|Lesson Plan ID:
Expanded, Standard and Written Forms
Students will bring in street address numbers from houses near where they live and sort these numbers using a Venn Diagram. Students will use dice to generate numbers to write in different forms.
This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
|MA2015(2) ||5. Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: [2-NBT1] |
|MA2015(2) ||7. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. [2-NBT3] |
NM-NUM.3-5.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems.
|Primary Learning Objective(s):
Students will be able to write numbers in expanded notation, standard and written forms.
|Additional Learning Objective(s):
Students will be able to sort numbers using a Venn Diagram.
|Approximate Duration of the Lesson:
|| 61 to 90 Minutes|
|Materials and Equipment:
Dice, game sheet (see attached)
|Technology Resources Needed:
LCD or interactive whiteboard (optional)
Students should have the ability to properly read numbers into the hundreds place. Students need basic background knowledge of place value (ex. ones, tens, and hundreds place).
1.)For homework the day before the assignment ask students to bring in street address numbers from the street where they live.
2.)On the following day discuss how these numbers are alike and different. Responses may include the size of the numbers, the odd/even patterns or the difference in place values. Discuss the different ways we see numbers written in our world (ex. standard, written, etc.).
3.)Place students into academically-diverse cooperative learning groups.
4.)Hand the group a copy of a double overlapping Venn Diagram.
(Read Write Think
)This is a great site that offers a variety of graphic organizers.
5.)Tell the group that their job is to create labels for the Venn Diagram that would sort the street numbers.
6.)Explain that for this activity there needs to be some numbers in every section of the Venn Diagram (outside, overlap, etc.).
7.)Allow groups to come to the front and model on the interactive whiteboard how they labeled their Venn Diagram and sorted their numbers (students could also use the website to create their Venn Diagram online).
)This website allows students to create their own Venn Diagram online.
8.)Now place the class into pairs based on ability (ex. a high with a middle, a middle with a low).
9.)Hand out a copy of the game sheet (see attached). Explain that we have been discussing numbers we see in our world and how these numbers are written differently in different places. Today we will practice writing these numbers in different formats.
10.)Show students the standard die, decade die, hundreds die and thousands die (see site). Discuss what they notice about these dice and how they are different. Allow them to share with their partner and then aloud with the class.
(Box Cars and One Eyed Jacks
)This site offers a great variety of math resources.
11.)Teacher will model how one partner will roll the four dice at one time and the other partner will record the roll on the worksheet.
12.)Allow students enough time to complete one game sheet.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Hand students another copy of the game sheet. This time the teacher has the only set of dice. The teacher rolls and the students record the multiple forms of the numbers onto their individual game sheet.
Students that have already acquired this skill can be given the challenge of writing these numbers in expanded form (596= (5x100) + (9x10) + (6x1)).
Students that need extra lessons on this skill can visit these sites for engaging student interactives.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: