<p>Nicole Bindernagel September 21, 2011</p><p>Mathematics Grade 3</p><p> Objective</p><p> o The student will be able to correctly write 4 digit numbers in standard, expanded and written form.</p><p> o The student will be able to correctly represent 4 digit numbers using base ten blocks. </p><p> o PA Standard 2.1.3.D</p><p>. Apply place value concepts and base-ten numeration to order and compare whole numbers</p><p> o Concept</p><p>. To identify place value relationships in 4 digit numbers</p><p> Materials</p><p> o Teacher</p><p>. Base ten blocks </p><p>. Dry erase board</p><p>. Dry erase marker</p><p>. List of numbers</p><p> 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</p><p> o Students</p><p>. Paper </p><p>. Pencil</p><p>. Dry erase boards</p><p>. Dry erase markers</p><p>. Base ten blocks  Procedure</p><p> o Anticipatory Set</p><p>. The teacher will say, “I wish I had 1,000 watermelons.”</p><p>. 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.”</p><p>. The students will write their sentences.</p><p>. The students will share their sentences with the group.</p><p>. The teacher will say, “Today we are going to learn the thousandth place.”</p><p> o Model</p><p>. 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.” </p><p>. The teacher will show the blocks while he/she is explaining the blocks.</p><p>. The teacher will represent the number 3,729 in base ten blocks in expanded form.</p><p>. The teacher will ask, “How many thousands do we have?”</p><p>. The student will respond, “3.”</p><p>. The teacher will say, “Great.”</p><p>. The teacher will ask, “How many hundreds do we have?”</p><p>. The student will reply, “7.”</p><p>. The teacher will say, “Awesome.”</p><p>. The teacher will ask, “How many tens do we have?”</p><p>. The student will reply, “2.”</p><p>. The teacher will say, “Good.”</p><p>. The teacher will ask, “How many ones do we have?”</p><p>. The student will say, “9.” . The teacher will say, “Wonderful!”</p><p>. The teacher will say, “If I put all the blocks together what number do we have?”</p><p>. The teacher will push the blocks together to put them in standard form.</p><p>. The students will respond, “3,729.”</p><p>. The teacher will say, “Now we are going to write the numbers in different ways.”</p><p>. The teacher will say, “The first way is standard form and should look like this.”</p><p>. The teacher will write 3,729 on the dry erase board.</p><p>. The teacher will write standard form under the number 3,729 and show the dry erase board to the students.</p><p>. The teacher will say, “Write 3,729 on your dry erase board in standard form.”</p><p>. The students will write 3,729 on their dry erase boards in standard form.</p><p>. The students will write standard form under 3,729 on their dry erase boards.</p><p>. The teacher will say, “Next we are going to write 3,729 in expanded form.”</p><p>. The teacher will say, “Let’s write 3,000 + 700 +20 +9 on our boards.”</p><p>. The teacher will write 3,000 +700 + 20 + 9 on the dry erase board.</p><p>. The teacher will write expanded form under 3,000+700+20+9 on the dry erase board and show the students.</p><p>. The students will write 3,000+700+20+9 on their dry erase boards.</p><p>. The students will write expanded form under 3,000+700+20+9 on their dry erase boards.</p><p>. The teacher will say, “Now we are going to turn over our boards and write 3,729 in written form.”</p><p>. The teacher will say, “We are going to write three thousand seven hundred and twenty nine on our board.”</p><p>. The teacher will write three thousand seven hundred and twenty nine on the dry erase boards and show the students.</p><p>. 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.</p><p>. The students will write the examples on their paper. o Guided Practice</p><p>. 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.</p><p>. The teacher will ask the students to write the number 1,563 in expanded form on their dry erase boards.</p><p>. The student will write the number 1,563 in expanded form on their dry erase boards.</p><p>. The teacher will ask the students to hold up their dry erase boards so the teacher can see their answers.</p><p>. The teacher will write the number 1,563 in expanded form on the dry erase board.</p><p>. The teacher will hold up the dry erase board so the students can check their answers.</p><p>. The teacher will ask the next student to represent the same number in standard form using the base ten blocks.</p><p>. The student will represent the number in standard form using the base ten blocks.</p><p>. The teacher will ask the students to write 1,563 on their dry erase boards.</p><p>. The students will write the number 1,562 in standard form on their dry erase boards.</p><p>. The teacher will ask the students to hold up their answer when they are done so the teacher can see their answers.</p><p>. The teacher will write the number 1,563 on the dry erase board.</p><p>. The teacher will hold up the dry erase board so the students can check their answers.</p><p>. 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.</p><p>. The teacher will ask the students to hold up their answer when they are done so the teacher can see their answers.</p><p>. The teacher will write the number 1,563 in written form on the dry erase board.</p><p>. The teacher will hold up the dry erase board so the students can check their answers.</p><p>. The teacher will continue doing this with different numbers until the teacher can which level each student is on during this lesson.</p><p>. 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.”</p><p>. The teacher will put students in 3 different groups. </p><p> 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.</p><p> o Examples: 345, 600+50+3, one thousand two hundred and forty five</p><p> o The student will circle which form the number is already written.</p><p> o The student will write the number in standard, expanded, and written form.</p><p> 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.</p><p> o Examples: 329, 2,000+500+70+8, three thousand one hundred and sixty five</p><p> o The student will circle which form the number is already written.</p><p> 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</p><p> o Examples: 2,483, 1,000+700+30+9, five thousand two hundred and thirty four</p><p> o The student will circle which form the number is already written.</p><p> o The student will write the number in standard, expanded, and written form.</p><p>. The teacher will walk around the room to see how each group is doing and if any groups need help.</p><p> o Closure</p><p>. The teacher will say, “I want you each to think of a 4 digit number.”</p><p>. The teacher will say, “Then you will write the number in standard, expanded and written form.”</p><p>. The students will think of a 4 digit number.</p><p>. The students will write the number in standard, expanded, and written form.</p><p>. The teacher will walk around the room and check to make sure the students correctly wrote their numbers in standard, expanded and written form.</p><p>. The teacher will say, “Great job today, I will see you next week!!”</p><p> Evaluation</p><p> 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.</p><p> 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.</p><p> 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.</p>