MONDAY

Grade 6 Math Second Week of Lesson Plans

Stephanie Welch
Lesson Plan 1 Math 6A (8:10-9:00)
Lesson
Title/Focus

Place Value

Date

September 19th, 2016

Subject/Grad
e Level

Math/Grade 6

Time
Duratio
n

50 minutes

Unit

Number Sense

Teacher

Ms. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

NUMBER SENSE GLO #1

Specific Outcome 1
Demonstrate an understanding of place value, including numbers that
are:
Greater than one million
Less than one thousandth Next class

LEARNING OBJECTIVES
Students will:
Develop an understanding of place value greater than one million
Record numbers in multiple forms
Properly pronounce numbers

ASSESSMENTS
Key Questions:

How to convert between numeric and word form using numbers up to

the millions?
- What is the order of the place value chart? The periods and the values
of each place?
- How does place value affect the value of the number?
- How do properly pronounce numbers up to the millions?
Products/Performan Math Frenzy (Purple sheet still)
ces:
White board answers
Place value game on boards
Formative assessment

RESOURCES
https://education.alberta.ca/media/3115247/2016_k
_to_9_math_ach_ind.pdf - Broken down

curriculum

http://www.learnalberta.ca/ProgramOfStudy.aspx?

lang=en&ProgramId=26061#786806

- Alberta Grade 6 Math Curriculum

- https://ca.ixl.com/math/grade-6/place-values-
in-whole-numbers - online test (white board
answers!)
- https://www.youtube.com/watch?
v=T5Qf0qSSJFI - really good video
- http://www.learnalberta.ca/content/memg/divi
sion02/place%20value/index.html - Learn
albertas way of explaining it

MATERIALS AND EQUIPMENT

White board markers
Dice
White boards
Students shoe boxes
Created power point
Place Value hand out (In my math binder)
Printed off exit slips(In my math binder
ready)

https://www.youtube.com/watch?v=gsvrhKka1nc
A MUST SHOW WHEN STUDENTS LEARN
DECIMAL TOO!

PROCEDURE
Prior to lesson

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to
Body/Attention
Grabber

- Have my name on board (All week)

- Have timer set up for math frenzy
- Have Power Point loaded
- Hand out place value sheet!
Printed off exit slips (Give students 10 mins)
Introduction
Learners are engaged with the teacher (eye contact, head nods,
etc.)
Participation in whiteboard answers
Participation in partner activity
Respectful and mature behavior
Transition to Body: Attendance/Math Frenzy Purple handouts
Activity 1: Whiteboard answers/place value charts
Activity 2: Partner Place Value game
Activity 3: Formative assignment
Closure: Clean up/put whiteboards away
I will greet the students at the door as they walk in. Remind
students to sit beside people that they know they will work well
with! ALSO have students grab their shoe box from the back of
the class immediately at the start of class.
- It has been kind of chaotic lately, as we change between
activities, and I wanted to switch it up a bit so we
hopefully have more time to learn and less time
organizing ourselves!
- As soon as you walk in grab your shoebox from the
back of the classroom! I will also be asking three
students who are ready to go to hand out duo-tangs for
the class!
- While youre waiting for your duo-tang get out your
pencil and be ready for that timer to go!
-

The timer will be at the front of the class for you to

relate to. If you finish under 5 minutes you will put the
time you finished on at the top of your page!
- Just sit tight until the 5 minutes is up if you are done! If
you dont complete it that is totally okay! This is just for
you to refresh yourself with basic math questions!
http://www.online-stopwatch.com/dynamite-timer/
Students will keep these in their duo-tangs
This should go smoothly since students have done it multiple
times
When marking these, make sure to include your whole table.
Make it clear which row you are on, if a student has a
question, those who are comfortable with math, it is your
responsibility to help them out!
Learning Activity #1

Body
White board activity
- Have students create their own place value chart
(Enough of me doing it on the board lets see if they
can!)

Time

10 mins

Time

Teacher Notes:
Assessments/
Differentiation

Learning Activity #2

Teacher Notes:
Assessments/
Differentiation

Learning Activity #3

- Answer a couple questions to refresh them!

