Graphic
NC.4.NBT.1
Coin Collection
Name of Task (with link to the task) | Coin Collection | ||||||||
Skills What skills does student need in order to complete this task? | Students need the foundation of place value. -The different values of the digits -The digits of the place value increase or decrease by a power of 10. | ||||||||
What are the O.M.Gs? Obstacles? Misconceptions? Gaps in student learning? | Obstacles: -Value of the coins -Pennies -Dimes -Collection of many different coins’ value Misconceptions: -Values of the collection based on prediction or a table Gaps in student learning: -The value of a number changes place upon where it is located -Value of the various coins | ||||||||
Vertical Alignment What skills do students already know? What skills do they need to know for the next grade? | 3.OA.9 Interpret patterns of multiplication on a hundred board and/or multiplication table 4.NBT.1 Explain that in a multi-digit whole number, a digit in one place represents 10 times as much as it represents in the place to its right, up to 100,000. 5.NBT.1 Explain the patterns in the place value system from one million to the thousandths place. -Explain that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. -Explain patterns in products and quotients when numbers are multiplied by 1,000, 100, 10, 0.1, and 0.01 and/or divided by 10 and 100. (NC.5.NBT.1) | ||||||||
Vocabulary What vocabulary do students need to know in order to be able to complete this task? Is there any pre-teaching that needs to be taught? | No vocabulary will be taught to do this task Vocabulary that will be taught in the lesson after the task : Ones Tens Hundreds Thousands Increase Decrease Times as Multiply Place Value Digits Whole Number | ||||||||
Questions What guiding questions can I help the different abilities in my classroom? | I’m Stuck
I’m Finished
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- Planning Document
Lesson Objective What skill(s) are you addressing in the task? What powerful math practice(s) are you addressing in this task? | Objective/Skills: 4.NBT.1 -Recognizing that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. PMP: 1. Makes sense and persevere in solving problems 2. Reasons abstractly and quantitatively 6. Attends to precision |
Materials Needed What materials are needed for students to be successful in completing the task? | - Jar of coins - Ziplock bag with 100 pennies for various groups - Ziplock bags with 50 dimes for various groups - Ziplock bags with 50 one dollar bills for various groups -Ziplock bags with 50 ten dollar bills for various groups - Coin Collection Graphic Organizer - Toolbox (place value chart & base ten blocks) - Think-pair-share graphic organizer -Accountable talking cards -"I'm stuck" and "I'm finished" questions on index cards |
Delivery Instruction What is your hook? Are you going to do any pre-teaching/exploration prior to the task? How are you going to introduce your task? | Hook: Real word application of finding money (setting the tone of the lesson) -Pre-teaching based upon strategies I see during the engaging portion of the lesson. |
Student Grouping How will you group your students? | Homogenous - Ability groups by problem solvers |
Product How will you know what students learned? | -Think-pair-share graphic organizer -Coin Collection Graphic Organizer |