FORWARD PLANNING DOCUMENT

TERM/WEEKS: Week 7

YEAR LEVEL: 4

LEARNING AREA/TOPIC: Mathematics, Number & Algebra,

Place Value

General Capabilities:
Literacy
Numeracy

AUSTRALIAN CURRICULUM
ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

WEEK/
LESSON

AUSTRALIAN
CURRICULUM
LINKS
N&A
M&G
S&P

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC LESSON
OBJECTIVE
Prof

MATHEMATICS

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING &
LEARNING
EXPERIENCES
(include learner
diversity)

KEY
QUESTIONS

RESOURCES

Lesson One

Researchin
g Place
Value

Ye
s

Problem
solving,
reasoning,
understandi
ng.

Demonstrate
mental and
written
strategies to
explain place
value.
Use
appropriate
methods of
research to
create a
presentation
on place
value.

Observation
and
anecdotal
notes.
Students
present
researched
information
to the class.
Peers must
provide
feedback
and
contribute to
discussion.

Introduction/Motivation:
Revise place value with
pretzel stick and sugar cube
activity. Pretzel sticks
represent 10s and sugar
cubes represent 1s. Teacher
provides the numbers. Assists
children having difficulty.
Lesson Steps:
In groups of three students
must research place value
using iPads. Students
organise research using
Popplet app. Students
present information and
provide two place value
questions proposed to the
class. Selected students are
required to provide feedback.
Conclusion:
Whole class true and false
game to conclude lesson.
Teacher asks questions based
on place value. Students
place hands on head = true,
hands on lower back = false.
Transition:
Students return iPads to
teacher. Students are
instructed to sit quietly and
wait for further instruction.

Why do we
need to
learn about
place
value?
How does
place value
help us use
numbers?
How can
we use
place value
in everyday
life?

Pretzel sticks, suga

cubes.
Worksheets with
numbers provided
for introductory
game.

iPads with app

Popplet downloade
iPad chargers.

Projector to display
Popplet on the
whiteboard.

Lesson Two

Using
Smarties to
Explore
Place Value

Ye
s

Problem
solving,
reasoning,
understandi
ng, fluency.

2 bags of smarties
Apply place
value to
partition,
rearrange and
regroup
numbers.
Identify the
place value of
each digit in a
multi-digit
numeral.

Teacher
selects one
student from
each group
of four to
share their
collage.
Rubric
assessing
smartie
strategy:
developed,

Introduction/Motivation:
Hand a variety of numbers
out decimals, fractions, and
multi-digit numbers one for
each student.
Instruct students to peg their
number along the washing
line in the correct order
(smallest to largest).
Lesson Steps:
Distribute colour chart one

Write the
number in
expanded
form.
Write the
number in
written
form.
Identify the
number in
the ten
thousands

Projector to display
assigned valued fo
each colour.

Colour chart e.g.

purple = ten
thousand, yellow =
thousand, green =
hundred, orange =
ten, brown = one.
Teach organises
smartie collection
(removes irrelevan

developing
and not yet
developed.

between two students.

Discuss the value of places of
digits up to ten thousand and
reiterate the power of zero.
Students in groups of four.
Give each child 10 smarties.
Outline appropriate behaviour
(do not eat smarties).
Arrange smarties in order
from greatest to least using
the colour chart.
Students select a multi-digit
number. Students build their
number using smarties as a
guide. Teacher asks key
question for the activity.
Students must document
their progress by taking
photos of their smartie
numbers. Students then must
create a pic collage of their
photographs and explain their
findings to their group.
Conclusion:
Ask key questions to the
class. Generate discussion.
Transition:
Ask students to return iPads
to teacher. Prepare students
for recess allow students to
eat their smarties at recess.

place.

colours).

Identify the
value of the
number in
the ten
thousands
place.

iPad with Pic Collag

app loaded.

How many
hundreds
are in the
number?
What is
1,000 more
than this
number?
What is 10
less than
this
number?

iPad chargers.

Whiteboard and
whiteboard marker

Ye
s
Lesson
Three
Human
Numbers

Problem
solving,
reasoning,
understandi
ng, fluency.
Rearrange
numbers to
the correct
place value of
each digit.
Demonstrate
collaborative
teamwork as
a class.

Vortex game
prepared.

Observationa
l and
anecdotal
notes.
Introduction/Motivation:
Vortex game using interactive
whiteboard. Provide two
numbers one small and one
larger. Students must state
which is smaller/larger and
place them in the correct
vortex.

How can
we identify
this
number as
smaller or
larger?
What
strategy is
needed to
adjust the
number?

Computer and
interactive
whiteboard.
A4 number cards.

Whiteboard and
whiteboard marker

Pre-prepared
numbers for teach
to dictate.

Lesson Steps:
Teacher hands out two of
each number (from 0 to 9)
and gives one number to
each pupil on an A4 piece of
card.
Teacher selects one student
at a time to stand in front of
the whiteboard, facing their
number to the front of the
class.
Teacher writes on the
whiteboard above the
students heads the
corresponding order: ones,
tens, hundreds, thousands,
ten thousand.
Teacher dictates a variety of
numbers e.g. 34, 296.
Students must work as a
team to select the correct
position of each number
(person) in its place value.
Teacher can challenge the
class by asking specific
questions e.g. Who will have
to move positions if I add 35
to this number? In every

change, the class must say

the new number.
Students can use column
charts in their maths books to
record.

Conclusion:

Ye
s
Lesson Four

Place Value
Scavenger
Hunt

Discuss the strategies used.

Ask key questions to the class
as a group.

Problem
solving,
reasoning,
understandi
ng, fluency.
Demonstrate
collaborative
teamwork
with a partner.

Assess
Popplet
answers.

Apply mental
strategies to
identify place
value.

Screenshot
each Popplet
and add to
one file.

What
strategy
did you use
to answer
the
questions?

Use rubric to
assess each
question.

Why is
place value
important?

Anecdotal
and
observationa
l notes
throughout
the

Transition:
Ask students to return to their
desks. Prepare for library.

Prepared numbers
for introduction
activity.

Select 8 place valu

questions. Create Q
codes for these 8
questions
(print/laminate).
Collect pirate
themed
props/costumes.

Example of Popple
answer format.
Teacher has stuck
QR Codes around

scavenger
hunt record
misbehaving
students,
students who
work
collaborativel
y.

the classroom prio

to the lesson.

Whiteboard and
whiteboard marker

iPad with QR Code

Reader app
downloaded.
iPad chargers.

Introduction/Motivation:
Play Place Value Clap game.
Explain game to students:

Write four digit number on

the whiteboard and choose
four students. Decide who is
to clap for thousands, who
will clap hundreds, tens and
ones.
Students line up in correct
place for place value.
Students clap their digit or
fold arms (zero).
The 'thousands' person then
has to say the whole number
correctly. They then swap
until all four children have
had a chance to be each

digit.

Lesson Steps:
Divide students into pairs.
Introduce next activity:
Place Value Scavenger Hunt.

Students use iPads with QR

Code Reader app to answer
place value questions. At
each station students must
put on a pirate themed
prop/costume.

Students must answer

questions using the app
Popplet (one student reads
QR Codes, one student
creates Popplet). Teacher
will demonstrate format
before starting the game
(make sure students have
named their Popplet).

Students begin activity.

Teacher supervisors and

helpers are allocated to one
QR Code station.

Conclusion:
Once students have
completed each station they
are to return to the mat.
Students remain in
costumes. Select one pair to
present their findings and
students can match their
answers.

Transition:
Students return
props/costumes to the
teacher. Return iPads to
teacher. Students return to
their desks and await
further instruction.