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Logistics for TLC Team Planning Name Amy Coots Abby Webb Mary Snider Angela Thuemler Jody Sherriff School Boulder Creek Lassen View Lassen View Alta Mesa Phone Home Email Meeting date/time/location on teaching day:9/11/08 –7:45 –Lassen View 1st Lesson 2nd Lesson School site Lassen View Boulder Creek Teacher’s name Mary Snider Amy Coots Time frame 8:30-9:30 12:45-1:50 Time of debrief 9:30-11:00 1:50-3:00 Room for team to meet ? ? Materials Needed for Lesson Base ten blocks Whiteboard pens – blue - 10 Whiteboards Pocket Charts Who is responsible? Amy/ all Jody Mary/Amy Amy (will email Abby if she needs master) Brown bags Angela Clues (enlarge and print out, staple to Amy bags) Overheads Abby Who is typing the lesson and making copies for the team? Jody Who is making the student data sheet and making copies? Abby Who will invite the principal or other key site/district personnel? Mary & Amy Conceptual Flow Place value is important for understanding numbers and calculations. 1. There are different ways to represent numbers. Numbers can be represented in standard form. Numbers can be represented using base ten blocks Numbers can be represented in expanded form. 2. Place value is a repeating pattern. 3. Each digit is a value depending on its place in the number. Numbers can be compared and ordered using place value. Zero is a place value holder for a digit in a number. TLC: Shasta #2 Planning: 9/04/08 Teaching: 9/11/08 Location: Lassen View & Boulder Creek Teaching Times: 8:30-9:30 & 12:45-1:50 Lesson Concept: Zero is a place holder in writing numbers Standard(s): Teacher Does Student Does Engage: Today we have guest teachers. How are numbers important in our lives? Talk to your neighbor and get ready to share your ideas. Where do you use numbers? Where do we see them? How do people use numbers? Policeman? Doctor? Mom? Dad? Teacher will chart answers from students. “Why numbers are important in our lives…” We use numbers all the time. It is important to be able to write numbers accurately. For example, would you rather have $31 or $13? What would happen if a fireman had an emergency to go to and he went to 3475 when he was supposed to go to 4375?. So we can see that numbers and their correct ESR:Phone numbers, money in the bank, cost of items in stores, minutes until lunch, how fast you drive in your car, number on your paper, temperature on stove, age/birthday, library, lunch number, road signs for distances, speed limits ESR: I would rather have $31. ESR: He would be at the wrong place. The people who are having the emergency would be wondering where help was. Concept Numbers are an important part of our daily lives. placement are important. Today we are going to explore numbers and the correct placement of digits within those numbers. Explore: Today we are going to practice and explore writing numbers. We are going to be using our place value mats and base ten blocks. Your first activity will be to work with a partner to discover a mystery number. You will be given clues stapled to a bag. The clues will help you to first figure out the digits of the number. Write down the digits for your number on the place value mat with your pen (or have a paper with the place values on it; 1/2 sheet). Do not look into the bag until you have written down your number. Once you and your partner agree on your mystery number, you can look into the bag. Inside the bag you will find base ten blocks that indicate the correct solution to your mystery number problem. Count the blocks to check your work. Write your number in standard form on your white board so that you can show the rest of the class. (Teacher will list directions on the board) (Prepare bags with clues and appropriately number blocks for the numbers: 608; 3,015; 4,903; 3,010; 1,002) On the overhead, model steps with student input for a bag containing the number 235. (Clues: Students listen to teacher directions A digit has a specific value depending on its placement in a number. Zero is a place holder when writing numbers. The digit in the ones place is the sum of 3 and 2. The hundreds digit is one less than 3. The digit in the tens place is the number of sides on a triangle.) Now let’s check the bag to see if we are correct. Model taking the blocks and counting to see if the number written matches the blocks. What number do we have? What do we have in blocks? Now your and your partner will be given a bag with clues and you will do just as we have done together. Pass out materials Circulate and ask probing questions such as: How did you decide on that number for the ___ place? Read me your number? Does your number match your blocks? What digit is in your ____ place? Read me your first clue. Explain to me how you figured out the digit. Why do you have a space there? Why did you put a zero? How did you know to use a zero? Do you and your partner