MATHEMATICS UNIT PLANNER-
Topic: Whole Numbers and Place Values.
Key mathematical understandings
• Understand that whole numbers can be
arranged and represented in multiple ways to
create a different number.
• Has developed well needed knowledges on
ordering whole numbers and the difference
between larger and smaller numbers.
• Have developed a foundational understanding
and knowledge of place value; and can identify
what each value represents on a place value
chart.
• Can identify the difference between ones, tens,
hundreds and thousands when looking at a
number when discussing place value.
Key skills to develop and practice (including strategies, ways of working
mathematically, language goals, etc.):
• To use the appropriate language and terms when discussing
place value.
• To use the place value of each digit and value to determine the
order in which the numbers are arranged in, by using whole
numbers to tens of thousands.
Siobhan Kerr (S00201999)
Year Level: 4 Term: 2 Week: 1 Date: 16th April, 2018
Key AusVELS documentation
Content strand(s): Number and Algebra Measurement and Geometry Statistics and Probability
Sub-strand(s): Number and Place Value
Level descriptions:
Recognise, represent and order numbers to at least tens of thousands
Elaborations:
Reproducing five-digit numbers in words using their numerical representations, and vice versa
Proficiency strand(s): Understanding Fluency Problem Solving Reasoning
• Understanding:
Understanding refers to students building a robust knowledge of adaptable and transferable
mathematical concepts and structures. Students make connections between related concepts and
progressively apply the familiar to develop new ideas. They develop an understanding of the relationship
between the ‘why’ and the ‘how’ of mathematics. Students build understanding when they:
-connect related ideas
-represent concepts in different ways
-identify commonalities and differences between aspects of content
-describe their thinking mathematically
-interpret mathematical information.
• Fluency
Fluency describes students developing skills in choosing appropriate procedures, carrying out
procedures flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and
concepts readily. Students are fluent when they:
-make reasonable estimates
-calculate answers efficiently
-recognise robust ways of answering questions
-choose appropriate methods and approximations
-recall definitions and regularly use facts
Key equipment / resources: Key vocabulary:
• Whiteboard • Ones, Tens, Hundreds, Thousands, Tens of
• Place Value Chart Thousands, Hundreds of Thousands, Whole Number,
• Dice Order, Digit, Position, Expand, Place Value, Rename,
• MAB Blocks Discuss, Share, Argue, Prove, Explain, Demonstrate,
• Number Flash Cards(4-6 digit Represent, Model, Biggest, Smaller, Longer, Shorter.
numbers)
• String
• Pegs
 • Deck of Playing Cards
Possible Misconceptions:
• To construct 5 and 6-digit whole numbers using a variety of • See the place value of tens thousands and
materials to show a clear understanding. hundred thousand as another thousands and
• To use the strategy of expanding the 4,5 and 6 digit numbers to hundred values.
gather knowledge and understanding of the place values of • Interpret digits as individual values, not as a
each digit. whole value
• See tens thousands or hundred thousand as
• To use conceptual understandings of number operations smaller value, rather than larger.
(addition and subtraction) to further develop their fluency and
understanding of place value of 4-6 digit numbers.
Overview of assessment Key probing questions (focus questions that will be used to Links to other contexts (if applicable, e.g., inquiry unit focus,
• Work Samples Analysis: develop understanding to be used during the sequence of lessons): current events, literature, etc.)

-Mathematics Workbooks • What type of language would be used to explain • Students will uncover and think about how
-Roll it, Make it, Expand It, Write it Activity the place value of this number or digit? numbers (4 to 6 digit) are used in their everyday
-Sort and Match Activity • How can we represent this 5-6-digit number using lives.
-Small groups More or Less Number Poster this material? How many blocks would we use? For example; getting students to describe when 4
• Observations/ Notes: • Which number is the largest or smallest when to 6 digit numbers are used, such as shopping,
-Mastermind Game looking at the place value of (thousands, tens of money, size of countries, car kilometres etc.
-What’s My Number? Activity thousands or hundreds of thousands)
-Guess My Number Activity • How can the use of number lines help you when
-Number Line Activities distinguishing what number is smaller or larger
when discussing 4 – 6 digit numbers?
Analysing Estimating Listening Performing Reading Seeing patterns Testing
strategies/

