Download Logistics for TLC Team Planning

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?
_________________________________________________________
________________________________________________________________________
________________________________________________________________________