---

Lesson Overview

Grade: 4
Duration: 90 minutes
Class Size: 25 students
Unit: Mastering Place Value Concepts (Unit 1)
Lesson: 1 of 9
NJSLS Standard:

• 4.NBT.A.1: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.
• 4.NBT.A.2: Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
• 4.NBT.A.3: Compare two multi-digit numbers based on meanings of the digits in each place.
  Depth of Knowledge (DOK): Levels 1 & 2

---

Learning Objectives

Students will be able to:

• Understand and explain that the value of a digit depends on its place in a number (ones, tens, hundreds, thousands).
• Read and write multi-digit numbers in numeric, word, and expanded forms.
• Demonstrate understanding of place value by using manipulatives to build and decompose numbers.

---

Student Success Criteria ("I can" Statements)

• I can explain what each digit means in a 4-digit number.
• I can break apart numbers to show their value using base-ten language.
• I can use place value blocks to build and write numbers.
• I can compare two numbers by looking at their digits' place values.

---

Materials & Technology

• Base-ten blocks (units, rods, flats) — physical manipulatives (5 sets for groups)
• Promethean Board for visuals and interactive place value chart
• Chromebooks for IXL place value activities
• Student notebooks, pencils
• Jamboard for group collaboration (shared digitally)
• Printable place value charts and word-form cards
• Exit ticket slips

---

Lesson Structure

1. Warm-Up / Problem-Based Learning (20 minutes)

Activity:

• Present the problem: "Mrs. Martinez has 2,345 marbles. How many ones, tens, hundreds, and thousands does she have?"
• Students pair up (Turn & Talk) to discuss what each digit means based on its position.
• Whole class discussion facilitated via Promethean Board showing the number broken into digits.
• Teacher asks guided questions to activate prior knowledge and connect to the concept that digit value changes by position.

DOK Level 2: Explaining place value of a digit
Turn & Talk questions:

• "What place is the digit 3 in the number 2,345?"
• "How many tens are in the number?"
• "Why is the 4 worth more than just 4 ones?"

---

2. Visual Learning Bridge / Direct Instruction (15 minutes)

Demonstration:

• Use base-ten blocks on Promethean Board to model 2,345: 2 thousands flats, 3 hundreds flats (smaller), 4 rods (tens), and 5 units (ones).
• Show how each section corresponds to the digits in the number.
• Model writing the number in:
  • Standard form (2,345)
  • Word form ("two thousand three hundred forty-five")
  • Expanded form (2,000 + 300 + 40 + 5)

Interactive Check:

• Oral questions with student responses via thumbs-up or digital polling on Kahoot.
• Use Jamboard so students write one example number’s expanded form collaboratively.

DOK Level 1: Identifying parts of a number
DOK Level 2: Translating numbers between forms

---

3. Hands-On Group Activity (25 minutes)

Task:

• Students in small groups of 5 use base-ten blocks to build 3 different four-digit numbers provided by the teacher.
• Each student writes the number in standard, word, and expanded form in their notebooks.
• Groups rotate through stations:
  1. Manipulatives station (build and break down numbers)
  2. Chromebook station (targeted IXL practice on place value)
  3. Jamboard collaborative writing and comparing numbers

Differentiation:

• SpEd: Use extra-large base-ten blocks; guided sentence frames (e.g., "The ___ is worth ___ because it is in the ___ place.")
• ELL: Vocabulary preview with picture cards (ones, tens, hundreds, thousands), sentence frames for describing numbers
• Gifted: Challenge — Create a 5-digit number and explain place value changes if digits move places
• At-Risk: Focus on two-digit and three-digit numbers first, with more scaffolded support in manipulatives and partner talk

DOK Level 2-3: Constructing and explaining numbers using place value concepts

---

4. Assess & Differentiate / Exit Ticket (10 minutes)

Exit Ticket (Individual):

• Write the number 4,217 in word form and expanded form.
• Circle all the digits in the hundreds place.
• Quick confidence rating: "I feel ___ (circle 1, 2, 3, or 4) about knowing place value today."

Teacher Notes:

• Observe student responses to exit ticket to gauge understanding.
• Use notes from Turn & Talk and group work for ongoing formative assessment.
• Prepare small-group instruction in iReady based on observed needs.

DOK Level 1-2: Writing and identifying place values

---

Homework

• Assign workbook page 5, problems 1–10 (practice on reading and writing multi-digit numbers using place value).
• Encourage family members to quiz students on place value with numbers around the house (reading prices, addresses, etc.).

---

Reflection & Teacher Follow-Up

• Use iReady diagnostics and IXL reports to identify students needing reteach or enrichment.
• Plan small group lessons targeting place value gaps with manipulatives and digital tools.
• Incorporate culturally responsive examples reflecting WBOE student backgrounds, using familiar numbers (populations, local statistics).

---

Thank you for your dedication to mastering foundational math skills!