MATHEMATICS - Year 4: Number and Place Value

Aim

Description

Examples of activities and weblinks

Lesson 1

Recognise and Order numbers to at least ten thousands.

Enactive and Iconic mode

• Video - Which Number is Bigger? (ABC)

http://education.abc.net.au/home#!/media/1423561/

• Classwork – Teacher examples on board
• Web Quest – Recognising then Ordering numbers

Lesson 2

Represent numbers to at least ten thousands.

Enactive mode

• MAB Blocks – group inquiry
• Place Value Headings (BBC)

http://www.bbc.co.uk/bitesize/secondlevel/mathematics/number_money_and_measure/place_value_headings/play/

Lesson 3

Calculations of numbers to at least hundreds.

Iconic mode

• Video – Adding and Subtracting Numbers in the hundreds (ABC)

http://education.abc.net.au/home#!/media/1759421/

• Classwork – Teacher examples on screen (Interactive Abacus)

https://apps.mathlearningcenter.org/number-rack/

• WebQuest – (Teacher) - students answer on worksheet

http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

Lesson 4

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations.

Iconic and Symbolic mode

• Teacher Examples on screen 

http://www.scootle.edu.au/ec/viewing/S8049/Maths_template_place_value/index2.html#tpm-nav-two

• WebQuest - Wishball: Whole Numbers

http://www.scootle.edu.au/ec/viewing/L867/index.html# 

• WebQuest - Assessment Test

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

6

5

7

2

0

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

5

7

9

5

4

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

2

5

1

9

7

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

4

1

2

5

7

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

8

2

0

6

3

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

2

0

0

1

4

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

5

2

1

7

6

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

3

3

5

7

8

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

5

2

1

9

7

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

2

1

9

0

4

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

3

3

4

9

4

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

8

8

0

2

1

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

3

2

1

1

9

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

8

1

2

6

5

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

0

2

5

9

1

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

2

2

9

0

4

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

1

0

5

7

3

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

4

5

2

0

1

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

1

9

4

8

7

TEN THOUSANDS

THOUSANDS

HUNDREDS

TENS

UNITS

3

4

7

5

1

Learning Area: Number

Year Level: 4

Class Size: 20

Topic: Number and Place Value

Curriculum Connections: (ACMNA072) -Recognise, represent and order numbers to at least tens of thousands.

Intended learning outcomes

What knowledge, skills and values will be the focus of the lesson?

-The focus for this first lesson is to have students recognising numbers up to at least tens of thousands and being able to use place value headings to assist them in ordering numbers.

Assessment

• How will I know that my intended learning outcomes have been achieved?

• If students can correctly identify numbers and correctly order them. Chances for this on WebQuest and also Class Inquiry discussion.

• What evidence will I collect to show students’ learning?

• Collect WebQuest scores, responses to questions and note taking recording of questions/answers/attempts from class discussion and worksheet exercises.

Prep (negotiation)

• How can I find out what the students already know? How can I build on their knowledge and experiences?

• Based on questions raised after first video, lesson examples may be adjusted to make them either simpler or harder dependant on where majority of students’ knowledge stands currently. (The simplified and extended options are pre-planned to be handed out individually to any students who may require either.)

• How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson?

• Check with students any questions raised by watching the first WebQuest video
• Teacher directed examples on board for the first couple, then invite students up to create their own examples for the rest of the class, allow them chances to direct and answer examples with or without prompts as required.

Procedure

Engagement:  What will be a good attention grabber to start the lesson?  How will I connect students with their past learning experiences and prior knowledge of the topic?  

• Lesson will begin with tablets on desks ready to excite students about the ITC usage in this topic.
• Discussion and reflection on how the students were able to learn to count to at least 10,000 last year, see if students can recall the Place Value heading names.

How will I make the expectations and the intended outcomes for this lesson explicit?

• Clarify lesson overview and lesson outcomes to students.

