The Consortium of Opportunities for Learners Second Year Mentor Project Perez and García

1. The Consortium of Opportunities for LearnersSecond Year Mentor ProjectPerez and García Department of Education Transition to Teaching Grant, 2004

2. José Perez and Gloria García Second Year Mentor Project Austin Independent School District, McBee Elementary Fourth Grade Bilingual

3. José Perez and Gloria García Second Year Mentor Project Austin Independent School District, McBee Elementary Fourth Grade Bilingual

4. Plan This lesson will entail teaching Chapter One of the Matemáticas en mi Mundo “Place Value and Number Sense.” We will be teaching Lesson 1.2 Build to Thousands, Lesson 1.3 Thousands, 1.4 Compare and Order Numbers, and Lesson 1.7 Millions. These lessons will provide differentiated instruction that will enable all students to master the objective.

5. Objective • The student will demonstrate an understanding of numbers, operations, and quantitative reasoning. For this objective students will be able to: Use place value to read, write, compare, and order whole numbers.

6. Materials • Math journal/paper/pencils • Chalkboard/chalk • Sentence strips/markers • Newspapers/dry erase board • Computer and world map • Glue/scotch tape/scissors • Words for numbers ditto sheet (Ex. 13-thirteen) • Dice

7. Materials • 0-9 number cards (9 of each) in zip-lock bags • Laminated place-value worksheets • Overhead markers, dry erase pens • Small squares of sponges or moist paper towels • 2 teacher made place-value posters • Base ten blocks (used for 4 digit numbers) • Large place-value mats

8. Steps to be Taken All these activities can be done individually, in pairs, in centers and whole class instruction during math class. • Base ten blocks and place value mats will be used to teach 4 digit numbers. • Poster 1: Teacher will use number cards and model reading numbers. Students will write the number words on sentence strips. (Ex.) 4,564=four thousand five hundred sixty four.

9. Steps to be taken • Teacher will call out several numbers (for example 2, 7, 9, 3, 5, 8, 6) and students will place these numbers from largest to smallest and from smallest to largest in their place value mats. The teacher will be calling out 4 to 7 digit numbers and students will be able to read, compare, and order them.

10. Steps to be taken • Students will be using their individual laminated place-value worksheets and overhead pens to write the number that the teacher calls out. Once they have written the number on the place-value mat they will write the words for the number in their math journal. To erase the numbers the students will use sponges or moist paper towels to wipe off their place-value mat.

11. Steps to be taken • Teacher will have students use the newspaper to find numbers. The students will cut the numbers out and glue them in their math journal. They will order, compare, and write the numbers in words.

12. Steps to be taken • Teacher made poster number 2 will be used to compare 2, 3, or 4 numbers at one time. The place-value poster will have 4 long slots that will allow the teacher to place number cards. Students will be able to use their math journal, their laminated place value mats worksheets, the overhead, chalkboard, dry erase board or use number cards on their large place-value mats.

13. Steps to be taken • Teacher will be calling out a number and telling the students to place a particular number in a certain place. For example: place a 4 in the thousands place, a 3 in the millions place, a 7 in the hundreds place etc. The students will use their number cards and place-value mats to place the cards in the appropriate place to complete the number.

14. Steps to be taken During social studies or math center time students will use the internet to find the population of large cities. They will locate the cities on a world map, then read, write, compare, and order the numbers.

15. Steps to be taken Students will work with a partner. Each student will roll 2 dice, and their partner will tell them where to place the number on the place-value mat. When they have completed the (4-7) digit number each student will read their number to each other.

16. Steps to be taken • Students will compose a riddle for a number. (Ex.) I am a 4 digit number with 4 different digits. All of my digits are greater than 5. My thousands digit is 3 more than my ones digit. The value of my tens digit is 80. My hundreds digit is 2 less than my thousands digit. What number am I? 9,786

17. Assessments • The assessments that will be administered will include teacher made tests, teacher observation, anecdotal notes, student participation, seatwork, math journals, Benchmark testing, and rubrics.

18. Resources Needed • Matemáticas en mi Mundo-Math in my World • TAKS Study Guide • Matemáticas Hoy

19. Data Collected • Our data was collected and analyzed after students took their assessments. I started testing only with 4 digits, then with 5 digits and so on until we completed testing with 9 digits. When students didn’t master the objective they were tutored during class or after school until they mastered the objective. We wanted every student to show mastery and be successful.

20. Teacher Reflection • With everything said and done, I notice many of my students come to the realization that you must apply strategies in order to help you get to the answer. The majority are now accustomed to drawing a chart that shows all place values in their specific order and then inserting the numbers in their proper place, if not vice versa. They recognize the skill (place value) once seen and begin to work promptly, carefully and correctly. Their confidence level has risen dramatically!