# view a plan

# Sheila Brune

Subject:

Math

Grade:

4

Sheila Brune

**Theme**: How Much is a million? Can be used when studying

space, dinosaurs, money etc.

**Math Concept**: Place Value, Addition

**Grade level**: fourth

**Objective**: Students should be able to read, write, and

add numbers through hundred thousands in standard form and short

form.

**Materials**: How Much Is a Million? David M. Schartz

New York: Lothrop, Lee & Shepard Books, 1985

cardboard, paperclips, markers, place value chart

**Book Review**: Marvelosissimo, the mathematical magician,

takes the reader on a journey and explains the concept of million,

billion , and trillion. These are often difficult concepts for

children to grasp and these detailed illustrations and descriptions,

children can better understand large numbers.

**Introduction**:

- Before reading the book, ask the students if they know how

much a million is. If they know the answer ask them about a billion

and a trillion. - Have students brainstorm times and places they might encounter

large numbers. For example, one interesting fact is that scientist

now estimate that the brain contains 100 trillion synapses. Have

children discuss why it may be important to be accurate about

large numbers. Why can’t we say that the stars are really far

away? - Read the book How Much Is a Million?
- After reading the book, give each student a place value chart

and ask some of the following questions using the chart: Write

out numerically one million, two hundred thousand, six million,

one hundred thousand. Write out in words: 5, 250, 000 6, 789,

000 - Then ask them what they know about 1 million for example,

1 million is 1,000 thousands; 1 million is 10 hundred thousands.

Once the students grasp the concept of a million, they can then

play the bull’s-eye game.

**Bull’s Eye Game**

- Divide the students into pairs to play this game.
- Draw a large bull’s-eye on a 2X2 square piece of cardboard.

Label as follows: 1. Inside circle, millions; 2. Next circle,

thousands; 3. Next circle hundreds; 4. Next circle, tens; 5.

Last circle, ones. - Let students pitch 25 paperclips at the bulls-eye and then

figure out their score by adding up the numbers. Have them use

expanded notation first, and then write the number. For example,

2,000,000 + 6,000 + 500 + 40 + 8 = 2, 006, 548.

If the students have difficulty adding their numbers,

have them use their place value charts.

- Whoever has the largest number wins.

**Extension activities**

** **

Have students actually make one million. Have them draw 100 stars

on each sheet of paper. As the papers are completed, hang them

somewhere in the room so students can see what a large number

this is. This will take a long time, so they may wish to enlist

other classes or continue the project when they have all their

work completed.

**Source**: Braddon, Kathryn, Hall, N., and Taylor, D. **Math Through Literature**, (1993 ), Englewood, CO., Teacher

Ideas Press