2). Each student will be provided with an index card, a number written in standard form and each student will be required to document the written form of the number provided to their capability.
Teaching/Instructional Process:
The vocabulary from the preceding day will be reviewed by the teacher and the students. The overhead projector will be used and a place value chart will be placed for the students to obtain a diagram of comprehension that connects place value with expanded form, standard form and written word expressions. Standard form will be outlined by the teacher as a number and the expanded form will be demonstrated. The teacher will describe a number that starts with expanded form and how the number will be altered to how the digits are read. The examples of 6,243 and 940,932 will be shown to the students in order to better describe the lesson that is given. The expanded form will be shown by the teacher in order to show the place value and will also illustrate the expression in an addition statement. It will be written as 6 x 1,000 + 2 x 100 + 4 x 10 + 3 by the teacher. After this expression is written, the teacher will speak the amount of this number; “six thousand two hundred forty-three.” The teacher will then explain that the expanded notation will demonstrate the written form of the digits. It will be explained that the six is in the thousands place, the two is in the hundreds place, the four is in the tens place and the three is in the ones place. As the place value chart is on the overhead projector, the teacher will begin to write the numbers on the chart in order for the students to gain a visual between the written word of the number and the expanded notation of the number presented.
As the place value charts remains on the overhead projector, the active board will be used by the teacher. The details of word form, expanded form and standard form will be shown on the active board by the teacher. A model of a digit will be written in word form on the place value chart on the overhead projector. The example of: four thousand three hundred thirty-five will be shown. The number will be read by the teacher and the students will have to follow in unison of what the teacher just said.
Expanded form will be explained by the teacher to the students. The identical number from the written word will be used. Using the active board under the written form of the number, the teacher will illustrate 4 x 1000 + 3 x 100 + 3 x 10 + 5.
The relationship connecting the written form to the expanded form will be illustrated by the teacher using both the active board as well as the overhead projector. Each number will be referred to a size of the place value and the expanded form that follows. The teacher will provide the following example:
Thousands Hundreds Tens Ones
4 0 0 0 3 0 0 3 0 5
The teacher will then ask the students if they felt if it were easier if the place value was in horizontal format.
The last form of place value that will be illustrated by the teacher will be standard form. Illustrating the same number from the other two forms, the teacher use the place value chart to write the standard form. The students will orally multiply the separate numbers as the teacher begins to write the result. The following example will be shown by the teacher: 4,000 + 300 + 30 + 5. As this example is provided, the students are then asked by the teacher if this place value is easier to understand in order to perform mathematics. Given the preference, which do they enjoy using? Another example will be provided by the teacher for better comprehension: 400 + 20 + 16 plus 200 + 10 + 4. The students will be asked if this is an easier way to perform an addition mathematic equation. As the students refer back to the place value chart and the number written on it, the teacher will demonstrate how each number is place on the chart to show the right value. As the students watch the overhead projector of the equation 4,000 + 300 + 30 + 5, the digits will be placed in the correct order by the teacher to illustrate to the students. The vocabulary words will be reviewed as the teacher write the numbers in the correct order on the place value chart. The five will be placed in the ones place, the three in the tens place, the 3 in the hundreds place and the four in the thousands place. As the students watch the numbers being placed on the place value chart, the number will be written on the side of the chart and on the active board in expanded form. This will ensure that the students are able to observe the numerous formats and decide which format is the easiest and how each format remains the same number. As all of the examples are viewed by the students, the students will make a determination of which format they enjoy working with.
Guided Practice and Monitoring:
A hands-on approach will be given to the students in the computer lab on the material that has been presented in the classroom. Three websites will be given to the students to provide them with better comprehension of the lesson. The websites will help ensure the students gain the comprehension that is needed by way of examples inside of the lecture that was presented in the classroom. The following websites will be provided to the students:
http://www.gamequarium.com/placevalue.html
http://www.aaamath.com/plc.htm
http://www.free-training-tutorial.com/place-value-games.html
As the students are choosing the website of their choice, observations will be made by the teacher as he/she walks around and helping the student who need help.
Closure:
After leaving the computer lab, each student will use their math journal to document a piece of the lesson that they felt as if they learned. Questions will be documented in the journals if s piece of the lesson was unclear to them and answers will be provided by the teacher. The teacher will begin to explain that the next lesson that will be introduced will be decimals in relation to the past lessons.
Independent Practice:
Homework will be given by the teacher that will detail the lessons that were taught in order to gain better understanding.
Day 3 – Anticipatory Set:
1). the previous lessons will be reviewed by the teacher of the forms of the numbers. The students will be required to write the following number in standard for to have a practice problem: three thousand four hundred thirty one. The teacher will then provide the answer to the problem.
2). Decimals will be introduced as the teacher writes 96.52 on the active board. The students will be asked to write the number in written form.
Teaching/Instructional Process:
The lesson will begin by the teacher giving the students a place value chart that has a decimal spot located on it. The students will then be asked what type of number shave they seen that have decimals in them. As they begin to answer this question, they also will be asked what the numbers meant to them as they seen them.
