Immigration Statistics and Place Value

Katie Risolo

Professor Salvato

Course: EDU 504

Date: October 4, 2015

Grade: 5th Grade

Topic: Immigration

Content Area: Mathematics

Lesson Objectives
Following an exploration of Ellis Island and what it was like to come to America during the late
1900s and early 1900s, the students will learn how many immigrants passed through this
gateway. In groups of no more than 3, the students will rotate between 3 different activities,
practicing expanded form, standard form and place value to discover the number of immigrants
that came to Ellis Island during that specific year.
CCLS/+NYS Standards and Indicators
Mathematics (CCLS): Number & Operations in Base Ten (5.NBT.A.1):
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it
represents in the place to its right and 1/10 of what it represents to its left.
Indicator:
This will be evident when the students determine the value and place value of numbers
using immigration statistics from Ellis Island.
Mathematics (CCLS): Operations & Algebraic Thinking (5.OA.A.2):
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them.
Indicator:
This will be evident when the students successfully find the difference between two
numbers and determine the place value of each specific number.
Social Studies (NYS): History (5.1.3):
The migration of the groups of people in the United States, Canada, and Latin America has led to
cultural diffusion because people carry their ideas and ways of life with them when they move
from place to place.
Indicator:
This will be evident when the students study the immigration of groups of people through
Ellis Island into the United States.

Immigration Statistics and Place Value

2
Motivation

The students will watch Ellis Island: The Dream of America YouTube video on the
SmartBoard showing images and videos of immigrants coming to America through Ellis Island.
Following the video, the teacher will open a discussion by posing several questions (including:
What kinds of people did you see in the video? How many immigrants do you think came on
each boat?) The teacher will then write 12,000,000 on the White Board. The students will discuss
with a partner what they think the number means. When the class reconvenes, the teacher will
mention that 12 million immigrants passed through the gateway to America and now it is up to
the students to talk about how many immigrants came during specific years using place value.
Materials

One packet per student

One desk per student (desks should be in groups of 3)
Pens
SmartBoard
Internet
White board
White board marker
Learning Strategies

Teacher Demonstration: Before the activity, the teacher will demonstrate how each activity
works.
Cooperative Learning groups: This will be evident when the students work together to answer
each questions, discover and analyze any findings.
Group Discussion: This will be evident when the whole class participates in a discussion
regarding the activity and each groups discoveries.
Adaptations

The student with a significant grapho-motor disability will use a voice-to-text application
for writing assignments.
The student who is an English language learner will be provided with content specific
vocabulary words, definitions and visual aids prior to the lesson.
Differentiation of Instruction

Tier 1: Students will complete the Immigration Statistics and Place Value activities in groups of
no more than 3 people. Each student will be provided with models and modifications to the
corresponding worksheets to enable them to be successful. The students will work together to

Immigration Statistics and Place Value

answer each question and complete the activities, following the models and modifications
provided.
Tier 2 and 3: Students will complete the Immigration Statistics and Place Value activities with
groups no more than 3 people. The students will work together to answer each question and
complete the activities.
Developmental Procedures

Students will participate in a whole class discussion after watching the Ellis Island: The
Dream of America YouTube video.
(What kinds of people did you see in the video? Which images or videos stood out to you
most and why? How many immigrants do you think came on each boat? How do you
think the conditions were on each boat? If you were an immigrant, what feelings might
you have felt?)
Teacher will write 12,000,000 on the board and begin another class discussion.
(What is this number? How do you think it pertains to immigration?)
Students will work in groups to complete each question on the corresponding worksheet.
(How will each group member take part in the activity? What kind of strategies worked
best to complete each step? Were there more immigrants one year than another? Why do
you think this is?)
Students engage in a discussion with their collaborative group members to talk about the
statistics and its significance in not only passing through Ellis Island, but how it impacted
America.
(How do you think immigrants might have felt coming through Ellis Island and leaving
their home? How do you think the number of immigrants who entered the country impact
society, the economy, job market, etc?)
Students will participate in a whole class discussion to share each groups findings and
questions.
(Why might some years bring more immigrants than others? How do you think the
immigrants played a role in America?)
Assessment

Students will complete their own worksheet where they will answer questions pertaining to
standard form, normal form, place value and value of numbers, while working in collaborative
groups.
Students will connect their findings to the number of immigrants during that corresponding year.
They will engage in a brief discussion with their group members about the statistics and their
effects.
Students will participate in a group discussion of their findings from the Immigration Statistics
and Place Value activities and their significance to Ellis Island, Immigration, New York, and the
United States.

Immigration Statistics and Place Value

Independent Practice
Following the place value activities, the students will work independently on page 4 of their
packet. The students will use information provided on the previous pages to choose one number
(how many immigrants came through Ellis Island during one year span) and complete the
attached chart. The students will write the number in the place value chart then fill out the
standard form, expanded form and word form for the number.
Follow-up: Direct Teacher Intervention and Academic Enrichment
Direct Teacher Intervention:

The teacher will work independently with the student who needs any academic support
with the Immigration Statistics and Place Value activities.
The teacher will use manipulatives to discuss place value and value with the student to
supplement the questions in the corresponding packet to help the student reinforce any
number described in the activity.
The teacher and student will, together, complete each activity.

Academic Enrichment:

The student create two challenging word problems pertaining to immigration and the
number of immigrants. The student will be encouraged to incorporate place value in some
way. The student will be required to answer each question, show all of their work, and
bring in the assignment the following day.

Immigration Statistics and Place Value

Teacher References
Boyer, Peter. (July 4, 2009). Ellis Island: The dream of America - Prologue. [Video File].
Retrieved from https://www.youtube.com/watch?v=tfDS1BQarmo
BrainPop. (2014). Ellis Island. BrainPop Educators. Retrieved from
http://educators.brainpop.com/bp-jr-topic/ellis-island/
Heese, VaReane. (2000). If I Had Been at Ellis Island. Lesson Planet. Retrieved from
http://www.lessonplanet.com/teachers/if-i-had-been-at-ellis-island