see what they say!

LESSON 4
INSTRUCTIONAL UNIT:
TEACHER
Amanda Lockwood

COURSE
EDUC 389
DAY
Online
CAMPUS
Main

GRADE
4
SUBJECT
Math

LESSON TITLE
If You Made a Million
LENGTH OF LESSON
2 hours (in 2 sessions)

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD
4.OA.3 Solve multistep word problems posed with
whole numbers and having whole-number answers
using the four operations, including problems in which
remainders must be interpreted. Represent these
problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of
answers using mental computation and estimation
strategies including rounding.
4.NBT.4 Fluently add and subtract multi-digit whole
numbers using the standard algorithm.
4.MD.2 Use the four operations to solve word problems
involving distances, liquid volumes, masses of objects
and money, including problems involving simple
fractions or decimals, and problems that require
expressing measurements given in a larger unit in terms
of a smaller unit. Represent measurement quantities
using diagrams such as number line diagrams that
feature a measurement scale

GOAL OF UNIT
Students will be able to solve multi-step word problems
using large numbers while developing a thorough
understanding of the number 1,000,000
OBJECTIVE OF LESSON
Using a standard algorithm, TSWBAT add and subtract
large numbers accurately and fluently 9 out of 10 times.

MULTIPLE INTELLIGENCE ADDRESSED

Interpersonal, Intrapersonal, Linguistic, Visual Spatial,
and Logical Mathematical (creating a budget from the
handouts provided)

ASSESSMENT
STRATEGY FOR ASSESSMENT
Students will complete the budget packet and as well as the questions attached that check for deeper
understanding of the math skills covered in the lesson.

LEARNING ENVIRONMENT
STRATEGIES TO MEET DIVERSIFIED LEARNERS
Visually impaired students can receive enlarged or braille copies of handouts and slides presented on projector
screen as necessary and sit where they can see the teachers instruction. Additional personal assistance can be
provided as necessary.
Hearing impaired students can sit close to the teacher and/or be provided additional student or instructional aid if
necessary.
Gate students will be dispersed in groups with below basic, ELL, and other diverse learners to assist in promoting
higher level thinking for them while providing additional support and instruction to diverse learners. Students can
also be given the option to draw or write their information to a different degree in order to best meet their needs
on an as needed basis.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED

Teacher List: Computer with projector, If You Made a Million book, budget packets
Student List: Pencils

STEPS THROUGH THE LESSON

INTO (Orientation)
Show image on projector of $1,000,000.00 in cash. Ask
students for guesses on how much money theyre
looking at. Once several students have guessed or one
has guessed $1,000,000.00, ask students if they thought
this would look like more or less. Point out that each
band is $5,000 but all of the bills in the case are $100.
This means that this same amount of money would be
100 times larger if it was made up of all $1 bills. This
could be the money they earned when they accepted the
30 days jobs from the last math lesson!
Let the students know that today we get to imagine we
are millionaires! But first, lets see the road we might
take to get there.

RATIONALE
This gets the students attention and gets them thinking
about large numbers again.

THROUGH (Presentation, Structured Practice, Guided Practice)

Ready the story If You Made A Million to the class.
Ask the students if they would want to do something
wild like buy tickets to the moon or real estate for
rhinoceroses, or if they would want to put it in the bank
and live off of the interest. Allow for brief discussion.
Let students know were going to find out if it would be
possible to live off of the interest of the $1 million they
earned from their feat of ogre taming or helping the rich
person that paid them for their 30 days of service in
yesterdays lesson.
Let students know they can choose to work alone for this
project or in small groups of no more than three, but
they must complete the work themselves and make their
own choices about how they will spend their money.
Pass out the assignment packets and give a brief review
of the types of problems they will find throughout the
packet. Have them flip to the final budget worksheet at
the end of the packet. Explain that the top number is
their total monthly income based on the interest we
were given of $1,000 per week in the book. The rest of
the items are going to reduce what money you have left
as they are things you have to pay for. Give an example
of how we pay for food each day and that reduces the
amount of money we still have in our wallets.
Once they have filled in all of the blanks, they will total
their expenses and deduce that number from their total
monthly income. So although this may look scary, they
are just totaling numbers and then doing one set of
subtraction at the end. Give an example on the board by
putting 5,000 as the income and deducting figuring
expenses for housing, food, and a bus pass to show how
much money would be left over. Ask for a volunteer to
come up and walk through a separate example using
numbers chosen by students for a few items.
Allow students to start working on their budget packets,
checking in with each student and asking questions
about the assignment to check for understanding.
Review as necessary with students if they are struggling
with any portion of the questions.

