Name: Julia Richards (Cohort: C1)

Lesson Plan
Lesson Title: Understanding Place Value
Grade: 6
Date: (Day 1) Monday November 27, 2017
Times: (Period 1 & 2) 8:30 – 10:10
Subject/Strand: Math – Number Sense and Numeration
Unit: Representing, Comparing, and Ordering Numbers
Location: W.C Little Elementary

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

Today I will be teaching students to read and write whole numbers from 1 to 1 000 000 in written, standard, and expanded form. This
fits into the context of the unit because students will be representing numbers using a number line, as well as comparing and ordering
numbers based on place value.

STEP 1 : CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations (numbers from documents and details)

Read, represent, compare, and order whole numbers to 1 000 000

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation: Knowledge and Understanding ( K ) Thinking (T); Communication (C); Application(A)

Quantity Relationships:
 Represent, compare, and order whole numbers and decimals from 0.01 to 1 000 000, using a variety of tools and strategies
 Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to 1 000 000, using a variety of
tools and strategies

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will:
 Use my understanding of place value to represent, compare, and order whole numbers

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ x ] FOR [ ] AS [ x ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.

I can:
 Represent whole numbers from 0 to 1 000 000
 Compare and order whole numbers from 0 to 1 000 000
 Use reasoning skills when comparing and ordering whole numbers
 Solve problems that involve whole numbers up to 1 000 000
Assessment Mode – Assessment Strategy and Task for Students- Assessment Tool –
Written  Worksheet: anecdotal notes; observing which  Worksheet (anecdotal notes,
students have an understanding of concepts. Which observation sheets)
students ask for help? Which students are struggling  Exit ticket
to answer questions? – assessment of learning
 Exit ticket: which students understand concepts,
which students answer exit ticket correctly –
assessment for learning

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
 Grade 5: Represent, compare, and order whole numbers and decimal numbers from 0.01 to [10 000] 100 000, using a variety of
tools and strategies. Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to [10 000]
100 000, using a variety of tools and strategies
 Previous lesson: (intro to new unit) Represent, compare, and order whole numbers and decimals from 0.01 to 1 000 000, using a
variety of tools and
I.E.P. program implications: Accommodations, Modifications
 None: the students on IEP are in not in the classroom during math.

Differentiation: Content, Process, Product, Environment, Assessment

 Proximity to the teacher, provide quiet area for students to work independently
 Anchor chart

Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ x ] collaboration, [x ] initiative, [ x ] self-regulation
Self-regulation: seeks clarification or assistance when needed
Initiative: demonstrates curiosity and interest in learning.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
 Hundreds, Thousands, Millions
 Whole numbers
 Decimals
 Place Value
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
 Whiteboard
 Place Value PP slide: Represent, Compare, & Order Numbers
 Math Curriculum – Grades 5 & 6
 OERBT
 Anchor chart

Millions Thousands Ones

Hundreds

Hundreds

Hundreds
Ones

Ones

Ones
Tens

Tens

Tens
 Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 15 minutes
[Students will answer the bell work question in their math
Bell work: this question will be used to activate prior knowledge workbook]

Determine which of the following number is greater: [Review LG and SC]

a. 764 500 or 291 938 Student 1: Use my understanding of place value to represent,
b. 83 461 or 107 461 compare, and order whole numbers
c. 458 209 or 453 999
Student 2: I can … represent whole numbers from 0 to 1 000 000,
[This question will be posted on the whiteboard. Students will compare and order whole numbers from 0 to 1 000 000, use
solve this problem. Once all students have completed the reasoning skills when comparing and ordering whole numbers, and
question we will take it up as a class] solve problems that involve whole numbers up to 1 000 000

Guiding questions
“Can you explain your thinking?”
“How do you know 764 500 is larger than 291 938?”
“How do you know 107 461 is larger than 83 461?”
“How do you know 458 209 is larger than 453 999?”

[Goal is for students to explain their thinking and recognize place

value concepts]

[Review LG and SC]

“Who would like to read out our learning goals for today?
Success Criteria?”

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time:

How do you write out expanded form?
Explanation of expanded form: “Writing a number to show the
value of each digit. Each digit is multiplied by its matching place
value.”
Explanation of standard form: “writing out the actual numbers.”
Explanation of word form: “Writing a number by using words.”
Explanation of place value: “How much a digit is worth by its
location in the umber.”
How do you write out expanded form? “Writing a number to show
the value of each digit. Each digit is multiplied by its matching
place value.”
Question: Good. Can you give me an example?
“600 000 + 90 000 + 4000 + 30 + 3”
Standard form? “writing out the actual numbers.”
Question: Good. Can you give me an example?
694 330
Word form? “Writing a number by using words.”
Question: Good. Can you give me an example?
“six hundred and forty-two”
Question: How do you write out the number 5 432 487 in
expanded, standard, and word form?

Activity 1:
“Now we are going to use a number line and make predictions”
Interactive video:
http://geometricfunctions.org/wsp/may2015/zoominginteger
Students will make predictions using a number line. They will write
down their predictions (in both forms) in their math workbook.
When we take answers up as a class, they will share their
predictions and explain their thinking

The goal is for students to estimate the location on a number

line, then “zoom in” to identify its value

[I will ask students to make predictions]

“What is the location of the red point on this number line?”

[The scale of the number line can be changed to tenths,

hundreds, thousands, ten thousand]

“Before you guess, write down what number you think it may be
in your math workbook. Then we will take each question up as a
class”

“Write the number in both standard and expanded form please.

Be prepared to explain your thinking”

Guiding questions:
“Can you explain your thinking?”
“How do you know?” Student will begin working on the Writing Numbers in Expanded
Form worksheet
Activity 2: Worksheet – Writing Numbers in Expanded Form

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 15 minutes

“Eyes to the front please. Everyone place your worksheet in your [Students will complete the exit ticket and hand it in before the
math folder. Clear off your desk, the only thing you should have end of class]
is a pencil. I will be handing out a small sheet of paper for you,
you will answer the question on the board and hand in your
sheet of paper once you have finished.”

Exit Ticket:

Zoe was asked by her teacher to order five large numbers from
least to greatest. She listed the numbers as follows:

468 325 62 911 7134 899 010 93 267

Her teacher told her to check her work as some of the numbers
were not in the correct order. Why might Zoe have ordered the
five numbers in this way?

Reorder the numbers from least to greatest and explain why

your new order is correct.

[This will be used as an assessment for learning – to see if

students understand the concept of place value]

Extension Activities/Next Steps (where will this lesson lead to next)

Next steps: next lesson, we will be working with decimals & their place value (ordering, comparing decimals)