Mathematics/3/Measurement and Geometry 2.1 Identify, describe, and classify polygons (including pentagons, hexagons, and octagons).
Mathematics/3/Number Sense 1.1 Count, read, and write whole numbers to 10,000. 1.2 Compare and order whole numbers to 10,000. 1.3 Identify the place value for each digit in numbers to 10,000.
BRIEF DESCRIPTION
Class activity to teach how to order numbers in a number line, why certain numbers come before others and understanding number placement.
PROCEDURES
Specific Objectives:
-Compare and order numbers
-Describe the value of whole numbers putting number cards in order
Required Materials:
• Math journals
• White board and dry erase markers
• Number line sheets (1 per student)
• Place Value Cards with digits(0-9) on them 5 sets
• http://www.proteacher.net/discussions/showthread.php?t=195000
• Worksheet (3 per student) 1 Mountain Peaks in West Texas , 1 Number Line Worksheet and 1 Place Value worksheet (See attached)
• C Scope
• Materials:
o Deck of digit cards for each set of partners (2-4 cards each of #0-9, depending on the level of students and the size of the numbers they will create) Note: Spinners with #0-9 may be used instead of cards, if desired.
o Place value mat for each player (see attached)
o Recording sheet, if desired. (see attached)
Anticipatory Set (Lead-in):
Advance Preparation:
• Have a list with students’ names.
• Have 4 cards with digits on them for each group at each table along with the number that they will be displaying.
• Write three numbers on the board. 1,130; 1,310; 1,103.
• Write number line on the board
1. The teacher tells the students to get their math journals out.
2. The teacher will point to the first number on the board and asks, “Where would you put this number on the number line?” (The first number the teacher points to is 1,130.)
3. Then the teacher will ask,” Why would you put that number there on the number line?”
4. “Suppose you made the number representing base 10 blocks,
here is one way you could show it.” (The teacher then shows how to write the representation of base ten blocks).
5. “Please record in your math journal.”
6. “Now let’s place the remaining two numbers on the number line.”
7. “If we were putting the next number on the number line, where would it go? (The teacher will call on someone raising their hands and have the student explain why the number went next.)
8. “How do you know?”
9. Next she shows the students the base ten blocks on the board or transparency.
10. Please record this in your math journal.
Lesson Plan Procedure:
1. “Each table has a zip lock with four cards in it and a number you are supposed to represents from 1-4 on them.
2. Have the first table use 1-4.
3. Have second table use 2,3,4,1
4. Have third table use 3,4,1,2,
5. Have the fourth table use 4, 1, 2, 3.
6. The teacher says,” The person who was the material manager last week can come up to the front of the room, holding the numbers everyone put together at your table in your hands with two cards per hand from table one.”
7. Now have the student from table two, come to the front with their numbers.(this table should have 2, 3, 4, 1) See if they know if they go before or after the other person standing with numbers to make the numbers go from the least to greatest.
8. Have third table use 3, 4, 1, 2, and come to the front of the room and see if they can get in order from the least to the greatest.
9. Have the fourth table use 4, 1, 2, 3.
10. Is there a one in the thousands place for every number?
Check for Understanding
1. “How can you compare several numbers that have the same digits but are not in the same order except for the first digit?” (Call on someone who raises their hand).
2. “What place would you need to look at first to determine where to place the number if you want to put your numbers in order least to greatest?
3. What digit is in the thousands place?
• “Please copy these numbers in your math journal.”
• “Now let’s put these numbers in order from least to greatest. (write the numbers down on the board) 2501, 5210, 1, 502, 0125
• Write these four numbers in your math journal in order from least to greatest.
• Tell the students you have provided them a number chart if they need to use it.
• When all are through, ask which number comes first?
• What are the rest the numbers in order? (Write down as the students tell you)
• How did you get those numbers?
Check for understanding:
A. Which number was closest to 5,000?
B. Which number is closest to 2000?
Closure (Reflect Anticipatory Set):
Today boys and girls, we have learned to compare and order numbers and describe the value of whole numbers by putting number cards in order. This is going to relate to your real life situations and extend learning from the day.
Assessments & notes
Plan for Independent Practice:
• Now class, you are going to complete a worksheet called Mountain Peaks in West Texas Evaluation.
• The worksheet has altitudes of mountains and you are to put them in to order from least to most.
• Does everyone know what to do?
Tell the students that they are to get a partner (the person to their right) and complete the worksheet.
Assessment Based on Objectives:
I will assess the students with the following rubric.
1 When filling in their chart they get 5-6 correct. Mastery
2 When filling in their chart they get 4-5 correct. Acceptable
3 When filling in their chart they get 2-3 correct. Unacceptable
Adaptations & Extensions:
For students that need an additional challenge, they can play the following game:
Place Value Game:
Students use number cards to create the largest number possible.
• Directions:
o Partner A turns over the first card and decides where to place that card on his/her place value mat. Once the card is placed, it may not be moved.
o Partner B turns over a card and decides where to place that card on his/her place value mat. Again, the card may not be moved once it is placed.
o Play continues with each partner turning over a card and deciding where to place it on the place value mat in hopes of building the largest number.
o When all slots are filled on the place value mats, partners compare numbers to see who created the larger number. That partner wins a point for the round.
o Partners record both numbers on their recording sheet and circle the larger number.
o Students clear their mats, shuffle the cards and play additional rounds, as time allows.
• Variations: Students try to form numbers to meet specified criteria (which will vary from these suggestions, based on the number of digits used):
o Students try to form the smallest number.
o Students try to form a number that is closest to 500 (or 2000 or...)
o Students try to form a number that is less than 1000.
o Students form numbers and earn a different number of points, depending on the range within which the number falls (e.g. 1 point for numbers from 0-500, 2 points for numbers from 501-1000, etc.)
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