Name:

Kate Prosser
Date: 25/04/2016
Year Level: Grade Five
Lesson Aim: To develop the concept of place value related to thousands and tens of thousands
Content strand(s) with corresponding Sub-Strand(s): Mathematics / Year 3 / Number and Algebra / Number and place value / ACMNA052 and
ACMNA053
Content Description(s) with corresponding Elaboration(s):
Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)
reproducing numbers in words using their numerical representations and vice versa
placing four-digit numbers on a number line using an appropriate scale
Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053)
recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones
(Australian Curriculum and Assessment Reporting Authority, 2015)
Students Prerequisite knowledge / understanding / concepts / skills: This student has been working with 3 digit numbers and place value
related to hundreds. The student has been introduced to regrouping numbers into the various quantities (hundreds, tens and ones). She has been
exploring different ways of representing this with MAB blocks to assist her in writing symbolically. Zero as a place holder has been identified as a
common misconception in prior lessons. The assessment task administered to the student a week prior observed the lack of conceptual understanding
with whole four and five-digit numbers.
Specific Learning
Outcomes for this
Lesson

Time
Req.

Student should be
able to read, write,
regroup, and round
hundreds, tens and
ones. Student
should be able to
describe the
relationship
between hundreds,
tens and ones. For
example; 1 ten is
representing 10
ones and 1 hundred
is 10 tens or 1
hundred ones.

5minute
s

Student should be
able to read, write

5minute
s

Teaching / Learning Strategies

Orientating Phase / Introduction
1. Student is given opportunity to define place value and the importance of
having an awareness of the digits value in any given number. Teacher
builds and expands students schemas of place value and its importance in
mathematics through discussions.
2. Ask the student to explain what the values symbolise in the MAB blocks.
Create a number using each of the materials to support this statementTeacher modelling expetations.

i.e.
one thousand
one hundred
one ten and one unit
3. Student reads and listens to instructions on what numbers to build using
the resources. Student is to write these numbers down in three different
representations, this will require regrouping of the original number. The
resources are provided for assistance and to check answers.
4. The student is given time to verbally articulate their thinking and describe
the relationship between digits and their represented values. For example,
1 ten = 10 ones; 36 = 3 tens and 6 ones or 36 ones
Enhancing Phase / Body
1.
Teacher introduces the additional place values to the original mats
used in the introduction. Teacher asks students to attempt to build

Assessme
nt
Strategy(i
es)

Organisation

Resources

One-to-one
corresponde
nce with
educator
and student
in an open
learning
environment

List of written
numbers for
student to
create
MAB Blocks
Place value
mat
Maths book
and pencil

Formative

observati
on and
discussio
n

Place value
mats

Formative

Teacher
directed

One-to-one
corresponde

and regroup
thousands and tens
of thousands.
Student should be
able to describe the
relationship
between thousands,
hundreds, tens and
ones. For example; 1
thousand is
representing 10
hundreds and 10
thousand is
representing 100
hundreds.

2.
15minut
es

3.
4.

5.

The student should

be able to use
division/addition
mats to check
answers, through
correctly completing
addition to check
the regrouping of
numbers.

5minute
s

1.
2.

3.

one thousand and tens of thousands using the MAB blocks. Teacher
scaffolds learning as necessary to answer the task. Collaboratively
reflect on the relationship and connect the differences and
similarities of the place values when you reach ten or double
digits you must move to a bigger house to represent the growth in
the value
Teacher introduces the use of a number expander, this resource
assists the student to see the relationship between place values and
can deconstruct larger numbers to successfully regroup these in
diverse arrangements
Student uses the provided written numbers to construct a visual
using the resources (similar to the introduction)- building on her
schema and concept
Student is to write these numbers down in six different ways-this is
successful for regrouping and demonstrating knowledge about the
values. For example, fourteen-thousand-eight-hundred-and-fifty-five
represented as one tens of thousands, four thousands, eight
hundreds, five tens and five ones or one tens of thousands, four
thousands, eight hundreds and fifty-five ones
Student is introduced to real world examples pictures and
language (100 people in a school yard, 10 000 people at a concert,
groups of 10 people waiting for a parade)
Synthesising Phase / Conclusion
Student shares their understanding about four-digit and five-digit
place value and the relationship of numbers.
Student is to place the numbers used today on number lines to
demonstrate her awareness of values and the relationship between
numbers, the student should acknowledge number lines need to be
of equal distance in a scale to successfully identify values- to
successfully complete this outcome the teacher will provide a model
of a number line (3)
Create a concept map of numbers i.e. 100 is made up of 100 ones
or 10 tens. One thousand is made up of 10 hundreds or 100 tens or
1 000 ones

nce with
educator
and student
in an open
learning
environment
Teacher
directed

One-to-one
corresponde
nce with
educator
and student
in an open
learning
environment
Teacher
directed

MAB blocks +
cut outs of 10
thousand
Written
number
sequences
Real world
examples of
hundreds,
thousands
and ten of
thousands
4-digit
numeral
expanders
Maths book
And pencil

observati
on and
discussio
n

Modelled
number lines
Blank paper
and colour
pencils

Formative

observati
on and
discussio
n
Summativ
ecollection
of the
number
line and
review of
the
concept
map

Assessment Strategies (link to Learning Outcomes):

Formative Assessment:
Teacher conducts observations and judgements developed from discussions, listening to
responses and observing participation of student through verbal and non-verbal
communication (assessment for learning).
Summative Assessment:
Teacher collects and marks the students problem solving which requires them to rearrange
the given numbers in the lesson plan (assessment of learning).
Extensions/adjustments:
If this lesson was to be administered to a whole class in an activity. Students will
need to have tailored lesson plan to help cater for their individual development.
Therefore, a similar assessment task may be administered to the whole class in
exam conditions. Dependent on these results, the teacher can administer real world
problems of addition and subtraction with numbers from tens of thousands beyond
hundredths. Students would need to regroup, rearrange and partition these
numbers. For those students who are finding competency in the diverse skills and
strategies of place value, addition and subtraction students may engage in the
extension of writing real world context problems and answers of their own.

Whats next? Where to from this lesson?

After the student(s) have successfully completed the lesson
plan and are confident in their abilities to identify place
value and demonstrate a comprehensive ability to
deconstruct numbers to assist in regrouping and rearranging
place value. The next phase for the teacher would begin
introducing concepts of two and three-digit addition.

Lesson evaluation:
To what extent did the learners achieve the intended content
descriptors? Describe.
What were the most and least effective aspects from this lesson?
Identify reasons.
Was the timing appropriate in each of the planned sections? Suggest
improvements or management.
Describe how the selection and use of resources supported learning
in the lesson.
Identify the motivating factors embedded in the lesson plan and their
effects on learning.