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U n t er r i ch t spl a n
Pl ac e Val ue up t o 10 0 0 0
Altersgruppe: 4 t h Gr ade , 5 t h Gr ade
Texas - TEKS: G4 .2.N O.D
Hampton City Schools Math Power Standards: 3 .1aS c , 3 .1aS d,
3 .1c S g, 3 .1c S h, 3 .1c S i , 4 .1aS b, 4 .1bS d, 4 .1bS e
Riverside USD Scope and Sequence: 4 .N B T .1 [4 .1] , 4 .N B T .1
[4 .4 ] , 4 .N B T .2 [4 .1]
Oklahoma Academic Standards Mathematics: 3 .N .1.4 , 4 .N .1.2
Virginia - Mathematics Standards of Learning (2009): 4 .3 a
Common Core: 4 .N B T .A .1, 4 .N B T .A .2
Mathematics Florida Standards (MAFS): 4 .N B T .1.1, 4 .N B T .1.2
Alaska: 4 .N B T .1, 4 .N B T .A , 4 .N B T .B
Minnesota: 3 .1.1.2, 3 .1.2.5 , 4 .1.1.2, 4 .1.1.3
Fairfax County Public Schools Program of Studies: 4 .1.a.2, 4 .1.a.3 ,
4 .3 .a.1, 4 .3 .a.2, 4 .3 .a.3 , 4 .3 .a.4
Nebraska Mathematics Standards: M A .3 .1.1.a, M A .4 .1.1.b,
M A .4 .1.1.f
South Carolina: 5 .N S B T .1
Indiana: 4 .N S .9
Georgia Standards of Excellence: M GS E 4 .N B T .1, M GS E 4 .N B T .2
Virginia - Mathematics Standards of Learning (2016): 4 .3 .a
Online-Ressourcen: F l yi ng C o l o r s
Mat h
Worksheet
Pract ice
Opening
T eacher
present s
St udent s
pract ice
Class
discussion
5
10
15
10
5
min
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min
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M at h Obj e c t i v e s
E x pe r i e nc e Building three and four digit numbers
P r ac t i c e breaking a number into thousands, hundreds, tens
and ones
L e ar n about place value
De v e l o p strategies for understanding numbers
Ope ni ng | 5 min
Write the number 1420 on the board and ask students to think about another
way they can represent this number. They may make a sketch of the number,
build it with base 10 pieces, write an equation that is equal to this number
etc. Have several students share ideas about different ways to represent
this number. Compare and contrast the different representations as a class.
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T e ac he r pr e se nt s M at h game : F l yi ng C o l o r s - 4 - Di gi t
N umbe r s | 10 min
Present Matific’s episode F ly in g C o lo r s - 4 - Dig it N u m b e r s using a
projector or SMART board.
In this episode, students are asked to fill a container with a given number of
gallons of paint. The number is either a 3 or 4 digit number. Sometimes it will
be a multiple of 10 and other times it will not. There are three paint
dispensers each allowing you to dispense gallons of paint in increments of
1000, 100, 10 or 1. You can decide to use paint all of one color or to use
multiple colors. If you get the wrong amount of paint, put in too much or need
to start over on a question, you can open the valve near the bottom right
hand corner of the tank to reset the problem.
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S t ude nt s pr ac t i c e M at h game : F l yi ng C o l o r s - 4 - Di gi t
N umbe r s | 15 min
Have students play F ly in g C o lo r s - 4 - Dig it N u m b e r s on their personal
devices. Students who are struggling can start with F ly in g C o lo r s - 3 Dig it N u m b e r s which is the same game but is all 3 digit numbers.
C l ass di sc ussi o n | 10 min
Bring students together in front of projector or white board. Ask students to
think about a number such as 4350. Have them think about how they would
fill the container with 4350 gallons of paint. As they respond, record their
thinking with equations.
A student might share that they would push 1000 button on the red
paint 4 times. The 100 button on the red paint 3 times and the 10
button the on the blue paint 5 times. You could record 4000 + 300 +
50 = 4350 (This is called expanded notation). You could also record
it this way: 4 X 1000 + 3 X 100 + 5 x 10 = 4350.
A student might say they could push the red 1000 button twice, the
blue 1000 button twice, the yellow 100 button 3 times and the blue
10 button 5 times. You could record this as 2000 + 2000 + 300 + 50
= 4350. You could also record it this way: 2 X 1000 + 2 X 1000 + 3 X
100 + 5 X 10.
After you have recorded several ideas, take a minute to compare how these
equations are alike and different. Repeat this procedure with a three digit
number that is not a multiple of 10 such as 1352.
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M at h W o r kshe e t P r ac t i c e : A ddi ng H undr e ds - 3 - Di gi t
N umbe r s | 5 min
If time permits, have students complete A d d in g H u n d r e d s - 3 - Dig it
Numbers .
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