Where's+My+Place,+What's+My+Value

Lesson Plan __ Justification __ ** **Pre-Assessment:** Students have been exposed to place value in previous grades; this lesson will be acting as a refresher for those who may be rusty on place value.
 * "Where's My Place, What's My Value"


 * Purpose:** Students will be participating in an **interactive place value activity**. Students will have more practice with a worksheet and assigned homework to check for understanding.


 * Objective:** Students will learn/ be reminded of the places and corresponding values each number holds. Students will also be learning about the three ways place value can be represented: standard form, expanded form and written form. (//Assessment:// observation, worksheet completion, corrected homework)


 * Assessment:** Students will be assessed based on their ability to place numbers in the correct place according to a written formed number that is read to the class. Understanding will be checked based on their ability to complete the in class worksheet. Homework will also be assigned to check for understanding the following day.

Topic A. Knowledge of Number and Place Value
 * VSC:** Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

**Materials: **- Number signs - Worksheet (Class Work) - Prepared Written Numbers to read - Pencils - Overhead with definitions and examples
 * __ Plan for Teaching __**

Place, What’s My Value?) - Notes on Place Value to correct misconceptions on place value. -  Fun facts about how far things are/ how much things cost. (Value) -  Pre-write definitions and examples on overhead
 * Preparation: **- Number signs and corresponding written form numbers (Where’s My


 * Technology:** The overhead projector will be used for defining Standard, Expanded and Written forms.


 * Procedures: **

1. Welcome students (after switching to math), instruct students to take out their homework so the homework stamp-er can come around and check homework. *Remind students to see Mrs. Wilkins if they don’t have their homework. 2. Put away/ collect warm-up.

3. Introduce the idea of Place Value: Ask: Is the number 4 //always// worth 4? Does anyone disagree or have another idea? Can you give me an example of when 4 isn’t just 4?
 * Yes:** What makes you think that?
 * No:** What makes you say that 4 isn’t always 4?
 * Seg-way into place value:** (Oh, so where the number is depends on how much that number is worth.)

4. Use overhead: Bring up Expanded form, Standard and Written form. Define what they are/ ask students to define. Give examples. (Have them write the definitions and examples of numbers in their Math journals)

5. Introduce game: “Where’s My Place, What’s My Value”

**Direction**: Most students will receive a number with yarn attached. The number will hang around your neck (they are just numbers, don’t mean you’re number one!). The teacher will read a number in written form. **The Goal** is to create the number that was written with everyone in the correct place. A number is never complete without commas, so they will be the final step.

This is a group activity. The students who do not have numbers, or will not be used in the problem are going to be the “solution-ists”. Those students will be in charge of checking to make sure the number presented by the students is correct. If not they will simply say “Try again, and re-read the written formed number.”

Note: If students catch on quickly, we will continue the activity in //silence// and for time! 6. Hand out numbers and commas. Students who do not have their homework will not have a number to begin with.
 * Set standard for volume, too loud, back to desks to do “boring hard worksheets.” **

7. Ask numbers 1-5 to stand in front of the classroom, next, numbers 6-9, then commas. “Solution-ists” will be the last to join and stand facing the chalkboard.

8. After the students have a hang of creating the numbers, begin asking questions such as… - What place is “Sophie” in? - Who is in the hundred thousands place? - How would you write he expanded for of where (Name) is standing? [Students who come after the identified student will turn their cards to the gray zeros to show the expanded for of that number.] - What is your value (Student’s name)?

9. After students have completed the game “Where’s My Place, What’s My Value?” collect the necklaces back, return to their seats, begin class work.

10. If students finish early, they can work on 100 Point Words worksheet.


 * Differentiation: **Students who do not understand the value or place they are in may need a reminder of the names of each place. If so, have each number (once a number has been formed) step forward and say which place they are in. Students who have a hard time hearing and writing definitions will have a visual to copy. (overhead)


 * Adaptations: **Make sure that student J has a number used frequently because he is a jitter-bug and needs to be involved in the lesson. Students who fidget with their cards will lose them, they will have to work to earn their number card back.


 * Extension for Early Finishers: **Students who finish the class work early will be instructed to work on their 100 Point Words worksheet [a yearlong challenge worksheet].


 * Multicultural Considerations:** **Each student was equally important** in this lesson. Rotating students through the "solution-ist" position ensured that dominant personalities would not take control of the lesson thus hindering the opportunities to make place value meaningful for the rest of the group.


 * Homework: **Homework will be assigned to reinforce the day’s lesson. In math book: page 55, 5-3 odd.

**Analyze: ** **Note:** Some students did not finish the worksheet in class. It was still collected but questions not finished were not marked incorrect. Questions 8, 9, 10 omitted.
 * **Class Work:** Place Value Through Billions worksheet ||
 * **0-3 incorrect ** || ** 4-6 incorrect ** || ** 6+ incorrect ** ||
 * **18 ** || ** 3 ** || ** 1 ** ||

After reviewing the in class worksheet it appeared that at least seven students did not understand that there must be three numbers between commas. For example: Seventy-eight billion, forty-two million, nine thousand, eleven was written: 78,42,9,11,000. This misconception could have been used as a warm-up for the next day’s math class.

** Reflection: ** This was the first mathematics lesson I taught to the class of fourth graders who are above grade level in math, meaning they are leaning fifth grade material. In fourth grade students switch classroom for math; twenty-two students joined me for the place-value lesson. After completing the lesson I was pleased with the time management and the classroom control. Frequently, lessons that focus on group work can become loud and out of control. In Howard County, classrooms are open and keeping control of the classroom volume is critical to the success of a lesson. **This lesson was designed to get students up and moving**. I thought they worked well together and were able to grasp the concept. **Students were also able to see connections between place value and patterns when asked to create the largest number possible using their number tags.** One student was having trouble focusing on the activity and more concerned with the number hanging around his neck; he was flipping, spinning and playing with his number. I gave the student a few warnings then took his number and removed him from the game. He was given a chance to earn his number back through good behavior and by answering a few related questions. **I wish I would have reviewed place value more throughout the activity to ensure that students would succeed on the in class worksheet.** I also had not taken into account that students who were number in the “answer” would not be able to see the complete number formed by the class. I could have fixed this by having students take turns as the solution-ists, so they would be able to see at least one completed number. ** Overall I thought this lesson was a success because students were engaged and able to grasp the material. **

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