Math lesson plan · 5th grade (Year 6 in England) · 60 minutes
Place value to ten million
Number sense
CCSS 5.NBT.A.1England: Y6 Number and place value
Objective and success criteria
Students will: Place value to ten million.
- 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; Place value to one million
Leads to: Compare and order numbers to ten million; Round whole numbers to any degree of accuracy; Add and subtract with numbers into the millions
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 min
- Quick retrieval from earlier learning (Place value names up to hundred thousands; Place value to one million). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- In 621 054, which place is the digit 6 in? (hundred thousands / thousands / hundreds / ones) → hundred thousandsPrompt: The places in a group of three are hundreds, tens, ones — for thousands too.
- What is the value of the digit 1 in 21 793? → 1000Prompt: Count the places from the right: ones, tens, hundreds, thousands…
- What is the value of the digit 8 in 20 568? → 8Prompt: Name the place of the digit first.
Hook · 6 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Place value to ten million. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: What is the value of the digit 9 in 8 429 631?
- Step 1: It is in the thousands place.
- Step 2: 9000
- Answer: 9000
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 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 the value of the digit 8 in 6 105 978? → 8Prompt: The groups of three from the right are ones, thousands, millions.
- Write in digits: five million three hundred ninety-one thousand nine hundred eighty-seven → 5391987Prompt: A million has seven digits: 1 000 000.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which number is nine million eight hundred eighty-four thousand nine hundred fifty-five? (9 955 884 / 9 884 955 / 9 089 355 / 1 784 955) → 9 884 955Prompt: Write the millions, then the thousands group, then the ones group.
- What is the value of the digit 4 in 5 970 421? → 400Prompt: The groups of three from the right are ones, thousands, millions.
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
- Move on to: Compare and order numbers to ten million; Round whole numbers to any degree of accuracy; Add and subtract with numbers into the millions.
- 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-5.
Free lesson plan from eurekami.com/lesson-plan-builder