ࡱ> RTQ bjbj Bxx4###h4t#(3v2T,((((((($*,-=(=(R(((r%T&Lɾc#R%(h(0(%-o-&-&|"=(=('p(- : Math Focus Lesson Planning Sheet Focus Lesson TopicReading and Writing Numbers Beyond 1000MA CCSS Standards4.NBT.2  Standards for Mathematical Practice FORMCHECKBOX  1. Make sense of problems and persevere in solving them.  FORMCHECKBOX  2. Reason abstractly and quantitatively.  FORMCHECKBOX  3. Construct viable arguments and critique the reasoning of others.  FORMCHECKBOX  4. Model with mathematics.  FORMCHECKBOX  5. Use appropriate tools strategically.  FORMCHECKBOX  6. Attend to precision.  FORMCHECKBOX  7. Look for and make use of structure.  FORMCHECKBOX  8. Look for and express regularity in repeated reasoning.  MaterialsSeveral numeral cards 0-9 for pairs or groups of students , math think sheet  HYPERLINK "http://www.k-5mathteachingresources.com/support-files/numeral-word-expanded-form.pdf" http://www.k-5mathteachingresources.com/support-files/numeral-word-expanded-form.pdf or slate onto which students can copy Connection Yesterday we explored expanded form and how to break numbers down in ways that help us to better understand the place value of large numbers. Today we are going to learn more about this and practice reading and writing numbers beyond 1000.Direct Instruction Whole group instruction that may include: presentation of problem solving scenario, explicit teacher modeling of skill or strategy application, development of anchor charts, etc. Teacher should create a place value chart (see EDM lesson 5.8 Big Numbers) and/or four sets of three dashed lines, separated by commas (see EDM lesson 5.8). Explicitly teach the students how to read numbers that are written on the board. Pass out slates, and then have students write the numbers that the teacher reads. Continue this several times. Take notes on students who are having particular difficulty, so that you can meet with those students at another time either 1:1 or in a small group. Guided Practice We are going to continue exploring this skill of reading and writing large numbers and we will also have an opportunity to revisit the expanded notation which we discussed the other day. The teacher may demonstrate the use of the numeral cards with the students on the board. Show them how they will choose a certain number of 4 or more cards and then read the number, write the numerals with commas in the correct position, write the number words, and complete the expanded notation for each number. This can be done on the think sheet above, on scrap paper, in the math notebook, or on individual white boards or slates. Have each student do this alone or with a partner while in the whole group so you determine if the class, or individual students, need additional support.. Send Off [for Independent Problem Solving]Now that we all have had some practice reading and writing the large numbers and using expanded notation together as a class, we are going to head off and work on this during our independent problem solving. The teacher may choose to have everyone working on this exact task or may have several stations including a station where students are working on this task, a station where students are playing an EDM game, and a station where students are engaged in another task, routine, or game. The teacher may choose to spend most of her time rotating throughout the stations; teaching, observing, and note-taking at the reading and writing numbers station; or conducting 1:1 conferring. Group Share Whole group discussion to share math learning, synthesize thinking about lessons big ideas, develop/add to anchor charts, etc.Lets share some of the great math thinking I saw going on today during our Math Workshop. Does anyone want to share a discovery that they made about reading or writing large numbers? The teacher can also highlight work done by individuals or teams, I noticed Marvin and Kayla using an interesting strategy for placing the commas in their numbers. Can you tell the class more about the confusion you originally had and the strategy you used for reading the other large numbers. 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