Yr: 4 Lesson 2 – Place Value 6/02/18

Key Understanding/
Activities and Classroom Management Considerations Focus Questions
Big idea
Recognise, represent Introduction: Can you put these numbers from
and order numbers to ‘Quiz, Quiz, Trade’ Students recap on the previous lesson smallest to largest?
at least tens of where they each get a number on a piece of card. Students will
thousands then do ‘Hand up, Pair up’ and read the number to their How can you check if it’s in the
(ACMNA072) partner, once its read correctly they then swap it with their correct order?
partner and find another partner (repeat process)
‘Silent Line Up’ Students will be given numbers, they will then What do you need to look for when
be instructed to line up in order (smallest to largest) without putting the numbers in order?
talking. Once the line is completed students will read out their
number and agree or disagree if the number is in the correct
Mathematical Focus order. (This warm up will give me an idea/understanding of
where students are at before moving on)
Students Maths focus
of this lesson will be: Activity:
- Able to represent ‘Order the numbers’ Have students look at a selective of
numbers in order numbers up on the smartboard, volunteer/selected students will
(Smallest to take in turns to place the numbers given in order (Smallest to
largest) largest and/or largest to smallest)
- Able to verbalise
the numbers ‘Order the numbers’ Worksheet (See Appendix for worksheet)
written or given. Students will first cut out the numbers and strips on the
- Able to recognise worksheet. They will then glue the strips side by side to make a
the place value of number line, once end will be labelled smallest and the other
each number. largest.
Students will then order their numbers in their correct place on
the number line. After the numbers have been placed in their
order, they will need to check their answers with their shoulder
partner, once that is done, as a whole class we will check the
order again before finally gluing them on the number line.