Week 1: Number Sense and Place Value

Day 1: Understanding Place Value

Objective: Students will understand the place value of digits in multi-digit numbers up to the millions
place and be able to write numbers in expanded form.

Materials Needed:

 Place value charts

 Base-ten blocks or place value disks

 Whiteboard and markers

 Student notebooks and pencils

 Interactive whiteboard or projector

 Worksheets for practice

 Flashcards with numbers

Lesson Outline:

Introduction (10 minutes)

1. Greeting and Warm-Up:

 Greet students and set a positive tone for the lesson.

 Quick mental math warm-up: Ask students to orally solve simple addition and
subtraction problems to get their minds engaged.

2. Review of Prior Knowledge:

 Briefly review what students already know about numbers and place value.

 Use questions like: "What is the value of the digit 5 in the number 452?"

Direct Instruction (20 minutes)

1. Introduce Place Value Chart:

 Display a large place value chart on the board (ones, tens, hundreds, thousands, ten
thousands, hundred thousands, millions).

 Explain the importance of each place and how each digit's value depends on its
position.

2. Demonstrate with Examples:

 Write a number (e.g., 3,478,562) on the board.

 Break down the number using the place value chart, showing the value of each digit.

3. Expanded Form:
  Explain how to write numbers in expanded form by breaking them down according
to their place values.

 Example: 3,478,562 in expanded form is 3,000,000 + 400,000 + 70,000 + 8,000 + 500

+ 60 + 2.

Guided Practice (15 minutes)

1. Interactive Practice:

 Use the interactive whiteboard to display several numbers.

 Call on students to come up and break down the numbers into their place values
and write them in expanded form.

2. Hands-On Activity:

 Give each student a set of base-ten blocks or place value disks.

 Present a number and have students use the blocks or disks to represent each digit
according to its place value.

Independent Practice (20 minutes)

1. Worksheet:

 Distribute worksheets with several multi-digit numbers.

 Tasks on the worksheet:

 Write each number in a place value chart.

 Identify the value of specific digits.

 Write the numbers in expanded form.

2. Monitoring and Assistance:

 Walk around the classroom to monitor progress.

 Provide assistance and guidance to students who are struggling.

Review and Assessment (15 minutes)

1. Review Key Concepts:

 Summarize the key points about place value and expanded form.

 Ask questions to check for understanding: "What is the value of the digit 9 in
4,923,158?"

2. Exit Ticket:

 Give each student an index card.

 Write a multi-digit number on the board and ask students to write the number in
expanded form on their card.

 Collect the cards as students leave to assess their understanding.

Conclusion (10 minutes)

1. Recap:

 Quickly review what was learned during the lesson.

 Encourage students to think about how place value is used in everyday life (e.g.,
reading large numbers, understanding money).

2. Preview Next Lesson:

 Give a brief overview of what will be covered in the next lesson (Comparing and
Ordering Numbers).

 Encourage students to practice what they learned today at home.

Day 2: Comparing and Ordering Numbers

Objective: Students will learn how to compare and order whole numbers and decimals up to the
millions place and thousandths place, respectively.

Materials Needed:

 Place value charts

 Number lines

 Whiteboard and markers

 Student notebooks and pencils

 Interactive whiteboard or projector

 Worksheets for practice

 Flashcards with numbers

 Math manipulatives (e.g., base-ten blocks, place value disks)

 Small whiteboards and markers for each student

Lesson Outline:

Introduction (10 minutes)

1. Greeting and Warm-Up:

 Greet students and set a positive tone for the lesson.

 Quick mental math warm-up: Ask students to orally solve simple addition and
subtraction problems to get their minds engaged.

2. Review of Prior Knowledge:

 Briefly review what students learned about place value in the previous lesson.

 Use questions like: "What is the value of the digit 5 in the number 452?"
Direct Instruction (20 minutes)

1. Introduce Comparing Numbers:

 Explain that comparing numbers means determining which number is greater, less
than, or if they are equal.

 Use the place value chart to illustrate how to compare two numbers by looking at
each digit from left to right.

2. Demonstrate with Examples:

 Write two numbers on the board (e.g., 45,678 and 45,876).

 Compare the digits from the leftmost place value to the right. In this case, the
thousands place determines that 45,876 is greater than 45,678.

 Repeat with decimal numbers (e.g., 12.345 and 12.354) to show the comparison
process.

3. Symbols:

 Teach the symbols for greater than (>) and less than (<).

 Write examples on the board and show how to use these symbols to compare
numbers.

Guided Practice (20 minutes)

1. Interactive Practice:

 Use the interactive whiteboard to display pairs of numbers.

 Call on students to come up and compare the numbers, using the correct symbols
(>, <, =).

 Example pairs: 3,450 and 3,405; 67.89 and 67.98.

2. Hands-On Activity:

 Give each student a set of number flashcards.

 Ask students to work in pairs to compare their numbers and use the correct
symbols.

 Rotate around the room to provide assistance and ensure students understand the
process.

Independent Practice (20 minutes)

1. Worksheet:

 Distribute worksheets with sets of numbers to compare.

