July 1, 2009

This unit provides centers-based differentiated lesson plans that have been structured using brain research principles. In this unit you will find teacher tips to help with the transition to centers-based teaching. Each lesson within the unit comes with: a complete lesson Plan, a lesson presentation for Smart Boards (pdf provided as well), a student packet for recording and assessing student work, files with all teacher-made materials for centers activities, and answer key. This unit should be completed within six 90-minute block classes or twelve 45-minute classes.

- Mathematics > General

- Grade 3
- Grade 4
- Grade 5

Count, read, and write whole numbers to 10,000.

Compare and order whole numbers to 10,000.

Identify the place value for each digit in numbers to 10,000.

Round off numbers to 10,000 to the nearest ten, hundred, and thousand.

Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6).

Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

Read and write whole numbers in the millions.

Order and compare whole numbers and decimals to two decimal places.

Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.

Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths) numbers.

Interpret percents as a part of a hundred; find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number.

Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.

names whole numbers combining three-digit numeration (hundreds, tens, ones) and the use of number periods, such as ones, thousands, and millions and associates verbal names, written word names, and standard numerals with whole numbers, commonly used fractions, decimals, and percents.

understands the relative size of whole numbers, commonly used fractions, decimals, and percents.

understands concrete and symbolic representations of whole numbers, fractions, decimals, and percents in real-world situations.

understands that numbers can be represented in a variety of equivalent forms using whole numbers, decimals, fractions, and percents.

uses place-value concepts of grouping based upon powers of ten (thousandths, hundredths, tenths, ones, tens, hundreds, thousands) within the decimal number system.

represents a given simple problem situation using diagrams, models, and symbolic expressions translated from verbal phrases, or verbal phrases translated from symbolic expressions, etc.