Learning experiences: What learning experiences will best develop the intended outcomes? Which Dimensions of Learning Strategies would be appropriate?  

• Visual, Verbal, Auditory, Physical and Social

What Instructions will I need to give?  What examples might I need to show?  What is the logical sequence of the learning experiences?  

• Introduction
• Place Value Headings on board in table
• WebQuest Video
• Whole class, Questions
• Whole class, Teacher Examples on board
• Whole class, Student directed (Teacher prompts as required)
• Conclusion – Summary of this lesson, Explanation of next and pack up time

How will I differentiate the learning experiences to include all students?  

• Simplify or extend question/answers with or without prompts as required.

What will I prepare for ‘fast finishers’?  

• WebQuest extra game – “Whole numbers level 6: numbers to 10 000”

What time allocation do the learning experiences require?

• 10mins for Introduction
• 5mins for WebQuest login and watch video/write questions
• 10mins for question time
• 20mins for Whole class examples/inquiries
• 5mins for pack up and conclusion

Classroom organization: How will I set up the classroom for this lesson?  What grouping arrangements will be the most strategic?  

• Students will be able to select their own seats for this lesson, this should allow for students to settle quicker and become intrigued in new topic/what will they be doing?
• Tables will be arranged in a horse shoe shape to allow for ease of and inclusion in the whole class discussion

What balance of whole class, small group and independent learning experiences will I use?

• There will be a mixture of whole class (beginning and end) and independent (middle) work over the lesson.

Dialogue:  What opportunities can I create for dialogue?  What questions can I ask to encourage exploration of concepts and big ideas?  

• Attempt to use as many key mathematical terms and concepts as possible. (bigger than, larger than, smaller than, less than, compare, place value and order.

What spaces can I make for student questions?

• Students will note take any questions in notebooks while watching WebQuest video, students will then have a chance to ask their questions in our whole class discussion.

Reflection: How will I get students to reflect on their learning?

• Students will be given the opportunity to answer questions from their peers if confident to do so. If slight error in answer students will be prompted by teacher to alter their thinking and find the correct answer

How will I inform them of their progress?

• Students will be given direct verbal feedback and/or prompts over the course of this initial lesson.

Closure: How will I bring closure to the lesson?  How will I ensure the room is ready for the next class?

• The lesson will be closed with a recap of the lesson and a short explanation of topic to be covered in the next lesson

Resources

• What resources will I need to support the lesson?

-Tablets (x1 per student)

- WebQuest logins

- Individual student notebooks

- White/Black board at front of room

• What equipment do I need to check prior to the lesson? 

• Tablets: charged and connected to internet?
• Check whiteboard markers/chalk

• What materials do I need to prepare?

-Tables arranged in U shape: chairs at each place

-Tablets at each seat

Reflection

How will I get students to reflect on their learning?

• Prompts to explore deeper level thinking or reflection

  How can I use assessment information to improve student learning?

• Consider if there was one particular concept the class struggled with (Focus more on it) or found too hard (Simplify task/questions)
• If there are few students who do not adequately reach lesson outcome goals, do not force them to move on next lesson, work with them more one on one to catch them up/set them homework extra work at a simplified level to practice and develop knowledge and skills required.

Evaluation

• What worked well? What would I modify? What would I do differently next time?

• Which students do I need to follow up? What do I need to build on in the next lesson?

• How can I use the assessment information to improve student learning?

Learning Area: Number

Year Level: 4

Class Size: 20

Topic: Number and Place Value

Curriculum Connections: (ACMNA072) -Recognise, represent and order numbers to at least tens of thousands.

Intended learning outcomes

What knowledge, skills and values will be the focus of the lesson?

-How to represent numbers up to tens of thousands using MAB Blocks

- Group collaboration skills (sharing, communicating)

- Social skills presenting/sharing ideas to whole class

Assessment

• How will I know that my intended learning outcomes have been achieved?

