The Consortium of Opportunities for Learners
Second Year Mentor Project
Perez and García
Department of
Education Transition to
Teaching Grant, 2004
José Perez and
Gloria García
Second Year Mentor Project
Austin Independent School District,
McBee Elementary
Fourth Grade Bilingual
José Perez and Gloria García
Second Year Mentor Project
Austin Independent School District, McBee Elementary
Fourth Grade Bilingual
Plan
This lesson will entail teaching Chapter One of the
Matemáticas en mi Mundo “Place Value and Number
Sense.” We will be teaching Lesson 1.2 Build to
Thousands, Lesson 1.3 Thousands, 1.4 Compare and
Order Numbers, and Lesson 1.7 Millions.
These lessons will provide differentiated instruction
that will enable all students to master the objective.
Objective
• The student will demonstrate an
understanding of numbers, operations, and
quantitative reasoning. For this objective
students will be able to: Use place value to
read, write, compare, and order whole
numbers.
Materials
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Math journal/paper/pencils
Chalkboard/chalk
Sentence strips/markers
Newspapers/dry erase board
Computer and world map
Glue/scotch tape/scissors
Words for numbers ditto sheet (Ex. 13-thirteen)
Dice
Materials
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0-9 number cards (9 of each) in zip-lock bags
Laminated place-value worksheets
Overhead markers, dry erase pens
Small squares of sponges or moist paper towels
2 teacher made place-value posters
Base ten blocks (used for 4 digit numbers)
Large place-value mats
Steps to be Taken
All these activities can be done individually, in pairs,
in centers and whole class instruction during math
class.
• Base ten blocks and place value mats will be used
to teach 4 digit numbers.
• Poster 1: Teacher will use number cards and
model reading numbers. Students will write the
number words on sentence strips. (Ex.) 4,564=four
thousand five hundred sixty four.
Steps to be taken
• Teacher will call out several numbers (for
example 2, 7, 9, 3, 5, 8, 6) and students will
place these numbers from largest to smallest
and from smallest to largest in their place
value mats. The teacher will be calling out
4 to 7 digit numbers and students will be
able to read, compare, and order them.
Steps to be taken
• Students will be using their individual
laminated place-value worksheets and
overhead pens to write the number that the
teacher calls out. Once they have written
the number on the place-value mat they will
write the words for the number in their math
journal. To erase the numbers the students
will use sponges or moist paper towels to
wipe off their place-value mat.
Steps to be taken
• Teacher will have students use the
newspaper to find numbers. The students
will cut the numbers out and glue them in
their math journal. They will order,
compare, and write the numbers in words.
Steps to be taken
• Teacher made poster number 2 will be used
to compare 2, 3, or 4 numbers at one time.
The place-value poster will have 4 long
slots that will allow the teacher to place
number cards. Students will be able to use
their math journal, their laminated place
value mats worksheets, the overhead,
chalkboard, dry erase board or use number
cards on their large place-value mats.
Steps to be taken
• Teacher will be calling out a number and
telling the students to place a particular
number in a certain place. For example:
place a 4 in the thousands place, a 3 in the
millions place, a 7 in the hundreds place etc.
The students will use their number cards
and place-value mats to place the cards in
the appropriate place to complete the
number.
Steps to be taken
During social studies or math center
time students will use the internet to
find the population of large cities.
They will locate the cities on a world
map, then read, write, compare, and
order the numbers.
Steps to be taken
Students will work with a partner. Each
student will roll 2 dice, and their partner
will tell them where to place the number
on the place-value mat. When they have
completed the (4-7) digit number each
student will read their number to each
other.
Steps to be taken
• Students will compose a riddle for a
number. (Ex.) I am a 4 digit number with 4
different digits. All of my digits are greater
than 5. My thousands digit is 3 more than
my ones digit. The value of my tens digit is
80. My hundreds digit is 2 less than my
thousands digit. What number am I? 9,786
Assessments
• The assessments that will be
administered will include teacher
made tests, teacher observation,
anecdotal notes, student
participation, seatwork, math
journals, Benchmark testing, and
rubrics.
Resources Needed
• Matemáticas en mi MundoMath in my World
• TAKS Study Guide
• Matemáticas Hoy
Data Collected
• Our data was collected and analyzed after
students took their assessments. I started
testing only with 4 digits, then with 5 digits
and so on until we completed testing with 9
digits. When students didn’t master the
objective they were tutored during class or
after school until they mastered the
objective. We wanted every student to
show mastery and be successful.
Teacher Reflection
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With everything said and done, I
notice many of my students come
to the realization that you must
apply strategies in order to help
you get to the answer. The majority
are now accustomed to drawing a
chart that shows all place values in
their specific order and then
inserting the numbers in their
proper place, if not vice versa.
They recognize the skill (place
value) once seen and begin to work
promptly, carefully and correctly.
Their confidence level has risen
dramatically!