so i have this standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Try to use this lesson plan draft from a previous lesson plan, and change it accrding to the standard I gave you!: Title Place Value Power: Reading, Writing & Comparing Numbers!

Grade Level 4th Grade

Time allotted for lesson 45 Minutes

Topic and Theme/Big Idea By understanding the value of digits in a number, we can read, write, and compare numbers in everyday life. This will help us make better decisions in life. For example, when we need to compare prices between two things, to make the better decision.

Standards NY-4.NBT.2 : Generalize place value understanding for multi-digit whole numbers. 2a. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. 2b. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Instructional Objectives

Cognitive Objectives (Knowledge): By the end of the lesson, students will be able to identify place value positions in multi-digit numbers. By the end of the lesson, students will be able to compare numbers using >, <, or =. By the end of the lesson, students will be able to distinguish number in the different forms (standard, word and expanded).

Behavioral/Psychomotor Objectives (Skills): By the end of the lesson, students will be able to apply their knowledge by completing matching, writing and comparison tasks using worksheets. By the end of the lesson, students will be able to demonstrate the correct use of comparison symbols, and the different number forms.

Affective Objectives (Attitude): By the end of the lesson, students will be able to cooperate as peers share their work. By the end of the lesson, students will be able to develop confidence in using place value, expressing numbers in different forms, and comparing numbers with the appropriate symbols. By the end of the lesson, students will be able to develop confidence in reading and working with larger numbers.

Aim/Goal/Teaching Point/I can Statement/Do Now/Learning Target/Essential Question I can read, write, and compare large numbers using place value and explain my reasoning.

Assessments Assessments Plan

Objectives What to assess How to assess Criteria used to assess When to assess Cognitive By the end of the lesson, students will be able to identify place value positions.

Compare using (<, > and =) Distinguish numbers in different forms (standard, expanded, written) The Three-Activity Worksheets (Formative, Formal Assessment) Whole Class Observation (Formative, Informal Assessment)

Students should be able to complete their worksheets fully and accurately. They should be able to convert and match the standard form of a number to the other two forms. As well as accurately use comparison symbols when comparing two multi-digit numbers.

Students should be able to complete their worksheets independently, based on what they learned at the start of the lesson, to guide them. Except for part three of the worksheet, students should be able to work together to pick the two digits they want to use.

Students should be able to answer guided questions and ask questions in case they’re confused throughout the beginning, middle, end of the lesson.

As students individually work on their worksheets (Part 3 they work together on.) I will observe students throughout the lesson introduction. As students complete their worksheets and exit tickets, I will walk around. I will be observing who can successfully complete them without aid and those who may need help. Behavioral/ Psychomotor By the end of the lesson, students will be able to apply their knowledge by completing matching, writing and comparison tasks using worksheets.

Demonstrate the correct use of comparison symbols, and the different number forms. Exit Ticket (Formative, Informal Assessment) Students should be able to generate two of their own multi-digit numbers. They should be able to express these numbers in three different forms and use the accurate comparison symbol when comparing them. Students should be as honest as possible when coloring their smiley faces, representing their own opinions on how they feel about the lesson. As students individually work on their exit tickets.

Affective By the end of the lesson, students will be able to cooperate as peers share their work. Develop confidence in using place value, expressing numbers in different forms, and comparing numbers with the appropriate symbols. Develop confidence in reading and working with larger numbers. White Board Participation/Presentation Checklist (Formative, Formal Assessment) Student Participation/ Discussion (Formative, Informal Assessment)

Students should be able to split their roles fairly and accurately. This means each student should use their whiteboard (or share it with their peers if there are extra members) to show their understanding of the comparison symbols. They should be able to take turns speaking and explaining what's on their board. Students who are not presenting their whiteboards, should respect those who are. Therefore, they should sit quietly, and listen. Students should be engaged and participating throughout the entirety of the lesson, including the beginning. This means listening to students who participate and respecting them by staying silent. As well as when the teacher is teaching. Additionally, they should be able to answer questions as the teacher guides the lesson and show they are listening by using reflecting in their activities. Students should be able to ask questions or ask for help throughout the lesson if they are confused. During group presentation/participation. As I introduce the lesson / move through the lesson (the slideshow).

Assessment Tool(s) The Three-Activity Worksheets (Form Sort, Comparative Signs, Number Challenge) Exit Ticket White Board Participation/Presentation Checklist Observations

White Board Participation/Presentation Checklist

Yes

No

Writes Accurate Number Sentence - (Ex. 4,321 > 4,123)

Uses Correct Symbol (>, <, =)

Explains Number Sentences by Using Place Value

Participates in Group Presentation

Prerequisite Knowledge/Skills/Gaps. Students should be able to read and write basic mult-digit numbers. Students should be able to recognize basic place values (ones, tens, hundreds). Students should be abe to know the definition behind “greater than,” “less than,” and “equal to.”

