Week of December 8-12, 2014 ms. Barksdale oakdale elementary PLACE VALUE Week of December 8-12, 2014 ms. Barksdale oakdale elementary

PLACE VALUE - You will be able to say, read, & write multi-digit numbers as it relates to their place and value. - You will be able to increase & decrease multi-digit numbers by 10, 100, 1,000, 10, 000, & 100,000.

3,648 ÷ 8 Solve the following division problem using a known strategy Day 1 – warm-up/review Solve the following division problem using a known strategy 3,648 ÷ 8

673,154 How many digits are in the number below? Day 1 – warm-up/review How many digits are in the number below? What is the highest place? What is the lowest place? 673,154

Day 1 - pretest Today you will take a pretest on place value This is not for a grade, but will help me in planning your instruction You will have 1-hour to complete the pretest It is okay if you do not know the material; just TRY YOUR BEST! When you are done you may work on any unfinished work or your HW Taskboard

Day 2 – warm-up/review David ate 32 hot dogs in the annual Franks Hot Dog competition. Maurice ate 4 times as many hot dogs as David. How many more hot dogs did Maurice eat than David? Use your S.O.L.V.E. steps Show your thinking

Day 2 – “Place value neighborhood” Today you will construct a “Place Value Neighborhood” Materials you will need: 6 pieces of colored construction paper, a glue stick, a pencil, a marker Model for students how to construct their “neighborhood” and display your model for reference Allow students 15-20 minutes to construct

Day 2 - vocabulary Digit – single number Place – position in which a digit sits Value ($$) – worth of each digit Multi-digit – having more than one digit Ones – singles; digits 0-9 Tens – 2-digit number; 10-99 Hundreds – 3-digit number; 100-999 Thousands – 4-digit number; 1,000-9,999 Ten-Thousands – 5-digit number; 10,000-99,999 Hundred-Thousands – 6-digit number; 100,000-999,999

Day 2 – I do Listen as I say the following numbers: 9 29 419 1,789 32,759 875,229

Day 2 – we do Using the green digit cards make the following numbers & place them on your “neighborhood”: 105 2,764 38,614 487,952 After making each number have students write the number in their math journal and identify the underlined digit’s place and value.

On the “Digit Values” worksheet, complete letter A-H ONLY! Day 2 – you do On the “Digit Values” worksheet, complete letter A-H ONLY! Peer check your results with your math partner Double check the answers whole class

Day 2 – exit ticket Using the number 456, 802 answer the questions below: 1. Which digit has greatest value? 2. Which digit has least value? 3. What’s the value of the digit in the thousands place? 4. What’s the value of the digit in the ten-thousands place?

Day 3 – warm-up/review What is the value of the underlined digit in the number below? 28,564 Find the product of 42 x 89 = ?

Day 3 – I do Standard Form - 718,492 Expanded Form – Word Form – Word Form – three hundred one thousand, six hundred thirty-five

Day 3 – we do Using the green digit cards make the following numbers & place them on your “neighborhood”: 105 2,764 38,614 487,952 After making each number have students write the numbers in their math journal in standard, expanded, and word form.

Day 3 – you do Given 4 numbers, say and write the standard, expanded, and word form of each: 3,372 42,408 894 190,311

Using the number 47,566, write it in expanded and word form. Day 3 – exit ticket Using the number 47,566, write it in expanded and word form.

Day 4 – warm-up/review Bocar traveled 6,755 miles in 5 days. If he traveled the same distance each day, how many miles did he travel each day? How many more miles would Bocar need to travel to reach 10,000 miles?

Day 4 – I do Standard Form - Expanded Form – 900,000 + 10,000 + 1,000 + 300 + 80 + 2 Word Form – Standard Form - 630, 007 Expanded Form –

nine thousand, three hundred seventy-four Day 3 – we do Using the green digit cards make the following numbers & place them on your “neighborhood”: 856 nine thousand, three hundred seventy-four 30,000 + 2,000 + 900 + 40 800,060 After making each number have students write the numbers in their math journal in standard, expanded, and word form.

Day 4 – you do Complete the “How do you say that big number” sheet independently You will have 15-20 minutes to complete it If you finish early, use the green digit cards to create some of the numbers from your sheet and practice writing the standard, expanded, and word forms in your math journal.

Write the standard and expanded form of the number below. Day 4 – exit ticket Write the standard and expanded form of the number below. nine hundred sixty five thousand, forty

Day 5 – warm-up/review Solve the following equation using a known strategy. Double check it using the inverse operation. 312 ÷ 4

Day 5 – place value review Review vocabulary; emphasizing difference between “place” and “value” Review using prior slides in this presentation Using the number 16,029, make it on your “place value neighborhood”, say it, and write in expanded and word form

Day 5 – quick quiz Materials: number sheet, blank chart sheet, scissors, glue stick, pencil, digit cards You will have 15-20 minutes to complete the quick quiz Use the digit cards to place each digit on your “neighborhood” while completing your quiz

Week of December 15-19, 2014 ms. Barksdale oakdale elementary PLACE VALUE Week of December 15-19, 2014 ms. Barksdale oakdale elementary

PLACE VALUE - You will be able to compare multi-digit numbers. - You will be able to order numbers from least to greatest & greatest to least. - You will be able to use standard notation and standard form inadvertently.

