SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

DETAILS
Miss Briona Nixon
ELA- Math
4th
2 class periods, 40 minutes each
Using symbols can project measures.
Solutions can be calculated by using a numbers that is
both compute and close to the actual value.
Some features of objects can be measured and counted
for example: length, mass, capacity.
The same number sentence (12 - 4 = 8) and different
number sentences can be associated with different
concrete or real world situations.
There are some mathematical relationships that are
always true and these relationships are useful for
writing equivalent forms of expressions and solving
equations and inequalities.

Objectives

Bloom's
Taxonomy

Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

How do I read numbers?

Why do we use numbers?
M4.A.1.1.3 Match the standard number form to the
word form of decimal numbers (through the tenths
place).
M4.A.1.3.1 Find/list/identify all factors through 10 of
any given number.
M04.A-T.1.1.2 Read and write whole numbers in
expanded, standard, and word form through 1,000,000.
M04.A-T.2.1.1 Add and subtract multi-digit whole
numbers (limit sums and subtrahends up to and
including 1,000,000).
In groups, students will match standard form of the
number with the written form 5/5 times.
In partners they will practice read out loud the
numbers in expanded, standard and word form.
While students are still in partners they will write
numbers in expanded, standard and word form with
80% accuracy of the questions answered correctly.
Teacher Observations of students following directions,
working on their sheets.
Student self-assessment at the end of the lesson.

For ELLs: Have the ELLs recall the place value names - billion,
thousands, tens, etc. Then after they have seemed to master
that concept, they can do some of these steps.

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

Speaking: listen for correct pronunciation of words, and

correct grammar words. Students work in pairs and
record each others voice. While each is taking their
turn the other is listening to help their partner. This is
after they recall the place values.
Writing: Look over their written numbers; create a
matching game that includes their number system from
their own country. This is after they recall the place
values.
Reading: View the ELL understanding by having them
point to the correct number that matchs the symbol in
their partners matching game. The matching will have
them recall the place values. Observe the students
working together and learning from each other.
Listening: Observe as students match words with the
symbols, follow directions, whole numbers, and the
different forms. Also watch the students recall the
information of place values.
Family: What number system does your family use?
What does your money system look like?
Culture: What is the value system of your money in
your country? Research the values and provide
images. Use this for activity.
SIOP - 1.) Applying Think-Pair-Share by having students think
of the answer, then getting with their partner. Finally joining
another group making this four and sharing each others
group responses.
2.) Inside Outside Circle is incorporated because the
students have the chance to work with different partners.
3.) Think-aloud when we are going over the objectives for the
day.
SEI - 1.) I will provide them with many written visuals.
2.) Use outside culture from the ELLs country, when I use
numbers from the ELLs country.
3.) Use graphic organizers for the students to compare the
culture differences
Use of a technology app, and number system of
different countries
http://www.studyzone.org/testprep/math4/d/expandedfo
rm4l.cfm
http://www.ezschool.com/Games/Math/OrderNumbers/O
rder.html
ELL 21st century learning: This website will allow
students to see examples of the number being broken
down. Also will help them practice their reading skills.
The second link it to a game that will allow them to
practice ordering whole numbers.

Accommodation
s, Modifications

ELL Students:
Record students in pairs pronouncing the names of the
expanding forms.
Create Models with whole numbers written in
standard, written and expanded form.
Videotape the groups pointing to the correct number
with their partner.
After they are done recording have the students listen
to their recordings together.

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE
for the
Learning
Plan
Introduction Activating Prior Knowledge
Draw 8 numbers from my ELLs country on the board
representing each place value from tenth to million. Place in
the commas and decimal point appropriately.
Starting with the tenth place, ask students if they can name
each place value.
Call on an array of students, not just the ones participating
through raising their hands to do a quick observational
assessment of prior knowledge.
For a small enrichment group, circulate through each student.