Vocabulary Place Value: How much each digit in a number represents. We start from left to right when finding out which number is larger / smaller. Standard Form: The way we usually write our number (Ex. 1, 13, 125, 1,542, etc.) Word Form: Writing numbers as words (Ex. 1 = one, 13 = thirteen, 125 = one hundred twenty-five, 1,542 = one thousand five hundred fourty-two Expanded Form: We “stretch out” a number, to show each digit’s place value. (Ex. 1 = 1, 13 = 10 + 3, 125 = 100 + 20 + 5, 1,500 = 1000 + 500 + 40 + 2). Comparison Symbols: The symbol > represents greater than. The symbol < represents less than. The symbol = represents equal to.

Part B. Plans for Learning Segment

Instructional Procedure Mini-Lesson/Introduction/Motivation/I Do-We Do (10 - 15 Minutes) Students will begin with a large number on the sideshow (e.g., 4,321). The number will be within a “house,” with empty spots underneath it. Students will read the number aloud together. Students will answer questions: “What place is the 4 in?” “What pace is the 3 in?” “What place is the 2 in?” “What place is the 1 in?” Students will be re-introduced to what place value means. Students will move onto the different forms to write the initial number in: Standard form (4,321) Word form ( Four thousand, two hundred, thirty-one) Expanded form ( 4,000 + 300 + 20 + 1) Students will be introduced to comparison symbols (> < =). They can use tricks to help them meorize the signs: Memory Trick #1: Explain that the less-than symbol < can be remembered because it looks like an "L" for "Less.” The smaller number always goes on the left side of the symbol. Memory Trick #2: Explain that the greater-than symbol > can be remember as an alligator mouth. The alligator always wants to eat the bigger number! Students will then work through comparing two numbers (ex. 4,321 ___ 4,123): “Which place value do we start at? (Let’s start at the tens thousands place.) Which number is bigger there when we compare the two?” “Is it bigger, smaller, or the same? If it’s the same we move onto the next place value. “Which number is less? Which side should it go on?”

Developmental Application – Independent and/or small group learning activities/You do (20 Minutes): [Content Outline] Activity 1: Place Value Form Sort Students receive a worksheet with mixed-up number forms (standard, word, expanded). Students job is to match each set by drawing lines, coloring matching groups, or circling it using squares, shapes or circles. Key Questions: How do these forms match? What helped you figure it out? Activity 2: Comparative Signs Students continue work on their worksheets. Below will be number pairs and comparison boxes. Students will write <, >, or = between the numbers. When done with both activities, students will sit silent. One student will be in charge with raising their groups animal card. Key Questions: What place value helped you compare the numbers? How do you know if they’re equal? Activity 3: Number Challenge (Before moving to “Activity 3” all students must be done with their previous activities) Within their groups, students will agree on picking two numbers from a box. Students, within their groups, will write both numbers in expanded and word form. Students, within their groups, will choose the correct symbol and write a full comparison statement (Ex. 4,321 > 4,123), (4,321 is greater than 4,123 because …) Key Questions: Which place value helped you compare? What does the symbol mean in your example?

Culminating Application – Whole Class Share (10-15 Minutes): [Key Questions] Students will have to have finished activity 3 to be able to present. Each group will come up with their whiteboards. Each student’s whiteboard will show their chosen number, the comparison sign, and the other number from their worksheet (e.g., 4,321 > 3,123). The group will then explain why they chose that symbol and why it’s accurate. After presentations, students will complete a short exit ticket to review what they’ve learned. The exit ticket will ask students to: Write two number’s (of their own choice) in standard, word, and expanded form. Compare the two numbers using <, >, or =. Color in the smiley face according to how they feel about the lesson (Green = Understands, Yellow = Still needs help, Red = Confused / Unsure). Key Questions: What did you learn about numbers today? Why is place value important? How do we decide which comparison symbol to use?

Extension/ Home work Roll & Compare (Dice Game) Each group (or students) will have two dice to share (or take home). Students will roll each dice 4 times to create two 4-digit numbers. Students will next, write both numbers in standard and expanded form. Students will then compare both numbers using >, <, or =. Students will last, circle the place value that helped them decide which number was bigger/smaller (or equal). Part C. Instructional Resources

Materials/Environment SmartBoard Slideshow Presentation Whiteboards Dry-Erase Markers Crayons Pencils 3 Pairs of Dice 12-14 Animal Cards to represent the groups they will be in. (There will be 3 different animals.) Each Animal card will have tens-thousdands, thousands, tens, ones. This is meant for kids that have issues spelling. Congratulatory Stickers (for students who have finished their worksheets.)

Attachments/Handouts Worksheet for Activity 1-3