INTENTION Our number system is based on grouping quantities in tens and using 0,1,2,3,4,5,6,7,8,9 to record these. We can use 0 as a place holder - eg. in 208 the zero means there are no tens WHOLE CLASS FOCUS Place Value ‘It’s All Connected Mats’ (under whiteboard screens) Extending Prompts: Using more numbers into tens and hundreds of thousands, millions Enabling Prompts: Keeping it to 2 and 3 digit numbers Follow up extended notation by showing that the order does not matter eg. 200 + 1000 + 5 = 1205 grade standard (Vic Curric) Gr 3: to at least 10 000 Gr 4: to at least tens of thousands Check if misconception from SINE test has been cleared up Session 4 LEARNING INTENTION Our number system is based on grouping quantities in tens and using 0,1,2,3,4,5,6,7,8,9 to record these. We can use 0 as a place holder - eg. in 208 the zero means there are no tens TOOL SESSION ‘Where’s My Number?’ game and ‘It’s All Connected’ WHOLE CLASS FOCUS Establishing rules for the Trading Game INVESTIGATION Task: The Trading Game Students play in turn by rolling the die and taking the appropriate amount of units, longs, flats, etc. e.g. a roll of 19 = 1 long (10) and 9 units (1s) and placing them on the place value mats. Students record then continue and make appropriate exchanges as needed. The winner is the first to reach the highest number after 10 rolls. Extending Prompts: Vary the types of die used and extend the place value mat. Enabling Prompts: Simplify the type of die and use the basic place value mats. REFLECTION Students choose 1 or 2 of the sentences to complete (could be done orally or written in Learning Journal) I was able to… My success rate… I learnt that… I can … (refer to learning intentions) Next time I would... . Students’ level of mastery of numbers for their grade standard (Vic Curric) Gr 3: to at least 10 000 Gr 4: to at least tens of thousands Session 5 LEARNING TOOL SESSION The Trading Game and ‘It’s All Connected’ INVESTIGATION Task: Worksheet of various problems taken from ‘Targeting Maths’ Worksheet correction
INTENTION Our number system is based on grouping quantities in tens and using 0,1,2,3,4,5,6,7,8,9 to record these. We can use 0 as a place holder - eg. in 208 the zero means there are no tens WHOLE CLASS FOCUS Lead students through worksheet Extending Prompts: Study Ladder extension Enabling Prompts: Teaching table intervention and support Session 6 LEARNING INTENTION We can ‘break up’ numbers in different ways - eg. 154= 15 tens and 4 ones or 14 tens and 14 ones TOOL SESSION The Trading Game and ‘It’s All Connected’ WHOLE CLASS FOCUS Take a whole number and break it up using a place value mat. Do in a standard way first then try some alternative ways - eg. 154= 14 tens and 14 ones INVESTIGATION Task: Which of the Following see worksheet Extending Prompts: Use bottom sheet Enabling Prompts: Use top sheet Session 7 LEARNING INTENTION A number with many digits can be hard to read. We cluster the digits in groups of three, starting from the ones place TOOL SESSION ‘Where’s My Number?’ game WHOLE CLASS FOCUS Placing the commas song INVESTIGATION Task: The Trading Game and ‘It’s All Connected’ Extending Prompts: As in above lessons Enabling Prompts: As in above lessons REFLECTION Students choose 1 or 2 of the sentences to complete (could be done orally or written in Learning Journal) I was able to… My success rate… Check for correct writing of numbers
I learnt that… I can … (refer to learning intentions) Next time I would... Session 8 LEARNING INTENTION Multiplying a number by ten shifts each digit one place to the left. TOOL SESSION ‘Where’s My Number?’ game WHOLE CLASS FOCUS "Hiking the Place Value Chart" INVESTIGATION Task: Place Value Hiking Students are given a number and must increase this number by multiplying different parts of this number by 10. Choosing ones, tens, or hundreds from a cup of post-its, students multiply that value by ten and record the new number Repeat four times and compare beginning and ending numbers. Extending Prompts: Use 5 and 6 digit numbers What happens if you want to go back the other way? Enabling Prompts: Use 2 and 3 digit numbers