agree? Why? Why not? Warning to finish up. Decide which partner will do the talking and who will hold the number. ESR: 5 in the ones ESR: 2 in the hundreds ESR: 3 in the tens ESR: 235 ESR: 235 With a partner, read clues and give suggestions for digits, write number on board, and count the base ten blocks to check. Have students put blocks back into the bag and collect the pens. Get attention. Remind students how to listen respectfully. Do we have a group that will volunteer to present their clues and mystery number to the class? Read us your number? Does the class agree? Thumbs up/thumbs down. Explain why do or don’t agree. Why did you leave a space? Why did you use a zero? Where did that come from? **You have just discovered one of the most important ideas in math. Did you know that zero didn’t exist in the very beginning of numbers. You discovered that zero has a very important job. It is a place holder. Collect materials- Please put all materials (board, pens, blocks, mats) into bag. Now we are going to practice making some more four-digit numbers. What places will we be using if our numbers have four digits? I’m going to put up a number in expanded form on the overhead and your job is to make that number using your place value pocket charts. Let’s start by passing out the materials and getting our digits ready. Line up your digits Put blocks away and turn in pens. Students wrap-up work Partners stand up and read clues, explain thinking, present number. Put rest of materials back into bag. ESR: ones, tens hundreds, thousands Students get materials ready. from 0 to 9 on the top of your desk and put your place value pocket between you and your partner. Let’s try one together. Show first number (expanded form, word form, base ten blocks) on the overhead. Please work with your partner to pick the digits needed to make the number shown. Who can show your number? How did you choose those digits? Explain how you came up with that number. Do you agree? Thumbs up/down Why/ why not Does someone have a different way to do it? For #2 below, students need 2 zeros, but they only have 1. See how the resolve they problem. What is the number without the zero? You have just encountered the same problem that people had a long time ago before there was zero. The solution is having zero as a place holder. Numbers for overheads: 1. 7,000+900+3 2. eight thousand, seventy 3. base ten 3,012 4. six thousand, six Work, share, explain Listen critically to other students’ explanations ESR: We made another zero because we needed another one; Without the zero the number is 807 or 870. 5. 5,000+300+8 6. base ten 4,602 Here comes a new number. Reset your numbers. Get ready…… Zero is an important place holder when writing numbers. Explain: Independent work/Evaluation Sample Assessment worksheet: 1. 3,000+400+2 2. base ten stamps: 1,370 3. two thousand, eighty-nine 4. orally: 4,007 5. How is zero important in writing numbers? Extend: Okay, now are you ready for the challenge question? We have one last mystery bag. Try to figure out the mystery number on the back of your worksheet. 13,020 clues: 1. There are five digits. 2. The digits in the thousands place is the sum of 1 and 1 and 1. 3. The digit in the ten thousands place is 9 less than 10. 4. The digit in the tens place is half of 4. Write numbers independently on assessment paper. Each digit represents a value depending on its place in the number. 5. The sum of the digits is 6 Clue Cards: 608 1. The digit in the ones place is 4 doubled. 2. The digit in the hundreds place is the sum of 2 and 4. 3. The sum of the digits is 14. 3,015 1. 2. 3. 4. The digit in the thousands place is the number of sides on a triangle. The digit in the ones place is half of ten. The digit in the tens place is two less than 3. The sum of the digits is 9. 4,903 1. 2. 3. 4. The digit in the thousands place is the same as the number of sides on a rectangle. The digit in the hundreds place is four more than 5. The digit in the ones place is half of six. The sum of the digits is 16. 3,010 1. The digit in the tens place is the difference between 6 and 5. 2. The digit in the thousands place is the sum of 2 plus 1. 3. The sum of the digits is 4. 1,007 1. The digit in the ones place is the sum of 4 and 3. 2. The digit in the thousands place is half of 2. 3. The sum of the digits is 8. Name _____________________ Fun with Numbers !!! 1. Write the number in standard form: 3,000+400+2 = ____________ 2. The number represented by these blocks is: ___________________ 3. Write the number in standard form: two thousand, eighty-nine _______________________ 4. The number the teacher just said is: _______________________ 5. How is zero important in writing numbers? _________________________________________________________ ________________________________________________________________________ ________________________________________________________________________