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4.place Value Routine 4th Grade Lesson Plan

This lesson plan teaches 4th grade students about place value through a counting routine, analyzing a 4-digit number, and representing numbers in various forms like word form and expanded form. Students will build a sample number with base ten blocks and represent it with sketches in their math journals. The teacher will facilitate a discussion about place value patterns and relationships between digits. Students will then practice with a new number.

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2K views3 pages

4.place Value Routine 4th Grade Lesson Plan

This lesson plan teaches 4th grade students about place value through a counting routine, analyzing a 4-digit number, and representing numbers in various forms like word form and expanded form. Students will build a sample number with base ten blocks and represent it with sketches in their math journals. The teacher will facilitate a discussion about place value patterns and relationships between digits. Students will then practice with a new number.

Uploaded by

Nessa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Plan: Place Value Routine

4 th Grade, Four Digit Number

Grade: 4th

Standards:
4.NBT.A Generalize place value understanding for multi-digit whole numbers.
4.NBT.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. For example, recognize that 700÷ 70 = 10
by applying concepts of place value and division.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number
names, and expanded form. Compare two multi-digit numbers based on meanings of the
digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

Materials needed:
• Math journals/paper
• Base ten blocks
• Whiteboards

Lesson Overview:
• Introductions (3 – 5 min)
• Counting Circles (5 – 7 min)
o First, we are going to do a counting game to practice counting large numbers.
Today we are going to count from 21,245 – 21,258 (list the sequence on the
board).
o When we get to the last number, everyone will clap once and that student will sit
down. Then we will begin again at the beginning of the counting sequence. We
will do an example whole class and then I will have you complete the counting
circles with your table group.
• Number of the Day – What do you know about today’s number? (15 – 25 min)
o Create a four-digit number with student volunteers (use 3 student volunteers
and then the T. will write in one of the numbers so that two of the digits are the
same for the closure conversation).
o T. What do we know about today’s number? Think-pair-share, chart out
o Ask students to build today’s number using base ten blocks or sketching. While
they are working, ask different students to go build each place value on the
board using the WMP? WMV? pieces. Ask additional students to go up to label
the place value.
o T. will demonstrate on the document camera how students will set up their math
journal/piece of paper for the day.
§ Today’s number:
§ Sketch:
§ Place value names (name each place):
§ Word form:
§ Expanded form:
§ Round to the nearest thousand:
§ Julie says that today’s number rounded to the nearest ten is _________.
Do you agree or disagree? Explain your thinking.
§ Use <, >, or = to compare.
40,000 __________ (today’s number)
Write a sentence comparing the two numbers.
o Circulate as students are working. Select students to complete the various
portions of the routine on the whiteboard.
o Have students share their responses and discuss areas of need, disagreements,
and/or questions. T. will take note of any ideas/misconceptions that can be
talked about whole class.
• Class Conversation:
o What do you notice about the relationship between each of the place value
pieces? Does this pattern continue, as numbers get bigger? What if the
numbers got smaller, like decimals, do you think that the pattern would continue
as well? If so, what do you think it would look like?
o When you built the number using base ten blocks, how did it look different from
our WMP? WMV? pieces and/or your sketch? Do these different pieces show
the same value? Why or why not? How do you know?
o We built a number up to the ten thousands place today. Using the ideas we
discussed, what do you think a piece/sketch would look for the hundred
thousands place? What ideas did you use to predict what this next piece would
look like?
o How is the digit ___ related to the same digit in the _______ place?
o Explain to your partner 1 idea that you learned today.
• Partner Practice:
o Now, I am going to have you work on a new number with your partner while
your teacher and I talk about the ideas that you shared.
o Have four students pull out digit cards to create the new number on the board.
Ask the students to use this number to complete the same prompts.

Anticipated Student Responses: Possible Teacher Questions:


• Students may struggle to represent • Support students by having students
the number in the various forms share or modeling forms as needed.
since this was a standard in 2nd Afterward, name the form (concept, then
grade, but not in 3rd grade. connect the vocabulary term to it).
• Students may draw today’s • How might we create a quick sketch to
numbers using dots or including all show this piece without drawing all of
of the lines in the tens, etc. details? Can we agree to use consistent
Sketches may look different symbols for each place? Facilitate a
throughout the room. conversation to streamline the drawings.
• Students may struggle with • Ask students what place we are rounding
rounding. Rounding is introduced in to. Next, ask them what are the two
3rd grade as students are asked to possible answers for rounding this
round to the nearest 10 or the number to the given place. Have them
nearest hundred. place these two numbers on a number
line, then plot today’s number on the
number line. Which number is today’s
number closer to? How do you know?
Reflection/Observation Questions:
• What are students saying and doing?

• What ideas/strategies did students use?

• What ideas/strategies did students share?

• What are your next steps to continue the learning from this math routine?

Resources:
• Number Literacy: What’s My Place? What’s My Value? by Debby Head and Libby
Pollett, http://bbypublications.com/products/number-literacy/
• Illustrative Mathematics, https://www.illustrativemathematics.org/.
• Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3 by
Jessica F. Shumway.
• Lesson plan created by Christine Roberts, TCOE Mathematics Staff Development and
Curriculum Specialist, for Dinuba Unified School District,
http://dusd.dinuba.k12.ca.us/.

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