• Students will be able to represent numbers using MAB blocks up to the tens of thousands
• Students will successfully work as a part of a group
• Students are able to effectively communicate to the rest of the class their findings/examples

• What evidence will I collect to show students’ learning?

• Collect photos of work (MAB Blocks representations next to number cards)
• Photos of students working cohesively as a group
• Photos/videos of students presenting their work to the class
• Completed worksheets from each group
• Individual evaluation of group work from each student

Prep (negotiation)

• How can I build on their knowledge and experiences?

• Selecting numbers to represent that relate to their experiences. (Population of NT/Australia. Number of students in the school. Number of people at local AFL Game etc etc)

• How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson?

• Students can select their own groups of 4/5

Procedure

Engagement:  What will be a good attention grabber to start the lesson?  

• MAB Blocks out on tables
• Worksheets and markers out on tables

How will I connect students with their past learning experiences and prior knowledge of the topic?

• Ask students of past experiences they enjoyed which we could get a fact/figure from to represent using the MAB Blocks

  How will I make the expectations and the intended outcomes for this lesson explicit?

• Clarify lesson overview and lesson outcomes to students.

Learning experiences: What learning experiences will best develop the intended outcomes? Which Dimensions of Learning Strategies would be appropriate?

• Visual, Verbal, Auditory, Physical and Social

  What Instructions will I need to give?  What examples might I need to show?  What is the logical sequence of the learning experiences?

• Introduction (on floor) *Includes examples of representing using MAB Blocks
• Students select groups and a table
• Students work through their number cards on their table (laminated) *Number Cards found in Teacher Resource tab** together and take a photo of each representation (ITC Incorporation)
• Individuals complete Evaluation form
• WebQuest game if group work completed
• Shared Presentation time
• Conclusion

 How will I differentiate the learning experiences to include all students?  

• Invite all students to select a figure from an experience that relates to their experiences

What will I prepare for ‘fast finishers’?  

• Once all members of the group have completed their number cards, and completed the individual reflective evaluation, students may access their WebQuest on their tablets and play “Place Value Headings” BBC Game.

What time allocation do the learning experiences require?

• 10mins Introduction and group selection
• 15mins Group Inquiry and Individual Evaluation
• 10mins WebQuest “Place Value Headings”
• 10mins (2/3mins per group) Shared presentation time
• 5mins pack up and conclusion

Classroom organization: How will I set up the classroom for this lesson?  What grouping arrangements will be the most strategic?

• Tables set up for group work (rectangles) spread around the room
• Students select their own groups

 What balance of whole class, small group and independent learning experiences will I use?

• Combination of all
• Whole class (introduction, shared presentation and conclusion)
• Small Group (group inquiry)
• Independent (Evaluation forms and WebQuest game)

Reflection: How will I get students to reflect on their learning?

• Teacher prompted questions in shared presentation time
• Individual Evaluation form of group inquiry work

 Closure: How will I bring closure to the lesson?  How will I ensure the room is ready for the next class?

• Tablets packed away
• Chairs pushed in
• Number cards handed back
• MAB Blocks into their container
• Reflection

Resources

• What resources will I need to support the lesson?

• Internet (for teacher to search facts/figures)
• Number Cards
• Markers
• Individual student evaluation forms
• WebQuest logins
• Tablets (Enough for x1 per student)

• What equipment do I need to check prior to the lesson?

• Tablets charged

• What materials do I need to prepare?

• Number cards
• Evaluation forms

• What other arrangements are necessary?

• Room rearranged

Reflection

How will I get students to reflect on their learning?

• Individual student evaluation form

 How can I use assessment information to improve student learning?

• See what beliefs students had about their own shared learning experiences
• See what beliefs students had of others within their group
• Assess whether group work was successful or not/whether it was a good idea to let students pick their own groups why/why not?
• Which students are confident in sharing with peers
• Which students work well as a part of a group
• Which students are confident in their knowledge
• Which students are able to answer extended prompts and develop further thinking

Evaluation

• What worked well? What would I modify? What would I do differently next time?

