1. Topic Of Lesson Plan-
 Working With the 10,000 Chart
2. Lesson Content-
 Sequencing Numbers Place Values Relationships -addend -sum -difference -total -how many more -how many less -together -rounding -estimate -about
3. Goals And Expectations-
 1.To read write and sequence numbers to 10,000 and 100,000 2.To understand the place value relationship between 10, 100, 1,000 and 10,000 3.

4. Objectives-

 1.Given a sheet of addition and subtraction problems where one number is a multiple of 10 students will be able to read and write the large numbers correctly....and be able to easily subtract and add these multiples correcctly to 85% accuracy. 2.Students when shown a chart in class will be able to evaluate and determine the number of squares on the chart correctly to 80%. 3.Through investigation and practice in the classroom students will understand and explain the relationship between 10, 100, 1,000, and 10,000 with 95% accuracy.
5. Materials and Aids-
 interactive board, 100,000 charts, fine tipped erasable markers, student activity book,student math handbook.
6. Methods Used and Procedures-

A. Introduction-

 1.Explain tyo thee students that for the next 4 weeks they will be studying place value and clarify that each student understands what place value means. 2.Then have students do an activity called Practicing place value...see teachers manuel for description of activity. 3.Do the activity in class taking no more than 10 min.

B. Development-

 1.Distribute and introduce the 10,000 chart but do not tell students that it is a 10,000 chart as they are to determine that for themselves. 2.Have the students make an effort to figure out the number of squares without trying to count each square. 3.Guide them if they are having problems by giving some hints such as There are ten large rows and there are columns of ten in those rows does that help? Continue with this guidence as long as necessary.

C. Practice-

 1.Now tell the students that they are going to find squares that represent numbers on the chart. 2.Do one or two numbers for them as example. 3.Have one student choose a number and guide the groups through finding that number as practice. Do more if you see that they still do not understand the task.

D. Independent Practice-

 1.Have students use the skills for guided practice to find other numbers on the chart. 2.You might give them an addition problem and let them find the answer using the chart.

E. Accommodations For Students-

 1.Teacher assistant will aide those in need. 2.More guided practice will be given if the need arises

F. Checking for understanding-

 1.Ask the students to explain orally what they are doing. 2.Have each group find a number assigned to only that group and monitor their work.

G. Closure-

 1.Tell the students that this exercise was meant to help them recognize exactly how 10, 100, 1,000, and 10,000 are related.
7. Evaluation-
 1.Have the groups orally explain what they did in this exercise and why.

Lesson Plans from (www.AGradeMath.com)