Checking Explaining Locating information Persuading Recognising bias Selecting information Viewing
Learning

skills

Classifying Generalising Making choices Planning Reflecting Self-assessing Visually representing

Co-operating Hypothesising Note taking Predicting Reporting Sharing ideas Working independently
Considering options Inferring Observing Presenting Responding Summarising Working to a timetable
Designing Interpreting Ordering events Providing feedback Restating Synthesising
Elaborating Justifying Organising Questioning Revising

MATHEMATICAL ‘TUNING IN’ ‘INVESTIGATIONS ‘REFLECTION & MAKING ADAPTATIONS ASSESSMENT

FOCUS (WHOLE CLASS FOCUS)
(a short, sharp task relating to the
focus of the lesson; sets the scene/
(what you want the children to
context for what students do in the
come to understand as a result
independent aspect. e.g., It may be a
of this lesson – short, succinct
problem posed, spider diagram, an
statement)
open-ended question, game, or
reading a story)
(Learning Intention)
SESSION’ CONNECTIONS STRATEGIES
- Enabling prompt
(INDEPENDENT LEARNING) SESSION’ (to allow those experiencing difficulty to
(extended opportunity for students (should relate to objective. Includes
(WHOLE CLASS FOCUS) engage in active experiences related to
to work in pairs, small groups or what the teacher will listen for,
(focused teacher questions and the initial goal task)
individually. Time for teacher to observe, note or analyse; what
summary to draw out the mathematics - Extending prompt
probe children’s thinking or work evidence of learning will be collected
and assist children to make links. NB. (questions that extend students’
with a small group for part of the and what criteria will be used to
This may occur at particular points thinking on the initial task)
time and to also conduct roving analyse the evidence)
during a lesson. Use of spotlight,
conferences) strategy, gallery walk, etc.)

(15 minutes) (25 minutes) (20 minutes) Enabling prompt: Observations:

