Lesson Plan: BGES

Date: August 10 August 14, 2015

Teacher: Rena H. Lunsford

Subject Area: 4th Grade - Math

Lesson Topic: Place Value

Objective (Students will be able to . . . )

Learning Standard this connects to . . .

Students will be able to recognize that in multi-digit whole

number, a digit in one place represents ten times what it
represents in the place to its right.

4.NBT.1 Recognize that in a multi-digit whole number, a digit

in one place represents in the place to its right.

Warm Up:

Monday

Tuesday

Wednesday

Thursday

Friday

During the warm up,

the students will log in
to Renaissance Place
to begin their STAR
Math test.

The teacher will review

the vocabulary words
from yesterday digit,
place, period value,
place value, and
comma using the
vocabulary can.

The teacher will have

the following questions
on the board for
students to answer on
a sheet of scratch
paper to complete as
the students enter the
room.
**Students must show
work or draw a place
value chart, restate
the question (if
applicable), & answer
in a complete
sentence.

The students will

receive their page
topper for yesterdays
lesson & receive the
following questions to
answer. Students
should format their
work like we
completed in class
yesterday.

Students will turn to

page 304 in their
Student Reference
Book and find the
Largest Oceans & Seas
chart.

Students will receive

paper & pencil to
complete their work
and do their best.

The teacher will pull

out a definition to read
to the class the
student who answers
correctly get to pull the
next vocabulary word.

1. How many
times larger is
9,000 than
900?
2. How many
times smaller is
100 than

1. Find the value

of 4 in
5,304,129.
2. Find the value
of 9 in
19,832,700.
3. Find the value
of 2 in
216,907,543.
4. How many
times larger is
80,000 than
80?

Students will answer

the following questions
using the chart.
1. Which oceans &
seas have a 9 in
the hundred
thousands
place?
2. Which oceans &
seas have an 8
in the millions
place?
3. Which oceans &
seas have a 6 in
the ten millions
place?

10,000?
3. 10 x 10 x 10 x
10 x 10 x 10 =
______

Time:
20 minutes

5. How many
times smaller is
2,000 than
2,000,000?

10 minutes

10 minutes

Review:

As students finish their

STAR test, they will
receive an index card.
Students will write a
short paragraph about
how they used math
during their summer
break for the hall.

The teacher will review

ones, tens, hundreds,
& thousands place
value.
The teacher write the
following numbers on
the board and ask the
students questions
about the place value
of the digits in the
numbers:
A.
B.
C.
D.

The teacher review the

answers to the
questions above for
students to correct.
Student volunteers will
come to the board to
answer the questions.

The teacher will also

review multiplying
numbers by ten.

Time:

5 minutes

7,879
608
8,235
1,652

15 minutes
We will place a review
game of the place
values that we
reviewed & introduced
yesterday. The
students will received
an interactive card (on
a PowerPoint) and
have to answer the
question regarding the
place value or what
the digit represents
and vocabulary.
Students that answer
correctly get to pick
the next student.

4. Which oceans &

seas have a 2 in
the thousands
place?
5. What is the
value of the
numbers in
those place
values?
10 minutes
The teacher will review
the answers to the
questions about for
students to correct.

The teacher will give

the students a visual of
place value using an
egg carton & foam
chips. (How each place
value to the left is 10

5 minutes

5 minutes

times larger)

New
Learning:

Time:

Today, students will

create & begin their
Interactive Math
Notebook (IMN).
First, students will
receive the cover of
the IMN to paste to the
front of their
composition notebook.
Next, students will
receive the table of
contents to cut out &
paste inside the front
cover of their IMN.
Then, students will
receive the cover page
for our unit Place
Value. Students will cut
this out and paste it to
the first page of the
notebook. Students
must number the page
this is page 1!
After the cover page,
students will cut out
the vocabulary for the
week. Students will
paste the vocabulary
page to page 2 and the
vocabulary examples
to page 3.

10 minutes
The teacher will
introduce ten thousand
and hundred thousand
while creating an
anchor chart for
students.
Students should
understand that each
place value to the left
is 10 times greater &
each place value to the
right is 10 times less.
The teacher will write
the following numbers
on the board:
A.
B.
C.
D.

127,879
385,608
948,235
411,652

The teacher will ask

the students questions
about the place value
of the digits and their
worth.

Students should
understand that each
place value to the left
is 10 times greater &
each place value to the
right is 10 times less.
The teacher will write
the following numbers
on the board:
A.
B.
C.
D.

