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Overview

This week, students explore place value concepts through Eureka Math Module 1 Lessons 1-4, deepening their understanding of the base-ten number system. Each lesson is designed for 60 minutes with 18 fifth graders, aligned with CCSS.MATH.CONTENT.5.NBT.A.1 and CCSS.MATH.CONTENT.5.NBT.A.2.

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Day 1: Understanding Place Value to One Million

Standards

• CCSS.MATH.CONTENT.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.

I Can

• I can explain the value of digits based on their place in a number up to 1,000,000.
• I can read and write numbers up to 1,000,000 using place value concepts.

Success Criteria

• I explain place values correctly with examples.
• I write numbers in word and numeric form accurately.

Materials

• Place value charts (large classroom poster + individual mats)
• Base-ten blocks (units, rods, flats)
• Whiteboards and markers
• Dyslexia-friendly large print place value vocabulary cards

Lesson Breakdown

• 10 min: Introduction with a story about a "place value city" where each house represents a place from ones to millions. Use a visual place value chart to introduce places.
• 15 min: Guided exploration using base-ten blocks—students build numbers that represent different digits in each place.
• 15 min: Interactive whiteboard activity: Students write and read numbers aloud, practicing digit values.
• 10 min: Pair-share discussion: "How does the value of a digit change based on its position?"
• 10 min: Independent practice: Students write 5 numbers and label the place value of a given digit.

Differentiation

• For struggling learners, provide a tactile base-ten block kit and color-coded place value mats to connect concrete and abstract concepts.
• For English Language Learners (ELL), use simplified vocabulary cards with images and bilingual terms.
• Dyslexia-friendly reading: Use clear sans-serif fonts and color overlays on vocabulary cards and worksheets.

Extension

• Challenge: Write numbers beyond 1,000,000 and explain the value of specific digits.
• Explore using decimals in place value for advanced learners.

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Day 2: Reading and Writing Large Numbers

Standards

• CCSS.MATH.CONTENT.5.NBT.A.1

I Can

• I can write large numbers accurately in standard form, word form, and expanded form.

Success Criteria

• I convert numbers between forms successfully.
• I explain why different forms represent the same number.

Materials

• Number cards with digits (0-9)
• Writing journals
• Dyslexia-friendly word form charts
• Whiteboards

Lesson Breakdown

• 10 min: Begin with a quick review game (Number Charades)—students hold number cards and come forward to form a large number.
• 15 min: Explicit teaching using examples: transition from standard to expanded and word forms.
• 15 min: Partner practice—students choose numbers and write all three forms, then explain their reasoning.
• 10 min: Journal reflection: "Why is it useful to know different forms of numbers?"
• 10 min: Class share and Q&A.

Differentiation

• Provide scaffolded sentence frames for journal writing.
• Visual aids with color codes for different number forms.
• Extra time and oral response option for students with writing delays.

Extension

• Create a number story using the numbers converted to different forms.

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Day 3: Comparing and Ordering Numbers

Standards

• CCSS.MATH.CONTENT.5.NBT.A.1 and CCSS.MATH.CONTENT.5.NBT.A.2

I Can

• I can compare and order numbers up to 1,000,000 using >, <, and = symbols.

Success Criteria

• I correctly compare numbers and explain my reasoning.
• I order 4 or more numbers from least to greatest and greatest to least.

Materials

• Number cards
• Comparison symbol cards (> , < , =)
• Place value mats
• Dyslexia-friendly comparison anchor chart

Lesson Breakdown

• 15 min: Mini-lesson on comparing digits by place value, focusing on leftmost digit comparison. Use examples with place value mats.
• 20 min: Small group activities—students draw cards and compare pairs, then arrange groups of numbers on a number line.
• 10 min: Whole class reflection — "What strategies help you compare numbers?"
• 15 min: Independent worksheet: Compare and order given sets of numbers with explanations.

Differentiation

• Provide sentence starters (e.g., "I know ___ is greater because it has ___ in the ___ place.")
• Pair lower-achieving students with strong peers for peer-assisted learning.
• Use manipulatives for tactile learners.

Extension

• Create their own number sets to challenge classmates with difficult comparisons.

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Day 4: Understanding Place Value in Context

Standards

• CCSS.MATH.CONTENT.5.NBT.A.1 and CCSS.MATH.CONTENT.5.NBT.A.2

I Can

• I can use my understanding of place value to solve real-world problems.

Success Criteria

• I explain how place value helps me solve problems.
• I complete problem-solving tasks correctly.

Materials

• Real-world word problem cards related to money, population, and measurements.
• Chart paper and markers
• Dyslexia-friendly problem-solving templates

Lesson Breakdown

• 10 min: Review week's concepts with a quick quiz game using whiteboards.
• 15 min: Model solving a real-world problem, breaking it down step-by-step using place value reasoning.
• 20 min: Student small group rotations working on different problem cards, using place value charts to support reasoning.
• 10 min: Groups share solutions and strategies on chart paper.
• 5 min: Exit ticket: Write one way place value helped solve a problem today.

Differentiation

• Provide sentence frames and visuals for problem statements.
• Offer calculators for checking work without skipping place value thinking.
• Allow oral response option for students with writing difficulties.

Extension

• Create their own real-world place value problems for peers to solve.

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Weekly Reflection and Assessment

• Objective: Assess student mastery aligned to standards.
• Format: Combination of open-ended and multiple-choice questions based on lessons 1-4.
• Differentiation: Read questions aloud if needed, provide dyslexia-friendly print.
• Extension: Offer challenge problems with multi-step place value applications.

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Notes for Teachers

• Maintain a supportive classroom environment where errors are seen as learning opportunities.
• Use multisensory approaches for diverse learners—visual, auditory, tactile.
• Regularly check for understanding with formative assessments like think-pair-share or whiteboard polls.

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This detailed plan fuses conceptual understanding with hands-on activities, accommodating diverse learners while challenging advanced students, all within a Common Core framework.