Objective
1
To extend place-value concepts to hundreds.
materials
Teaching the Lesson
Key Activities
Children practice naming 3-digit numbers represented by base-10 blocks. They exchange
cubes for longs or longs for flats.
Key Concepts and Skills
• Count collections of objects.
ⵧ Math Journal 2, p. 156
ⵧ Activity Sheets 13 and 14
ⵧ Teaching Master (Math Masters, p. 226)
ⵧ Game Master (Math Masters, p. 360)
ⵧ Home Link 8 2
ⵧ Transparency (Math Masters,
p. 226; optional)
ⵧ calculator
䉬
[Number and Numeration Goal 2]
• Read and write whole numbers modeled with base-10 blocks.
[Number and Numeration Goal 3]
Key Vocabulary
hundreds • tens • ones • hundreds place • tens place • ones place
Ongoing Assessment: Recognizing Student Achievement Use the Math Message.
ⵧ base-10 blocks
ⵧ overhead base-10 blocks (optional)
See Advance Preparation
[Number and Numeration Goal 3]
Ongoing Assessment: Informing Instruction See page 690.
2
materials
Ongoing Learning & Practice
Children play Tric-Trac to practice addition facts.
Children practice and maintain skills through Math Boxes and Home Link activities.
ⵧ Math Journal 2, p. 157
ⵧ Home Link Master (Math Masters,
p. 227)
ⵧ Game Master (Math Masters, p. 360)
ⵧ My Reference Book, pp. 156–158
ⵧ 2 dice per partnership
ⵧ 20 pennies per partnership
3
materials
Differentiation Options
READINESS
Children count base-10
blocks with a calculator.
ENRICHMENT
EXTRA PRACTICE
Children make and
compare 3-digit numbers.
Children draw and order
base-10 longs and cubes.
Additional Information
Advance Preparation For Part 1, children use base-10 blocks or those cut from Activity Sheets
13 and 14. You may want to make a transparency of the Place-Value Mat (Math Masters, page
226) to use with base-10 blocks, or draw a mat on the board and use the notation ■ | • to
represent flats, longs, and cubes.
688
Unit 8 Mental Arithmetic, Money, and Fractions
ⵧ base-10 blocks (longs and cubes)
ⵧ calculator
ⵧ number cards 0–9 (6 of each card; from
the Everything Math Deck, if available)
ⵧ 3" by 5" index cards (2 per child)
Technology
Assessment Management System
Math Message
See the iTLG.
Getting Started
Mental Math and
Reflexes
Math Message
夹
Show 53 with base-10 blocks.
Play a round of Beat the Calculator.
See Lesson 6-4 for directions.
Home Link 8 2
Follow-Up
䉬
Go over the answers to
Problems 1–4.
1 Teaching the Lesson
䉴 Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
Most, if not all, children will represent the number 53 with
5 longs and 3 cubes. Encourage them to show 53 in another
way, such as 4 longs and 13 cubes.
Discuss why these are equivalent. Illustrate with pictures on the
board or with base-10 blocks on the overhead.
Ask children how many cubes would need to be added to 53 to
make an exchange for 1 more long. 7 cubes Model the exchange.
Tell them that today they will be making exchanges between
cubes and longs, and longs and flats.
Ongoing Assessment:
Recognizing Student Achievement
Math
Message
夹
Use the Math Message to assess children’s ability to model numbers with
base-10 blocks. Children are making adequate progress if they are able to show
53 with base-10 blocks.
[Number and Numeration Goal 3]
䉴 Naming Numbers Shown with
WHOLE-CLASS
ACTIVITY
Base-10 Blocks
(Math Masters, p. 226)
Use the following routine:
Display 2 flats, 4 longs, and 3 cubes on your Place-Value Mat.
Children do the same on their mats. Discuss the following
and write the main ideas on the board to support English
language learners.
Lesson 8䉬 3
689
100s
10s
●
1s
What number do these base-10 blocks show? 243
Write the number on your mat. Review place-value terminology:
●
The 2 flats stand for 2 hundreds, the 4 longs stand for 4 tens,
and the 3 cubes stand for 3 ones.
●
The 2 in 243 is in the hundreds place, the 4 is in the tens
place, and the 3 is in the ones place.
Repeat this routine with other numbers as needed. Suggestions:
䉯 1 flat, 4 longs, and 6 cubes 146
Ask children to show 2 flats, 4 longs, and 3 cubes
on their Place-Value Mats on Math Masters,
page 224.
䉯 2 flats and 6 cubes 206
䉯 2 flats and 7 longs 270
䉴 Making Exchanges with
WHOLE-CLASS
ACTIVITY
Base-10 Blocks
(Math Masters, p. 226)
NOTE To help children better understand
place value, have children write numbers in
expanded form. For example, for 226, they
would write 2 hundreds 2 tens 6 ones.