 Tasks on the worksheet:

 Compare pairs of numbers using the symbols >, <, and =.

  Order sets of three or more numbers from least to greatest and greatest to
least.

2. Monitoring and Assistance:

 Walk around the classroom to monitor progress.

 Provide assistance and guidance to students who are struggling.

Review and Assessment (10 minutes)

1. Review Key Concepts:

 Summarize the key points about comparing and ordering numbers.

 Ask questions to check for understanding: "Which is greater: 56,789 or 56,798?"

2. Exit Ticket:

 Give each student an index card.

 Write a set of numbers on the board and ask students to order them from least to
greatest.

 Collect the cards as students leave to assess their understanding.

Conclusion (10 minutes)

1. Recap:

 Quickly review what was learned during the lesson.

 Encourage students to think about how comparing and ordering numbers is used in
everyday life (e.g., comparing prices, distances).

2. Preview Next Lesson:

 Give a brief overview of what will be covered in the next lesson (Rounding
Numbers).

 Encourage students to practice comparing and ordering numbers at home.

Day 3: Rounding Numbers

Objective: Students will learn to round whole numbers and decimals to the nearest ten, hundred,
thousand, and so on.

Materials Needed:

 Place value charts

 Number lines

 Whiteboard and markers

 Student notebooks and pencils

 Interactive whiteboard or projector

  Worksheets for practice

 Flashcards with numbers

Lesson Outline:

Introduction (10 minutes)

1. Greeting and Warm-Up:

 Greet students and set a positive tone for the lesson.

 Quick mental math warm-up: Ask students to orally solve simple addition and
subtraction problems to get their minds engaged.

2. Review of Prior Knowledge:

 Briefly review what students learned about comparing and ordering numbers in the
previous lesson.

 Use questions like: "Which is greater: 23.45 or 23.54?"

Direct Instruction (20 minutes)

1. Introduce Rounding:

 Explain that rounding means finding the nearest value that a number is close to.

 Use a number line to illustrate how rounding works, showing how numbers closer to
a certain value round up or down.

2. Demonstrate with Examples:

 Write a number on the board (e.g., 3,478) and show how to round it to the nearest
ten, hundred, and thousand.

 Example: 3,478 rounds to 3,480 (nearest ten), 3,500 (nearest hundred), and 3,000
(nearest thousand).

3. Rounding Rules:

 Teach the rules for rounding:

 If the digit to the right of the rounding place is 5 or greater, round up.

 If the digit is less than 5, round down.

Guided Practice (20 minutes)

1. Interactive Practice:

 Use the interactive whiteboard to display numbers and have students round them to
different places.

 Example numbers: 456 (round to nearest ten and hundred), 23.678 (round to
nearest tenth and hundredth).

2. Hands-On Activity:
  Give each student a set of flashcards with numbers.

 Ask students to work in pairs to round the numbers to the nearest ten, hundred, and
thousand.

Independent Practice (20 minutes)

1. Worksheet:

 Distribute worksheets with numbers to be rounded.

 Tasks on the worksheet:

 Round numbers to the nearest ten, hundred, and thousand.

 Round decimal numbers to the nearest tenth and hundredth.

2. Monitoring and Assistance:

 Walk around the classroom to monitor progress.

 Provide assistance and guidance to students who are struggling.

Review and Assessment (10 minutes)

1. Review Key Concepts:

 Summarize the key points about rounding numbers.

 Ask questions to check for understanding: "What is 567 rounded to the nearest
hundred?"

2. Exit Ticket:

 Give each student an index card.

 Write a number on the board and ask students to round it to the nearest ten,
hundred, and thousand.

 Collect the cards as students leave to assess their understanding.

Conclusion (10 minutes)

1. Recap:

 Quickly review what was learned during the lesson.

 Encourage students to think about how rounding is used in everyday life (e.g.,
estimating costs, distances).

2. Preview Next Lesson:

 Give a brief overview of what will be covered in the next lesson (Introduction to
Decimals).

 Encourage students to practice rounding numbers at home.

Day 4: Introduction to Decimals

Objective: Students will understand the concept of decimals, learn the place value of digits in
decimal numbers, and be able to write decimals in expanded form.

Materials Needed:

 Decimal place value charts

 Base-ten blocks or place value disks

 Whiteboard and markers

 Student notebooks and pencils

 Interactive whiteboard or projector

 Worksheets for practice

 Flashcards with decimal numbers

Lesson Outline:

Introduction (10 minutes)

1. Greeting and Warm-Up:

 Greet students and set a positive tone for the lesson.

 Quick mental math warm-up: Ask students to orally solve simple addition and
subtraction problems involving whole numbers.

2. Review of Prior Knowledge:

 Briefly review what students learned about rounding numbers in the previous
lesson.

 Use questions like: "What is 456 rounded to the nearest hundred?"

Direct Instruction (20 minutes)

1. Introduce Decimals:

 Explain that decimals represent parts of a whole number.

 Use a decimal place value chart to illustrate how decimals are structured.

