South Carolina ETV
South Carolina ETV
1101 George Rogers Boulevard
Columbia, SC 29201-4761
Phone: 803-737-3545
Who's On First? (Grades 4-6)
Master Teacher
Elizabeth Kelbaugh
Overview
This lesson will allow students to explore the concept of place value related to patterns, relationships, and the metric system of measurement. By using Internet sites, students will collect and convert numerical data that contains certain place values and metric units.
SC Math Standards Met
Area III—Patterns, Relationships, and Functions: Strand A
Area V—Measurement: Strand B
Learning Objectives
Students will be able to:
- investigate patterns formed by powers of 10
- convert units of measure within the metric system and express these in the appropriate form
Materials
- Activity Sheets 1-4
- play money with denominations of 1,000; $100; $10; $1; $.10 and $.01
ITV Series
Math Vantage: Patterns Unit: "Patterns of Ten"
Computer Resources
You will need at least one computer with Internet access to complete this lesson. The following sites should be bookmarked:
- United States Historical Census Data Browser
- 1890 US Census Data—total population
- Welcome to the Planets
Web Applications Used
- Investigation
Previewing Activities
Introduce the lesson by telling students that the lesson will deal with place value. Display this number (1,642,357,089) and ask students to name the place value of each digit.
Focus for Viewing 1
To give students a specific responsibility while viewing, ask them to remember what they know about place value and look for different things based on 10 as they watch the video.
Viewing Activity 1
Start the video after the title with the view of the phone dial. Pause after the narrator asks, "What's the deal with 10?" Ask students, "Why do we use so many things with 10?" Lead a short discussion with them to understand that our number system is based on 10.
Restart and play the video through the segment featuring place value and the powers of 10. Pause at the bowling scene.
Post-Viewing Activities 1
1. Lead a discussion about place value and the importance of the decimal. Ask:
"What are places to the left of the decimal?" (whole number places, also named by powers of 10)
"What are places to the right of the decimal?" (fractional parts, also named by powers of 10)
2. Display a place value chart and ask students to name the value of digits: 3,528,491
For example, "If the digit 8 is in the thousands place, what is its value?"
Have students use the chart to complete Activity Sheet 1A and practice naming and renaming the place value.
Internet Activities
This can be done instead of the two activities listed above.
Using the Internet, have students locate the bookmarked sites United States Historical Census Data Browser and 1890 US Census Data—total population. Find the state that has the specified digit in the place value named on Activity Sheet 1B.
After students complete Activity Sheet 1B, follow up with the next portion of the video lesson focusing on the use of exponential notation for expressing powers of 10 and scientific notation used for huge numbers and very small numbers.
Focus for Viewing 2
To give students a specific responsibility while viewing, ask them to look for places where we find huge numbers and very small numbers.
Viewing Activity 2
Start the video after the bowling scene. Play the video through the segment featuring scientific notation used to tell the magnification of very tiny cells.
Post-Viewing Activities 2
1. Engage students in a discussion about the use of exponential notation for expressing powers of 10 and scientific notation and place value. Ask:
"Why do scientists need to use exponents to help write some numbers?" (They are so very large or very small.)
"Where do we find numbers that need to be expressed with exponents?" (When using distances in space and extremely tiny magnified things)
Display the Place Value Exponent Chart (see example below) and ask students, "What relationship is there between the place value and the exponent for it?"
Place Value Exponential Notation
1 000 000 000 10+9
1 000 000 10+6
1 000 10+3
100 10+2
10 10+1
0.1 10-1
0.01 10-2
0.001 10-3
2. Have students do Activity Sheet 2A to practice changing the standard number to the number named using exponential notation for expressing powers of 10 (scientific notation.)
Internet Activities
These can be done instead of the two activities above.
Using the Internet, have students locate the bookmarked site Welcome to the Planets and find the numbers using scientific notation for planet mass and change them to standard form on Activity Sheet 2B.
3. After students complete Activity Sheet 2B, follow up with the next portion of the video lesson focusing on our money system as related to base 10.
Focus for Viewing 3
To give students a specific responsibility while viewing, ask them to look for how our money system uses base 10.
Viewing Activity 3
Start the video after the scene of cells with a picture of a penny. Play the video through the segment on money and stop with the scene of the narrator at the bank vault when she says, "It seems the decimal point is very powerful. You can be rich or flat broke depending on where it stops."
Post-Viewing Activities 3
1. Engage students in a discussion about our money system and base 10. Give a student a $1000 bill and ask, "Suppose someone wants to spend $700 and they don't have change, what would they need from you as the bank teller?"
2. Have students work in groups, taking turns with one student acting as the bank teller to practice trading and renaming money values and completing Activity Sheet 3.
3. After students complete the activity, follow up with the next portion of the video lesson focusing on the metric system as related to base 10.
Focus for Viewing 4
To give students a specific responsibility while viewing, ask them to look for how the metric system uses base 10.
Viewing Activity 4
Start the video with the narrator in a grocery store with a table of products. Play the video through the segment on the metric system and stop with the view of the 35mm camera.
Post-Viewing Activities 4
1. Engage students in a discussion about the metric system and base 10. Ask:
"What is the metric prefix for 100?" (hecto-)
"What is the metric prefix for 0.01?" (centi-)
"What do you do to change the units from milli- to centi-?" (move the decimal one place to the right)
"What do you do to change the units from hecto- to kilo-?" (move the decimal one place to the right and add a zero)
2. Have students do Activity Sheet 4 to practice working with metric prefixes, convert units of measure within the metric system, and express in the appropriate form.
Action Plan
1. Have students keep a daily log of a pretend bank account for a week. The account should begin with $1,000,000 and every day have them subtract multiples of $1,000 for the number of the date. Have them write a brief description of how they have to balance their account. Encourage them to make a prediction of when all their money will be gone.
2. Have students investigate the metric pre- fixes for units of measure of capacity and weight.
Extensions
1. Technology: Use the Internet to find magnified images of very tiny things and write their size magnification using scientific notation. Visit the site Cells Alive "How Big?"
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