Mathematics lesson plan

(Adapted from Gervasoni & Parish, ACU Ballarat Campus)

Lesson
Topic:
Place Value

Date:
1/5/2014

Year Level:
4

Lesson
duration:

60mins

Mathematical Focus: Interpreting place value of 4-digit and 5-digit numbers using
models, words and symbols
Australian Curriculum (AC): Mathematics
Year level: 4
Content strand:
Number and Algebra
Sub Strand: Number and Place Value
Proficiency strand(s):
Understanding connections between representation of numbers
Problem Solving comparing large numbers with each other
Content description(s):
Understand place value and the principles involved such as the use of zero and its
meaning
Ability to model 4-digit and/or 5-digit numbers and recognise the words that are used to
describe the numerical value (extended multi-unit concepts)
Use of non-proportional models to help visualise place value

Background to the students current learning:

The students understand/know already:
Base ten concept
The students understand/can do mathematically:
Put 3-digit values into words verbally
Represent 2-digit values using proportional models

Learning Objectives/Outcomes:
Mathematics content/concept/idea learning outcome
At the end of this lesson, the students will demonstrate understanding of:
- The role and value of zero when looking at place value
- The words and symbols associated with 4 and 5-digit numbers eg. thousand, tens of
thousand
- Representing place value using non-proportional models
Mathematics strategies/processes/ways of working and thinking mathematically
outcome
The students will be able to:
- Recognise the words and symbols that represent numerical 4 and/or 5-digit values

Assessment strategies:
(Brief description of the strategies you will use to assess student learning. This must link directly to the
objectives/outcomes. What are you going to observe and/or listen for in order to identify understanding? What
evidence of learning (e.g., work samples, photos, video, audio) will be collected by you for further analysis?)

What assessment strategies will you use in this lesson?

Observation
Discussion
Recording notes

What will you look for, and analyse, in the evidence found in the assessment?

Looking for representation of the different numerical values using non-proportional

models
Listening to the words students use to describe the numerical value
Listening to their justification and strategies used
Analysing their understanding of zero and its value

Resources:
(Brief description of the resources that are needed to support teaching and learning; include physical and
technological if appropriate)

Teacher

Student

Paper

Pen

Unifix, MAB blocks, icy pole sticks

bundled in groups of ten and some
separate, lima beans, abacus

3 set of number cards from 0-9 for each

pair

Laminated sheet of card with different

columns designated to each unit eg.
thousands, hundreds, tens, ones

Blank Paper

Pen or Pencil

Organisation for learning:

(Brief description of how the room will be organised; include grouping for learning details, e.g., pair work,
triads, small group, whole class; teacher roving, etc.)

Whole class on floor to discuss the concepts involved in activity

Students separate into pairs and find a space either on the floor or tables
Teacher chooses selected groups found during observation to discuss examples for
closure

Key questions to guide learning and prompt student thinking:

(List 3-4 key questions that will be used to support, stimulate, provoke and probe thinking that helps students
to describe, explain, justify, connection-make, generalise, evaluate, etc.)

What words do we use if there is a zero in our numbers?

What are some different ways we can represent these different values into the columns?

How do we say these numbers in words?

Lesson actions:
In the cells below, list the actions that you and the students will do during each phase of the lesson.

e5: ENGAGE, EXPLORE

Lesson introduction (Whole TUNING IN):
(Build awareness of and link to prior/current knowledge; introduce new learning/activity; tune the students into the mathematics; build
motivation and engagement; stimulate curiosity; establishing understanding of the problem to be investigated; establishing clear
expectations on ways to work mathematically)

Tell students a story about how you bought a lottery ticket and woke up to find out that you
had won!
Allow students to think about how much you won. In your heads, can you think about how
much I might of won?
Give students clues such as that it was more than one thousand dollars to determine 4-digit
numbers. Make students aware that your answer includes a zero somewhere in the amount.
Explain that students are to work in pairs chosen by you and produce 5 different estimations
of what the amount might be using the clues given. They must be able to say the amount in
words.
Students are then asked to show these estimations using the materials required and
position them in correct place value columns.
Are there any questions regarding this activity?

e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation (Part - INVESTIGATING):
(Students engage with the mathematical task/game/activity/learning experience to explore/explain/elaborate upon the mathematical
ideas/concepts/strategies/ways of working mathematically; engagement with class/small group discussions; possible variations introduced
for students who are experiencing difficulty or requiring extension; ways of adjusting the lesson for students; teacher roving and collecting
assessment information with attentive listening and observation)

Students separate into their pairs and collect materials that they think might be useful.
They are to create numbers using the cards and also the clues to create a 4 or 5-digit
number. They must be able to express this number verbally using the correct words.
If they are able to demonstrate understanding of their numerical value, they are then
required to express it using the non-proportional models.
After completing 5 examples, they choose one to see if it is the correct amount.
Adjusting the lesson (strategies you will use to adjust the lesson): Show examples of nonproportional models and giving more clues of the number to guide students towards the learning
focus.
Enabling prompt: Using another student as an example so students can hear the language being
used. If a large number of students need assistance, reiterate the task and focus on explaining the
noticeable difficulties students are having.
Extending prompt: Can you use these same numbers to make a different amount?
What is the amount if we use 6 digits?

e5: EXPLAIN, ELABORATE, EVALUATE

Plenary and conclusion (Whole REFLECTING and GENERALISING):
(Students discuss/explain/elaborate upon strategies/products/mathematical thinking; teacher leads a discussion to highlight and
summarise the important mathematical idea(s); encourage student evaluation of their learning/strategy use/ways of working
mathematically; questions to pose to students should support reflection on the important ideas and strategies learned)

Have students bring their non-proportional models and number to the floor to be placed in a
circle. Students sit in a circle next to their pairs. Students are given the opportunity to ask if
their estimation is correct. Out of the pair, one student is required to express the amount in
words and the other is to describe the amount in their non-proportional model. If there are
errors, use these are learning opportunities and have other students help offer suggestions.
After all estimations have been made, write any amount above one thousand that includes
one. If time allows, questions such as Who was the closest to the number?, Put your
hand up if your number was higher or lower?
[Word Count: 600]