1. Chapter 1 Place Value

2. Introduction 1.2a  Mix-N-Match  Find all students who have the same number represented on their card.  There are groups of 3.  Once you have found your group PROVE they match by explaining to each other why your cards show the same number.

3. Introduction 1.2a  Let’s share what we noticed.  Last year, you did a lot of work with place value!!  Turn and tell your elbow partner something you learned in 3 rd grade about place value.  Today we are going to think of some pretty large numbers. It can really help us to think about place value and how the places are related as we do this.  Our number system is called the base ten system.

4. Introduction 1.2a

5.  Think about the work you just did. Why is our number system called a base ten system?  Look at your paper again. The last number we made was 1,000,  How many dots are on the whole page? Talk with your elbow partner and prove your answer.  How could we make a 1 hundred thousand?

6. Lesson Development 1.2a  Last year you learned how to write numbers in standard from, expanded form, and word form.  4,285 This number is in standard form.  Standard form-when we only use digits-(no words or addition symbols).  Turn and tell your elbow partner how you know this is in standard form.

7. Lesson Development 1.2a  Write this number 4,285 in expanded form. When you have it hold it up and show me. Check your elbow partners to see if you match.  4,000 + 200 + 80 + 5  If standard means only digits, how would you describe expanded form?  Expanded Form-An addition expression where each addend represents the value of one of the digits in the number.

8. Lesson Development 1.2a  Write this number 4,285 in word form. When you have it hold it up and show me. Check your elbow partners to see if you match.  Four thousand, two hundred eighty five.  Word Form-the number is written in all words.

9. Lesson Development 1.2a  700 + 50 + 3  What form is this number in? How do you know? Turn and tell.  Standard Form=  Word Form=

10. Lesson Development 1.2a  Five thousand, five  What form is this number in? How do you know? Turn and tell.  Standard Form=  Expanded Form=

11. Lesson Development 1.2a We know three ways to write numbers. In your own words describe each of these forms to your elbow partner.  Standard Form=  Expanded Form=  Word Form

12. Lesson Development 1.2a  Some mathematicians use short word form.  Short Word Form- a short cut for word form using words and digits.  Look at these examples---What do you notice? Turn and talk.  4,285 = 4 thousand, 285  753 = 753  620 = 620  150,645,005 = 150 million, 645 thousand, 5  2, 049 = 2 thousand, 49  14 =14  12,893 = 12 thousand, 893  8,462,604 = 8 million, 462 thousand, 604

13. Lesson Development 1.2a Let’s write this number in all four forms. 150,624 Expanded- Word- Short Word- Check your thinking by looking in your Math book on page 6.

14. Guided Practice  P. 6 and 7  Work with you elbow partner. Your partner picks the form you will write it in, that partner then coaches you, and checks your work. Then you switch and you pick the form for the next number, you’re the coach and you check the work.  # 5, 7, 9, 11, 12, 15

15. Independent Practice  P. 6 and 7  Work with you elbow partner. Your partner picks the form you will write it in, that partner then coaches you, and checks your work. Then you switch and you pick the form for the next number, you’re the coach and you check the work.  # 5, 7, 9, 11, 12, 15

16. Introduction 1.2b  Quiz-Quiz-Trade  Identify the number on the card and and tell if you have any regrouping.  Was there anything tricky about this?  Was there anything easy about this?

17. Lesson Development 1.2b  Yesterday we reviewed some different ways to write numbers. Who can tell us one of the forms we know?  3,367 What form is this?  Let’s write this in all the forms we know.  Word Form  Expanded Form  Short Word Form

18. Lesson Development 1.2b  Let’s write some numbers in all the forms we know.  Standard Form  Word Form  Expanded Form  Short Word Form  Check your thinking by looking on page 6 and use the Lesson Example Chart.

19. Guided Practice 1.2b  We will work in groups of three.  I will assign each group one problem from p.21 #1-10  Each group member will write a different way to represent the number shown.  Group 1 #1. 59 thousand, 505  Student 1: Expanded Form  Student 2: Standard Form  Student 3: Word Form  Early Finishers can make up numbers in standard form and the group can write them in the three forms

20. Lesson Development 1.2b  I have a challenge for you! I am going to describe a number, and I want you to see if you can figure out what it is. Let’s try one together.  I am thinking of a number that has three digits.  The digits in my number are 3, 4, and 5.  Talk with your group. Do you think we know enough to build my number yet?  What could my number be?  What do we need to know?  The four is in the hundreds place. Talk with your group. What does that tell you about your number? Could my number be 354? Why or why not? Turn and talk.  In my number the value of the 3 is 30. Talk with your group. Do you think we know the number now?  What do you think the number is? How do you know?

21. Model 1.2b  P. 21  #11  #12  Guided Practice  # 13, 14, 17,18  Independent Practice  #15, 16

22. Introduction 1.2c  Mix-N-Match  Find all other students who have the same number represented on their card, then prove your cards match by explaining to each other why their representations show the same number.  What was easy about this activity?  What was tricky?  Are their any tricks you use for short word form?

23. Lesson Development 1.2c  Everyone think a moment about odd and even. Ask your neighbor something you know about odd and even. Turn and talk.  Share out.  I heard some people say the digits 2,4,6,8 are even. I’m going to put the ten frames for these numbers over here.

24. Lesson Development 1.2c  What do you think when you hear the numbers 1,3, 5, 7, 9? Do you think even?  What do you notice about the even pile and the odd pile of ten frames? Turn and talk.

25. Lesson Development 1.2c  Let’s make a conjecture about the number 0. Is it even or odd? How do you know?  Mathematicians consider the digit 0 an even number because you can make it into zero groups of two or two groups of zero.  There are never leftovers with the number zero.

