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K–12 teaching and learning · from the UNC School of Education

Order, please

This lesson lets students interact with rational numbers to create largest and smallest possible numbers.

A lesson plan for grade 4 Mathematics

By Gail Poteat

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Learning outcomes

Students demonstrate knowledge of place value by forming the largest and smallest numbers possible.

Teacher planning

Time required for lesson

1 hour

Materials/resources

  • Large 8 x 10 flash cards with a number less than one million written each with a black marker and one digit in each number underlined with a red marker.
  • Sets of zero though nine cards for each group

Pre-activities

  • Students should have been introduced to place value chart for whole numbers through the hundred thousands place.
  • Some practice with reading numbers through the hundred thousands place.
  • Some practice in telling the value of a number when located in each place through the hundred thousands place.

Activities

  1. The teacher will review previous lesson having students read the number on the large flashcard and telling the value of the digit that the teacher has underlined in red.
  2. Divide the class into groups. Each group should be made up of six students. You may use one or two groups of 5 or 4 students to accommodate the number of students in your class.
  3. Have members of each group draw a card from the set of 0 to 9 cards.
  4. Ask one group at a time to come to the front of the room and make the largest number possible by standing and holding their cards in front of them.
  5. Give the students that are sitting a chance to raise their hand and challenge if they believe the number is not the largest possible number that can be made. If they challenge they must tell which numbers should be switched and explain why.
  6. Have the group rearrange to make the smallest number possible. Allow students to challenge a number they think is incorrect.
  7. After all groups have had their turn conclude the lesson by asking students, “If you want to make the largest number possible where should you put your largest number? Why?” If you wish to make the smallest number possible where would would you need to put your smallest numbers? Why?”

Assessment

Write six digits on board. Have students write the largest number and the smallest number possible using the digits.

Supplemental information

Comments

This lesson plan give students a chance to work in groups and allows students to move and be more actively involved than paper and pencil exercises.

North Carolina curriculum alignment

Mathematics (2004)

Grade 4

  • Goal 1: Number and Operations - The learner will read, write, model, and compute with non-negative rational numbers.
    • Objective 1.01: Develop number sense for rational numbers 0.01 through 99,999.
      • Connect model, number word, and number using a variety of representations.
      • Build understanding of place value (hundredths through ten thousands).
      • Compare and order rational numbers.
      • Make estimates of rational numbers in appropriate situations.

  • Common Core State Standards

    • Mathematics (2010)

      • Grade 4

        • Number & Operations in Base 101
          • 4.NO.1Recognize 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 รท 70 = 10 by applying concepts of place value and division.
          • 4.NO.2Read 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.