(While binders are being collected, have one student from each
table collect the white boards for their group)
We arent going to get started with the game until we do a mini
check to make sure we are all on the same page!
- Ask students to create the place value chart on their
white boards individually!
- Having the three periods, or in normal words sections
- And having three place values in each one!
(Create the exact same one I do every day on the board!)
Once students have held it up and we have went over it we will
do a few quick questions to get them refreshed and than get into
our game!
Extra info:
https://www.youtube.com/watch?v=gsvrhKka1nc A MUST
SHOW WHEN STUDENTS LEARN DECIMAL TOO!
https://www.youtube.com/watch?v=T5Qf0qSSJFI - Awesome
video describing place value
How many numbers are we able to use.
- Realistically 10 (0-9) (BASE 10)
- Once we get to 9 and add one more we have to create a
new place for the number to go to represent ten! So we
start back at 1 and add a zero behind it to represent its
value. Since this new placement is created for counting
groups of ten it is called the tens place, the original
place is called the ones, because we use it to count
things one at a time.
Place Value Partner Math Game
- Students will create numbers using dice
- They get a point for creating the highest number and a
point for saying the number correctly
Students will already have their individual whiteboard.
- So a refresher on the game! In your pairs, you are going
to roll the dice, however many dice you have is how
many place values, or digits you will have in your
number
- If you have three, you will have a number in the
hundredsshow on board fouretc.
- You get a point for creating the highest number, and a
point for saying it correctly, and if you really want to
push yourself a point for writing the number out
correctly! (That can be decided between your partners!)
- I love how into this game you got last class, but lets try
and not yell when we all get sixes or something because
its hard to focus in that type of environment!
- Lets try and get to the millions today!
ASK students to find a partner at their table. (SWITCH UP the
partners half way through
FORMATIVE WRITTEN ASSESSMENT
- Students will complete a quick 7 question exit slip for me to
have a record of how much they are absorbing!
When there is 15 minutes up ask one person from each table to

10 mins

20 mins

10 mins

quickly put the whiteboards away! (See how time is, maybe bribe
them! The first table ready for the next task gets welchs!)
- I will be handing out a little exit slip to see how much
each of you are actually retaining during these activities,
whether these activities are teaching you what needs to
be taught!
- Once you have your sheet, you can get started, it isnt
time just finish before the end of class!
When you are done flip over your sheet and PLEASE wait
quietly!
Closure
Thank the students for:
-Participating with the math activities
- Being respectful with their classmates

Feedback To
Students
Transition To Next
Lesson/Closure
Sponge
Activity/Activities

Time

- And table-by-table put their boxes away!

Sudokus in the back of class for students to try!

Lesson Plan 2 Math 6B (9:00-9:50) & Math 6A (9:55-10:45)

Lesson
Title/Focus

Place Value

Date

September 19th, 2016

Subject/Grad
e Level

Math/Grade 6

Time
Duratio
n

50 minutes

Unit

Number Sense

Teacher

Miss. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Number Sense Grade 5

Specific Outcome 1
Demonstrate an understanding of place value, including numbers that
are:
Greater than one million
Less than one thousandth not yet!

LEARNING OBJECTIVES
Students will:
Develop an understanding of place value greater than one million
Record numbers in multiple forms
Properly pronounce numbers
Practice repeatedly using zeros in place value positions

ASSESSMENTS
Key Questions:

Where are the students at in their math skills? What do they

remember?
- How do properly pronounce numbers up to the millions?
- How does place value effect the value of the number?
Products/Performan Math Frenzy
ces:
Partner participation in creating numbers
Tic-Tack-Toe participation

RESOURCES

MATERIALS AND EQUIPMENT

https://education.alberta.ca/media/3115247/2016_k
_to_9_math_ach_ind.pdf - Broken down
curriculum
http://www.learnalberta.ca/ProgramOfStudy.aspx?
lang=en&ProgramId=26061#786806
- Alberta Grade 6 Math Curriculum
- https://ca.ixl.com/math/grade-6/place-valuesin-whole-numbers - online test (white board
answers!)
- https://www.youtube.com/watch?
v=T5Qf0qSSJFI - really good video
- http://www.learnalberta.ca/content/memg/divi
sion02/place%20value/index.html - Learn
albertas way of explaining it
https://www.youtube.com/watch?v=gsvrhKka1nc
A MUST SHOW WHEN STUDENTS LEARN
DECIMAL TOO!

