Lesson Plan : Place Value Up To 6 Digits
Teacher Name: | Vincent Chirimwami |
Grade: | Grade 11-12 |
Subject: | Math |
Topic: | NUMBERS UP TO 6 DIGITS |
Content: | Hundred thousands Ten thousands Thousands period Ones period Period |
Goals: | Today you will learn that: 1. Multiplying a number by ten shifts all the digits in a number to the left one digit and adds a zero onto the end of the number. 2.Multiplying a number by one hundred shifts all the digits in a number to the left two digits and adds two zeros onto the end of the number. 3. Numbers with more than 3 digits are thought of as broken into "periods" separated by commas. The rightmost period is made up of three parts: the hundreds, tens, and ones places and is the period referred to as the "ones period". The next period is made of three parts: the hundred thousands, ten thousands, and thousands places and is the period referred to as the "thousands period". |
Objectives: | Students will represent numbers up to 6 digits in multiple forms and will examine the relationship between place values with 80% accuracy. |
Materials: | Skill cards PVDB Quick response boards and writing materials for each student Student Books and pencils or ink pen Transparency paper Place Value Mat--Hundreds, Tens, and Ones |
Introduction: | Revise place value using quick response boards and writing material for each student. |
Development: | Today we will extend our thinking about place value to more places. Can anyone name the next biggest place to the left of the hundreds place? Answer: the thousands place We can use a place-value table like this to represent large numbers I I will sketch a table on the transparency and project it to the board for students to see). Hundred thousands, Ten thousands, Thousands, Hundreds, Tens, Ones. Then I will show how we can represent the number 345,629 in a place-value table. We can think of a 6-digit number like 345,629 (read as "three hundred forty-five thousand, six hundred twenty-nine") as being divided into sections called periods. The period to the left of the comma is called the thousands period and the period to the right of the comma ia called the ones period. Each period has tree positions: hundreds, tens, and ones. The comma in the number 345,629 separates the periods. So we know that the first three digits are read as "three hundred forty-five", and the comma tells us to say "thousands" because the digits 3, 4, and 5 are in the thousands period. Then we read the next three digits as "six hundred twenty-nine". We typically do not say "ones" at the end of the ones period. |
Practice: | Problem 1 Student Book (p.9) Write the number 153,827 in the following ways: a. Expanded form b. Words C. by sketching tally marks in the appropriate columns in the place-value table. |
Accommodations: | Partner Work Turn to your partner and share how you explained your solution to these problems. While partners are working, I will offer additional help to students who are having difficulty. |
Checking For Understanding: | I will ask several questions to share their answers for problem 2 and 3. try to find two students whose representations are different and ask: - How do the two representations of the expanded form differ? In what ways are they the same? - Which was the most difficult representation for you to find? - Why was it the most challenging? - What process did you use to find your answers for each part? |
Closure: | Your Thoughts Write one sentence about the relationship between the ten thousands place and the hundred thousands place. |
Evaluation: | |
Teacher Reflections: |
| Create New Lesson Plan | Lesson Plan Center |