- Author:
- Cynthia
- Subject:
- Elementary Mathematics
- Material Type:
- Assessment, Diagram/Illustration, Game, Homework/Assignment, Interactive, Media Object, Nearpod, Unit of Study
- Level:
- Lower Elementary, Upper Elementary
- Grade:
- 5
- Tags:

- License:
- Creative Commons Attribution Non-Commercial
- Language:
- English
- Media Formats:
- Graphics/Photos, Interactive, Text/HTML, Video

# Education Standards

# Place Value of Whole Numbers and Decimals

## Overview

Place Value and Decimals for 5th-grade resource/Special Education Students will fill in the gaps that exist with place value and number sense. We will access content from previous grades to vertically align with content knowledge at a 5th-grade level. This will cover the first 20 days of school and will align with the general education curriculum map.

# Summary

*In this lesson, we will explore how various uses of multi-media can be used to solve place value related math problems.*

**This lesson incorporates Keynote, iMovie, and Garage Band to solidify student understanding of place value. They will be using Keynote, videos within the slides, and Garage Band to verbally explain problems involving place value . This lesson is linked to 4th and/or 5th-grade place value and is intended and will be adapted to elementary resource and/or special education problem-solving lesson. **

# Background for Teachers

Filmmaking can be very engaging for students with learning disabilities because it gives kids a way to express themselves without the involvement of writing and reading, which can be a challenge. It's important to remember that even though video is very engaging, it is important to start with a simple task since training students to use iMovie still requires training them to understand the basics of iMovie and also for them to use Pages to show their work when solving a math problem.

# Step 1 - Goals and Outcomes

**Related to the content, Students will...**

**understand place value through millions and thousandths,****be familiar standard and expanded form,****know how to use base ten blocks when needed to show value**

**Related to the use of technology, Students will,**

**use Keynote to present work on different problems****use iMovie to occasionally show what they did with the mathematical knowledge presented in the problem****use Garage Band to record any sound they'll need**

# Step 2 - Planning Instruction

**Student Background Knowledge**

**Students need to have a basic understanding of the place value for hundreds tens and ones (3rd-grade level).**

**Strategies for the Diverse Learner**

**For those who are at a 1st-grade level or below, they will need to strengthen their knowledge of teen numbers and basic number sense. Maybe use an opener or game addressing estimation and making a differentiation between when estimations are really close versus really far away. Do this for numbers up to 99 and then up to 999. Be sure to support struggling readers by reading the problems to the class. Place Value charts can be a helpful resource.**

**General Instruction**

**Make sure that students know the meaning of the addition and equal sign and their usage when we display numbers in expanded form. They will need to know the meaning of the words: value, standard form, and expanded form.**

# Step 3 - Instruction

**The teacher should interact with the students as they are working out the place value tasks, asking questions about their thinking, and make sure they understand what they are supposed to do and key math vocabulary. They can also help them use the video resources and talk through their ideas about the problem. **

# Step 4 - Assessments

Rubric for Assignment (look for this in the content of the Presentation (based on whether the skill was demonstrated to be acquired or not).

Standard | 1 point | 1/2 point | 0 points |

| The student was able to correctly solve both problems involving place value/standard form. | The student was able to correctly solve at least one problem correctly. | No: Students didn't solve the problems correctly. |

| The student was able to solve the problem correctly | Student had partial knowledge of expanded form for the problem shown. | Students incorrectly or are unable to do this |

| Students have the correct math manipulative shown in their video as a screenshot or picture/base ten representation using Keynote | Student are partially correct in their picture/base ten representation. | Students have no evidence that they have created something based on information found in the problem. |

| Yes: Students used video to show models of numbers. | No: Students are not able to say whether there are any keywords or not in the problem. | |

| Yes: The student coherently explains the models they have created. | No: The student did not explain or are not clear in their explanation of their models of numbers. | |

Total Points: | |||

(% proficient): | : |