Math lesson plan · 4th grade (Year 5 in England) · 45 minutes
Place value names up to hundred thousands
Number sense
CCSS 4.NBT.A.2England: Y5 Number and place value
Objective and success criteria
Students will: Place value names up to hundred thousands.
- 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: Value of a digit in four-digit numbers
Leads to: Expanded form of numbers up to 1 000 000; Read and write numbers to 1 000 000 in words; Compare and order numbers up to 1 000 000
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 (Value of a digit in four-digit numbers). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- In 5702, which place is the digit 7 in? (ones / tens / hundreds / thousands) → hundredsPrompt: Name the places from the right: ones, tens, hundreds, thousands.
- What is the value of the digit 7 in 6754? → 700Prompt: Which place is the digit in?
- Which number has the digit 1 in the hundreds place? (1728 / 2163 / 2719 / 9371) → 2163Prompt: The hundreds place is 2 places from the right end.
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Place value names up to hundred thousands. 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: In 482 701, which place is the digit 4 in?
- Step 1: hundred thousands
- Answer: hundred thousands
- 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.
- In 213 905, which place is the digit 9 in? (hundreds / ones / tens / thousands) → hundredsPrompt: The places in a group of three are hundreds, tens, ones — for thousands too.
- What is the value of the digit 6 in 248 169? → 60Prompt: Name the place of the digit first.
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.
- In 309 156, which place is the digit 1 in? (ten thousands / tens / ones / hundreds) → hundredsPrompt: The places in a group of three are hundreds, tens, ones — for thousands too.
- What is the value of the digit 7 in 209 437? → 7Prompt: Name the place of the digit first.
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: Value of a digit in four-digit numbers.
- 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
- Move on to: Expanded form of numbers up to 1 000 000; Read and write numbers to 1 000 000 in words; Compare and order numbers up to 1 000 000.
- 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