Multiplication red markers from my set!

Have formative assignments ready to
hand back
Have 6As assignments ready to mark
Have formative assignment loaded to
refer too
PRINT AND CUT OUT Worded
numbers & Place Value positions
Have loose leaf to hand out!
PRINT AND CUT OUT Tic-Tack-Toe
game (25 ones) bring sip baggies from
home!
Get red markers from bingo game

PROCEDURE
Prior to lesson

Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to
Body/Attention
Grabber

Have formative assignments ready to hand back

Have 6As assignments ready to mark
Have formative assignment loaded to refer too
PRINT AND CUT OUT Worded numbers & Place Value positions
Have tiles and cards ready to go!
PRINT AND CUT OUT Tic-Tack-Toe game (25 ones) bring sip
baggies from home!
Get red markers from bingo game

Introduction
Learners are engaged with the teacher (eye contact, head nods,
etc.)
Respectful and mature behavior
Transition to Body: Attendance/Math Frenzy only for 6B
Activity 1: Go over Formative Assignment
Activity 2: Place Value words into numbers game
Activity 3: Tic-Tack-Toe
Closure: Out of 5 comfort/confidence has it changed?
6B WILL DO FRENZY
6A HAS ALREADY DONE IT
I will greet the students at the door as they walk in. Remind
students to sit beside people that they know they will work well
with! ALSO have students grab their shoe box from the back of
the class immediately at the start of class.
- It has been kind of chaotic lately, as we change between
activities, and I wanted to switch it up a bit so we
hopefully have more time to learn and less time
organizing ourselves!
- As soon as you walk in grab your shoebox from the
back of the classroom! I will also be asking three
students who are ready to go to hand out duo-tangs for
the class!
- While youre waiting for your duo-tang get out your
pencil and be ready for that timer to go!

Time

10 mins
ONLY
FOR 6B

The timer will be at the front of the class for you to

relate to. If you finish under 5 minutes you will put the
time you finished on at the top of your page!
- Just sit tight until the 5 minutes is up if you are done! If
you dont complete it that is totally okay! This is just for
you to refresh yourself with basic math questions!
http://www.online-stopwatch.com/dynamite-timer/
Students will keep these in their duo-tangs
This should go smoothly since students have done it multiple
times
When marking these, make sure to include your whole table.
Make it clear which row you are on, if a student has a
question, those who are comfortable with math, it is your
responsibility to help them out!

Learning Activity #1

Teacher Notes:
Assessments/
Differentiation

Body
Hand out students formative assignment and go through it with
them
- Highlight the common mistakes made
- Highlight what the students are very comfortable with
(On board there will be the formative assignment to refer too)
- Once handed out go through each question with students
- If I have circled the question that means someone you
went wrong, I also wrote notes here and there if you
were off on just one concept, or continued making the
same mistake!
For example:
- THE BIG ISSUE THAT MANY OF YOU HAD was
forgetting about including the zero in a place value
position
- If in written words, there is a position that is missing,
you HAVE to put a zero in that position to make sure the
rest of the numbers line up in their proper place
- Many of you just wrote down the numbers in the order
they were in words, but didnt pay attention to the place
values, they go hand in hand, identifying the words and
identifying the place value
- There HAS TO BE three place value dashes/positions, in
EACH period. So if the worded form only gives you a
twenty two thousand, you have to complete the period
by adding a zero in the hundreds place!
- MANY OF YOU SOLVED THIS PROBLEM by writing
out the dashes as soon as you read the questions, then
you put the numbers in their designated position, and
filled the rest of the empty dashes with zeros (THAT IS
AWESOME!)
Other issues I saw, but were fewer
- When answering to what place value is the underlined
number, you dont have to include the digits number,
you just have to include the general place value
(I will be showing examples on board as we go through this!)
- Ask students if they have any questions!
Dont worry we are going to master adding in zeros before I give
you any type of assignment for marks! *

