Focus Plan
Texarkana Independent School District
With instructions for writers
GRADING PERIOD: / Refer to Scope and Sequence / PLAN CODE:writer: / Lori Wilson / Course/subject: / Math
Grade(s): / 4th / Time allotted for instruction: / 3 class periods. 45 minute periods
Title: / Commas are “MAGIC”
Lesson TOPIC: / Understanding how to read and write whole numbers through 999,999,999. (Breaking a large number up to make it easier to read or write)
TAKS Objective: / Objective 1
The student uses place value to represent whole numbers and
decimals.
FoCUS TEKS and Student Expectation: / 4.1 Number Operation and quantitative reasoning. The student uses
place value to represent whole numbers and decimals. The student is expected to:
(A) use place value to read, write, compare and order whole numbers through 999,999,999.
Supporting TEKS and Student Expectations: / The student should have already gone over each individual place value.
Concepts / Enduring Understandings/Generalizations/Principles
The student will understand that
Place Value Chart / The individual place values. Ex. Ones, tens, …etc…
Periods / Consists of 3 digits. Each period is separated by a comma.
Digits / Any of the ten symbols 0-9 used to write numbers.
I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
1. Sing the “Place Value” song from Shake and Learn. (Each campus has these)
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, think-aloud, discussion, reading, listening, viewing, etc.)
1. Objective: The student will be able to read and write whole numbers through
999,999,999.
2. Procedure: Start with giving them the number and having them write the words,
then vice versa.
3. Modeling: The teacher will use the dry erase board to write the numbers. Have
the students come to the board and circle the commas and underline the numbers.
C. Guided activity or strategy
Day 1
1. The teacher will have the students sing the “Place Value song”. The song is from
Shake & Learn that every campus has. (these give the words and the movements.
2. Review with students the place value chart. Give each student 9 cards.
(Handout #1) Each card has a place value on it. Color the word and glue it to a piece of colored construction paper. Put a number on the board and ask which place value a certain digit is in. Have the students hold up what card they think it is. For example: 642,783 What place value is the 7 in? The students would hold up the hundred card.
3. Once place value has been reviewed then talk about each period and how the
commas are “MAGIC.” Have a place value chart drawn that divides the number up into periods and place values. The commas take on the name of the period that they fall in.
In order for a comma to be magic there has to be a digit other than a zero in the period. If there is one comma it is replaced with the word THOUSAND. If there are 2 commas the first one is replaced with the word MILLION and the second one with the word THOUSAND.
4. After you write the number on the board, have the students come up and circle
the commas and underline all digits before, between, and after the commas.
EX. 743,874
49,783,645
Have another student come up and decide if the commas are MAGIC or not. **Remember for a comma to be MAGIC, there must be a digit other than a zero in that period. If the comma is not MAGIC then have them mark it out.
EX. 7,453
EX. 8,000,943
Th stands for Thousand
M stand for Million
Then have another student come up and write exactly what is underlined in that order putting in the “MAGIC” words for the commas. (Handout #2)
Ex. Seven thousand, four hundred fifty-three
Ex. Eight million, nine hundred forty-three
5. The reasoning for the underlining is a student is able to read 3 digits at a time,
but when the number goes out to the millions it confuses them. This breaks the number up smaller for them.
6. After several examples on the board (Handout#4) work on a MAGIC COMMA
worksheet with them. (Handout# 3)
Day 2
1. Sing the “Place Value Song.”
2. Review Magic commas.
3. Now it’s time for vice-versa. Talk about the MAGIC words that you gave to the commas yesterday because today you will be looking for those 2 words. **If you see one of the words then there will be 1 comma in the number, or you may have to place a comma if there is nothing in a period. **If you see both words then there will be 2 commas in the number.
4. Write the word form of the number out on the board. Have one student come up and circle the MAGIC words if they see them. After circling have them draw a comma below the word.
Ex. Four million, two hundred sixty four thousand, fourteen
Then have another student come up and underline everything before, between, and after what is circled. (You can have the students use different color markers to show each of these steps.) Then have another student come up and start writing the number in number form.
Ex. 9,264,014
5. After several examples on the board (Handout #2) work a worksheet with them.
(Handout#4)
Day 3
1. Review Day 1 & Day 2.
2. Put what has been learned into TAKS format.
3. Put TAKS formatted problems on the board. (Handout #5)
4. Let the students work a TAKS formatted worksheet and check over it with them. (Handout #6)
D. Accommodations/modifications
Students requiring modifications—you might have them pair up with someone to work
with.
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
1. The students should be able to circle the commas and MAGIC words and
underline the numbers.
2. The students should make a 70 or higher on Handout #7.
B. Accommodations/modifications
In the beginning, you may want to reduce the number of problems.
C. Enrichment
iii. Assessment of Activities
A. Description
The teacher will know that the students have mastered reading and writing numbers when they:
**Pass the assessment with a 70 or better. (Handout #7)
B. Rubrics/grading criteria
The students must make a 70 or above for mastery.
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
1. Why are the other answers incorrect?
Note:
F. Sample TAKS questions
This has been eliminated from this section of the plan. Sample TAKS questions appear under IV B.
IV. TAKS Preparation
A. Transition to TAKS context
The teacher will show TAKS formatted questions on the elmo or overhead. This occurs only after a review of the skill. (Handout#5).
B. Sample TAKS questions
The students should be able to answer the sample problems correctly. (Handout #6)
V. Key Vocabulary
Place value chart, periods, commas, and digits.
VI. Resources
A. Textbook
B. Supplementary materials/equipment
* Handout #1 Place Value cards
* Handout #2 examples for board work
* Handout #3 “MAGIC” comma worksheet (guided practice)
* Handout #4 Guided practice worksheet
* Handout #5 TAKS formatted questions for elmo/overhead
* Handout #6 TAKS formatted questions for guided practice
* Handout #7 Assessment
C. Technology
Elmo/overhead for worksheets.
VII. Teacher Notes
· Students should already be familiar with the individual place values.
· Handout #3-Each student gets 9 cards. Have the cards colored, cut out, and glued to colored construction paper. Could laminate so that they would last longer.
¨ Division of Curriculum and Instruction ¨ School Improvement Department ¨ Texarkana Independent School District