RATIONALE
This book discusses money conversion as well as large
numbers and ways it can be used, saved, and
converted. Discussing the bank and how it can be
saved and earn interest is the basis for the lesson and
creating a budget to try to live on the interest alone of
$1,000,000.00.

Allowing students to work alone or in small groups

allows students freedom of choice and to work with
whichever of the two learning styles works best for
them (interpersonal or intrapersonal)

Reviewing the process of the project help to ensure

students understand teacher expectations for the
assignment. Having a student assist with further
examples allows for a different perspective and
interaction than with just the teacher alone.

Informal assessment throughout a project helps to

catch problems early on while students can correct a
problem and still be successful with the assignment.

Let students know there will be more time to finish the

budget packet in class tomorrow.
Continue to check for progress and understanding
through completion.
In small groups (separate than anyone they already
worked with during this assignment), have them share
their results and why they made some of the choices
they did.
BEYOND (Independent Practice)
Give positive feedback with specific details as to what
worked well for the assignment.
Have students write about the experience, if it was easier
or more difficult than they anticipated, and what their
feelings are on budgeting now that they completed their
first budget worksheet.
Have students take home their budget worksheets to
share with their parents and explain why they made the
choices they did and how they accomplished adding and
subtracting so many numbers.

Intro photo:

RATIONALE
Providing closure and allowing students to reflect on
their experience helps to show the teacher what they
took away from their experience while also helping to
further expand on the lesson for the students.

Name ______________________________

Can You Live On Interest Alone?

The book "If You Made a Million" by David M. Schwartz tells us that the interest on $1,000,000.00 could earn us
about $1,000.00 per week, or $143.00 per day. So the question is, could you live on this interest alone? Let's find
out!
If you earned $1,000.00 per week, how much would that be for the year?

Now break that back down into monthly interest income. How much would that be?

Why is the monthly interest income a different number than the weekly interest income of $1,000.00?

Now you know how much money you can actually spend each month on bills and expenses without touching your
original $1,000,000.00. But how much does it cost to live? It's time to find out!
EXPENSES: The actual definition of an expense is the amount of money that is needed to pay for or buy something.
We need to find out our TOTAL living expenses for things like our home/apartment, food, and transportation. The
following is a list of general expenses that we need to figure out.

Housing

Choose one apartment below and enter the rate in your worksheet.

Food

Choose a cost from the table below and enter it in your worksheet. If you plan to eat simple, cheap
meals all of the time then you can choose from the thrifty column. If you plan to go out to eat at or like eating fast
food, your choice should fall into the moderate or liberal column.

Transportation (You can purchase a bus pass, or purchase a car)

Foothill Transit Monthly Pass = $33.00 per month
If the bus is not your style, choose from one of the car choices below and enter the monthly payment amount in
your worksheet. Youll also need car insurance and a gas expense!

If you have a car, you need to pay for gas! Heres how to figure your gas expense:
Choose your total mileage from the table below:

Now, calculate how many miles you will drive each month based on your chosen mileage.

If you average 28 mpg between street and highway driving, and you average $3.20/gallon, what will gas cost
each month? Enter your answer in the worksheet.

Driving a car means you need car insurance! Add $90.00 per month to your worksheet.

Entertainment / Recreation
Do you like to read?
can

Add $10 for each new book youll purchase each month, or you
Get a library care for free and leave this as zero!

Do you like going to the movies?

Add $10 per trip to the movies youll take each month

What about video games or buying DVDs?

DVD

Add$40 for each video game youll purchase and $20 for each

Want a new toy?

Add the cost of any toys youll purchase here

Do you have a hobby?

Discuss a good monthly estimate with your family

Plan to travel?

Add costs for this into your monthly budget also!

Anything else?

Think through what you do in a month and add to your monthly

expenses as necessary!

Miscellaneous
Need a haircut?

Add $20 for this expense

Need to purchase any gifts?

Add $20 for each birthday or holiday gift youll buy!

Will you purchase any new clothes/shoes?

Add for this expense here

Will you donate to any charities?

Add for this expense here

Name __________________________________

Living On Interest Budget Worksheet

Total Monthly Income

Expenses
9% (.09) Income Tax

Housing

Food

Transportation:
Car

Gas

Insurance

ORBus Pass

Entertainment/Recreation

Miscellaneous

Total Expenses

Total Savings/Deficit Each Month

Name ______________________________

Budgeting Project Reflection

Did you end up with money left over at the end of the month, or did you spend more money than just your interest?
What were the key choices you made that affected this result?

If your expenses are greater than your income, what are your choices?

If your expenses are less than your income, what are your choices?

Why is it important to budget money?

What is a basic equation that can be written to express how we balanced our monthly finances?

What are three main ideas you learned from completing this project?

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