Research-Based Unit Plan for Teaching Place Value in 4th Grade

Running head: UNIT PLAN 1 Research-Based Curriculum Design Unit Planning Samanth Starr Capella University ED-FPX5302B

UNIT PLAN 2 Unit Plan The unit plan described in this paper is specific to the needs of students in my 4th grade classroom. Most of the students in my room are considered exceptional learners and therefore they are classified as students with IEP’s (Individual Education Plans). Of the 20 children in my room 12 came into the classroom with IEP’s and by December 3 more students had been diagnosed with some type of learning disability. Due to the nature of this classroom I have two co-teachers that work as the case managers for these exceptional students. The co-teachers are known as Special Education Teachers and they support math and english classes throughout the day In this unit plan, I will be teaching the subject of math with a concentration of Generalizing Place Value. As a teacher who works with exceptional students it’s not possible for me to stick to just one method of teaching. Exceptional students require different ways of explaining concepts through traditional collaborative and cooperative methods but also through design and discovery based learning. In order to have students grasp the concepts of place value I will need to incorporate all 3 of these teaching methods. Within each planned lesson, I will be following the I do, we do, you do strategy. Additionally, there will be a portion of class time for collaborative groups. During this time I am able to work with my co-teacher to establish groups for students who are operating at different skill levels. Additionally, I will be using brain-based principles to encourage students and make information “sticky.” The current unit I will present is guided by Saavas Realize but enhanced and adapted by me to meet the individual needs of my students. The learning theories of main concentration are collaborative, cooperative, discovery and design based learning.

UNIT PLAN 3 Lesson 1: Generalizing Place Value Activity 1.1: Review What You Know Activity 1.2: Cut and learn new vocabulary cards that pair with lesson Lesson 2: Numbers through One Million Activity: 2.1 Review Place Value Chart Activity: 2.2 Write Numbers in Expanded Form Activity: 2.3 Write Numbers in Word Form Lesson 3: Place Value Relationships Activity 3.1 Display Ones, Tens, Hundreds and Thousands Blocks Activity 3.2 Identify Patterns used with the Blocks Lesson 4: Compare Whole Numbers Activity 4.1 Using >,< or = Lesson 5: Comparing Whole Numbers Project Activity 5.1: Comparing Stadium Seating Capacitie Using >,< or = Lesson 1: Generalizing Place Value Learning Objective Students will be able to use prior knowledge learned in 3rd grade to recognize whole numbers, value of numbers and place value by using vocabulary cards, labeling definitions and ordering numbers. Purpose To connect prior knowledge of place values up to thousands place to enhance knowledge of place value in the next lesson. Standards 4.NBT.A.3: Use place value understanding to round multi-digit whole numbers to any place.

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UNIT PLAN 4 (Illustrative Mathematics, 2024) I do Activity one The teacher will model each activity on the review worksheet by one problem in each of the 3 sections. Section one teacher will complete one fill in the blank question using the word bank provided. Section two teacher will compare two numbers that are in the hundreds place using greater than less than or equal too. Section three teacher will tell students what place value the underlined digit is located in. Activity Two The teacher will model how students are to cut out their vocabulary cards in order to practice memorizing vocabulary with a peer that we will come across in this unit. We do Activity one As a group, students will randomly be called up to the smartboard to complete two more questions from each of the 3 sections on the review worksheet. Activity Two Students will cut out their own flashcards from the textbook. You do Activity one Students will independently finish the remaining problems on the worksheet and check their answers with a partner once completed.