Time

15 mins

Learning Activity #2

Teacher Notes:
Assessments/
Differentiation

Learning Activity #3

Teacher Notes:
Assessments/
Differentiation

Place Value Chart expressing numbers

- Students will get a pile of worded numbers
- They will pick up a worded number and have to express
it on their chart
- You say it correctly and create it correctly and you get a
point
- I thought one way for you to work on remembering to
include the zeros, and put the proper number in its
proper value was to have each student have their own
pre made place value scale, that way you will always see
each place value, and have to fill each spot no matter
what!
(Show the example in front of class)
- You will pick up one of the worded numbers
- you will express the words using numbers! Each number
has to be placed in its correct place value position
- Like before you get a point for making the correct
number, and a point for saying it correctly
- Your partner will determine if you have successfully
completed it if not they need to explain WHY you did
what you did wrong
- One tip!!!!!! Look for what the highest place value is in
the number, and every spot after that HAS to be full!
Use a ruler to create chart!!!!!
- do demo on board!
(Have students switch partners throughout)
While 6B is doing this I will be marking 6As formative
assignment, but I have a strong feeling the same activity will need
to be applied for them!
Tic-Tack-Toe Place Value Game
- Give a little discussion on how to help oneself say
numbers
- In partners students will use a chart and 3 digit numbers
to complete the tic-tack-toe chart
- Once you have one, continue playing until I say its time
to switch up!
My Discussion:
- Start by writing a 3-digit number on the board and have
students say it
- Add three leading digits with a comma
- Tell students that the comma has a name, thousands
- I will cup my hand around the 3 digit number and have
students read it, than point to the thousands and have
them add that in! I will repeat this several times for them
to make the connection on the pattern!
- Do this will millions and billions!
Game:
- Now we are going to create a game out of this!
- I do this because I want you to get as many different
view points on place value as possible, some games
might be hard for you and not make sense, while others
might really click! Whatever works for you to remember
place value is all that matters!
- By playing tic-tack-toes students will choose a square to
complete! They will pick up the required cards and try to
answer it correctly! If they mess up they dont get that

20 mins

20 mins
(Might go
into next
class!)

Feedback To
Students

Transition To Next
Lesson/Closure

Sponge
Activity/Activities

square! If they get it right they can put a red dot on it

(FROM MY MULTIPLICATION SET!)
- We are also going to need white boards to answer some
of the tic-tack-toes tasks!
(One student will grab white boards for their table!)
Students should already have their shoe boxes
I will ask students to find someone with the same color shirt to
partner with and give them 5 seconds to be ready! Once ready
they will get materials!
Closure
Thank the students for:
-Participating in the place value activities and moving from
activity to activity and partner to partner efficiently! (REALLY
FOCUS ON SMOOTH TRANSITIONS!)
- Being efficient workers!
As closure ask students to visually give feedback by using their
hands!
On a level of 1-5, 1 being not confident and 5 being very
confident, did you feel like today you felt more confident than
before using place value?!

Time

Sudokus in the back of class for students to try!

Lesson Plan 3 - Math/DPA 6A (10:45 11:15 * 11:35) (Half hour DPA at park)
Lesson Plan 4 Math 6B (12:30-1:20)
Lesson
Title/Focus

Place Value

Date

September 19th, 2016

Subject/Grad
e Level

Math/Grade 6

Time
Duratio
n

50 minutes

Unit

Number Sense

Teacher

Miss. Welch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Number Sense Grade 5

Specific Outcome 1
Demonstrate an understanding of place value, including numbers that
are:
Greater than one million
Less than one thousandth not yet!

LEARNING OBJECTIVES
Students will:
Participate in DPA
Develop an understanding of place value greater than one million
Record numbers in multiple forms
Properly pronounce numbers

Practice repeatedly using zeros in place value positions

ASSESSMENTS
Key Questions:

- How do properly pronounce numbers up to the millions?