Session 1 Students will be seated on Explain how students will Students will write their -Provide the use of the ‘Master Mind Game’
• Revisiting 4- the floor. With today’s complete worksheet largest number on a sticky MAB Blocks for the ‘make -Are students applying
digit number learning intention shown. ‘Roll It, Make It, Expand note and place it on the it’ section. the right language to
place value it and Write It’ Activity white board. -Provide a clear guess the number?
• Demonstrating (Appendix 2) explanation of how to -Are students using an
and presenting expand a number. elimination strategy to
 how numbers ‘Place Value’ will be Provide an example to Extending prompt: solve what other numbers
can be written on the white the class. Ask: Who here thinks they -Encourage the use of a can be used?
represented. board. rolled the largest number? difference resource or way -Do they understand each
• Expanding Ask: What comes to mind Students will work What was your number? of making the number. place value?
numbers to when you hear this word? individually with this task. -Ask students to either
show an What do you know about Who here can name me subtract or add two of the Work Sample:
understanding this topic? Encourage students to the smallest number they numbers rolled together, to ‘Roll It, Make It, Expand
of their value. use the MAB blocks to can see on the board? create a new number. It and Write It‘
Record student’s ‘make it’ before drawing -Can the child write the
Learning Intention: responses on the white it straight away. How do you know it is the correct digits in the right
Today we are learning board. Provide students with the largest and smallest position?
to apply our correct spelling of number? What did you look -Can the child use the
understanding of 4- “Master Mind Game” ‘thousands, hundreds’ on at to know this? correct language?
digit place value by (Appendix 1) the white board for their -Can the child represent
modelling, Draw up a 4-column place ‘write it’ section the number using the
representing and value chart with headings. As a class, have students correct modelling? (use of
expanding numbers. Ask: I am thinking of a Walk around the room work together to arrange MAB blocks or other
number in the thousands. and provide students the sticky notes in a resources)
Who can guess my with support but no number line from smallest
number? answers. to largest. Having students -Can the child write the
Number: 2458 explain their thinking value of each number
Select students to say Ask: What is the number process. correctly when
their responses until the you rolled? Can you say expanding?
number is correct. it in a full sentence? Collect worksheets. -Does the student
Can you explain to me understand the value of
how you would expand each place value, or is
this number? What value beginning to?
is this?
(15 minutes) (25 minutes) (20 minutes) Enabling prompt: Work Sample:
Session 2 Students will be seated on Students work in pairs Students come back to the -Continue to use 4 digit ‘Read, Write and Make
• Representing the floor with today’s floor for a discussion. numbers until they are Number Activity’ and
and Modelling learning intention shown. Explain the activity and confident enough to use 5 ‘Sort and Match’.
5 digit allow students to play Ask: Who can tell me digit numbers. -Does the student have
numbers. Start discussion about ‘Sort and Match’ something interesting they -Allow the use of MAB an understanding of the
• Furthering what students remember Activity discovered in this activity? Blocks resource to be used positions of numbers and
knowledge on from the last lesson. (Appendix 4) instead of the MAB Block their own value?
the value of Students create table in How did you convince your flash card. -Can they understand and
thousands. ‘Read, Write, Make their workbooks, and partner your number was identify the largest value
• Reading, Number Activity’ complete the task. higher? What strategy did Extending prompt: is tens thousands or
Writing and (Appendix 3) you use? -Explore other ways in thousands?
understanding Write numbers: 2350, Ask: What number is What were some of the which MAB Blocks can be -What number of digit (4
the value of 5560,45320 and 58214 on this? How do you say it? largest numbers found? used to represent larger 5 or 5) does the student
tens white board. digit numbers. use most in this activity?
thousands. What MAB Blocks would Write numbers on the white -Find the difference -Does the student explain
you use to make this board and read the number between the tens of clearly their mathematical
number? altogether as a class. thinking?
 Learning Intention: Divide students into 3 thousands of each number. Is the student successful
Today we are learning groups, giving them each How do you know? Correct language where in representing and
the value of tens of a role. “Convince your pair as to needed. modelling the 4-5-digit
thousands in the place Ask: How do you say this why your number is the numbers?
value system and how number? largest, and how you
to represent and How do you make this know it is?”
model it. number?
How do you write this Remind students to keep
number? track of their points.

Let students explain their

responses of how they
know to say, make and
write number correctly.

Provide more 5 digit

numbers for students to
respond to.
(20 minutes) (25 minutes) (15 minutes) Enabling Prompt: Work Sample:
Session 3 Students will be seated on Students work in a group Presentation -What would the number Student’s Group Poster
the floor with today’s of 4 people. Each group will present be if we renamed the and presentation to the
• Furthering learning intention shown. their poster to the class. hundred, tens and one’s class.
knowledge Make a 5-digit Number value?
and Discussion: More or Less- Activity Ask: What was the largest -Provide materials for -Can the student rename
understanding Ask: Who can name the (Appendix 6) and smallest number you students to represent and a value in the whole
of tens names of each place Student will work found? model the numbers. number by adding or
thousand value we have learnt so together completing this subtracting one of the
place value. far? task. How did that number Extending Prompt: place values?
• Applying How would you say this Encourage students to change? -What would the whole
number number? (write 34470 on explain and justify why number be, if we changed -Is the renaming of the
operations the whiteboard) the number is correct to Can you explain to the values to be doubled whole number correct?
(addition and How many tenths are in the rest of the group. everyone what strategy more and less?
subtraction) to this number? How many you used to find the -Switch the dice number -Are the appropriate
rename the thousands? How many Ask: How much has the answer for the new place arrangement around and strategies applied to the
whole number. tens thousands? place value decreased value? write all the possible completion of the task?
by? Does this mean the outcome and more and
Learning Intention: Wishball Online Game number is the same? Or What did you find more less each place value in -Successfully explains
Today we are learning (Appendix 5) the value changes? challenging, adding or the number, how to add or subtract an
to rename the place Play as a class subtracting the values? amount from its place
values of a 5-digit Explain how to play the Is the number larger or value, using the correct
number using addition game. smaller now that you Discussion language.
and subtraction. Ask: Why do you think we have changed the value -What did we learn today
should add/ subtract this of one number? about renaming whole -What area does this
number to the thousands? numbers? What does it do student need assistance
to its value? in?
What would the whole
 number be if we add/ Can you explain the
subtract this place value? strategy you are using to
work out the difference?
-What strategy do you
think we should have
used to get that target
number?

