Math lesson plan · 4th grade (Year 5 in England) · 45 minutes
Expanded form of numbers up to 1 000 000
Number sense
CCSS 4.NBT.A.2England: Y5 Number and place value
Objective and success criteria
Students will: Expanded form of numbers up to 1 000 000.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Place value names up to hundred thousands; Write four-digit numbers in expanded form
Leads to: the next skill in this area.
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Place value names up to hundred thousands; Write four-digit numbers in expanded form). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- In 806 524, which place is the digit 4 in? (tens / ones / hundred thousands / hundreds) → onesPrompt: The places in a group of three are hundreds, tens, ones — for thousands too.
- Write 2694 in expanded form. What goes in the gap? 2000 + __ + 90 + 4 → 600Prompt: Each part is one digit times its place value.
- What is the value of the digit 8 in 49 058? → 8Prompt: Name the place of the digit first.
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Expanded form of numbers up to 1 000 000. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is missing? 534 451 = 500 000 + 30 000 + 4000 + 400 + 50 + __
- Step 1: 534 451 = 500 000 + 30 000 + 4000 + 400 + 50 + 1
- Step 2: 1
- Answer: 1
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- What is missing? 639 511 = 600 000 + 30 000 + 9000 + 500 + 10 + __ → 1Prompt: Each part matches one non-zero digit.
- Write as one number: 400 + 2 + 6000 + 900 000 + 20 000 → 926402Prompt: Find the biggest part first: it tells you how many digits the number has.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- What is missing? 122 670 = 100 000 + 20 000 + 2000 + 600 + __ → 70Prompt: Each part matches one non-zero digit.
- Write as one number: 900 + 4000 + 7 + 70 000 + 100 000 → 174907Prompt: Find the biggest part first: it tells you how many digits the number has.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Place value names up to hundred thousands.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-4.
Free lesson plan from eurekami.com/lesson-plan-builder