Lesson

Title/Focus

Place Value

Date

Nov. 24, 2016

Subject/Grade
Level

Grade 4 Math

Time
Duration

50 min.

Unit

Whole
Numbers

Teacher

Miss. ONeil

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning
Outcomes:

General Outcome:
Develop number sense.

Specific Learning
Outcomes:

Specific Outcome 1
Represent and describe whole numbers to 10 000,
pictorially and symbolically.
Specific Outcome 2
Compare and order numbers to 10 000.

LEARNING OBJECTIVES

What do you want your students to learn?

Students will:
1. Demonstrate what they already know about place value by participating in a
review
2. Contribute in class conversation about place value during review
3. Monitor their own ability in choosing their level of difficulty with the activity
sheets.
4. Produce activity sheets that are at their learning level
5. Participate in a closure discussion about their learning and what they would
like to be changed.

ASSESSMENTS
Formative / Summative

How will you know your students have learned?

Formative Review place value with the

students by having them answer questions on
the white board. By a show of one finger
(agree), two fingers (disagree), or three
fingers (not sure) students will respond to
possible solutions on whether or not they
believe they are correct.
Formative After the place value chart,
students will review expanded form, standard
form, and written form. We will begin with
simplistic numbers and attempt to challenge
them with more difficult ones. Student
involvement will be increased with the use of
fingers.
Formative Following review, students will

self evaluate where they are at with place

value. This assessment will be observed
throughout the process of filling out
worksheets.
Formative marking of the worksheets.

LEARNING
RESOURCES CONSULTED

http://www.commoncoresheets.com/Values.p
hp

MATERIALS AND
EQUIPMENT- #s

18 of 2/3s
worksheets
12 of the 1s
worksheets

PROCEDURE
Introduction

Agenda / Attention
Grabber

Agenda:
PlaceValueReview(review2/3
numbers)forplacevaluechart,
expandedform,standardform,&
writtenform.
Placevaluecenterswithworksheets.
Closureandreflectiononworksheets.
Attention Grabber: I need everyone
to put on their math hats!
After the class has settled in,
bring up the place value
worksheet on the board.
Students will recognize it and
immediately understand they
are reviewing.
o INSIST ON STUDENTS
RAISING THEIR
HANDS, IF I DONT
SEE HANDS I CANT
HEAR THEM
o Ask the students who
are unengaged or
rarely answer
questions. If those
students shy away or
are uncomfortable
with answering the
question ask them to
ask another student
who has their hand
raised.
Write a simplistic number on the
board for the students to
verbally place in its correct

Time
20 min.

place value. Possible number

(3654).
o Possibly ask a student to
come up and write the
number in into the place
value chart
o Ask the students if they
agree or disagree by a
show of fingers 1
(agree), 2 (disagree), 3
(not sure)
Give the students four numbers
(3,8,2,0) ask them to produce a
number that is greater then two
thousand, and less then three
thousand.
o Ask a student to come up
to the board and write
the number into the
place value chart.
o Again, ask the class if
they agree or disagree
by a show of fingers.
o Ask the students
Move on to expanded form:
o Ask the students if they
remember how to do
expanded form
o Explain to the students
that the number 2563 is
the number in standard
form. (Maybe review
what the word standard
means)
o Write a number on the
board (2563) and ask
one student to come up
to the board and attempt
the number.
o Write 2/3 more number
and ask the students to
write it in expanded
form.
Write the number in written
form
o Do this one yourself with
the help of the students
input.
From here, introduce the
worksheet centers
o Explain to the students
that they will be
expanding their math

knowledge by working
through some activity
sheets.
Tell the students that
there is three possible
groups/centers. The first
center (orange) is for
students who arent
feeling super confident
with place value and
need some extra
practice. The second
center (pink) is for
students who are feeling
a bit confident but need
some extra practice as
well. The third group
(blue) is for students who
feel that they are
extremely confident with
their ability to do place
value and want to
challenge themselves
with some more difficult
activity sheets.
After these instructions,
ask the students to think
about what group they
think they are in and
hold up one (orange),
two (pink), or three
fingers (blue).
Let the students know
that they are able to
switch groups as they do
the activity sheets,
based on their ability to
complete each sheet.
However, every student
must begin on an orange
or pink sheet. Students
who wish to move onto
the blue worksheet must
complete two orange
sheets correctly to move
onto the most
challenging worksheet.
The answer sheets will
be posted on the front
board for students to
self-mark, once they
have completed a
worksheet and marked it,
they will present it to Mr.

Brewer or I to look over.

We will then give
permission to go onto a
more difficult worksheet
or work on another sheet
within their level.
Time

Body
Learning Activities

Have the students sit at their

own tables, however the activity
sheets will be at the front of the
room when they complete one
and wish to move on to the
next.
For students who are lower at
math, ask them to sit at the
back table so I can monitor their
progress, keep them on task,
and field their questions easily.
For students who excel in math,
suggest for them to play a game
afterwards (the dice game), or
work on the textbook questions.
Closure

Assessment of
Learning / Assignment

Askforthemathduotangstobehandedout
andforthestudentstoplacetheworkthey
havecompletedintothem
Oncethestudentshavetheirsheets
organizedbegintoreflectonhowthe
activitysheetswere
Didyoulikehavingtheopportunityto
workatyourownpace?
Didyoufindanyoftheareastohardor
toeasy?
Whatpartofplacevaluedoyoustillfind
confusingandwantmetogoover?
Whatpartofplacevalueareyoufeeling
moreconfidentwith?

20 min.

Time
10 mins