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DRAFT-‐This is a work in progress. MAG wri7ng project 2012-‐2013
Ask students to compare the value of the first, second, third and fourth digits: • the difference between the two numbers • the difference in place value Ac.vity Process-‐Whole Numbers • Place PV cards on the floor at the front of the class • Four students randomly select four single digits cards (0-‐9) 1. Select (or ask for volunteer) one member of the class to hold up card at front of the room. 2. Ask learners to iden7fy the number by name and explain what the number represent e.g. quan7ty of ones, 9 ones, odd,
number, one less than ten, 3 lots of 3 (highlight vocabulary ‘lots of’) 3. Select/ask another student to display their number. Ask class to discuss where the student should stand to build-‐on the
first number. 4. If the class suggests standing on the leY, ask them to describe what the digits now represents (how many ones they have
shown e.g. 7 = 70 ones or 7 lots of ten (If they say right, redirect them so that they are building-‐on). • Repeat step 4 using another number, focusing on the use of mathema7cal language and the 100 place • Repeat step 4 using another number, focusing on the use of mathema7cal language and the 1 000 place
5. Demonstrate that words/phrases we used to describe numbers have opposites e.g. ‘more than’, ‘less than’. Using four, 4 digit numbers ask learners sort them into four columns on a place value mat
6. This ac7vity should be extended to 5 digits (Ten Thousands) if possible
7. Ask students to think of all the numbers they can make using 4
randomly drawn single digit cards e.g. 6501
5 000 600 20 1
numbers increasing by the power of 10
Australian Curriculum Year 4 ACMNA072 Recognise, represent and order numbers to at least tens of thousands ACMNA073 Apply place value to par77on, rearrange and regroup numbers to at least tens of thousands to assist calcula7ons and solve problems Key Idea In a 4 digit number, each digit represents a par7cular value depending upon its posi7on in the number.
Resources • Flip Board Place Value Teacher Resources • A3 laminated Place Value Mat • Student Small Magne7c Whiteboards and pens • BASE-‐10 Materials • Number expanders, Place Value arrows • S7cky notes, laminated game cards • FISH Kit
Introductory Ac.vity Process (Review) Making whole numbers (Whole Class) Write 3, 7 and 2 on the board. Ask students to point to each digit and name their value and make: • the largest number possible • the smallest number possible
4.1.1 Math Word Wall: ones, tens, hundreds, thousands, place value, digit, value, ‘is the same as’, ‘lots of’, es7mate, rounding, odd, even, ‘whole numbers’, greater, equal, more than, less than, make, approximately, compare, largest, smallest, difference, compare, increments, range,
4 400
Numbers can be wrifen on s7cky notes or preselected
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4. Important Places (pairs) Resources: Laminated Place Value Chart, 2 different coloured counters (1 per player) Students take it in turn to represent a 5 digit number using counters e.g. 34 602. Numbers can be randomly generated by players or selected by teacher. Numbers must be recorded for valida7on. Students compare numbers and the player with the greater or lesser number (students choose at beginning of game) gets a point. The highest point score wins 5. Strip Numbers (group of 4) Resources paper strips with e.g. 537, 719, 2 945, 3 742, 55, 1 065 on them MABs
Player 1 selects a strip, Player 2 creates a model Player 3 writes number in expanded form, Player 4 says number in standard form
Play con7nues un7l all 4 learners have completed all 4 ac7vi7es
Digital Learning
hfp://www.bgfl.org/bgfl/custom/resources_Yp/client_Yp/ks2/maths/bead/index.htm
Context for Learning
Real Life Experience : How many books do you think we have in our school library? More than 100? More than 1000? How could you find out? Where could you find things that come in groups of more than 1000? Brainstorm a list. eg. crowd at a football game, cars in a parking lot. How can we check its accuracy?