• Which students do I need to follow up? What do I need to build on in the next lesson?

• How can I use the assessment information to improve student learning?

Learning Area: Number

Year Level: 4

Class Size: 20

Topic: Number and Place Value

Curriculum Connections: (ACMNA073) Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems 

Intended learning outcomes

What knowledge, skills and values will be the focus of the lesson?

• Calculations of numbers to at least hundreds.

Assessment

• How will I know that my intended learning outcomes have been achieved?
• What evidence will I collect to show students’ learning?

• responses to questions
•  samples of work
•  written exercises  

Prep (negotiation)

• How can I find out what the students already know?

• Quick questions before video in introduction to gage where students knowledge is at, before beginning the lesson

• How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson?

• Allow students to create their own problems, and use the board as if a teacher in a whole class setting

Procedure

Engagement:  What will be a good attention grabber to start the lesson?

• Video played on big screen/projector (students on floor together in front of screen)

How will I make the expectations and the intended outcomes for this lesson explicit?

• Clarify lesson overview and lesson outcomes to students.

Learning experiences: Which Dimensions of Learning Strategies would be appropriate?

Visual, Verbal, Auditory, Physical and Social

 What examples might I need to show?

• Addition and Subtraction of numbers up to hundreds

 What is the logical sequence of the learning experiences?  

• Introduction
• Video “Add and Subtract Numbers” – ABC Education (Whole class together)
• Written answers in notebook (Teacher shows questions live on screen – students answer and workout in their notebook)
• Conclusion

How will I differentiate the learning experiences to include all students?

• If students are struggling, simplify the problem to tens or ones and show what how the skill used is the same, just applied to an extra place value
• If students find it easy, and can explain why, ask them to do with an extra place value or more. See if they understand the concept is the same just adding extra place values

 What will I prepare for ‘fast finishers’?

• Problems up to Millions

 What time allocation do the learning experiences require?

• 15mins Introduction
• 30mins Class work *Using Virtual Manipulatives (Teacher and Student created questions – Students to workout/answer in their notebooks) *Teacher must note the questions down that are asked, to use when assessing students notebook answers and working
• 5mins Conclusion

Classroom organization: How will I set up the classroom for this lesson?  

• Tables to be set up in a U Shape, so all students can see board with ease  

What balance of whole class, small group and independent learning experiences will I use?

• While working in a whole class setting, students are to workout and answer individually in their own notebooks, however students are able and encouraged to assist each other, ask the group questions if needed for further understanding
• Students are also welcomed to create their own questions for the rest of the class

Dialogue:   What questions can I ask to encourage exploration of concepts and big ideas?  

• Prompts from teacher as required to test dept of understanding and extension of skill

Reflection: How will I get students to reflect on their learning? How will I inform them of their progress?

• Students will receive a mark from work handed in via notebooks. Marks for working out and final correct answer.
• Teacher feedback comments after mark – will explain strengths, areas to work on and/or note any common mistakes happening and work with student on this understanding of the concept.

Closure: How will I bring closure to the lesson?  How will I ensure the room is ready for the next class?

• Collect notebooks
• Reflect on what we did in this lesson
• Explain the marking and feedback students are to expect
• Explain the next lessons expectations

Resources

• What resources will I need to support the lesson?

• Projector/big screen
• Students individual notebooks
• Paper to record questions given to students and notes on students participation

• What equipment do I need to check prior to the lesson? 

• Projector/big screen

• What other arrangements are necessary?

• Room layout of tables

Reflection

How will I get students to reflect on their learning?  How can I use assessment information to improve student learning?

• Ask them to reflect on their mark and feedback
• Focus further work on concepts that shown difficulty amongst students
• Repeat lesson if required

Evaluation

• What worked well? What would I modify? What would I do differently next time?