-Which place value should

we started adding or
subtracting from?

What do we notice about

the number when we
change a value?
(15 minutes) (25 minutes) (20 minutes) Enabling Prompt: Observations:
Session 4 Students will be seated on Students will work in Think, Pair, Share. -Limit the card size to 4 Questioning/ Note taking
• Developing the floor with today’s pairs. Discuss in pair the results cards to build upon their
the learning intention shown found and identify the fluency confidence. ‘What’s My Number?’
appropriate ‘Guess My Number’ largest and smallest -Can the student
fluency when What’s my number? Activity. number. -Use the same cards, understand the language
expressing 5 Activity (Appendix 8) switch them around to and terms?
digit whole (Appendix 7) In table groups have create a new number.
numbers. Numbers to be read out: Encourage students to students discuss. -Can the student
• Interpreting Three of the hundreds, 12 try their best at using the -What their largest and -Have a blank number successfully write the
number of the ones. What number appropriate language. smallest numbers were? sentence structure card, for number digit form, or
sentences into is it? them to follow as they read needs further support or
numerical 3 of the thousands, 2 of Ask: What was your Who had the shortest out the numbers. assistance?
form. hundreds, 4 the tens, and guess? How did you number of guesses?
8 of the ones. What word it? Extending Prompt: ‘Guess My Number?’
Learning Intention: number is it? Who scored the most - Limit the guesses to only -Is the student using the
Today we are learning How did you arrange points? 4 guesses. correct language to
to be fluent in our 8 of thousands, 32 of the your cards? Did you identify the number?
language when tens and one of the ones. want to make it Other ways to help your -Change the order of the
expressing 5 digit What number is it? challenging or easy for partner identify the card around, then write Is the student using the
whole numbers. your partner. number, what responses down all possible number appropriate responses to
60 of the ten thousand, 3 could you have? sentences. assist their peer?
of the thousands, 5 of the How many guesses do
hundreds, 2 of the tens you think it will take to Class discussion. -Each guess they take to -Has the student
and 9 ones. What number get the right answer? Discuss and present the get the answer, loose one developed a strategy to
is it? findings found by students. point. identify the number
What is the place value quicker?
Give students time to of this number here?
record their answers. point to the card number -How many cards is the
student using to complete
What strategy are you this task?
 Ask: What are some key
words you heard when I
read out the numbers?
Was the language I used
correct or was there some
mistakes?
Who would like to read a
number out to the class?
(15 minutes)
Session 5 Students will be seated on
• Demonstrating the floor with today’s
our knowledge learning intention shown
and
understanding Number Line Activity:
of place value (Appendix 9)
of ten Hand out flashcards to
thousands. students. 1 flash card to
• Developing each student.
needed Ask: Where do you think
knowledge, your number would go on
the place this number line? Look at
value of the beginning value to
hundred guide you.
thousands.
• Using number Students place cards on
lines to number line.
represent and
order place Discussion
value. Ask: Is this number line in
the correct order? What
Learning Intention: changes can be made?
Today we are learning
to use number lines to How did you know your
represent the place number belonged there?
value of ten thousands
and hundred Can you read your
thousands. number out loud?
What language would we
use to say a 6-digit
number?
What can we notice about
our number line? What
using to find out the
number?
What type of responses
are you getting? Is it
helping identify the
number?
(25 minutes) (20 minutes) Enabling Prompts: Observations:
Students will work in Extended Group Work -Allow student to stick with Questioning/ Note taking
groups of 5 and Combine 2 groups together using 4-5 digit numbers.
complete worksheet for a discussion. But encourage them to not Number Line Activity
together. use 4 digit numbers. and ‘Where Do I Belong’
Inform students to pick -Demonstrate an example Task:
‘Where Do I Belong?’ their number line carefully, of how to label a number -Is the child beginning to
Activity pick one that doesn’t line. understand the place
(Appendix 10) contain the same numbers. -Encourage them to write value of hundred
all number down then thousands?
Encourage students to Ask: What made you ordering them looking at
have a mix of small and choose that number line? their place value, before -Can the student order 5
larger numbers for their labelling them on a number to 6-digit numbers in a
number line. How are you going to line. form of number line?
structure your number line?
Ask: What strategy are Extending Prompts: -Can the student identify
you using to put these What is your largest and -Only to use 6 digit whole a strategy or explanation
numbers in the correct smallest number value numbers. of how the numbers are
order? now? -On the number line, switch ordered?
2 of the values around for
Which number out of the each number and then -Has the student
5, has the largest value? Class Discussion: label them on a number successfully changed the
Which has the largest Students will bring their line. values of the number to
ten thousands value? findings and poster of their -Create a number line with plot onto the number line
big groups number line to a missing value, have correctly?
What would happen to the floor. group members work out
the number line if one what number it would be. -What does this student
number was 1000 less or Each group will present need to revisit or work on
more? and explain their thinking more to develop a clear
process and one thing they understanding?
Can you explain to your each found interesting
group, why your number about their number line.
is the largest or
smallest?
 changes in value can we
see?

