Name: Kate Prosser Date: 25/04/2016 Year Level: Grade FiveLesson Aim: To develop the concept of place value related to “thousands” and “tens of thousands”Content strand(s) with corresponding Sub-Strand(s): Mathematics / Year 3 / Number and Algebra / Number and place value / ACMNA052 and ACMNA053Content Description(s) with corresponding Elaboration(s):Recognise, model, represent and order numbers to at least 10 000 (ACMNA052)

reproducing numbers in words using their numerical representations and vice versa placing four-digit numbers on a number line using an appropriate scale

Apply place value to partition, rearrange and regroup numbers to at least 10 000 to assist calculations and solve problems (ACMNA053) recognising that 10 000 equals 10 thousands, 100 hundreds, 1000 tens and 10 000 ones

(Australian Curriculum and Assessment Reporting Authority, 2015)Students’ Prerequisite knowledge / understanding / concepts / skills: This student has been working with 3 digit numbers and place value related to “hundreds”. The student has been introduced to regrouping numbers into the various quantities (hundreds, tens and ones). She has been exploring different ways of representing this with MAB blocks to assist her in writing symbolically. Zero as a place holder has been identified as a common misconception in prior lessons. The assessment task administered to the student a week prior observed the lack of conceptual understanding with whole four and five-digit numbers.

Specific Learning Outcomes for this Lesson Time Req. Teaching / Learning Strategies Organisation Resources Assessment

Strategy(ies) Orientating Phase / Introduction

Student should be able to read, write, regroup, and round hundreds, tens and ones. Student should be able to describe the relationship between hundreds, tens and ones. For example; 1 ten is representing 10 ones and 1 hundred is 10 tens or 1 hundred ones.

5minutes 1. Student is given opportunity to define place value and the importance of having an awareness of the digits’ value in any given number. Teacher builds and expands student’s schemas of place value and its importance in mathematics through discussions.

2. Ask the student to explain what the values symbolise in the MAB blocks. Create a number using each of the materials to support this statement-Teacher modelling expetations.

i.e. one thousand one hundred one ten and one ‘unit’3. Student reads and listens to instructions on what numbers to build using the resources.

Student is to write these numbers down in three different representations, this will require regrouping of the original number. The resources are provided for assistance and to check answers.

4. The student is given time to verbally articulate their thinking and describe the relationship between digits and their represented values. For example, 1 ten = 10 ones; 36 = 3 tens and 6 ones or 36 ones

One-to-one correspondence with educator and student in an open learning environment

Teacher directed

List of written numbers for student to createMAB Blocks Place value matMaths book and pencil

Formative – observation and discussion

Enhancing Phase / Body Student should be able to read, write and regroup thousands and tens of thousands. Student should be able to describe the relationship

5minutes 1. Teacher introduces the additional place values to the original mats used in the introduction. Teacher asks students to attempt to build one thousand and tens of thousands using the MAB blocks. Teacher scaffolds learning as necessary to answer the task. Collaboratively reflect on the relationship and connect the differences and similarities of the place values… “when you reach ten or double digits you must move to a bigger house to represent the growth in the value”

One-to-one correspondence with educator and student in an open learning

Place value matsMAB blocks + cut outs of 10 thousandWritten number sequences

Formative – observation and discussion

between thousands, hundreds, tens and ones. For example; 1 thousand is representing 10 hundreds and 10 thousand is representing 100 hundreds.

15minutes

2. Teacher introduces the use of a number expander, this resource assists the student to see the relationship between place values and can deconstruct larger numbers to successfully regroup these in diverse arrangements

3. Student uses the provided written numbers to construct a visual using the resources (similar to the introduction)- building on her schema and concept

4. Student is to write these numbers down in six different ways-this is successful for regrouping and demonstrating knowledge about the values. For example, fourteen-thousand-eight-hundred-and-fifty-five represented as one tens of thousands, four thousands, eight hundreds, five tens and five ones or one tens of thousands, four thousands, eight hundreds and fifty-five ones

5. Student is introduced to real world examples – pictures and language (100 people in a school yard, 10 000 people at a concert, groups of 10 people waiting for a parade)

environment

Teacher directed

Real world examples of hundreds, thousands and ten of thousands 4-digit numeral expandersMaths bookAnd pencil

Synthesising Phase / Conclusion The student should be able to use division/addition mats to check answers, through correctly completing addition to check the regrouping of numbers.

5minutes 1. Student shares their understanding about four-digit and five-digit place value and the relationship of numbers.

2. Student is to place the numbers used today on number lines to demonstrate her awareness of values and the relationship between numbers, the student should acknowledge number lines need to be of equal distance in a scale to successfully identify values- to successfully complete this outcome the teacher will provide a model of a number line (3)

3. Create a concept map of numbers i.e. 100 is made up of 100 ones or 10 tens. One thousand is made up of 10 hundreds or 100 tens or 1 000 ones

One-to-one correspondence with educator and student in an open learning environment

Teacher directed

Modelled number linesBlank paper and colour pencils

Formative – observation and discussionSummative- collection of the number line and review of the concept map

Assessment Strategies (link to Learning Outcomes):Formative Assessment: Teacher conducts observations and judgements developed from discussions, listening to responses and observing participation of student through verbal and non-verbal communication (assessment for learning).Summative Assessment: Teacher collects and marks the student’s problem solving which requires them to rearrange the given numbers in the lesson plan (assessment of learning).

What’s next? Where to from this lesson?After the student(s) have successfully completed the lesson plan and are confident in their abilities to identify place value and demonstrate a comprehensive ability to deconstruct numbers to assist in regrouping and rearranging place value. The next phase for the teacher would begin introducing concepts of two and three-digit addition.

Extensions/adjustments:If this lesson was to be administered to a whole class in an activity. Students will need to have tailored lesson plan to help cater for their individual development. Therefore, a similar assessment task may be administered to the whole class in exam conditions. Dependent on these results, the teacher can administer real world problems of addition and subtraction with numbers from tens of thousands beyond hundredths. Students would need to regroup, rearrange and partition these numbers. For those students who are finding competency in the diverse skills and strategies of place value, addition and subtraction students may engage in the extension of writing real world context problems and answers of their own.

Lesson evaluation:To what extent did the learners achieve the intended content descriptors? Describe. What were the most and least effective aspects from this lesson? Identify reasons.Was the timing appropriate in each of the planned sections? Suggest improvements or management. Describe how the selection and use of resources supported learning in the lesson.Identify the motivating factors embedded in the lesson plan and their effects on learning.