UNIT PLAN 5 Activity Two Students will be partnered together to check for understanding of the 8 new vocabulary words from the lesson. Words include place value, standard form, expanded form, millions, period, greater than, less than and equal too. Closure To check for understand teacher will use Kahoot so students can interact digitally to see if they know the vocabulary words for the unit. Lesson 2 : Numbers through One Million Anticipatory set "Yesterday, reviewed information we learned in 3rd grade about place value up to the thousands place. Today, we are going to add 3 new places to our place value chart. Can anyone guess what place values we are going to add today?” “Millions!” “That's right, today we will add millions to our place value chart! Let’s jump in.” Learning Objective Students will read and write numbers up to one million using expanded and word form Purpose To connect prior knowledge of place value to expand students' understanding of place value up to million place. Standards 4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using > , =, and < symbols to record the results of comparisons. (Illustrative Mathematics, 2024)

UNIT PLAN 6 Math Practice Standards M.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. (Math Practice Standards, 2023) I do Activity one The teacher will provide each student with a laminated place value chart. Teacher will display a place value chart on the smart board using document camera. The teacher will give 5 examples of how to write numbers on the place value chart by verbally stating the numbers and writing each digit in the appropriate column. Activity Two The teacher will explain how standard form can be written in expanded form. Using the smartboard the teacher will write 5 examples of standard form converted into expanded form. Teacher will then show an interactive video that explains how there are 3 different ways to explain numbers. The 3 different ways are standard form, expanded form and word form. Activity Three The teacher will explain how standard form can be written in word form. Using the smartboard the teacher will write 5 examples of standard form converted into word form. We do Activity one Students will work with a partner to identify how to write 5 different numbers using their laminated place value chart and a white board marker. Activity Two

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UNIT PLAN 7 The teacher will call students to the board using magnetic flash cards to match the expanded form version of the number to the standard form of the number. Activity Three The teacher will call students to the board using magnetic flash cards to match the word form version of the number to the standard form of the number. You do Activity one Students will be placed in groups to complete a 15 problem worksheet with digitals up to the millions place. Eacn problem has a number underlined and students will be asked to label what place value that number represents. Activity Two & Three Students will be placed in groups to complete a 10 problem worksheet with digitals up to the millions place. Eacn problem has numbers written in standard, expanded or word form. Students will be asked to write the number in the two forms that the problem is not originally displayed in. (Students who are struggling will be placed in groups supported by teacher or co-teacher to work one on one to complete task) Closure Students will have a formal assessment as an exit ticket. Teacher will have 5 numbers written on the board in various forms. Students will be given a paper and asked to label the paper 1-5. Students will have to write what form each of the problems are in as an exit ticket. Lesson 3: Place Value Relationships Anticipatory set

UNIT PLAN 8 “Raise your hand if you remember the new place value we learned yesterday!” “Millions, thats right!” Today, we are going to use manipulatives to see just how big these numbers really are.” Learning Objective Students will be able to recognize the relationship between adjacent digits in a multi- digit number. Standards 4.NBT.A.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700÷70=10 by applying concepts of place value and division. (Illustrative Mathematics, 2024) Math Practice Standards MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.8 Look for and express regularity in repeated reasoning. (Math Practice Standards, 2023) Purpose To connect prior knowledge of place value to give a real life physical understanding of how big numbers are. I do Activity One Teachers will have foam models representing one, tens, hundreds and thousands places. Teacher will show an interactive video that describes how ones can be turned into tens, ten tens can be turned into one hundred and so on. Teachers will pass foam models around so students can familiarize themselves with the models.

UNIT PLAN 9 Activity Two Teacher will show an interactive video that describes how ones can be turned into tens, ten tens can be turned into one hundred and so on. We do Activity one Teacher will hold up different foam models and ask students how much is represented with each model. Activity Two Teacher will put students in break out groups to complete a worksheet with ones, tens and hundreds of blocks. Collectively they will be asked to complete the worksheet. You do Activity one Each student will get their own set of foam blocks to discover and create numbers of their choosing. Activity Two Students will be asked to use their own foam blocks to make a number and define the pattern. Closure Students will be given one final question, “How many tens rods does it take to make a hundred blocks?” Students will be asked to turn in their answer on a google doc before exiting the class. Lesson 4: Compare Whole Numbers

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UNIT PLAN 10 Anticipatory Set “Yesterday we used manipulatives to understand how large numbers can be, but today were going to compare those numbers using >,< or =.” Learning Objectives Students will use place value to compare multi digit numbers. Purpose Using prior knowledge of place value to compare numbers using >,< or =. Standards 4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using > , =, and < symbols to record the results of comparisons. (Illustrative Mathematics, 2024) Math Practice MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. (Math Practice Standards, 2023) I do Activity One Teacher will display numbers in pairs on the smart board. Using >,< or = props designed to look like mouths. Teacher will tell the students how the open side is like an open mouth and we want to eat whatever number is bigger.

