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STANDARDS:
CCSS
4.NBT.2
Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
4.NBT.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right.
ELA
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their
own clearly.
ELD
Part I: Interacting in Meaningful Ways
A. Collaborative
1.
Exchanging information and ideas with others through oral collaborative discussions on a
range of social and academic topics
Content:
Students record numbers in expanded form and compare numbers through the hundredthousands.
Students identify the value of each digit in a number.
LEARNING STRATEGIES:
Think-Pair-Share
KEY VOCABULARY:
digits
standard form
expanded form
MATERIALS:
Paper
White Board
Math Masters: pp. 2; 1011; G2G4
Math Journal 1: pp. 46
Manipulative Kit:
base-10 blocks
MOTIVATION:
(Building background)
Teacher will explain first why PLACE VALUE is an important concept to know in life, then show a
video to support this.
"Place value is important for us to know because it helps us understand the actual meaning of a
number. It helps us know what each number in a larger number represents."
Show video about place value: https://www.youtube.com/watch?v=wx2gI8iwMCA
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
-Display math message on the board for students to work on independently to get them thinking
about today's topic and what they already know about the topic.
--Math Message:DI Which number is larger? About how much larger? Be prepared to explain
your thinking.
**Differentiate: Point out to students the visual support of the place value poster. Remind them
that they can also use their name-tag place value chart for help as well.
-Math Message follow-up:
--Have pairs of students read the numbers to each other and discuss their answers to the
questions. Then ask a volunteer to read the number 46,385 aloud. Students may indicate with a
thumbs up if they agree with the wording. Record the number name (fourty-six thousand, three
hundred eighty five)
*Formative assessment: As students work with pairs and participate, OBSERVE to get an idea of
who knows how to read these numbers.
-Read aloud the number to the class.
-Have the class Choral Read the number with you a second time.
EXTENSION:
Blooms Taxonomy:
Level 2: Comprehension - explain and summarize strategies for comparing numbers
Level 4: Analysis - compare the two numbers by breaking them apart using expanded form to
gain a deeper undersanding of their value
Webbs Depth of Knowledge:
Level 1 Recall and Reproduction - What?
Level 2 Basic Application of Skills and Concepts - How does it work?
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP Model.)