The following number will be written on the active board by the teacher:
.15 2.00 13.75 215.00 2173.89
The students will verbally read the numbers to the best of their ability. The explanation of money form will be told by the teacher if they are having trouble orally discussing the answers. The students will have an easier time relating the numbers to money and using the decimal and the word “and.” It will be explained that if there is not a number in front of the decimal, then the number will be read according to the place it falls on the chart. For example: .15 is read as “15 hundredths”, but 13.75 would be read as “thirteen and seventy-five hundredths.” The students will be able to use their charts to visually gain knowledge of the place the numbers need to go and how to read the numbers as they should be read. Using the overhead projector, the examples will be shown on a chart and the students will verbally read the digits as the teacher begins to write the digits in written form.
Guided Practice and Monitoring:
The students will be broken down into five groups with each group having five students. Center rotations will be explained to the students as they look around the classroom. The use of the math centers will be used for two days.
1). Website – Fishing for Place Value using http://www.gamequarium.com/placevalue.html
2). the students will use social studies incorporated in the math lesson. The students will begin to look for details that show numbers in their current city. They will be given a sheet of paper to find the facts and list them and what they stand for. For example: The clock in Covington Square is 370 feet tall.
3). Decimals and money – using $10.00 or less, the students will begin to produce amounts of money, put the number on the place value chart and show the written form of the amount of money that is listed.
4). “Stack it up” – the students will be given a deck of cards without the face cards (except the Kings). The Kings represent the zero. Students will then be told to find the largest number they can find by turning over a card and figuring out which place value it should be located at. The numbers can not be bugger than four digits.
5). Base ten blocks – Numbers will be created by the students using base ten blocks and written on a place value chart. Different colors of colored pencils will be provided to the students in order for them to color the thousands, hundreds, tens and ones place.
Closure:
The students will share their experiences of the centers by writing in their math journals. When writing in their math journals, the students will list one thing they have learned from today’s center activity and any questions they have can be listed in the journals.
Independent Practice:
Homework will be distributed to the students detailing the decimal material that was taught for the day.
Day 4 – Anticipatory Set:
1). the students will be asked to write the following numbers in written form:
six eleven one sixteen thirty
2). The students will be asked to write the all the formats for the following number:
7,361
3). The students will be asked to write the following number using decimal form:
Three thousand four hundred thirty-two and twenty-seven hundredths
Teaching/Instructional Process:
The teacher will explain to the students that the lesson for today will be used as a guide for study since there will be a test the following day. The teacher will instruct the groups to go to the math centers as the teacher walks around assessing what is being learned.
Guided Practice and Monitoring:
Rotation of groups will be given to the students for the class period in order for the students to gain better knowledge of the lessons provided.
Closure:
Before leaving the classroom, the students will take out their math journals and document the important questions they feel as though that need to be addressed.
Independent Practice:
Two worksheets will be given to the students to be completed at home in order to review for the assessment.
Day 5 –
The students will enter the classroom and the assessments will be passed out. The class period can be used for the assessment if the students need the time. The assessment will contain a written and a lab segment. The students will be placed in a center in the classroom that will contain base ten block and place value rods. Rotation will not be needed since the centers all contain the same items. The students will count the base ten blocks and write their answer on the test and will continue to write the number from the place value rods. It will be required that the students show which number is the greatest number.
The assessment will have 50 questions – 2 points each.
1). 12 problems consisting of writing decimals from the written word.
2). Decimals will be twelve of the problems on the test. Upon this part, the students will write the written word.
3). Decimals will be another twelve of the problems on the test. Upon this part, the students will document the value of each highlighted digit.
4). Standard form will be twelve of the problems on the test.
Miscellaneous information for the students:
There will be different resources available for the students to use for assistance in the addition. Glossaries will be provided for the students are use of the following websites:
http://www.amathsdictionaryforkids.com/
http://math-and-reading-help-for-kids.org/children's_math_dictionary.html
Substitute assessment for elevated level students:
The assessment will contain the regular test with ten added problems. The added problems will consist of:
Five classifications of digits printed in standard form that is greater than the lessons that were in the prior lessons. The numbers can go as high as one million. The students are to write the number in expanded form as they use the base ten blocks.
Five problems will be used with the base ten blocks. The students will classify the digits that are being shown by use of any techniques they prefer. The students are required to document the number in a unique format from the one that is originally selected.
Lesson modifications:
Modifications can be made upon the teacher’s discretion. Upon reviewing the student’s ability, the lesson above can be presented with the use of notes that are modified, resources and manipulatives. Hands-on modifications can be used with visual aids provided by the teacher. Shorter assignments can be used for modification upon the teacher’s discretion. The most important principle is for the students to accomplish the main foundation of the lessons. The mathematical processes can be obtained if the students can understand the basis of decimals and how they are read by using the word “and” and writing the numbers in standard form. When presenting the material, it can be read orally depending on the student’s ability in order to guarantee that the students are able to comprehend the material of the lesson.