Lesson NS3-6 Showing Numbers in Different Ways (r) Date Wednesday, October, 10th 2018

Subject Grade 3 Math- Kiara Bodell Time 60 minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

GLO Strand: Number (Number Concepts)

• use numbers to describe quantities
• represent numbers in multiple ways.
Develop a number sense for whole numbers 0 to 1000

SLO 8. Read and write numerals to 1000. [C, CN, V]

9. Read and write number words to 100. [C, CN, V]
10. Use ordinal numbers to 100. [C]
11. Represent and describe numbers to 1000 in a variety of ways. [C,
PS, R, T, V]

Students will:
1. Students will practise interchanging between the various number representations covered thus
far (base ten blocks, expanded form) for one-, two-, and three-digit numbers.
2. Students will understand what makes a number larger than another.
3. Students will reinforce their knowledge about place value.

Prior to the Lesson MATERIALS AND EQUIPMENT

 Math week 6  Student whiteboards, markers and erasers

powerpoint  Decks of cards (A-9 only)
 Students math notebooks
Intro (Teacher will) - 20 minutes

Mental Math minute: Jumping to count up and down from numbers. Pattern creation, clapping.
 Give students the number 43 and they jump to count down to 38
 Give students a pattern like count up by 5’s and do jumping jacks until we get to 45
 Frog, clap hop hop, frog, clap, hop, hop … continue pattern
 Get up and moving!
Students get white boards and complete questions as a class.
Students quietly get eraser, marker and whiteboard then sit on the carpet ready to learn.
(review how to properly use a whiteboard respectfully)
 When they are finished they lift their board up to show me their answers, (formative
assessment)
***Slide 34
 How can we show a number in three different ways? 500+30+6, 5 hundreds +3 tens +6 ones,
base ten blocks.
***Slide 39
 If I have three numbers, 4 7 and 2 how can I make the smallest number worth the least?
 How can I make the largest number worth the most? 742
 How can I show that number in three different ways?
***Slide 44
 Which number is larger?
 How do you know?

Body (Teacher will) - 20 minutes

Card game Flip it, Make it, Show it

 Students first create a chart in their math notebooks. (draw on the board what is expected of
them)
Hundreds Tens Ones Expanded form Expanded form Numerals and Base Ten
Numerals words blocks

 A-9, make sure students know A = 1

 Students flip cards one at a time and decide if they want that value to be in the hundreds, tens
or ones place value, their goal is to create the biggest number
 Once you place it you write it down, when finished each player must write their number three
different ways.

Have two students come up to the front of the classroom to demonstrate the game and make it clear to
the class what is expected of them.
Students get into groups of two and have a deck of cards and spread around the classroom.
 Put up your hand if you do not have a partner?
 Make sure everyone has a partner, can have a group of three if needed
 Students come to the front with their partner to get a deck of cards and then get math workbook
to play the game.

Closure (Teacher will) - 5 minutes

Walk around classroom to continually formatively assess and see how students are doing.

Help students who are confused. Allow students to be able to talk with partner as long as their chat is
on topic of the lesson/game (productive noise).

If time - Students create an exit slip, writing the number 527 in three different ways, then hand in when
done.
Can use as formative assessment
 show expanded form numerals, expanded form numerals and words, and base ten blocks
picture.
If time remaining students can work in workbook pg.g 28-29
 During a math lesson that was 1 hour long students were able to practice their math skills.
Students were to better understand and practice how to represent a three digit number in three
different ways. Prior to the lesson I like to play a quiet game to get students settled on the carpet
and ready to learn. For this lesson we played Simon says where I whispered the directions which
required them to all be attentive and quiet to begin. To start the lesson, get students thinking
about numeracy and get their wiggles out we did a few review math problems that required
students to get up and move doing jumping jacks, frog jumps or simple movements. Then as a
whole class students reviewed how to show numbers in three different ways and this was done
on the whiteboard at the front of the classroom. This was teacher led with student participation to
ensure that anyone who was confused from the lesson prior was caught up and everyone was
starting today's lesson with similar prior knowledge. Students then got to individually participate
as well and show me their knowledge on their whiteboards so I could formatively assess students
and see where more practice or repetition was necessary. Following this I had one student come
up to the front of the class to demonstrate a game that would build their skills and allow them to
continue their practice in a fun format. The students in this class really seem to thrive off of
game based lessons rather than book work, but together they supplement each other well.

If I was to teach this same lesson again I would alter the following things. During the
time students were writing on their whiteboards on the carpet students were quite fidgety and
chatty. When they come to the carpet I am always very aware of distractions they may have
around them so I always ask them to find a better spot if they think they will be distracted and if
some are already chatty or distracted I will ask them to find a better spot right away. The
questions during carpet time were somewhat a review as many students had felt that this topic is
easy but many still needed more time to practice. I would have created questions that were more
specific next time where they were to show me one thing at a time rather than all three ways to
show a number at once. This may have helped with student attention as it might have seemed
more fast paced for the students who found it simple rather than having to wait for the students
who were taking more time to get to all three answers. If the questions were more specific so it
was more fast paced I think some of the students would have found it more engaging and easier
for them to stay on task. Some students are very distracted during whiteboard time and I do not
like to have to take them away but during our chat about proper and respectful whiteboard use
students were well aware what was expected of them. I would have liked to have allowed some
time in the middle when students were getting distracted for them to be able to doodle and draw
their best picture for one minute and then erase it and get back on track. A movement break at
this time could have also benefited the students.
During the game there is always the possibility of students not having partners and
teachers playing one-on-one rather than observing the entire class. This time I was very glad that
I was able to pair up with a boy who came in late as he was having some struggles with this
particular topic and this time was very helpful for him. I felt students were engaged throughout
this lesson however there was quite a bit of student time spent on creating the charts in their
notebooks so next time I would print them off on a sheet with the chart so that they had more
time to play the game and I could ensure that they were filling in all required fields. After this
lesson I had a chat with the students gathered on the carpet about respect and not talking when
others were talking. We practiced our sh-sh-sh to get their attention. If I was to do this lesson
again I definitely would have had this conversation with students during the lesson rather than
after the lesson.