place value. solve the following division problem using a known strategy 3,648 ÷ 8
TRANSCRIPT
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WEEK OF DECEMBER 8-12, 2014
MS. BARKSDALEOAKDALE ELEMENTARY
PLACE VALUE
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- 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.
PLACE VALUE
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DAY 1 – WARM-UP/REVIEW
Solve the following division problem using a known strategy
3,648 ÷ 8
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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
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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
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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
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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
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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
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DAY 2 – I DO
Listen as I say the following numbers:
9 29
419 1,789
32,759 875,229
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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.
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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
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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?
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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 = ?
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DAY 3 – I DO Standard Form - 718,492 Expanded Form – Word Form –
Standard Form - Expanded Form – Word Form – three hundred one
thousand, six hundred thirty-five
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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.
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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
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DAY 3 – EXIT TICKET
Using the number 47,566, write it in expanded and word form.
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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?
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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 – Word Form –
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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.
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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.
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DAY 4 – EXIT TICKET
Write the standard and expanded form of the number below.
nine hundred sixty five thousand, forty
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DAY 5 – WARM-UP/REVIEW
Solve the following equation using a known strategy. Double check it using the inverse operation.
312 ÷ 4
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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
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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
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WEEK OF DECEMBER 15-19, 2014
MS. BARKSDALEOAKDALE ELEMENTARY
PLACE VALUE
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- 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.
PLACE VALUE
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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?
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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
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DAY 1 – I DO
Compare the following sets of numbers
234 ____ 978 773 ____seven hundred seventy-three9,502 ____ 2, 647 114,388 _____ 132,799Eight thousand, two _____ 802430 _____ 6,218 _____ 5,455
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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
_______________________________________
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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
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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
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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
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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?
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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
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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 =
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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
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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
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DAY 2 – EXIT TICKET
Write the number that represents:
18 tens 3 ones 5 thousands
What is 1,000 more than this number?
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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?
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DAY 3 – I DO
Review standard notation Model converting standard form into
standard notation
Example:27,458 = 27 thousands, 45 tens, 8 ones284 =845,101 =
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DAY 3 – WE DO
80,982 =
6,120 =
34,176 =
10,409 =
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DAY 3 – YOU DO
29 =
873 =
5, 372 =
75, 213 =
123, 567 =
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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.
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QUICK QUIZ
1. Compare the following numbers using > , < or =. A. 4,869 ☐ 4,709 B. 25,033 ☐ 25,013 C. 847,260 ☐ 748,350
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