Nicole Bindernagel September 21, 2011

Mathematics Grade 3

 Objective

o The student will be able to correctly write 4 digit numbers in standard, expanded and written form.

o The student will be able to correctly represent 4 digit numbers using base ten blocks.

o PA Standard 2.1.3.D

. Apply place value concepts and base-ten numeration to order and compare whole numbers

o Concept

. To identify place value relationships in 4 digit numbers

 Materials

o Teacher

. Base ten blocks

. Dry erase board

. Dry erase marker

. List of numbers

 3,729; 1,563; 2,715; 1,293; 2,310; 1,629; 3,459; 2,175; 3,248; 1,734; 2,431; 2,638; 1,418; 2,865; 3,671; 1,324

o Students

. Paper

. Pencil

. Dry erase boards

. Dry erase markers

. Base ten blocks  Procedure

o Anticipatory Set

. The teacher will say, “I wish I had 1,000 watermelons.”

. The teacher will say, “I want you to write a sentence on your paper that says what you wish you had a 1,000… Then you will share your sentence with the group.”

. The students will write their sentences.

. The students will share their sentences with the group.

. The teacher will say, “Today we are going to learn the thousandth place.”

o Model

. The teacher will explain the base ten blocks by saying, “ten one blocks equals one tens rod, ten tens rods equals a one hundreds block, and ten one hundreds rods equals a one thousands cube.”

. The teacher will show the blocks while he/she is explaining the blocks.

. The teacher will represent the number 3,729 in base ten blocks in expanded form.

. The teacher will ask, “How many thousands do we have?”

. The student will respond, “3.”

. The teacher will say, “Great.”

. The teacher will ask, “How many hundreds do we have?”

. The student will reply, “7.”

. The teacher will say, “Awesome.”

. The teacher will ask, “How many tens do we have?”

. The student will reply, “2.”

. The teacher will say, “Good.”

. The teacher will ask, “How many ones do we have?”

. The student will say, “9.” . The teacher will say, “Wonderful!”

. The teacher will say, “If I put all the blocks together what number do we have?”

. The teacher will push the blocks together to put them in standard form.

. The students will respond, “3,729.”

. The teacher will say, “Now we are going to write the numbers in different ways.”

. The teacher will say, “The first way is standard form and should look like this.”

. The teacher will write 3,729 on the dry erase board.

. The teacher will write standard form under the number 3,729 and show the dry erase board to the students.

. The teacher will say, “Write 3,729 on your dry erase board in standard form.”

. The students will write 3,729 on their dry erase boards in standard form.

. The students will write standard form under 3,729 on their dry erase boards.

. The teacher will say, “Next we are going to write 3,729 in expanded form.”

. The teacher will say, “Let’s write 3,000 + 700 +20 +9 on our boards.”

. The teacher will write 3,000 +700 + 20 + 9 on the dry erase board.

. The teacher will write expanded form under 3,000+700+20+9 on the dry erase board and show the students.

. The students will write 3,000+700+20+9 on their dry erase boards.

. The students will write expanded form under 3,000+700+20+9 on their dry erase boards.

. The teacher will say, “Now we are going to turn over our boards and write 3,729 in written form.”

. The teacher will say, “We are going to write three thousand seven hundred and twenty nine on our board.”

. The teacher will write three thousand seven hundred and twenty nine on the dry erase boards and show the students.

. The students will write three thousand seven hundred and twenty nine on their dry erase boards. . The teacher will say, “Now write these examples on your paper so you can use them later in the class.

. The students will write the examples on their paper. o Guided Practice

. The teacher will ask the student to the right of the teacher to represent the number 1,563 in expanded form using the base ten blocks.

. The teacher will ask the students to write the number 1,563 in expanded form on their dry erase boards.

. The student will write the number 1,563 in expanded form on their dry erase boards.

. The teacher will ask the students to hold up their dry erase boards so the teacher can see their answers.

. The teacher will write the number 1,563 in expanded form on the dry erase board.

. The teacher will hold up the dry erase board so the students can check their answers.

. The teacher will ask the next student to represent the same number in standard form using the base ten blocks.

. The student will represent the number in standard form using the base ten blocks.

. The teacher will ask the students to write 1,563 on their dry erase boards.

. The students will write the number 1,562 in standard form on their dry erase boards.

. The teacher will ask the students to hold up their answer when they are done so the teacher can see their answers.

. The teacher will write the number 1,563 on the dry erase board.

. The teacher will ask the students to write the number 1,563 in written form on their dry erase boards. . The students will write the number 1,563 in written form on their dry erase boards.

. The teacher will ask the students to hold up their answer when they are done so the teacher can see their answers.

. The teacher will write the number 1,563 in written form on the dry erase board.

. The teacher will continue doing this with different numbers until the teacher can which level each student is on during this lesson.

. The teacher will explain, “You are going to be put into three different groups to work on a worksheet. You many work together to help each other with each problem. You may also use the base ten blocks to help you solve each problem.”

. The teacher will put students in 3 different groups.

 Group 1- Students who are having a little trouble will work on problems that are mostly 3 digit numbers with a few 4 digit numbers.

o Examples: 345, 600+50+3, one thousand two hundred and forty five

o The student will circle which form the number is already written.

o The student will write the number in standard, expanded, and written form.

 Group 2- Students who are having no trouble, but take aren’t too fast will work on problems that are mostly 4 digit numbers with a few 3 digit numbers.

o Examples: 329, 2,000+500+70+8, three thousand one hundred and sixty five

o The student will write the number in standard, expanded, and written form.  Group 3- students who are having no trouble and are fast will work on problems that are all 4 digit numbers

o Examples: 2,483, 1,000+700+30+9, five thousand two hundred and thirty four

o The student will write the number in standard, expanded, and written form.

. The teacher will walk around the room to see how each group is doing and if any groups need help.

o Closure

. The teacher will say, “I want you each to think of a 4 digit number.”

. The teacher will say, “Then you will write the number in standard, expanded and written form.”

. The students will think of a 4 digit number.

. The students will write the number in standard, expanded, and written form.

. The teacher will walk around the room and check to make sure the students correctly wrote their numbers in standard, expanded and written form.

. The teacher will say, “Great job today, I will see you next week!!”

 Evaluation

o The teacher will check to see if the students are writing the numbers correctly when the student hold their dry erase boards up to show the teacher their answers.

o The teacher will check to see if the students are writing the numbers correctly when the teacher walks around to each group and looks at their papers.

o The teacher will walk around the room to check to see if the students correctly wrote their numbers in standard, expanded and written form.