Appendix:
Appendix 1:
Activity: Mastermind Game
How to Play:
-Teacher will draw up a place value chart containing a column for thousands, hundreds, tens and ones.
-The teacher will explain to students, that one at a time students can name a 4-digit number and the teacher will write/ mark if the number
written is correct by using the following
-A cross means= number isn’t in the digit
-A circle means= number is within the digit, but wrong position
-A tick means= number is correct and in the right position.
-The teacher must ensure that students are using the correct and appropriate language when stating a 4-digit number.

Appendix 2:
Activity: Roll It, Make It, Write It and Expand It
How to Play:
-Students will receive a worksheet with a section dedicated to
- Rolling the dice and writing the 4-digit number, in numeral form
-Making the 4 digit number using MAB Blocks and drawing it onto the sheet
-Writing the 4 digit number in language form. E.g. One thousand, seven hundred and twenty-two.
-Expanding the number by writing out the number in it’s value in a format of equation.
-Copy of worksheet is provided below.

Please Note: This worksheet is an adaption of the worksheet ‘Roll It, Make it and Expand it from, Jones, M. (2013). Adventures in a 3rd Grade
Co-Teaching Class website. This worksheet was than adapted to fit the level of learning of students, the new adaptions were made by Siobhan
Kerr, 2018.

Reference:
Jones, M. (2013). Adventures in a 3rd Grade Co-Teaching Class. Retrieved from http://thirdgradecoteaching.blogspot.com
Appendix 3:
Activity: Read, Write and Make
Equipment/ Resources: Mini Whiteboards, markers, MAB Blocks
How to Play:
-Student will remain sitting on the floor and be divided into 3 different groups, and sit with that group on the floor.
-Each group is given a role such as read, write and make and need to work together to create the response
-Group Read= Will need to read the number out loud using the correct language
-Group Write= Will need to write the number in a full sentence using the correct language and terms
-Group Make= Will need to make the number using MAB blocks.
-The Teacher will write a 5-digit number on the board for all student to see, giving them time to write down, practice the correct language of the
number and making the number using the right amount of MAB Blocks.
-Each group will share their response and explain how they know it is correct and worked it out.

Appendix 4:
Activity: Sort and Match
Equipment/ Resources: Flash Cards (4-5 digits), MAB Block Cards, Mathematics workbooks
How to Play:
-Students will work in pairs to complete this task
-Partner A will flip over one of the flashcards and match the 4-5-digit flash card number to the correct card displaying the right amount of MAB
blocks. Partner B will than have their turn.
-Partners must discuss why their number is the largest and how they know
-Partner who has the largest number will receive 5 points, partner with the smallest will receive 2 points.
-Students will than record this in a form of a table their workbooks.

Flash Card Number (4-5 MAB Blocks Is it the Largest or Smallest Points
digit) number? How do you know?

Examples of the Flash Cards can be seen below.