Ell students will point to the number and the correct picture.
As the students correctly name each place value, write it
under the number in different colors. (the different colors will
help distinguish each place value and cause separation)
For those with visual needs, you can place a pre-made
sentence strip with the 8 dashes on their desk and have a
helper fill in the numbers as you go.
For a small enrichment group, have each student write the
names themselves. Ell Students will practice saying and
writing the word with a partner.
o

C
K

Once all place values are correctly written in, use the Demo
Digit Cards to create a number using each place value. (if
you would like to write out a number on each dash, that is
effective as well)
Have the students get out white boards (or equivalent) and
other necessary resources. Tell them a digit from the large
number on the board and have them write down what place
value it is in. Do this 5-10 different times.
Teacher then will ask ELL students to do the same thing only
with their number system.
Ell student will work with their partner and research their
countrys number system.
The ELL student will write the numbers in US form and their
countrys form. They will then say these numbers in English
and Spanish after the teacher says it they repeat it.
This will allow you to do another quick observational
assessment for understanding.
For students with fine motor impairments- have index cards
with each place value already written. Instead of writing the
place value word, have the student lay the index card on the
center of their desk.
Hook/Lead-In/Anticipatory Set
Explain that any number can be expressed in 3 different
ways: standard, word, and expanded. They already know 1
form so they are a step in the right direction. With how smart
they are with 1 form, the 2nd wont be hard at all. And the 3rd
way is just fun.
Start with the standard form, they already know this; they just
dont know it has a name. Write STANDARD on the board.
Explain that this form is just like we have it written on the
board. It includes the numbers, commas and even a decimal
point when using tenths.
Write an example on the board and tell them that this is
standard form.
Do a few whole group examples using the Demo Digit Cards.
You can give students the cards and allow them to create
their own and then have another student read the number.
For small enrichment group, have 1 or 2 students create the
number on the board, table or floor and have another read it.
You could say the number and have the students with the
cards put themselves in the
correct order to create the number you verbalized.
After doing some whole group examples, to do a quick
observational assessment, have the students get out their
white boards (or equivalent) and write down the number you
verbalized. You can use the Observational Assessment Check
List to take notes or use a few minutes to have individual
corrections and then reassess on the next number.
This will allow you to see if you need to return to whole group

instruction or if the students have mastered this form.

For the learners that need support- give them a smaller
number not using all 8 place values at first. You can work up
to an 8 digit number. Or give these learners more time to
work through the problem.
Written
Write WORD on the board next to/ underneath the word
STANDARD.
Explain that when you write a number in word form you are
going to write everything you say. When you write a number
in standard form we assume that you know the place values.
In word form, we write out some of the place values.
You can even give the example that they need to pretend like
you dont know your place values and they are telling you
what digit goes in what place value.
Take the original number on the board from the preinstruction. Read it aloud to them slowly. Say that now when
you write it, you will write everything that you said. Do this
example next to WORD on the board.
You can even joke with them that you understand that it will
take some time, but its ok.
Show them that when you write the number in the tens-ones
place you must hyphen it.
Do some examples on their write boards. Write the number
in standard form on the board as you say it. Have them write
it in word form on their white boards.
You can use the observational checklist again or refer to
memory for the students who need a quick individual
reteach.
If there are boards that are written nicely, correctly, over the
top, allow those students to share their boards with the rest
of the class and encourage others to do the same.
For the learners who need support- they may need a white
board that has lines on it for more direction in writing. The
allotted time given to write the example may be extended for
these learners as well.
Expanded
Write EXPANDED on the board next to the other 2 forms.
Explain that this form is just like using base ten blocks. Start
with a small number like 462. Write this on the board.
Ask them what number is in the hundreds place? Tens place?
Ones place?
Start with the 4 in the hundreds place. Ask if they were
building this number with base ten blocks, how many
hundreds or flats would they need? (Draw out the base ten
block answers on the board) You would need 4.
Continue with the 6 in the tens place- how many longs would
you need? 6
And the 2? How many cubes would I need to make the 2 in

Explicit
Instructions

the ones place? 2

Beginning at the 4 flats, ask how much this (the 4 flats)
represents.
400. Write 400 under the 4 flats drawn.
Continue asking this with the 6 longs equaling 60 and the 2
cubes equaling 2.
Add that for expanded form all you have to do is add + in
between the numbers and the number 462 is now written in
expanded form.
Review by saying that the 4 in the hundreds place represents
400, the 6 in the tens place represents 60 and the 2 in the
ones place represents 2. If you were to add those numbers
together they would equal 462.
Do another example on the board that is bigger-maybe
83,079.
Have the students walk you through this expanded form.
With the 8 being in the ten thousands place, it represents
80,000, the 3 in the thousands place would be 3,000, etc.
When you get to the 0 in the hundreds place, you can write it
out as 000 to give them the visual, but ask them if all those
0s are going to do anything? Because that 0 is holding a
place value but does not have a value, you do not need to put
it in the expanded form.
If you feel that they need to do a few more as guided
practice, take the time to do so. When they seem
comfortable with this, allow them to do some independent
practice on their white boards (or equivalent).
Use this as an observational assessment to see if you need to
reteach whole group or individually.
For learners who need support- have a pre made paper with
the lines on it to signify where the numbers will be written.
This will alleviate the confusion of where the numbers must
be written and the order they go in.

