Lesson Plan : Large Numbers: Place Value

Teacher Name:
 Ms. Chang
 Grade 6

 Number Place-Values
 Place-Value Ones Thousands Millions Billions Trillions
 Aim: How do we read large numbers?
 Students will be able to identify place-values.
 Overhead projector, student workbook, handout
 Do Now: Please write the following in standard form: Five-billion, Sixty-eight thousand, four hundred fifty-two. Ninety-two million, five-hundred thousand, three. Seventy-eight trillion, four-hundred eight thousand, eighty-nine. Yesterday night, I went online to read The New York Times. I have an online subscription. It keeps me updated on the news especially when I'm too busy and don't have time to go out and buy the newspaper. I was randomly chose an article and began reading. I was reading this article and noticed all the numbers on the page. This article alone had a gazillion numbers on it. I wondered if our class would be able to read them. I am now going to read the article and I want you to jot down the number on your page (in number form).
 Mini-lesson: The projected world population and regional populations for the year 2025 are given at the right. How would you read each of these numbers? Let's take a look at the place value chart. Go through each number: World total-8,472,400,000 8 Billion, four-hundred seventy-two million, four-hundred thousand Africa- 1,582,500,000 1 billion, five-hundred eighty-two million, five-hundred thousand Point Out: Notice the commas. Why do we have them there? (Elicit: They help organize the numbers. Each group has three digits) Note the groups: Ones, thousands, millions, billions, trillions Each group is subdivided into three smaller groups. That's where the comma comes in. It helps us to see these subdivisions easier. Ones, tens, hundreds, thousands, ten thousands, hundred thousands... Latin America- 360, 500,000 three-hundred sixty million, five-hundred thousand Asia- 4,900,300,000 four trillion, nine-hundred billion, three-hundred thousand Europe- 541,800,000 Five-hundred one million, eight-hundred thousand Looking at these numbers, which population is the greatest? Smallest? Put them into order. Be sure to label the country next to the number. Greatest to smallest. Asia Africa Latin America Europe North America How did you know which was greatest, smallest? What did you look at?
 Call on students to choose a place value. Then, have other students choose numbers for various place values. Practice reading number aloud.
 Remedial Instruction: What have we talked about so far? What are place values? Why are they important? 56, 678, 492 30,456,450,045,897 45,567,734 167,589 Which number has a 6 in the hundred thousands place. (first one)? Which number has a 6 in the ten-thousands place (third)?Which number has a 6 in the billions place (second)? What digit is in the tens place...etc.?
Checking For Understanding:
 Group work: Pass out newspaper articles. Ask students to take turns reading large numbers that they come across.
 What did we talk about today? What are place-values? (Names for each digit that helps us organize numbers.) Why are they important? Give examples and have them tell you place value. HW: page 2 Go over number 7. Remember to be careful of what the problem asks for. "nearest distance"- When you look at the table, be sure that you are looking at the right number. What does the first column tell you (farthest)? Second column (nearest)? Last column (mean)? Review question: What is the mean, mean (average! bonus question: How do we find the average?)
 informal assessment
Teacher Reflections:

Create New Lesson Plan Lesson Plan Center