Appendix 5:
Activity: Wishball Online Activity
Link: http://www.scootle.edu.au/ec/viewing/L867/index.html#
How to play:
-Click on link (above) and continue to click the arrows till the ‘target number’ appears on the screen.
-Click on the arrow again and a ‘starting number’ will appear.
-The aim is to get the starting number to match the target number, through adding and subtracting a number using a place value.
-Point out the features of a number line and place value chart to students on the screen and ask what they are.
-Click on the spinning Wish ball and a number will appear.
-Have students discuss and explain where this number should be added or subtracted in the number.
-Continue till students reach the target number.

Appendix 6:
Activity: Make a 5-digit Number More or Less
Equipment/ Resources: Worksheet, Dice, Math Books (for working out).
How to Play:
-Students will be divided into groups of 4, with having a worksheet (below) each.
-Students must roll the dice 5 times to create a number
-Students must than work out together what the number changes to when it became more or less
-Students will have to explain and persuade why it becomes that number to their fellow group members. Until all agree it is correct.
-Students continue till the sheet is complete and then create poster on the largest and smallest number found in the table and answer
the questions written on the board.

Note: Worksheet of this task is attached below.

Appendix 7:
Activity: What’s my number?
Equipment/ Resources: Mini whiteboards, markers
How to Play:
-Students will be seated on the floor with their mini whiteboards and markers.
-The teacher will read out a number using the appropriate verbal language
-The teacher will begin with saying 2 examples of hundreds, thousands and then 3-4 examples of tens of thousands
-As the teacher reads out the numbers, students must write down the number it in digit form
-One each student has written their number, they will show the teacher their number.
-Students MUST work individually with this task.

Appendix 8:
Activity: Guess My Number
Equipment/ Resources: Deck of cards, Worksheet, Pencils
How to Play:
-Students will work in pair throughout this activity
-Students will use a deck of cards, shuffle them well and draw out 5 cards each without showing their partner
-Partner A will be filling out Partner B worksheet, and Partner B will be filling out Partner A worksheet.
-Students must then move the cards around and make a number with their cards. Once decided student will write the number down on
the worksheet and hide out of sight from their partner.
-Partner A must guess their number using the appropriate language or else they will not receive points
-Partner B must provide responses such as higher, lower, 100 more/ less, 1000, more/ less or 10000 more/less
-Partners will alternate with guessing and providing responses.
-Students will only receive 6 guesses
Appendix 9:
Activity: Number Line Fun!
Equipment/ Resources: String, Pegs, Flashcards
How to Play:
-Before the commencement of the lesson the teacher will have a piece of long string across the room with pegs ready to go.
-The teacher will hand out flashcards to students and ask them to peg the number on the line, where they think the number will go.
-Once all numbers have been pegged onto the line, as a class will go through the number line, looking at the position of the numbers, how to say
each number, and ask the student why they choose to put the number there and how did they work out it belongs in that position?
-If the number is in the incorrect position, as a class students will have a discussion on where it should go and why it belongs in that position.

(Examples of
flashcards seen
below and on the
on next page)
Appendix 10:
Activity: Where do I belong?
Equipment/ Resources: Deck of Cards, Pencils, Eraser, Worksheet.
How to Play:
-Students will be divided up into groups of 5, with different learning abilities in each group.
-Students will draw 5 or 6 cards each, and create a number using those cards.
-Students will then complete the worksheet, but writing down their number, marking where their number will go on the number line (ensuring
the number line starts from the smallest number to the largest) and answering the questions asked on the worksheet.
-Students must ensure that their number line is in the correct order and make adjustments if it is incorrect.
-When writing their number in a sentence form, students must use the appropriate language.

Note: A copy of the worksheet is attached to this document (below). This is the 1 st page of the worksheet, with students needing to complete a
total of 6 number lines like the one on the first page.
References

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• Jones, M. (2013). Adventures in a 3rd Grade Co-Teaching Class. Retrieved from http://thirdgradecoteaching.blogspot.com

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http://victoriancurriculum.vcaa.vic.edu.au/mathematics/introduction/rationale-and-aims

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Mathematics, 42(3), 237-68 Retrieved from https://link-springer-com.ezproxy1.acu.edu.au/article/10.1023/A%3A1017530828058