Alexandra Spyrakos

0914822

Primary / Junior Lesson Plan Template

Subject (s):
Mathematics

Lesson & Unit

Place Value

Intended
Student
Outcomes

Assessment

Rationale

Motivation/
Anticipatory
Set
(Minds On)

Date: Tuesday,
February 9th 2016

Grade: 4

Students will represent, compare, and order whole numbers to thousand digits,
using a variety of methods.
Students will demonstrate an understanding of place value using a variety of
tools and strategies (e.g., use base ten materials to represent a number)
Students will be able to identify and explain what the ones, tens, hundreds, and
thousands place is within a number.
Students will learn to write number values in three different forms: standard form,
written form, and expanded form.
Observe whether students are writing the forms correctly.
I will assess students, while they meet with their groups, based on if they are
using class time wisely, and if they need clarification or a better refreshment of
prior material.
Throughout the lesson I will assess if: students are demonstrating thorough
knowledge of the content and concepts?
- Are students expressing, organizing, and communicating mathematical
thinking with a degree of effectiveness?
- Are students able to apply knowledge and skills to new contexts with
effectiveness?
This lesson will provide students with the opportunity to enhance their
knowledge and understanding of place value. They will be able to read, write,
and represent numbers in a variety of ways.

Introduction to the lesson: (approx. 20mins)

Students will revisit place value terms: ie. ones, tens, hundreds.
Today boys and girls, you are going to become mathematicians.
Before we start our lesson, we are going to play a quick game to review what
we know so far. I need three volunteers to come up to the front. I am going to
assign each of you a number. Remember your number because we will be
placing you in different spots.

Eg: The number will be 5 4 3. Once I give a number to the student I will direct
the class to rearrange the number so that each number is placed in a different
number value, at least once.
Alright, now Gr.4s as a class we have to rearrange the numbers to create a new
number. For this new number I would like the (4) to represent the hundreds value,
the number (3) to be the tens value, and the number (5) to be the ones value.
Where does each number have to go?
Alright, now lets try something different. I want to make a number with a
thousands digit. (Ask for another volunteer) If I give this student the number 7,
where do he/she need to stand to make the number 3475.
Now that we have our number assembled, how do you think we can write this
number? Who can tell me the different ways you can write out a number? What
are the three forms we can use to write a number?
Display anchor chart with the three forms: standard form, written form and
expanded form.

Alexandra Spyrakos
0914822
Action On

Closure

Accommodati
ons/
Modifications

Materials/
Equipment/
Technology

Reflection

Quickly review the answers to the Minds On! activity. Ask students how they
came about their answers.
Review terms with students.
Begin lesson by writing examples together in a whole group activity.
On the board, create three blank spaces, each representing a place value [ ___
___ ___ ]. Underneath each line, ask students to distinguish where each value is
and write the values underneath [100, 10, 1]
Lets create some numbers together. If I had 458, who can tell me where the
hundreds place is? Who can tell me where the tens place is? Who can tell me
where the ones place is? How can we write this number in expanded form,
standard form, written form and in base ten blocks? If you are confused on how
to write each form, refer to our anchor chart.
Give students a few minutes to discuss their answers with a partner. Then, have
students read aloud what they wrote on their papers, and to explain to the class
how they figured out the order of the numbers. After they have had a chance to
discuss this question with a partner or with their table members, display answers
from the class.
Discuss what the digits mean in each of these numbers, and how their
placement is important to the number. Explain the 6 in 607 is very different than
the 6 in 706. You can highlight this to students by asking them if they would
rather have the 6 quantity in money from the 607 or the 706.
After this activity, introduce the thousands digit.
Ask students how they would find the thousands digit. Provide examples and
how to write them out in the different forms.
After working with the whole group, ask students to work in their small groups on
the Build it! worksheet.
Circulate the room to answer individual student questions. Observe how students
are working with their partners and how they are accumulating their answers.
Once students are finished working, ask a few volunteers to write their answers
on the board.
Review answers together.
Ask students what they liked most about the lesson. Ask what they can improve
on or what their strengths are? What did they learn about numbers? What
happens as numbers when they get larger?What was the easiest way for them
to see each number?
Teacher Guided Questions: What did you accomplish in this lesson? Were the
you able to effectively write and explain how to use place value? What can you
do as teacher to improve your lesson so that student who are having trouble
understanding, will be able to understand better?
N/a

Anchor chart
Build it! worksheet (attached)

N/a

Alexandra Spyrakos
0914822

PLACE VALUE
Anchor Chart

ONE
MILLIONS

HUNDRED
THOUSANDS

TEN
THOUSANDS

ONE
THOUSANDS

HUNDREDS

TENS

ONES

WAYS TO SHOW A NUMBER

STANDARD FORM

WORD FORM

645, 224

Six hundred forty-five thousand,

two hundred twenty four

BASE TEN FORM

EXPANDED FORM

.
.
.
.

224

600, 000 +40,000 + 5,000 +100

+200 + 4 = 645,224

Alexandra Spyrakos
0914822

Name: ________________

Built It! Place Value Practice

Please identify the number:
Example: 2 thousands 3 hundreds 5 tens 2 ones 2352
1) 4 thousands 0 hundreds 6 tens 4 ones ___________
2) 3 thousands 5 hundreds 3 tens 5 ones ___________
3) 6 thousands 2 hundreds 9 tens 0 ones ___________
4) 8 thousands 5 hundreds 7 tens 1 ones ___________
5) 7 thousands 3 hundreds 0 tens 6 ones ___________

Please Identify the underlined number:

Example: 2,375 hundreds
1) 4,633 ______________
2) 9,852 ______________
3) 7,502 ______________
4) 6,039 ______________
5) 2,197 ______________
6) 1,138 ______________

Date:_____________

Alexandra Spyrakos
0914822

Please write the correct number in the correct place value:

TEN
THOUSANDS

THOUSANDS

HUNDREDS

TENS

67
94,298
653
13,482
9,078
55,289

Fill in the chart with the different ways to write each numbe
Number
67

152

1032

88

Words

Expanded Form

Picture

ONES