1,783,965
71,643,298
321,465,987
7,093,216

The teacher will ask

the students questions
about the place value
of the digits & their
worth.

20 minutes
20 minutes

30 minutes

10 minutes
The teacher will
introduce millions, ten
millions, & hundred
millions place value.

We will play Place

Value Skittles.
1. Students will
work in pairs.
Each student
will get seven
skittles.
2. The skittles are
the following
digit based on
their color Red
= 0; Yellow = 1;
Green = 2;
Purple = 3;
Orange = 4.
3. Based upon the
color of the
skittles, the
students will
create a multidigit whole
number.
4. Students will
compare their
numbers to the
partner
assigned.
5. Students will
create a chart
comparing their
number to their
partners &
students at
their group.
Example
Comparison:

We will review using

Place Value Jeopardy.

221,034 &
120,243 The 3
in 221,034 is 10
times greater
than the 3 in
120,243
because 30
divided by 3 is
10.
6. Students should
have a chart
with 3 numbers
to compare.

20 minutes

20 minutes

Guided
Practice:

The teacher will review

the vocabulary terms
with the class digit,
place, period, value,
place value, & comma.
The teacher will give
students examples of
digit, place, period, &
value for the students
IMN.

Time:
10 minutes

Independ
4

The students will be

allowed to go back and

The students will

receive an activity to
complete on place
value for their IMN. It is
two charts that range
from ones to hundred
thousands with
questions to answer
after completing the
chart.
The teacher will
complete the first
chart with the class
and circulate as the
students complete the
second chart.
As everyone finishes,
volunteers will help
complete the chart.
20 minutes
The class will practice
identifying value of

The students will

complete an activity
on place value in their
IMN. We will complete
the first chart together.
The students will
complete the second
chart on their own, and
we will review as a
class.

Students will complete

Steps 5 & 6 of Place
Value Skittles with
their group and
complete their chart.

Teacher will prepare

students to log into to
take their assessment.

Students should be
sure to write in
complete sentences.
For students that are
struggling, the teacher
will pull them and look
at a place value chart
with them.

10 minutes

20 minutes

The students will

continue to identify the

The students will

complete page 33 in

5 minutes

Students will take their

assessment on the skill

ent
Practice:

personalize their IMN.

They will have these
notebooks for the year
so students should
make them as
appealing/colorful/bea
utiful as possible!

digits in numbers
based on the place.
The teacher will
project the following
questions on the board
for students to record
& answer in their IMN.
How many times larger
is 5,000 than 500?
Draw a place value
chart to identify their
answer, restate the
question, & write your
answer in a complete
sentence!

underlined place value

and determine the
value of that digit.

Student Math Journal

1.

for the week.

Students should
complete this in their
IMN just as we
completed the guided
practice activity.
After the students
have completed this,
we will review the
answers as a class.

How many times small

is 200 than 200,000?
Draw a place value
chart to identify their
answer, restate the
question, & write your
answer in a complete
sentence!
10 x 10 x 10 x 10 =
____
Show your work and
explain how you got
your answer!

20 minutes

10 minutes

Time:

10 minutes
When you finish, you
may glue your page
topper to the page.
10 minutes

25 minutes

Closure :

Time:

The students will pack

up & the teacher will
review the vocabulary
words covered in class
digit, place, period,
value, place value, &
comma.
The teacher will hand
out the homework for
the week. The student
should complete the
Monday night column
on Monday night the
Tuesday night column
on Tuesday the
Wednesday night
column on Wednesday
and the Thursday
night column on
Thursday. Students
who complete their
homework each day
during a month will be
rewarded.
5 minutes

The teacher will allow

3 students to come to
the board & answer
the questions. Try to
use your vocabulary
words for Dojo points!
Students should
complete Tuesday
nights homework
tonight!

10 minutes

The teacher will review

todays concepts using
the following number:
123,456,789
A. What is in the
millions place?
B. What is in the
ten millions
place?
C. What is in the
hundred
millions place?
D. The place
values to the
right are
greater or less
than the place
values to the
left?
E. How much
greater/less
than?

The teacher will review

and answer any
questions from Skittles
Place Value & page 33
in SMJ.

The teacher will read

How Much is a Million
by David Schwartz &
Steven Kellogg.
Students can take an
AR test after we have
read.

10 minutes
20 minutes

5 minutes