Display 1 flat, 12 longs, and 6 cubes on your Place-Value Mat.
Children do the same on the mat from Math Masters, page 226.
Ask what number is shown. Discuss how to obtain the answer. If
no one brings it up, demonstrate the following exchange: Trade 10
of the longs for 1 flat and place the flat in the hundreds column.
There are now 2 flats, 2 longs, and 6 cubes. Ask: What number is
shown? 226
Ongoing Assessment: Informing Instruction
Watch for children:
䉯 who do not choose the correct base-10 blocks to represent 1s, 10s, and 100s.
䉯 who make a trade, such as 10 cubes for 1 long, but do not remove the
10 cubes from the total amount of blocks.
䉯 who make counting errors when trading blocks.
䉯 who do not use zero as a place holder when needed.
ELL
Adjusting the Activity
You may wish to have children cover a flat with 10 longs to ascertain
that a flat is the same as 10 longs. Then replace the 10 longs with 1 flat.
A U D I T O R Y
690
Unit 8 Mental Arithmetic, Money, and Fractions
䉬
K I N E S T H E T I C
䉬
T A C T I L E
䉬
V I S U A L
Student Page
Repeat this routine with other combinations of longs and cubes
that require an exchange. Suggestions:
Date
LESSON
Hundreds, Tens, and Ones Riddles
83
䉬
Hundreds
䉯 2 flats, 15 longs, and 2 cubes 352
䉯 1 flat, 3 longs, and 16 cubes 146
Tens
Ones
Solve the riddles. Use your base-10 blocks to help you.
䉯 3 flats and 12 cubes 312
Example:
䉯 1 flat and 12 longs 220
2
3
5
What am I? 235
䉯 3 flats, 4 longs, and 10 cubes 350
1. 7
䉯 2 flats, 10 longs, and 5 cubes 305
2
What am I?
Ask children what number can be represented by 2 flats, 13 longs,
and 15 cubes. 345 Have them demonstrate their solution
strategies with blocks. If children are able to do so, have them
figure out the numbers without making the exchanges.
2. 2
72
852
4. 4 hundreds and 6
INDEPENDENT
ACTIVITY
Base-10-Block Riddles
ones
406
What am I?
Try This
345
5. 2 hundreds, 14 tens, and 5 ones. What am I?
382
6. 12 ones, 7 tens, and 3 hundreds. What am I?
䉴 Writing Numbers for
4
234
What am I?
3. 8 hundreds, 5 tens, and 2 ones
What am I?
3
7. Make up your own riddle. Ask a friend to solve it.
Answers vary.
Math Journal 2, p. 156
(Math Journal 2, p. 156)
Encourage children to use base-10 blocks to help them solve the
riddles. When they are finished, have them share their riddles and
have the other children work together to solve them.
2 Ongoing Learning & Practice
䉴 Playing Tric-Trac
PARTNER
ACTIVITY
(Math Masters, p. 360; My Reference Book, pp. 156–158)
Student Page
Children practice addition facts by playing Tric-Trac. For detailed
instructions, see Lesson 6-8.
Date
LESSON
Math Boxes
83
䉬
1. Count the coins.
䉴 Math Boxes 8 3
䉬
2. Draw a line to match each
face to the correct picture
of the 3-dimensional shape.
‰‰‰ÂÎÎÎ
INDEPENDENT
ACTIVITY
(Math Journal 2, p. 157)
Mixed Practice Math Boxes in this lesson are paired
with Math Boxes in Lesson 8-1. The skills in Problem 4
preview Unit 9 content.
Choose the best answer.
A
38¢
B
88¢
C
93¢
D
83¢
䉴 Home Link 8 3
INDEPENDENT
ACTIVITY
58
4. Use your number grid.
5
5
7
2
10
9
1
4
2
3
5
5
(Math Masters, p. 227)
Home Connection Children write 3-digit numbers
represented by flats, longs, and cubes.
Column B
88–90
3. Add.
䉬
Column A
Start at 71.
Count up 19.
71 19 90
29
Math Journal 2, p. 157
Lesson 8䉬 3
691
Home Link Master
Name
Date
HOME LINK
83
䉬
Family
Note
More Riddles
3 Differentiation Options
11
We are extending our work with base-10 blocks to include 100s. The base-10 block for 100
is called a “flat.” Note that the blocks are not always shown in the same order. If your child
finds some of the problems difficult, you might model them with dollar bills (for flats), dimes
(for longs), and pennies (for cubes). These make good substitutes for base-10 blocks.
Ask your child to explain why there is a zero in the number in Problem 3. To practice reading
3-digit numbers, ask your child to read his or her answers to you.
READINESS
Please return this Home Link to school tomorrow.
䉴 Counting Base-10 Blocks
Ones
Tens
Hundreds
PARTNER
ACTIVITY
5–15 Min
with a Calculator
Solve the riddles.