UNIT PLAN 11 We do Activity One Students will come to the board to decide if numbers are >,< or =. Students who answer questions correctly will be given pretend money so they can buy a prize at the end of the day. You do Activity One Students will complete a 20 question worksheet where they must identify which number in the pair is >,< or =. Closure Can someone tell me what number we want to eat? Is it the bigger one or the smaller one? Lesson 5: Comparing Whole Numbers Project Anticipatory Set “Yesterday we learned how to compare numbers using >,< or = and you all did such a great job that today were going to do a fun project to incorporate what we learned! Learning Objectives Students will use place value to compare multi digit numbers by creating their own stadium with its own seating capacity and comparing it to an existing stadium's seating capacity. Purpose To give students a real world example of how numbers affect the world in which we live. Standards

UNIT PLAN 12 4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using > , =, and < symbols to record the results of comparisons. (Illustrative Mathematics, 2024) Math Practice MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP. 4 Model with mathematics. (Math Practice Standards, 2023) I do Activity One Teacher will display a model presentation that she made comparing Starr Stadium with the Philadelphia Phillies stadium seating capacity. She will show the students how to research the seating capacity using a search engine to find the correct seating capacity for their favorite real world stadium. Then she will show students how they can design their own stadium. Finally, using >,< or = the stadiums seating capacities were compared. We do Activity One Together we will use a search engine to research a stadium and then create a fake number for a make believe stadium and compare the two numbers using >,< or =. You do Activity One

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UNIT PLAN 13 Independently, students will be asked to research a stadium's seating capacity, design their own stadium and designate a realistic seating capacity for that stadium. Finally, students will use >,< or = to compare the two stadiums. Closure Students will present their stadiums to the class. Applied Curriculum Design The curriculum design at Darby Township is subject-centered for Math in 4th Grade. According to Lynch, 2021 "In this model, the syllabus is segmented into subject areas, with limited flexibility for any activities outside the core curriculum. With subjects being siloed, great importance is given to gaining knowledge of and memorizing each content area. This curriculum strongly emphasizes teaching, proper teacher-student explanations, and precise strategies. These strategies include lectures, clarification of concepts taught, and teacher-student conversations." (Lynch, 2021) The idea is to expand students' understanding of place value. When students were in 3rd grade they learned place value up to the thousands level. In 4th grade they need to know place value up to the millions level. In the beginning of the week students are given a review of their prior knowledge to set the stage for what is to come. Each day the content builds on the day before expanding their overall understanding of place value so that they can compare numbers up to the millions place by the end of the week. In lesson 2, students are exposed to place values in the millions. Students are given a hands-on approach to writing these numbers as they are provided a place value chart. In lesson 3, students are asked to identify which digit is located in a particular place value. Students also use models as a form of discovery to find patterns when using the foam models. In

UNIT PLAN 14 lesson 4, students are asked to use >,< and = to compare numbers. Finally, in lesson 5, students are asked to use design based theory as they create their own stadium and compare it to that of an existing real world stadium. Throughout the week students are expected to complete work independently but also in collaborative settings to gain a better understanding of place value. Brain-based Principles for Learning Teaching students math as a content area can be difficult. Some students enter 4th grade math with a negative attitude solely because they didn’t like it the year before. While others are excited to learn about math because it is considered their favorite subject. No matter what the case, teachers are responsible to use brain based principles to support students to improve math skills no matter what their disposition may be. Throughout this unit students are asked to use written and verbal information to boost retention of place value. As a teacher of math, it's important to make the content “sticky” by using hands-on models and creative projects students are able to feel what they are learning. The stickier the topic becomes to a student the more likely they are to retain the information to use at a later time. Additionally, for students to learn they need a positive classroom environment. Something I do to encourage positive behavior is to distribute fake money for participation. When students realize they are going to be given an award for participation they are excited to try the new material. In order for students to learn new material they need to have reduced levels of stress and anxiety by rewarding students with fake money. They are more eager to give math a try. Learning Theory