26. Lesson Development 1.2c  Are these numbers even or odd? How do you know?  86,340173,356356  76010,491429.006  8,77510,939168,001  15,3932,71889,137

27. Independent Practice 1.2c  P. 20  #7, 14

28. Lesson 1.4a Introduction  Think about this model we built last week.  What do these 10 pages represent? What else can we see on these pages.  Can you see any 100’s? How many?  Can you see any 10’s? How many?  Can you see any 1’s? How many?  What number would be represented if I made TEN of these 100,000? Turn and talk.

29. Lesson Development 1.4a  Look at your HW page.  Read top question.  Work with your group and use penny model to show how many pennies we have after one day.  How many pennies after 10 days?  Box 100 pennies. Check with neighbor.

30. Lesson Development 1.4a  How many pennies would we have after 100 days?  How can we figure that out using these penny models? Turn and talk.  Share.  Do you have 100 tens?  What expression should we write to show 100 groups of 10?  That took up the whole page— Wow!!

31. Lesson Development 1.4a  How can we figure out 1,000 days?  Do we know how many groups of 10 pennies we would have after 1,000 days?  Let’s write an expression to represent 1,000 groups of 10.  How could you use your papers to show this?  Will you have to have some help from other groups?

32. Guided Practice/ Independent practice 1.4a  Work with your elbow partner to complete the second half of this chart.  Independent Practice  P. 15 #1 and 5.

33. Lesson 1.4 B Introduction  Write this number in short word form.  200,000 + 30,000 + 400 + 50 +1  Write this number in standard form.  Six hundred thirteen thousand, five hundred twenty-one  Write this number in expanded form.  417,058  Write this number in word form.  137 thousand, 215

34. Lesson Development 1.4b  Let’s check your homework from yesterday.

35. Lesson Development 1.4b  The first equation is asking “How many hundreds are in a million?” So I need to think about how I write hundreds.  I know that when I write hundreds that there are always zeros in the tens and ones place.

36. Lesson Development 1.4b  The second equation is asking “How many thousands are in a million?” So I need to think about how I write thousands.  I know that when I write thousands that there are always zeros in the hundreds, tens, and ones place.

37. Lesson Development 1.4b  The third equation is asking “How many ten thousands are in a million?” So I need to think about how I write one ten thousand.  I know that when I write one ten thousand that there are always zeros in one thousands,hundreds. tens and ones place.

38. Lesson Development 1.4b  The fourth equation is asking “How many hundred thousands are in a million?” So I need to think about how I write one hundred thousand.  I know that when I write one hundred thousand that there are always zeros in the ten thousands, one thousands, hundreds. tens and ones place.

39. Lesson Development 1.4b  The fifth equation is asking “How many millions are in a million?” So I need to think about how I write one hundred thousand.  I know that when I write one million that there are always zeros in the hundred thousand, ten thousands, one thousands,hundreds. tens and ones place.

40. Independent Practice 1.4b  P. 15  #6 and 7  Early Finishers Homework number 7

41. Introduction 1.5a  We are going to build the ones period.  This is a one.  What comes next? How are ones and tens related?  What comes next?  How are hundreds related to tens?  How many ones are in a hundred?

42. Introduction 1.5a  How many tens are in 1 hundred?  How many ones are in 1 ten?  Everyone whisper how many tens I will get if I break the hundred apart.

43. Introduction 1.5a  We just built the ones period.  The ones period includes the ones, tens, and hundreds.  How many places are in the ones period?  Tell you elbow partner that the ones period includes ones, tens, and hundreds.

44. Introduction 1.5a  What happens if I group 10 hundreds together?  What do you notice about a thousand block and a ones cube?  How are they the same?  How are they different?  How many ones are in 1 thousand?

45. Introduction 1.5a  The 1 thousand is the smallest place in the thousands period.  When I put 10 thousands together, I have the next place in the thousands period.  What place is that?

46. Introduction 1.5a  This is a ten- thousand and this is a ten.  What do you notice?  How are they the same?  How are they different?  How many tens are in ten thousand?

47. Introduction 1.5a  What happens if I group 10, ten thousands together?  How many thousands are in one hundred thousand?  These places make up the thousands period.  Just like the ones period, the thousands period includes ones, tens and hundreds places.  How are the ones, tens, and hundreds in the thousands period different from the ones, tens, and hundreds in the ones period?

48. Introduction 1.5a  We also have been learning about millions.  Just like the ones period and the thousands period, our number system has a millions period.  The millions period has ones, tens, and hundreds.  Think about 1 million.  If I drew a million cube I would have to fit 1 million ones cubes inside.

49. Introduction 1.5a  Would I have enough base ten blocks to build ten million?  How about 1 hundred million?  Turn your book to pages 7 and 8. We are going to review expanded form, standard form, word form and short word form.

50. Lesson Development 1.5a  A few days ago, I showed you some examples of numbers in short word form. Look at these examples again---What do you notice? Turn and talk.  4,285 = 4 thousand, 285  753 = 753  620 = 620  150,645,005 = 150 million, 645 thousand, 5  2, 049 = 2 thousand, 49  14 =14  12,893 = 12 thousand, 893  8,462,604 = 8 million, 462 thousand, 604

51. Lesson Development 1.5a  Let’s try writing some greater numbers in all four forms.  247, 856, 901  Expanded Form  Word Form  Short Word Form

52. Lesson Development 1.5a  Let’s try writing some greater numbers in all four forms.  401, 424, 000  Expanded Form  Word Form  Short Word Form

53. Guided Practice 1.5a  P. 17-18  # 1, 4, 6, 17, 19, 33, 34, 35

54. Independent Practice 1.5a  Write this number in expanded form  5, 208, 042  Short word form  Word form