2. Wri?ng Numbers (small group) hfp://www.beam.co.uk/uploads/mompdf/Wri7ng-‐numbers-‐2.pdf Students roll a dice and arrange them to make a three-‐digit number. Write the number in the appropriate ring on the sheet Keep playing un7l one palyer has wrifen three numbers in each of three different rings egg. 3 numbers in 200 to 300, another three in 300 to 400 and another in over 600. That player wins. 3. Important Zero’s (think, share, pair) Resources: 0-‐9 cards with extra zero cards Learners determine the placement of the number 3 and demonstrate using cards and saying the number. 000003 = 3 000030 = thirty 000300 = three hundred 003000 = 3 thousand 030000 = thirty thousand Learner 2 changes two zero cards in a selected row e.g. 000003 to 004103 = Learner 1 responds by removing the zeros that are not needed and says four thousand, on hundred and three or 4 lots of a thousand, one lot of a hundred and 3 ones Roles are reversed and play con7nues un7l all numbers are completed
Ac.vity process-‐Locate numbers on a number line Resources: Number line in increments of 10 and 100
• Discuss the importance of the no7on of between two points ‘the range’
• Explain number lines don’t always start at 0 ask learners to suggest a range that would be suitable if they had to locate two 4 digit numbers 1390-‐1610
• Using a number line compare 1 390 with 1 610
• Discuss place value and digits ending in zero. Ask how many ones, tens, hundreds
• Ask students to select 10 as a way of dividing the range by 10. Ask why this would take a long 7me?
• Ask students to think about a number larger than ten but smaller than a thousand
• Using 100 locate a number selected at random e.g.1 560 on the number line
Extension and Varia.ons (opportunity to work with small groups who might need further instruc7on, prac7ce or extension)
1. Big Numbers Game (small group) hfp://www.beam.co.uk/uploads/mompdf/Big-‐Numbers.pdf Resources: • Four 1-‐6 or 0-‐9 dice • counters • paper and pencil Aim: In this game you are trying to write down the same number as the other player
Resources: • three 1-‐6 dice • two pens in different colours Rule: Both players can put numbers in the same ring
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Self Assessment-‐Student Learning Journal • How do you think, what you have learnt today, will be useful to you? • When and where, do you need to write a large number? • What strategies can I use to iden7fy larger or smaller numbers
Vocabulary Building • I have compared two or more numbers and place values in many maths ac7vi7es. I compare one thing to another
based on a criteria. Background Knowledge of Place Value is essen7al for understanding numbers in the thousands. Learners should already know that 10 ones equal 1 ten, 10 tens equal 1 hundred. They con7nue to learn that 10 hundreds equal 1 thousand. There is a variety of ways to write 4 digit numbers. eg. standard form, expanded form and word form. Learners need to be able to convert numbers in the hundreds from standard form to expanded form and back again. Teaching metacogni7on, (thinking about thinking) is important. Learner reflec7on and self assessment is an important part of the learning process. It is a way in which learner internalise, clarify and make sense of their experience. It can also be a powerful assessment tool, providing the opportunity for teachers to assess students’ mathema7cal processes. Competent problem-‐solvers are efficient at keeping track of what they know and how well their afempts to solve the problem is proceeding. They con7nually ask: • What am I doing? • Why am I doing it? • How will it help me?
Striving to provide learning opportuni7es that encourage success with problem-‐solving leads to the raising of the intellectual quality of the mathema7cs classroom. The FISH acronym and process provides a schema for developing a focus on problem-‐solving skills. Teachers need to explicitly teach how to analy7cally read/understand problems. Shared Thinking Word Wall: Learners and teachers need to develop a shared vocabulary to enable clear expression of their thinking processes. Think 'me, think aloud, suggest ideas, brainstorm, imagine, how well did it work? Links to other MAG’s Year 2 MAG 2.1.3 Place Value 1, MAG 2.3.3 Place Value 3 Year 3 MAG 3.1.3 Place Value 1, MAG 3.3.3 Place Value 3
Inves.ga.on: Take an ar7cle from the font page of a newspaper. How far down the ar7cle would you need to go to reach 1000 words? (approximate) • Does it change depending on the size of the font? • CHECK: • Can students work with numbers that are more and
less than 1000? • Do they understand the concept of 1000? • Use a Frayer model to show your understanding Assessment Create observa?onal checklist to assess students knowledge of place value to 3 digits and 4 digits. Check to see if students are able to use appropriate mathema7cal language (link back to word wall) Can students use correctly, standard, expanded and wrifen forms of numbers. • Photographic evidence from games/ac7vi7es • Frayer Model diagrams
The Frayer instruc7onal strategy promotes cri7cal thinking and helps students to iden7fy and understand concepts. The model can be used with the en7re class, small groups, or for individual work. It draws on a student's prior knowledge to build connec7ons among new concepts and creates a visual reference by which students learn to compare afributes and examples.
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