Download
1 / 7
70 likes | 188 Views
Build and Explore Whole Numbers Through Hundred Millions. Unit of Study 3: Use and Represent Whole Numbers Global Concept Guide: 1 of 2. Content Development.
E N D
Build and Explore Whole Numbers Through Hundred Millions Unit of Study 3: Use and Represent Whole Numbers Global Concept Guide: 1 of 2
Content Development This GCG continues to build on student understanding of Place Value. In previous grades, students have modeled and estimated numbers through the hundred thousands. Student will explore patterns of Base-Ten. These patterns are then used to represent and record numbers through the millions. It is important for students to be flexible in the representation of numbers. There is an emphasis on student use of number lines and their understanding of how to place numbers. The student created Place Value chart will be used to explore values of digits in a number through the millions.
Day 1 • EQ: How can you use patterns in the Base-Ten system to create larger numbers? • Students use base-ten blocks to explore and extend their understanding of numbers through the millions. • Guiding Questions: What is the relationship between each base -ten block? Describe the pattern. Use the pattern to determine the next place value. How will the pattern help you create numbers through the millions period? • Student journals should include quick pictures, multiple representations of numbers, and explanations of their understanding of the place value pattern.
Day 2 and 3 • EQ: How can you use and represent numbers in the millions? • EQ: How can you record numbers in the millions? Throughout these 2 days students can: • Create their own Place Value Chart • Use problems from GoMath! and Voyages Excursions, in order to have ample opportunity to explore – place value names, value of digits, standard form, expanded form, and written form. • Use Secret Code Cards and playing cards to create and model numbers and to show the value of the digits. By the middle of Day 3 Differentiated Instruction should occur.
Day 4 • EQ: How do you decide where to plot a number on a number line up to hundred millions? • Students will need multiple opportunities to explore a given number line and discuss how to create their own. • Use GoMath! pages from Lesson 1.4 to expose students to given numbers lines using numbers in the millions period. • Generate numbers through millions period for the students to use as they create their own number line and discuss the reasonableness of the labels they chose.
Enrich/Reteach/Intervention • Reteach: • Think Central tasks provide support to students who need additional help with value of digits, place value charts, and representing numbers: • Think Central “Mega Math” - Place Value of Whole Numbers (Tiny’s Think Tank, Level A) • Think Central “Mega Math” – Fraction Action (Number Line Mine, Level A) • Think Central “Online Florida Intervention” – Skill 1 • Think Central “Destination Math” – Whole Numbers to One Million Tutorial • GoMath! Reteach Lesson 1.1 and 1.4 • Core: • Grab and Go Activities 1-3 • Additional work with Secret Code Cards and Playing Cards • Enrich: • Create number riddles Ex: I am a 7 digit number. I am between 1 million and 2 million on a number line. All of the digits in my thousands period are zeros. The digit in the hundreds place is 3 greater than the ones place. The digit in the ones place is 4. When you multiply any number by 0, you will get the digit in the tens place. What number am I?
