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Date: 10/29/11
Lesson #1
Grade Level: 3
Focus Book/Theme: Sir Cumference and All the King’s
Tens/Place Value
Butler Students: Ashlynn Morrill and Yael Kurganoff
Materials Needed:
Digit Cards
Index Cards for Hook Activity
Dry Erase Boards and Markers
Base Ten Blocks
Sir Cumference and All the King’s Tens
Academic Standards Addressed:
3.1.2 Identify and interpret place value in whole numbers up to 1,000.
3.1.3 Use words, models, and expanded form to represent numbers up to 1,000.
3.1.4 Identify any number up to 1.000 in various combinations of hundreds, tens,
and ones.
Teaching Points for the Lesson:
Students will understand the value of each digit in a 4 digit number.
Students will represent four digit numbers using multiple forms including base ten
blocks, expanded form, and standard form.
Students will understand the relationship between place values in a four digit
number.
Ex: Ten ones is equal to one ten.
Integration of Children’s Literature: Sir Cumference and All the King’s Tens by
Cindy Neuschwander is a children’s picture book that details the efficiency of
counting large groups by grouping the objects into smaller groups of ones, tens,
hundreds, and thousands. In this book, the people are planning a party for the King,
and need to know how many guests need to be served. The book explores the
relationships among place values of a number.
Teachers will read aloud this book to the group of students. Occasionally, teachers
will pause to allow students to expand ideas presented in the book in an effort to
efficiently count the number of guests attending the King’s party using place value
rules. Throughout the read aloud, students will have the opportunity to explain and
show their thinking by collaborating with a peer as they engage in the text.
Lesson Procedures:
Introduction/Hook Activity: To introduce the focus of our lesson, we will provide
each student with an index card that contains a number written in standard form OR
a number written in expanded form. Students will mingle until they find the person
holding their “match” within the group. Questions for discussion:
a. How did you know that you had found your match?
b. What were you looking for when searching for your match?
c. What does expanded form tell us about a digit?
Read Aloud: Sir Cumference and All the King’s Tens: Teachers will read aloud to a
group of ten students. Our group includes a mix of high ability and low ability
students. As we read, students will be paired with a thinking partner. The pairings
will include a high ability and a low ability student.
a.
Pg.8- Pause for demonstration. To demonstrate the inefficiency of
grouping a large number into randomly organized small groups,
students will count out a number of base ten blocks. Students will call
out their numbers one by one as teachers try to mentally compute.
The point: It’s too hard!
b. Pg. 13- Pause for Discussion. Students will turn and talk to their
thinking partner. “How could the people count the number of guests
quickly?” Pairs will share out their suggestions.
c. Pg. 17- Pause for Demonstration. “I’m counting nine groups of one
hundred. There are also eight rows of ten and one row with only seven.”
Students will show what that would look like in expanded form. They
will also use base ten blocks to show how many guests there are in the
story.
d. Pg. 19- “Two new groups of ten joined the other eight rows of ten and
made a new group of one hundred. One more row of ten remained, with
a lone farmer and his wife standing shyly just beside it.” Students will
add the next 25 guests to their base ten block collection. This will
require regrouping and the understanding that ten tens make one
hundred. Thus, students will see the relationship among place value
digits in a single number.
e. Pg. 22- Pause. “It took awhile but the Camelot guests were finally
organized. They had eight groups of one thousand, nine groups of one
hundred, eight groups of ten, and seven singles.” Students will work
with their thinking partners to decide how many guests there are at
the event. They may use base ten blocks or draw models if necessary.
“Lady Di sent a messenger back to the castle to add 8.987 to the 1,012
guest who were already there for the evening feast.” Pairs will work
together to find the total number of guests at the event.
f. Pg. 24- Pause for Visual Representation. Teachers will draw a visual representation
to show the value of each digit in the total number of guests. “There were nine folks
in the first tent. There were ninety in the second tent next door. There were nine
hundred in the third tent, and nine thousand in the fourth.” Teachers will draw a
“tent” as students discuss which value goes in which tent. Then, the group will come
to a total number and write it in standard form.
Above Target Group
Number Line-Up: Students will split into two small groups. One group will be
instructed by Yael, the other group by Ashlynn. Base Ten blocks will be available for
each group to use for additional support. This activity is designed to allow
opportunity for collaboration as students use their knowledge of place value to
build a number that fits within a certain set of conditions. Students will be given
digit cards with which to build their number. Once students have arrived at a
conclusion, they will stand in order with their digit cards to represent their number.
Guided Practice: Teacher will give the small group a set of conditions.
Students will work together to arrive at an appropriate number. The
students will build three numbers, as the teacher will provide three sets
of clues during the guided portion.
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This number is a four digit number
This number is between 5,000 and 6,000
This number has 4 hundreds and 16 tens.
The value of the number in the ones place is 7.
Expand: Add 21 tens and 11 ones to your number.
What do you have?
b. Independent Practice: Students will break into pairs to create a set
of conditions for building a four digit number. When finished, the
pairs will trade conditions. Each pair will work to build a number that
fits the conditions of the opposite pair. The creators of the conditions
will just the correctness of the number built by the opposite pair.
Below Target group:
1. You Are the Place Value
On the floor, I have marked the ones, tens, hundreds and thousands places
(in order). Each student was then given a digit card. The teacher will then give them
a number, and the students have to place themselves in the correct order. The first
few times the teacher will participate, and the students will help each other get into
the correct order. We will then progress into the students placing themselves in the
correct place value with no assistance from classmates.
2. Number Line- Up
Our group did a slight variation of the activity that the above target group
did. The girls wanted to each have their own number to figure out with the digit
cards, so I gave them four numbers, and then gave them each different conditions to
create their number.
a) Guided Practice: Teacher will give the small group a set of conditions.
Students will work together to arrive at the appropriate number. The
students will build three numbers as the teacher provides clues during
the guided portion.
a. This number is a three digit number
b. This number is between 400 and 500
c. The value in the Ones place is 6
d. The value in the Tens place is 50
a.
b.
c.
d
This number is a four digit number
The number is between 2,000 and 3,000
The value of the number in the hundreds place is 400
The value in the Ones place is 6
a. This number is a four digit number
b. It is between 3,000 and 4,000
c. The value of the number in the hundreds place is 200
d. The value of the number in the ones place is ten
e. Expand: What is the number in the tens place?
Assessment: Students will be informally assessed through teacher observation
throughout the lesson.
Reflection:
Overall this lesson went well. I think the book was a little too long though. It
had a lot of information and I think that it went over their heads. It was interesting
to work with the two different extremes of the class: the above target students and
the below target students. When we did the opening activity, and the students were
getting different answers, it helped to have those students with more knowledge of
the topic assist the other students.
When we broke up into two different groups, I worked with the below target
group. There were some behavior issues, but once we got into the more hands on
activity, they were more engaged. As we have noticed in all education classes, hands
on activities are the best learning tools for students. It was very evident with these
students, because they wanted me to give them more and more riddles. We actually
ran out of time before they were able to create their own riddles, which they will do
next time with Ashlynn.