• Which students do I need to follow up? What do I need to build on in the next lesson?

• How can I use the assessment information to improve student learning?

Learning Area: Number

Year Level: 4

Class Size: 20

Topic: Number and Place Value

Curriculum Connections: Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (ACMNA073)

Intended learning outcomes

What knowledge, skills and values will be the focus of the lesson?

• The focus of this lesson is to enable students to recognise and demonstrate that the place-value pattern is built on the operations of multiplication or division of tens.

Assessment

• How will I know that my intended learning outcomes have been achieved?

• Students will demonstrate to a satisfactory level their understanding of the pattern
• Students display the skill required to use the pattern
• Students can satisfactorily explain the pattern and apply it to extended problems following the pattern

• What evidence will I collect to show students’ learning?

• Discussion
• Responses to questions
• Written exercises 

Prep (negotiation)

• How can I find out what the students already know?

• Speak to the students about their tens times tables, how do they work out anything times or dived by ten, what mental maths do they use?

How can I build on their knowledge and experiences?

- Explain how these methods/tricks can be applied to the tasks we are going to do

• How can I give students some ownership of the lesson by determining content? What choices can I offer students within the lesson?

• As with all previous lessons in this topic, students will have a chance to create and ask their own questions to their peers and are given the opportunity to direct the whole class for a question

Procedure

Engagement:  What will be a good attention grabber to start the lesson?

• eChalk on big screen

  How will I connect students with their past learning experiences and prior knowledge of the topic?

• Review place value headings
• Review pattern of tens when using place value (Lesson 3)

 How will I make the expectations and the intended outcomes for this lesson explicit?

• Clarify lesson overview and lesson outcomes to students.

Learning experiences: Which Dimensions of Learning Strategies would be appropriate?

• Visual, Verbal, Auditory, Physical and Social

 What Instructions will I need to give?

• How wishball works
• How students will be assessed
• How to open assessment

  What is the logical sequence of the learning experiences?

  What will I prepare for ‘fast finishers’?

• Play: Wishball on WebQuest  

What time allocation do the learning experiences require?

Classroom organization: How will I set up the classroom for this lesson?  

• Tables and chairs in a traditional setting of horizontal rows (assessment lesson)

What grouping arrangements will be the most strategic?

• Teacher selects seating arrangements so to keep students work individual for assessment as possible
• Also allows for opportunities at new friendships to build/strengthen when completed assessment and sitting with different people to normal playing Wishball

  What balance of whole class, small group and independent learning experiences will I use?

• Whole class introduction and eChalk
• Independent assessment
• Small groups allowed when playing Wishball if students prefer OR can be done individual

Reflection: How will I get students to reflect on their learning?

• Individual reflection form after assessment on how they feel they went in test/how teacher prepared them for it

How will I inform them of their progress?

• Written report of progress and achievements throughout entire topic

Closure: How will I bring closure to the lesson?  How will I ensure the room is ready for the next class?

Conclusion – Summary of this lesson, and topic overall

Resources

• What resources will I need to support the lesson?

-Tablets (x1 per student)

- WebQuest logins

- Individual student reflection forms (x1 per student)

- Projector/Big Screen at front of room

• What equipment do I need to check prior to the lesson? 

• Tablets
• Internet
• Big Screen/Projector

• What materials do I need to prepare?

• Reflection Forms

• What other arrangements are necessary?

• Layout of room – tables in traditional style

Reflection

How will I get students to reflect on their learning?  How can I use assessment information to improve student learning?

• Reflection forms will indicate how students felt about assessment/topic
• Compare students’ feelings with results
• Review students input onto Teachers teaching reflection – adjust for next time, use what they felt worked, change what they didn’t necessarily like (co -learning)

Evaluation

• What worked well? What would I modify? What would I do differently next time?

• Which students do I need to follow up? What do I need to build on in the next lesson?

• How can I use the assessment information to improve student learning?