- How does place value effect the value of the number?
Products/Performan Students doing a formative place value worksheet
ces:
Marking the place value worksheet
White board answers

RESOURCES

MATERIALS AND EQUIPMENT

https://education.alberta.ca/media/3115247/2016_k
_to_9_math_ach_ind.pdf - Broken down

curriculum
http://www.learnalberta.ca/ProgramOfStudy.aspx?
lang=en&ProgramId=26061#786806

- Alberta Grade 6 Math Curriculum

Printed off formative worksheet

Have worksheet loaded up on board ready to
refer too
White boards
White board markers
FOR 6B Tick-Tack-Toe game
FOR 6A Around the world game! (to give
them a break)
Have video for decimals ready to go! (Just
incase 6B gets to it!)
Have learn alberta decimals loaded and
ready to go! (Just in case 6B gets to it)
ASK ABOUT PDA EQUIPMENT!!!!!!!!!!

PROCEDURE
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda

Transition to
Body/Attention
Grabber

Learning Activity #1
Teacher Notes:
Assessments/
Differentiation

Introduction
Learners are engaged with the teacher (eye contact, head nods,
etc.)
Participation in the math games
Respectful and mature behavior ESPECIALLY during DPA
Transition to Body: 6A - They will still be in this class from
previous math class (I will let them continue to play the tic-tacktoe game if they need more time! if not they will start with
formative assignment right away!)
6B may need more time for tick-tack-toe game!
Activity 1: Formative assignment
Activity 2: Marking formative assignment
Activity 3: Partner questionnaire
Activity 4: Bringing in decimals!
Students will already be in this class from 6A start a formative
assignment (Lets see how todays practice has changed your
previous confidence with place value during an assignment!)
Students in 6B may need more time to play their tick-tack-toe
game! Then start in same position!
Body
Formative Place Value assignment
- Check to see if theyve grown since last one
- Are they ready to be tested?
- Remind students the purpose of this assignment to
check their understanding, see if it makes more sense
than before
Have it quiet in room during time
- Hand out assignment
(When students are done, ask them to draw an image on the back

Time

Time

20 mins

Learning Activity #2

Teacher Notes:
Assessments/
Differentiation

Learning Activity #3

Teacher Notes:
Assessments/
Differentiation

Feedback To
Students
Transition To Next
Lesson/Closure
Sponge
Activity/Activities

of the sheet on how math makes them feel!)

Mark formative assignment together!
- Have students reflect on what they still need to work on!
- Ask students what they are doing wrong still
- An open time to share each others progress
Have students use a pen to mark their work Correcting their
answers as we go
- I will have work sheet up on board to refer too!
- Let students share their answers and what they have
done wrong
- At the end of the marking have students write 2 things
they are confident in, and one thing they arent on the
bottom of the sheet! if they are confident with every
part have then do a smiley face!
CLASS DPA FOR 6A NOW!!!!!
- Have students decide their activity! CAPTURE THE
FLAG Show on board how the game is played!
- (GET MATERIALS BEFORE HAND, ASK ABOUT
THEM!)
HAVE A BRAIN BREAK!!!!!!!
Musical chairs
Pair with a partner to create questions!
One student per table will collect white boards for their groups
- Find a partner who has the same eye color as you!
- You goal is to create questions that your partner needs
practice on!
- If it is still the place value chart, have them write it out
for you
- If it is the value of certain positions write a number and
underline a position
- If it is creating a number out of words create a
number using words and have them answer it
- If very confident can make a numeric number and turn it
into words!
HELP each other out! If you are both stuck on something feel
free to ask me!
- If you need an extra push or advice I will help you!
*Can make a game out of it! Who can get the most amount of
questions right in a row before getting one wrong! Or go back
and forth seeing who messes up first!
REMEMBER we are all learning together and are at different
skill levels! It is okay to make mistakes as long as we know what
mistake we made and can correct it!
Closure

- If
something
goes
wrong
with the
tile game!

30 mins

Time

Thank the students for sitting through so much math today!!

Discuss with students when they will be ready for a test?

Sudokus in the back of class for students to try!