Mathematics Instructional Design
Lesson Planning Template
Class: 4th Grade
enVisionMath 2.0
Topic 1 Lesson: 1-1 (Pgs. 5-10)
Date: 2016-2017
Important Mathematics to Develop
Extending the understanding of place values from 1,000 to 1,000,000.
Developing relationships between the values of digits in different places and use them to compare and round numbers.
The place value to the immediate left of a given place value is ten times as great as the place value of the given place.
Watch the Listen and Look for video for teacher ‘s professional development
Standards for Mathematical Practice and Content
4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.
Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the
results of comparisons.
SMP. 2 Reason abstractly and quantitatively.
SMP.3 Construct viable arguments and critique the reasoning of others
SMP.5 Use appropriate tools strategically.
SMP.6 Attend to precision.
SMP.7 Look for and make use of structure
Learning Intention
We are learning that an understanding of place value allows numbers to be written and read using base ten numerals and
number names in expanded form.
Success Criteria
We are successful when we can read and write numbers through 1,000,000 in expanded form with numerals and using
number names based on the place value of their digits.
Mathematical Task and needed material
Additional notes
Home –School Connection ( Letter to parents/guardians)
Place value charts (Teaching Tool 3)
Student work books pages 1-10
My Word Cards pg. 3-4
Digital Resources
The language of Math (pg.1H)
English Language Learners
Math Vocabulary
Math and Reading
Vocabulary Terms:
 Expanded form
 Place value
 period
 Number line
 Rounding
 Number name
 Whole number
NEI – 5/2016
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NEI – 5/2016
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Launch
Elicit and Engage
5-10 minutes
Step 1 Develop : Problem Based Learning (p.5) [Each student needs a place value chart]
Whole group (3 minutes)
 Pose the Solve- and- Share Problem: Have students look at problem while presenting
the situation.
 Build Understanding: Have students explain the problem to a partner, then let partner
explain. Pose question, “What do you notice?” and then “What do you wonder?”
How many copies of the album were sold? What are you asked to do?
Small group (3 minutes)
 Ask Guiding Questions As Needed: What are the names of the places in the thousands
period? What are the names of the places in the millions period?
Whole group (4 minutes)
 Share and discuss Solutions: Start with students sharing their solutions.
If needed, project/ share /discuss textbook’s sample students (Kevin’s and Olivia’s)
work.
 Transition to the Visual Learning Bridge: Our number system is based on place-value
groups of ten, and whole numbers are grouped into periods of three places. You can use
periods to write number names for greater numbers.
Revisit/ State Lesson’s Learning Intention / Success Criteria
Explore
Explore
Use the “I noticed/ I
wondered?” Strategy.
See Guiding Questions
Look for students who use a
place-value chart to write
greater numbers using
number names. (SMP.5)
20-30 minutes
Step 2 Develop: Visual Learning (pgs.6-8)
Whole group:
 Convince Me: Students analyze the place-value chart to look for a pattern in the first
three periods to help develop their understanding of place-value with greater numbers.
“Where else have you seen numbers in the hundred thousands?”
“How is the thousands period similar to the other periods in the place-value chart?”
“Why is using a place-value chart helpful when writing a number using number names?”
* “What pattern exists in the three places in each period?”
Have students share their think with a partner and then share with whole group. Then have
student write their thinking.

Notes/Reflection
Use the Visual Learning Animation Plus to connect students’ thinking in Solve-andShare to important math ideas in the lesson.
 Guided Practice
Using Think-Pair –Share strategy: Have students complete problems individually, share with
partners and share with whole class/group
 Do you Understand? Items #1-2. Think-Pair-Share
 Do you Know? Items #3-5. Think-Pair-Share
The idea that our number
system is based on ten.
Whenever we get 10 in one
place value, we move to the
next greater place value.
The place value in each period
is named after the least place
value in the period.
 ones period-- hundreds,
tens, ones
 thousands period-- one
thousands, ten thousands,
hundred thousands
 millions period – one
millions, ten millions,
hundred millions
If students have trouble
placing commas in the
number names then direct
them to use a place-value
chart.
Small group: Independent Practice
 Items #6-12
Whole group: Math Practices and Problem Solving
 # 13- 19
NEI – 5/2016
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Summarize
Explain and Elaborate
10-15 minutes
Pose Essential Questions:
How are greater numbers written?
Assessment
Practice Buddy 1-1
Math Games 1-1
How can whole numbers be compared?
How are place values related?
How is the thousands period similar to the other periods in the place-value chart?
Use the Quick Check items to
Assess and provide
differentiation.
Why is using a place-value chart helpful when writing a number using number names?
Use Leveled assignment pgs.
9-10 problems # 1-14
What pattern exists in the three places in each period?
Step 3 Assess and Differentiate
Apply
Evaluate and Extend
5-15 minutes
During a fundraiser, a library has a goal to collect $38,000. If the library collects $900 less
than its goal, how much does it collect?
Math and Science Projects – Rock Formation
Using the internet or other sources, find the depths in feet of the five (5) deepest caves in
the world.
 Make a place value chart that includes the five depths.
 Write each depth in expanded form.
 Use ‘greater than’ or ‘less than’ to compare two of the cave depths.
NEI – 5/2016
Use the math Science Projects
to demonstrate the APPLY.
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