# Lit connection NCSCOS Goal 1Hottest Coldest Highest Deepest

Document Sample

```					Place Value: Hottest Coldest Highest Lowest by Steve Perkins

(Kristen Simmons, Tracie Swicegood, Alisha Ferguson)

Objectives:

   Goal 1 (1.01) Grade 4
o SW develop an understanding of lace value by breaking apart numbers to the 10,000 place

Materials:

   Construction paper
   Markers/Crayons
   1 copy of Hottest Coldest Highest Deepest by Steve Jenkins
   Index Cards with numbers and country facts from story pre-written on them. 1 per card
   Graph Paper
   Chart Graph paper
   Reserved computer lab

Procedure:

   Whole Group
o Teacher demonstrates how to break apart 123 by underlining the 1 and discussing how this is not just 1 but
due to the place value represents 100. Continue with the 2 and 3.
 Show that sum of broken apart numbers equal original number.
o Repeat with 4,623
   Guided:
o Repeat above with student input with numbers:
 14
 425
 1,890
 11,745
o Students work in pairs with PV blocks on 3 numbers that teacher writes on board.
 Teacher adjusts thinking as necessary and assesses ability using checklist
   Gather students in reading area to read Hottest Coldest Highest Deepest by Steve Jenkins, bringing pencils/graph
paper
o Show cover, make predictions
o Discuss expectations (student’s record each number they hear on graph paper as teacher reads). TW model
using chart graph paper. Ensure students are using graph paper to properly align numbers according to PV.
 Describe how chart paper is a valuable tool to use on EOG’s and why
   SW return to groups/partners and using the numbers recorded from book, practice breaking each number apart.
o Must complete at least three but keep going until next transition
o Extension: Swap and check other groups
o TW continue to assess student ability and assist where needed
   Bring students to carpet to discuss project expectations.
o Pass out 1 index card to each group (card given based upon assessment from guided practice, number size
varies from 10’s place to 10,000’s place)
o Students will continue to work in partners and go to computer lab for 30 minutes to research the fact. SW
find 3 interesting facts about their landmark.
o    When they return to classroom, students will create a project displaying their interesting facts and showing
how they broke apart their number.
 SW choose from brochure, poster, idea map, etc
o Each pair will present to the class, describing facts and how they broke apart their number.
   Assessment:
o Using a checklist, assess students as they break apart the numbers during guided practice. This data will allow
the teacher to provide students with a number that matches their ability for the project (index cards).
o Observe students presentations
o Collect projects
 Are students accurately breaking apart the numbers according to place value?
 Do students realize that the parts of the number added up have a sum of the original value?
   Differentiation:
o Provide students with choices for projects to be completed
o Provide students with numbers based upon their abilities
o Provide advanced students with largest numbers
o Advanced students who finish asked to work with students who need more assistance.
o Place value blocks provided during guided practice

```
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
 views: 2 posted: 9/15/2012 language: Unknown pages: 2
How are you planning on using Docstoc?