2. Demonstrate with Examples:

 Write a decimal number on the board (e.g., 4.56) and show how each digit has a
place value.

 Example: In 4.56, 4 is in the ones place, 5 is in the tenths place, and 6 is in the
hundredths place.

3. Expanded Form:

 Explain how to write decimals in expanded form by breaking them down according
to their place values.

 Example: 4.56 in expanded form is 4 + 0.5 + 0.06.

Guided Practice (20 minutes)

1. Interactive Practice:

 Use the interactive whiteboard to display several decimal numbers.

 Call on students to come up and break down the decimals into their place values and
write them in expanded form.

2. Hands-On Activity:

 Give each student a set of base-ten blocks or place value disks.

 Present a decimal number and have students use the blocks or disks to represent
each digit according to its place value.

Independent Practice (20 minutes)

1. Worksheet:

 Distribute worksheets with several decimal numbers.

 Tasks on the worksheet:

 Write each decimal number in a place value chart.

 Identify the value of specific digits.

 Write the decimal numbers in expanded form.

2. Monitoring and Assistance:

 Walk around the classroom to monitor progress.

 Provide assistance and guidance to students who are struggling.

Review and Assessment (10 minutes)

1. Review Key Concepts:

 Summarize the key points about decimals and expanded form.

 Ask questions to check for understanding: "What is the value of the digit 5 in 3.45?"

2. Exit Ticket:

 Give each student an index card.

 Write a decimal number on the board and ask students to write the number in
expanded form on their card.

 Collect the cards as students leave to assess their understanding.

Conclusion (10 minutes)

1. Recap:

 Quickly review what was learned during the lesson.

  Encourage students to think about how decimals are used in everyday life (e.g.,
money, measurements).

2. Preview Next Lesson:

 Give a brief overview of what will be covered in the next lesson (Comparing and
Ordering Decimals).

 Encourage students to practice writing and reading decimals at home.

Day 5: Comparing and Ordering Decimals

Objective: Students will learn how to compare and order decimal numbers.

Materials Needed:

 Decimal place value charts

 Number lines

 Whiteboard and markers

 Student notebooks and pencils

 Interactive whiteboard or projector

 Worksheets for practice

 Flashcards with decimal numbers

 Small whiteboards and markers for each student

Lesson Outline:

Introduction (10 minutes)

1. Greeting and Warm-Up:

 Greet students and set a positive tone for the lesson.

 Quick mental math warm-up: Ask students to orally solve simple addition and
subtraction problems involving decimals.

2. Review of Prior Knowledge:

 Briefly review what students learned about decimals in the previous lesson.

 Use questions like: "What is the value of the digit 7 in 5.78?"

Direct Instruction (20 minutes)

1. Introduce Comparing Decimals:

 Explain that comparing decimals means determining which decimal is greater, less
than, or if they are equal.

 Use a decimal place value chart to illustrate how to compare two decimal numbers
by looking at each digit from left to right.
 2. Demonstrate with Examples:

 Write two decimal numbers on the board (e.g., 3.45 and 3.56).

 Compare the digits from the leftmost place value to the right. In this case, the tenths
place determines that 3.56 is greater than 3.45.

 Repeat with more examples to show the comparison process.

3. Symbols:

 Teach the symbols for greater than (>) and less than (<).

 Write examples on the board and show how to use these symbols to compare
decimals.

Guided Practice (20 minutes)

1. Interactive Practice:

 Use the interactive whiteboard to display pairs of decimal numbers.

 Call on students to come up and compare the numbers, using the correct symbols
(>, <, =).

 Example pairs: 4.56 and 4.65; 2.78 and 2.87.

2. Hands-On Activity:

 Give each student a set of decimal flashcards.

 Ask students to work in pairs to compare their decimals and use the correct
symbols.

 Rotate around the room to provide assistance and ensure students understand the
process.

Independent Practice (20 minutes)

1. Worksheet:

 Distribute worksheets with sets of decimal numbers to compare.

 Tasks on the worksheet:

 Compare pairs of decimal numbers using the symbols >, <, and =.

 Order sets of three or more decimal numbers from least to greatest and
greatest to least.

2. Monitoring and Assistance:

 Walk around the classroom to monitor progress.

 Provide assistance and guidance to students who are struggling.

Review and Assessment (10 minutes)

1. Review Key Concepts:

  Summarize the key points about comparing and ordering decimals.

 Ask questions to check for understanding: "Which is greater: 6.789 or 6.798?"

2. Exit Ticket:

 Give each student an index card.

 Write a set of decimal numbers on the board and ask students to order them from
least to greatest.

 Collect the cards as students leave to assess their understanding.

Conclusion (10 minutes)

1. Recap:

 Quickly review what was learned during the lesson.

 Encourage students to think about how comparing and ordering decimals is used in
everyday life (e.g., comparing prices, measurements).

2. Preview Next Lesson:

 Give a brief overview of what will be covered in the next lesson (Adding and
Subtracting Whole Numbers and Decimals).

 Encourage students to practice comparing and ordering decimals at home