UNIT PLAN 15 Cooperative and Collaborative learning opportunities will be implemented throughout my unit plan. Students will have opportunities to work together in breakout groups and work cooperatively with me, my co-teacher and other students. Together we will complete tasks and assignments to learn. This learning motivates students and excitement for learning. It also benefits students' social-emotional development to work together on tasks. In order for students to work together on tasks they need to feel that the environment is safe. Therefore I have put in place strong behavioral management techniques to curb any inappropriate behavior. Grouping considerations will have to be made to ensure students will benefit from working with peers. (Educational Broadcasting Corporation, 2004) I have also included a discovery learning method into my unit. When dealing with exceptional learners it is critical to use different means of explaining content. No particular method can work for all students by diversifying the methods I am able to reach more students with content. I used the discovery method by providing the foam models for students to interact and engage with. Students were left to discover their own pattern which engages their critical thinking skills. “Piaget’s research clearly mandates that the learning environment should be rich in physical experiences. Involvement, he states, is the key to intellectual development, and for the elementary school child this includes direct physical manipulation of objects” (Nfield, 2018 ). I included a design based method of learning in my unit. I did this by creating a real world project for students to design and engage with. Students were able to compare a stadium's seating capacity through that of their own to explore their own questions.

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UNIT PLAN 16 “Am I creating a realistic stadium?” “Do I want to seat a lot of fans?” “Will I have more or less fans than my favorite sports team?” Finally, I included constructivism which is linked to collaborative and cooperative learning. "Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively."(Educational Broadcasting Corporation, 2004) Effective Content-Specific Teaching Strategies ● Students working together with another students to assist with answer content related questions ● Students working one on one with teacher or co-teacher to address common misconceptions throughout the learning process ● Students working in groups to come together and share thought process to achieve an assignment ● Students using critical thinking skills to manipulate models and create patterns ● Teacher displays models and content in a visual manner so students can connect to the topic ● Teacher uses videos to explain concepts to students in an auditory fashion ● Constant “at bats” students are expected to use the skills multiple times to create a standard of repetition to become proficient in the topic ● Students are provided formal and informal assessments so teacher can gain insight into student knowledge

UNIT PLAN 17 ● Students are benefiting from direct instruction but also small group instruction to meet diverse needs

UNIT PLAN 18 References Administrator. (2023, August 10). Brain-Based Learning: 15 strategies to Improve Student Learning & Retention . University of San Diego Online Degrees. https://onlinedegrees.sandiego.edu/brain-based-learning/ Davis, B., & Francis, K. (2022). “Design-Based Learning” in Discourses on Learning in Education . https://learningdiscourses.com. Educational Broadcasting Corporation. (2004). Three constructivist design models. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/implementation_sub1.html Illustrative Mathematics. (2024). 4.NBT . http://tasks.illustrativemathematics.org/content-standards/4/NBT/A/1 Lynch, M. (2021, December 6). A Guide to Subject-Centered Curriculum . The Edvocate. Retrieved June 22, 2022, from https://www.theedadvocate.org/a-guide-to-subject-centered-curriculum/ Math Practice Standards. (2023). Standards for mathematical practice – grade 4 . Ohio Department of Education. https://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Mathematics/Model-Cu rricula-in-Mathematics/Standards-for-Mathematical-Practice/ohio_standards_for_math_pr actice_-in_grade_4.pdf.aspx

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UNIT PLAN 19 Nfield. (2018, April 23). Discovery Learning Method . Inventionland Education. https://inventionlandeducation.com/discovery-learning-method Saavas Realize. (2024). Saavas Realize . Savvas realize. https://www.savvasrealize.com/dashboard/program/868687ab-79e5-37c7-98e4-0238e9fa7 3e9/8?fromBrowse=true Sousa, D. A. (2017). How the brain learns (5th ed.). Thousand Oaks, CA: Corwin.

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