Lesson Plan: BGESDate: August 10 August 14, 2015Teacher: Rena H. LunsfordSubject Area: 4th Grade - MathLesson Topic: Place ValueObjective (Students will be able to . . . )Learning Standard this connects to . . .

Students will be able to recognize that in multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents in the place to its right.

MondayTuesdayWednesdayThursdayFriday

Warm Up:

Time:During the warm up, the students will log in to Renaissance Place to begin their STAR Math test.

Students will receive paper & pencil to complete their work and do their best.

20 minutesThe teacher will review the vocabulary words from yesterday digit, place, period value, place value, and comma using the vocabulary can.

The teacher will pull out a definition to read to the class the student who answers correctly get to pull the next vocabulary word.

10 minutesThe teacher will have the following questions on the board for students to answer on a sheet of scratch paper to complete as the students enter the room.**Students must show work or draw a place value chart, restate the question (if applicable), & answer in a complete sentence.

1. How many times larger is 9,000 than 900?2. How many times smaller is 100 than 10,000?3. 10 x 10 x 10 x 10 x 10 x 10 = ______

15 minutesThe students will receive their page topper for yesterdays lesson & receive the following questions to answer. Students should format their work like we completed in class yesterday.

1. Find the value of 4 in 5,304,129.2. Find the value of 9 in 19,832,700.3. Find the value of 2 in 216,907,543.4. How many times larger is 80,000 than 80?5. How many times smaller is 2,000 than 2,000,000?

10 minutesStudents will turn to page 304 in their Student Reference Book and find the Largest Oceans & Seas chart.

Students will answer the following questions using the chart.

1. Which oceans & seas have a 9 in the hundred thousands place?2. Which oceans & seas have an 8 in the millions place?3. Which oceans & seas have a 6 in the ten millions place?4. Which oceans & seas have a 2 in the thousands place?5. What is the value of the numbers in those place values?10 minutes

Review:

Time: As students finish their STAR test, they will receive an index card. Students will write a short paragraph about how they used math during their summer break for the hall.

5 minutesThe teacher will review ones, tens, hundreds, & thousands place value.

The teacher write the following numbers on the board and ask the students questions about the place value of the digits in the numbers:

A.7,879B.608C.8,235D.1,652

The teacher will also review multiplying numbers by ten.

The teacher will give the students a visual of place value using an egg carton & foam chips. (How each place value to the left is 10 times larger)

10 minutesWe will place a review game of the place values that we reviewed & introduced yesterday. The students will received an interactive card (on a PowerPoint) and have to answer the question regarding the place value or what the digit represents and vocabulary. Students that answer correctly get to pick the next student.

10 minutesThe teacher review the answers to the questions above for students to correct.Student volunteers will come to the board to answer the questions.

5 minutesThe teacher will review the answers to the questions about for students to correct.

5 minutes

New Learning:

Time:

Today, students will create & begin their Interactive Math Notebook (IMN). First, students will receive the cover of the IMN to paste to the front of their composition notebook. Next, students will receive the table of contents to cut out & paste inside the front cover of their IMN. Then, students will receive the cover page for our unit Place Value. Students will cut this out and paste it to the first page of the notebook. Students must number the page this is page 1!After the cover page, students will cut out the vocabulary for the week. Students will paste the vocabulary page to page 2 and the vocabulary examples to page 3.

30 minutesThe teacher will introduce ten thousand and hundred thousand while creating an anchor chart for students.

Students should understand that each place value to the left is 10 times greater & each place value to the right is 10 times less.

The teacher will write the following numbers on the board:

A. 127,879B. 385,608C. 948,235D. 411,652

The teacher will ask the students questions about the place value of the digits and their worth.

20 minutesThe teacher will introduce millions, ten millions, & hundred millions place value.

Students should understand that each place value to the left is 10 times greater & each place value to the right is 10 times less.

The teacher will write the following numbers on the board:

A. 1,783,965B. 71,643,298C. 321,465,987D. 7,093,216

The teacher will ask the students questions about the place value of the digits & their worth.

20 minutesWe will play Place Value Skittles.1. Students will work in pairs. Each student will get seven skittles. 2. The skittles are the following digit based on their color Red = 0; Yellow = 1; Green = 2; Purple = 3; Orange = 4. 3. Based upon the color of the skittles, the students will create a multi-digit whole number.4. Students will compare their numbers to the partner assigned. 5. Students will create a chart comparing their number to their partners & students at their group. Example Comparison: 221,034 & 120,243 The 3 in 221,034 is 10 times greater than the 3 in 120,243 because 30 divided by 3 is 10. 6. Students should have a chart with 3 numbers to compare.

20 minutesWe will review using Place Value Jeopardy.

20 minutes

Guided Practice:

Time: The teacher will review the vocabulary terms with the class digit, place, period, value, place value, & comma.

The teacher will give students examples of digit, place, period, & value for the students IMN.

10 minutesThe students will receive an activity to complete on place value for their IMN. It is two charts that range from ones to hundred thousands with questions to answer after completing the chart.

The teacher will complete the first chart with the class and circulate as the students complete the second chart. As everyone finishes, volunteers will help complete the chart. 20 minutesThe students will complete an activity on place value in their IMN. We will complete the first chart together. The students will complete the second chart on their own, and we will review as a class.

10 minutesStudents will complete Steps 5 & 6 of Place Value Skittles with their group and complete their chart.

Students should be sure to write in complete sentences.

For students that are struggling, the teacher will pull them and look at a place value chart with them.

20 minutesTeacher will prepare students to log into to take their assessment.

5 minutes

Independent Practice:

Time: The students will be allowed to go back and personalize their IMN. They will have these notebooks for the year so students should make them as appealing/colorful/beautiful as possible!

10 minutesThe class will practice identifying value of digits in numbers based on the place.

The teacher will project the following questions on the board for students to record & answer in their IMN.

How many times larger is 5,000 than 500? Draw a place value chart to identify their answer, restate the question, & write your answer in a complete sentence!

How many times small is 200 than 200,000? Draw a place value chart to identify their answer, restate the question, & write your answer in a complete sentence!

10 x 10 x 10 x 10 = ____Show your work and explain how you got your answer!

When you finish, you may glue your page topper to the page.

10 minutesThe students will continue to identify the underlined place value and determine the value of that digit.

Students should complete this in their IMN just as we completed the guided practice activity. After the students have completed this, we will review the answers as a class.

25 minutesThe students will complete page 33 in Student Math Journal 1.

10 minutesStudents will take their assessment on the skill for the week.

20 minutes

Closure :

Time: The students will pack up & the teacher will review the vocabulary words covered in class digit, place, period, value, place value, & comma.

The teacher will hand out the homework for the week. The student should complete the Monday night column on Monday night the Tuesday night column on Tuesday the Wednesday night column on Wednesday and the Thursday night column on Thursday. Students who complete their homework each day during a month will be rewarded.

5 minutesThe teacher will allow 3 students to come to the board & answer the questions. Try to use your vocabulary words for Dojo points!

Students should complete Tuesday nights homework tonight!

10 minutesThe teacher will review todays concepts using the following number:

123,456,789

A. What is in the millions place?B. What is in the ten millions place?C. What is in the hundred millions place?D. The place values to the right are greater or less than the place values to the left?E. How much greater/less than?

5 minutes The teacher will review and answer any questions from Skittles Place Value & page 33 in SMJ.

10 minutes The teacher will read How Much is a Million by David Schwartz & Steven Kellogg.

Students can take an AR test after we have read.

20 minutes

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