Day 1 – warm-up/review A teacher bought 12 packets of crayons. Seven of the packets had 9 crayons and the other five packets had 10 crayons. How many crayons did the teacher buy in all? A builder needs to by 927 boards for his latest project. If the boards he needs come in packs of 6, how many packages will he need to buy?

Day 1 – vocabulary Compare – looking at 2 or more numbers to determine their position to each other Order – the position/spot in which numbers are arranged (before, after, behind, in front of, etc.) Least – the smallest amount/number Greatest – the largest amount/number Equivalent – equal to; the same number

Day 1 – I do Compare the following sets of numbers 234 ____ 978 773 ____seven hundred seventy-three 9,502 ____ 2, 647 114,388 _____ 132,799 Eight thousand, two _____ 802 430 _____ 6,218 _____ 5,455

Day 1 – i do Place the following numbers on the number line from least to greatest 234 7,340 894 230,566 89 3 567,328 _______________________________________

Day 1 – we do Each group will get 5 sets of number cards (A,B,C,D, and E) First, cut out each number card and place it face-up on your desks Second, classify/organize your number cards based on the number of digits Third, order the number cards within each classification from least to greatest Fourth, order ALL your number cards from least to greatest Last, double check the order of your number cards before gluing them down on your sentence strips

Day 1 – you do Independently, complete the “Comparing Numbers within 1 Million” sheet If you finish early, select 10 numbers from your sheet and create a number line on the back, placing the numbers in order from least to greatest. If you want to do more, that’s even better

Day 1 – exit ticket Compare and order the following numbers: 546 ____ one thousand, six hundred ninety-nine 32, 997 ____ 32, 979 Order the numbers from least to greatest: 546,003 799 10,342 875,002

Day 2 – warm-up/review Order the numbers from greatest to least 475,059; 472,011; 47,389; 475,509 Carol and her 5 friends have 143 beads to share. If Carol lets her friends split the extra beads, how many beads will each friend get? How many beads will Carol get?

Day 2 – vocabulary Introduce new vocabulary: Standard Notation – representing a number identifying how many of each place is needed Example: 13 tens, 2 thousands, 5 ones = 2,135 13 tens = 13 x 10 = 130 2 thousands = 2 x 1,000 = 2,000 5 ones = 5 x 1 = 5 2,000 + 130 + 5 = 2,135

Day 2 – i do (Strategies) Computation Strategies Multiply the number by the place value worth Add zeroes based on the place 15 hundreds = 15 x 100 = 1,500 The hundreds place has 2 zeroes, so you would just add 2 zeroes behind 15 = 1,500 18 tens, 2 ones = 27 ten thousands, 54 tens, 9 ones =

Day 2 – we do Find the sum of the following standard notation 13 hundreds, 5 thousands, 8 ones 98 hundred thousands, 3 thousands, 2 tens 7 ones, 45 hundreds, 17 tens

Day 2 – you do 3 thousands, 42 tens, 6 ones 67 ten thousands, 3 hundreds, 14 ones 5 hundreds, 1 ten, 7 ones 16 ones

Day 2 – exit ticket Write the number that represents: 18 tens 3 ones 5 thousands What is 1,000 more than this number?

Day 3 – warm-up/review Kelly ordered 7 pizzas. Each pizza has 8 slices. If 8 people shared the pizza and ate 5 slices each, what is the total number of slices eaten? Did Kelly order too much pizza? If so, how many pizzas did she need to order?

Day 3 – I do Review standard notation Model converting standard form into standard notation Example: 27,458 = 27 thousands, 45 tens, 8 ones 284 = 845,101 =

Day 3 – we do 80,982 = 6,120 = 34,176 = 10,409 =

Day 3 – you do 29 = 873 = 5, 372 = 75, 213 = 123, 567 =

Day 3 – exit ticket Today you will take a Quick Quiz on comparing/ordering numbers and standard notation You will only have 15-20 minutes to complete it You must write out each problem If you finish early, double check your work, make sure your name and date it on it, and turn it into Ms. B.

Quick quiz 1. Compare the following numbers using > , < or =. 2. Order the numbers from greatest to least A. 37,065 , 37,256 , 36,955 , 37,276 B. 4,325 , 5,197 , 4235 , 5,917 C. 102,526 , 120 ,635 , 12,853 , 100,256   3. Write the following numbers in standard form: A. 12 ten , 8 ones , 6 thousands B. 16 ten thousands , 5 ones , 9 tens C. 27 tens , 5 ones , 4 thousands , 6 ten thousands