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# SIOP® Lesson Plan Template 2

STANDARDS:
CCSS
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.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.
ELA
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their
own clearly.
ELD
Part I: Interacting in Meaningful Ways
A. Collaborative
1.
Exchanging information and ideas with others through oral collaborative discussions on a
range of social and academic topics

THEME: Grade 4 - Place Value
LESSON TOPIC: Place Value Concepts
OBJECTIVES:
Language:
Students will orally read numbers through the hundred thousands.
Students will listen to numbers read aloud to them and write the numbers using white
boards.
Students will discuss place value concepts and problems with a partner using the following
academic vocabulary: ones, tens, hundreds, thousands, ten thousands, hundred thousands
place, value, digit.

Content:
Students record numbers in expanded form and compare numbers through the hundredthousands.
Students identify the value of each digit in a number.

LEARNING STRATEGIES:
Think-Pair-Share

SIOP® Lesson Plan Template 2
Sentence Stems
repeat/rehearse vocabulary

KEY VOCABULARY:

digits

(ones - hundred thousands) place

standard form

expanded form

MATERIALS:
Paper
White Board
Math Masters: pp. 2; 10–11; G2–G4
Math Journal 1: pp. 4–6
Manipulative Kit:

base-10 blocks

MOTIVATION:
(Building background)
Teacher will explain first why PLACE VALUE is an important concept to know in life, then show a
video to support this.
"Place value is important for us to know because it helps us understand the actual meaning of a
number. It helps us know what each number in a larger number represents."

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
-Display math message on the board for students to work on independently to get them thinking
--Math Message:DI Which number is larger? About how much larger? Be prepared to explain
**Differentiate: Point out to students the visual support of the place value poster. Remind them
that they can also use their name-tag place value chart for help as well.
-Math Message follow-up:
--Have pairs of students read the numbers to each other and discuss their answers to the
questions. Then ask a volunteer to read the number 46,385 aloud. Students may indicate with a
thumbs up if they agree with the wording. Record the number name (fourty-six thousand, three
hundred eighty five)
*Formative assessment: As students work with pairs and participate, OBSERVE to get an idea of
who knows how to read these numbers.
-Read aloud the number to the class.
-Have the class Choral Read the number with you a second time.

SIOP® Lesson Plan Template 2
-Lesson:
--Explain that today we will learn how to use expanded form to compare numbers.
--Post 2 numbers on the board: 47,899 and 48,908
--Ask "Which number is larger?" Say, "We will write each number in expanded form in order to
compare them.
--Write both numbers in expanded form.
--Explain that when comparing numbers it is best to start with numbers to the left.
--Say, "How many ten-thousands are in each number? (4) How many thousands are in each
number? (the values are different. There are 7 thousands in 47,899, there are 8 thousands in
48,908)
--Record the comparison number model 47,899 < 48, 908. Circle the digit in the thousands place
in each number for extra support.
--THINK-PAIR-SHARE: Ask, "How do we know this comparison is true?"

PRACTICE AND APPLICATION:
(Meaningful activities, interaction, strategies, practice and application, feedback)
-Instruct students to do journal page 4 on their own first, then discuss and check your work with
a partner.
-When finished, students may come to the center and we will do think-pair-share and share with
the whole group as we summarize our learning and share our strategies for comparing numbers.
SMALL GROUP HELP: (pull over a small group for students who need extra support)
-For experience writing and comparing numbers in expanded form, students build numbers with
base-10 blocks and then write thenumbers in expanded form. Help students see how standard
form, expanded for, and base-10 blocks can be used to represent the same quantity.
**Formative Assessment: OBSERVE students as they talk and work to check for understanding.
**Differentiate: For students who struggle, write two numbers, one under the other, with the
same place digits aligned. Draw lines to connect pairs of digits as you compare their values,
starting with the first pair on the left.
**Academic Language Support: Use examples to contrast Standard Form and Expanded Form.
Have students use sentence frames to help them describe how they are using expanded form:
"Expanded Form lets me compare the numbers in the _____ place in two different numbers to see
which is _____."

REVIEW AND ASSESSMENT:
(Review objectives and vocabulary, assess learning)
-Students will now play the game Top-It to apply their learning as I walk around and observe and
take notes as I check for understanding. Sentence stems will remain on board for support in their
discussions during the game.
OBSERVE:
What strategies are students using to create their numbers?
Which students are able to read the number accurately?
DISCUSS:

SIOP® Lesson Plan Template 2
What strategy did you use when comparing numbers?
What strategy did you use to try to create your number?

EXTENSION:
Blooms Taxonomy:
Level 2: Comprehension - explain and summarize strategies for comparing numbers
Level 4: Analysis - compare the two numbers by breaking them apart using expanded form to
gain a deeper undersanding of their value
Webbs Depth of Knowledge:
Level 1 Recall and Reproduction - What?
Level 2 Basic Application of Skills and Concepts - How does it work?
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP® Model.)