Lesson Title

Representing numbers in Expanded and word form

Date

November 26, 2014

Subject/Grade

Grade 4 Math

Time

35 Minutes

Unit

Numeration

Teacher

Mr. Goertzen

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

GLOs

Develop number sense.

1. Represent and describe whole numbers to 10 000, pictorially and symbolically. [C, CN,
V]

SLOs

LEARNING OBJECTIVES
Students will:
1. Represent and interpret numbers to 10 000 using base 10 sketches.
2. Represent whole numbers in expanded form.

ASSESSMENTS
Observations
Key Questions
Products/Performances

Students will be working collaboratively in an alternate environment. I will expect students

to participate fully. I will be observing their drive to work as well as ther attention. If they
lose focus in a high energy environment, it means they have no idea what is happening.
Get their peers to keep them on track.
How many ways can you represent a number? (numerically (standard form), base 10, Place
Value Chart, Expanded form, Bingo chips, words)
How do we represent a number when we say it using words? (expanded form)

LEARNING RESOURCES CONSULTED

Mr. Mackins Creative Brain

MATERIALS AND EQUIPMENT

Large sheets of paper (from School)

Yellow cards
Markers
Large Number sheets (in case of absent whiteboard)
Number cards including word form (in class activity)
Pre-made groups.

PROCEDURE
Prior to lesson

During recess, move all desks into three stations. Set up papers and cards. Get a few
students to help you set up. When the students come in, close the door and meet students
in the hall.
In another world, leave a note on the door for students to meet you in the common area; no
need for them to bring any of their materials. (do at least first part of lesson. This provides a
big change, gives a lot of empty space to work with (clear this with Mr. Mackin/Admin to
ensure the space is unused). Also, find out whether the room has a whiteboard (probably
not).
Introduction
Time

Consider:
Attention Grabber
Assessment of Prior Knowledge
Expectations for Learning and
Behaviour
Advance Organizer/Agenda
Transition to Body

Consider:

Variety of Learning Styles

Questioning throughout
Differentiation for students
Focused formative assessment

Leave your desks empty. Who did their homework? Lets mark it. Not. Mr.
Mackin and I decided that you are so awesome; we wont mark your work.
HeHe. Dont you love free homework? Haha. We are so GENEROUS.

Body
Moving on! You will notice your desks are all messed up. Mr. G had an
explosion in here. He said some numbers, and all the desks moved around.
Heres what we will do.
1. Find your station. Dont touch anything!
2. Discuss the five ways of representing a number with your group.
Youve got 1 minute.

1 minute

Time

1 minute
2 minutes

3.

Flip one of the yellow tags. That is how you will be representing the
number on your corner of the board. There are enough markers to go
around.
4. Write number 1, and represent this number (----). Once you are done,
raise your yellow card so I know you are done. Is everyone done?
Draw a circle around your answer. We will now rotate stations and
check a different groups work. Underneath each circled answer,
write how the number you are checking is represented. Raise your
yellow card if the number was incorrectly represented. Tell them to
correct it with a different color marker.
5. Repeat process. Only this time, have students make sure they have a
different yellow card than last time. Rotate to a different table to
correct.
Go back to class. Get students to assess with hand 1-5 if they learned
anything, or if they will remember it better in the future. Quickly model two
new ways to model a number.
1. Number words: i.e. Three thousand two hundred sixty five.
2. Expanded: Three Thousand + Two hundred + sixty + five.
SEE IF STUDENT SEE THAT WE SAY THE NUMBER IN EXPANDED FORM!!!
MINDS BLOWN!!

1 minute

3 minutes
5 minutes

10 minutes

2 minutes
2 minutes

2 min max

IF Time presents itself, do two versions of the closing activity.

SPONGE ACTIVITY
Consider:

Consolidation of Learning
Feedback to/from Students
Transition to Next Lesson

Closure
Each student will receive a random card with one form of number
representation. Without speaking, they have to get into their group (as in,
there will be three numbers represented seven or six ways each, and each
student will have to group with members whose cards represent the same
number). Time their times. Write times on the board. The winning team gets
to do five jumping jacks.

Time
6 minutes;
very
important