Example:
2
5
7
What am I?
257
5
6
9
What am I?
569
4
8
3
What am I?
483
What am I?
709
To explore place-value concepts, have children count base-10
blocks using their calculators. Children take a small collection of
cubes. They program their calculators to count by 1s. As one
partner counts each cube, the other partner counts on the
calculator at the same time. Guide children to understand that
the ones place in the number that is displayed on their calculator
changes each time a cube is added. Ask them to make note of
when the tens place changes. Have children discuss why the tens
place changes and ask them to predict when the tens place will
change again. They should continue counting cubes as time
permits. Consider having children count longs by programming
their calculator to count by 10s. Ask children to explain why the
ones place does not change and what they think will happen when
they have 10 longs.
1.
2.
3. 7 hundreds and 9 ones
Practice
4. Grant has ‰ ‰ ‰ Í Â. Joanna has ‰ ‰ ‰ Â Î.
Who has more money?
How much more money?
Grant
9 ¢
.
227
Math Masters, p. 227
ENRICHMENT
䉴 Making and Comparing
PARTNER
ACTIVITY
5–15 Min
3-Digit Numbers
To apply children’s understanding of place-value concepts, have
them play a variation of the Digit Game. Each partner takes three
number cards and creates the largest 3-digit number he or she
can. The partner with the larger number takes all of the cards.
See Lesson 5-1 for detailed instructions.
EXTRA PRACTICE
䉴 Ordering Numbers with
SMALL-GROUP
ACTIVITY
15–30 Min
Base-10 Blocks
To provide practice with place value, have children work in small
groups. Each child in the group takes two index cards and draws
base-10 blocks (using | and • notation) on each card to represent
a 2-digit number. When all children in the group have finished
their cards, they work together to order the cards by figuring out
the number represented on each card.
Children may use more than 10 cubes to represent a number, so
it will be necessary to trade cubes for longs to figure out what
number is represented. They can model the numbers with base-10
blocks to help them figure out the totals.
692
Unit 8 Mental Arithmetic, Money, and Fractions
Name
LESSON
82
䉬
Date
Exchanging Coins
For each statement below, write the number for your
answer and record your answer by drawing Î for
penny and  for nickel.
1. I can exchange 1 nickel for
pennies.
2. I can exchange 1 dime for
pennies.
3. I can exchange 1 dime for
nickels.
4. I can exchange 1 quarter for
nickels.
Try This
I can exchange
226
for
.
Copyright © Wright Group/McGraw-Hill
5. Make up your own problem.
Name
Date
HOME LINK
83
䉬
Family
Note
More Riddles
11
We are extending our work with base-10 blocks to include 100s. The base-10 block for 100
is called a “flat.” Note that the blocks are not always shown in the same order. If your child
finds some of the problems difficult, you might model them with dollar bills (for flats), dimes
(for longs), and pennies (for cubes). These make good substitutes for base-10 blocks.
Ask your child to explain why there is a zero in the number in Problem 3. To practice reading
3-digit numbers, ask your child to read his or her answers to you.
Please return this Home Link to school tomorrow.
Ones
Tens
Hundreds
Solve the riddles.
Example:
2
5
7
What am I?
5
6
9
What am I?
4
8
3
What am I?
257
Copyright © Wright Group/McGraw-Hill
1.
2.
3. 7 hundreds and 9 ones
What am I?
Practice
4. Grant has ‰ ‰ ‰ Í Â. Joanna has ‰ ‰ ‰ Â Î.
Who has more money?
How much more money?
.
¢
227
Date
LESSON
83
䉬
Hundreds, Tens, and Ones Riddles
Hundreds
Tens
Ones
Solve the riddles. Use your base-10 blocks to help you.
Example:
2
3
5
What am I? 235
1. 7
2
What am I?
3. 8 hundreds, 5 tens, and 2 ones
What am I?
2. 2
4. 4 hundreds and 6
What am I?
5. 2 hundreds, 14 tens, and 5 ones. What am I?
6. 12 ones, 7 tens, and 3 hundreds. What am I?
7. Make up your own riddle. Ask a friend to solve it.
one hundred fifty-six
4
What am I?
Try This
156
3
ones
Date
LESSON
Math Boxes
83
䉬
1. Count the coins.
2. Draw a line to match each
face to the correct picture
of the 3-dimensional shape.
‰‰‰ÂÎÎÎ
Choose the best answer.
A
38¢
B
88¢
C
93¢
D
83¢
Column A
Column B
58
88–90
3. Add.
5
5
4. Use your number grid.
7
2
Start at 71.
Count up 19.
71 19 1
4
2
3
29
one hundred fifty-seven
157
0
1
2
3
4
5
6
7
8
9
1 2
4 3
Tric-Trac Game Mat
Copyright © Wright Group/McGraw-Hill
360
Date
Name