Big Idea Statement

Using symbols can project measures.

Solutions can be calculated by using a numbers that is both
compute and close to the actual value.
Some features of objects can be measured and counted for
example: length, mass, capacity.
The same number sentence (12 - 4 = 8) and different number
sentences can be associated with different concrete or real
world situations.
There are some mathematical relationships that are always
true and these relationships are useful for writing equivalent
forms of expressions and solving equations and inequalities.
Teacher will point to these on board.

Essential Questions Statement

Teacher will then ask essential questions for lesson.
Teacher will go over answers and provide assistance to
those who need it.
Objective Statement
Teacher will tell the students they will be reviewing an
activity on whole number place values today. They will
be practicing comparing, writing, and ordering whole
numbers. Have students explain the different forms,
and mathematical signs used for ordering numbers.
Teacher will provide pictures of different countrys
number systems from previous students.
Transition
Students will recite new vocabulary with partner
before they start the new activity.
Key Vocabulary
Expanded form- Writing a number to show the value of each
digit.
Standard form- The number as we normally write it.
Word form- Using words to write a numbers
Place value- The value of where the digit is in the number.
ELL student will have translation of all vocabulary in their
native language.
Lesson
Procedure
Must
include
adaptations
&
accommoda
tions for
students
with special
needs

PreAssessment of Students
Draw 8 numbers from your ELLs country on the board
representing each place value from tenth to million.
Place in the commas and decimal point appropriately.
Starting with the tenths place, ask students if they can
name each place value.
Call on an array of students, not just the ones
participating through raising their hands to do a quick
observational assessment of prior knowledge.
For a small enrichment group, circulate through each
student.
Provide worksheet with examples demonstrated on it.
Provide ELLs with the dashes representing each place value
on a piece of paper and give them a variety of number
cards.
Modeling of the Concept

Guiding the Practice

Start a discussion as to when you would ever use
numbers this big in real life. Encourage the students
input more than yours. Use yourself as a mediator and
carry the conversation along, do not have it for them.
Providing the Independent Practice

Praise them (if fitting) for their hard work and explain that
they will try a sheet that has all 3 forms.
Hand out the sheet titled Number Writing.
When the students are doing this paper it is up to you if you
leave the 3 forms up on the board or erase all of the work.
Maybe an idea to try is to leave it up for the first 3 or so to
get their confidence and then erase to see how they do with
no reinforces.
Pass out the page with the countrys different number system
on it.
DIRECTIONS- You verbalize a number to the students and
they first write it in standard form in the correct column.
Then give them time to write that same number in word form
and expanded form in the given spaces. Have the students
move to number 2 in the next row and do the same- verbalize
the standard number and then have them complete the word
form and expanded form.
I will model saying the numbers and have them repeat after
me.

Transition
Students will find one partner sit down and discuss for
5 minutes. Then they will find a new partner and find a
spot in the room to discuss the numbers.
Students with physical disabilities will have a special
location for their group to move to.
Adaptations/Accommodations for Students with Special
Needs
This is all of the red in the document.
Evaluation
Formal Evaluation
of the
Assessment that is provided
Learning/Ma

stery of the Informal Evaluation

Concept
Teacher should ask essential questions again at the
conclusion of the lesson and emphasize where this
information is useful. Compare everyones response and
share.
Closure
Summary & Review of the Learning
What were the objectives today? How did you
complete them? What issues did you confront while
mastering the concept of comparing and ordering
whole numbers.
Homework/Assignments
Take home the worksheet, complete t home s necessary.
Reading
Demo Digit Cards, mini white board (or equivalent to it), dry
Materials
erase marker, eraser
Technology
List of number systems from different countrys, and images
Equipment
of wht these numbers look like.
Supplies

Teacher
Selfreflection

http://www.studyzone.org/testprep/math4/d/expandedform4l.
cfm
http://www.ezschool.com/Games/Math/OrderNumbers/Order.h
tml