Year Level: 4
and Place Value
Lesson title: Maths Guided inquiry How much is 10,000?
Duration of lesson: 60mins
Subject: Maths Key concept: Number Date: 1/3/2017
Curriculum:
Investigate and use the properties of odd and even numbers (ACMNA071).
Develop efficient mental and written strategies and use appropriate digital
technologies for multiplication and for division where there is
no remainder(ACMNA076).
Apply place value to partition, rearrange and regroup numbers to at least tens of
thousands to assist calculations and solve problems (ACMNA073)
Considerations for diversity (extension/alteration):
This is a new concept, students will not have the ability to advance
or be extended until they have understood the concept. Students
will work as a class.
(Purpose and learning outcomes)
Aim of the lesson: Students will investigate and represent 100.

Resources: Whiteboard and accessories. computer and projector, glass and pasta shells.
Students will need their maths books, pencils, erasers and calculators.

Introduction: (5min)
Introduce myself and set the expectations of the class regarding behaviour.
Explain to the students they will be learning what Guided inquiry is and mind map how much 100 is.
To engage the students this short YouTube clip is about Guided inquiry:
https://www.youtube.com/watch?v=75qa-78Lr5A

Body:
Teacher Students will need to watch the video closely to understand what Guided inquiry is.
Teacher explain that guided inquiry is: there is a question that needs to be answered, there is more than one answer,
evidence is collected and evidence is used to defend findings.
Teacher put the pasta in a glass so the students can pose questions using guided inquiry questions. However, before they
pose their guided inquiry questions, they need to discover, what is 100?
Students maths books out.
Teacher ask the students if they think there is more or less than 100 pieces in the glass?
Teacher get the students to write as many things they can about 100.
Students write as many things they can about the number 100.
Teacher read the following questions. Is 100 big or small? Where might we find 100? What does 100 look like? Who might use
100? Why do we need to know about 100? Make a mind map on the board adding the students answers about 100.
Students give their answers about the things they can think of about the number 100.
Teacher look at the different fun facts about 100 below. Only give a few examples from these for the students.
Go back to the glass of pasta.
Teacher students are to in their maths books, write three estimates as to how many pasta pieces have been used to fill the
glass.
Students record their responses in their maths books.
Teacher empty the glass. Place the items back into the glass counting one at a time. Stop at 20 and ask the students if they
think the glass holds more or less than 100?
Students yes or no answer in their maths books.
Teacher continue placing the pasta pieces in the glass until they reach 50.
Students cross out the estimate you made earlier, that you think is the furthest from the total number of pasta pieces.
 Teacher continue placing pasta in the glass until the glass is half full.
Students look at your earlier estimates. Choose the number you think is the closest to the number of pasta that will fill the
glass. Either keep this number if you think it will be close to the amount or select a new number and write it down.
Students explain why you chose this estimate. What did you base your answer on?

Conclusion:
Revise the lesson on students investigating and representing the number 100.
Students pack away and ready for the next lesson.

Assessment: Formative observations of the students working.

Feedback:

Follow up lesson: Number and place value Guided inquiry How much is 10,000 (2).

Reflective comments and future alterations: