Beruflich Dokumente
Kultur Dokumente
Purpose/Rationale:
Connections to Standards/Benchmarks/Curriculum:
Michigan GLCE’s:
• N.ME.04.03 Understand the magnitude of numbers up to
1,000,000; recognize the place values of numbers and the
relationship of each place value to the place to its right, e.g.,
1,000 is 10 hundreds.
Management considerations:
• Before I begin the lesson, I will make sure that I have every
student’s attention by looking for eye contact. I will also say, “I’ll
wait for your courtesy” if necessary.
Introduction/hook (scripted):
• “So, in order to figure out who knows tuition costs the best, lets
refresh our memories about place value. To do this, you need to
open up your Math Journals to page 130 (Write page 130 on the
board). There you will find an incomplete chart and your job is to
make it complete. BUT, before you begin let’s take a look at it
together. You’ll notice that the place values go from the ones
place all the way up to the millions. You can also see that the
ones, which we know is the smallest place value—is on the right
side, while the largest is on the left.
• “Now that we talked through one column together, I’d like you to
work with a fellow mathematician to do the rest. You probably
noticed a slip of paper on your desk with a number. Someone
else has that same number and he or she will be your partner.
Please remember to use six-inch voices. You’ll have about 10
minutes to do so and then we’ll come back together. If you
happen to finish early, I’d like you to try and add another place
value smaller than one and see what you come up with. And if
you manage to do ALL that because you’re so brilliant, then go
ahead and do some math boxes.”
• “Alright now I invite you to share with your classmates what you
came up with.”
o “Who can tell us what they came up with for this box (point
at smart board) in row one.” (Pick a popsicle stick)
o “How about this box? Does everyone agree? Please feel
free to disagree.”
o “How did you do that?”
o “Does that make sense to everyone?”
o “Will you please come to the board and show off what you
know?” (~5 min)
Closing/Wrap Up (scripted):
• “SO, who was right…me or my sister? You both think the same
thing about tuition because $100,000 is equal to 10 to the fifth
power. What? Really!? I can’t believe it. How can I prove to her
that they’re the same? You can tell her that the exponent 5 tells
you how many zeros the power of ten has and 100,000 has five
zeros. Oh, I see. And if she doesn’t understand exponents what
else could I do to show her? You could write out the factors of
100,000, which are 10 * 10 * 10 * 10* 10. Wow! I have to say, I
am so impressed with you…great job today! (~5 min)
• I have one more thing I’d like you to do. So that I can better
prepare for future math lessons and to help me to get to know
you as a student, please do this Exit Slip, which when finished,
invites you to go to lunch. You’ll have about 5 minutes to finish
it. Once you are done, please get attention appropriately and I
will pick it up.
Assessment:
Next Steps:
Exit Slip