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Unit Overview
Number Sense Unit Plan
IA #1, 2nd grade
Big Ideas of Place Value
1) Our place value system relies on base 10. Ten establishes the grouping and trading
rules for the number system.
2) The position of a digit in a number determines its value
3) Zero in a place value system represents the absence of something.
4) Place value systems have an additive property that allows numbers to be
decomposed and summed with respect to place value.
Number Sense and Place Value Standards
2.N.1
2.N.2
2.N.10
2.N.11
2.N.9
3.N.2(a)
2.N.5
2.A.1
3.N.4(a)
2.N.13
2.N.7
AF.2.N.1
Skip count by 2’s, 5’s, and 10’s to 100
Count back from 100 by 1’s, 5’s, and 10’s using a number chart
Use and understand verbal ordinal terms
Read written ordinal terms (first through tenth) and use them to represent
ordinal relations
Name the number before and the number after a given number, and
name the numbers between two given numbers up to 100 (with and
without the use of a number line or a hundreds chart).
Read and write whole numbers to 100
Compare and order 1- and 2- digit numbers to 100
Use <, > and = symbols to compare numbers to 100
Understand the place value structure of the base ten number system:
10 ones = 1 ten
10 tens = 1 hundred
Recognize the meaning of zero in the place value system
Use a variety of strategies to compose and decompose two digit numbers
Round numbers up to 100 to the nearest tens place
Weekly Unit Overview by Standard
Week1
Week 2
2.N.1
3.N.4(a)
2.N.2
2.N.13
2.N.9
2.N.7
3.N.2(a)
Week 3
3.N.4(a)
2.N.13
2.N.7
Week 4
2.N.5
2.A.1
Week 5
AF.2.N.1
2.N.10
2.N.11
Unit Overview
Unit Assumptions
1.
2.
3.
4.
5.
Week 1 lessons are foundational skills that students will have practiced in K
and 1. For example, day 2, SWBAT count back from 100 by 1s, 5s, and 10s
seems like a large aim. This is a review aim, which is why they are combined
into one lesson. These standards will require daily cumulative review during
math meeting.
Lessons 4 and 5 of week 1 are not focused on place value concepts—just
connecting the word to the digit and the digit to the word.
Week 2 and 3 focus on the same standards. However, the contexts will vary
so that students get multiple at bats at place value with and without
manipulatives.
Week 4 is focused on comparing and ordering. Student scores on standard
2.A.1 were in the 70s and 80s across schools in IA 1 last year. Devoting this
week to comparing and ordering in multiple contexts should help prepare
students more effectively for these questions. These questions should also be
linked back to the lessons on place value in week 2 and 3, as a way to
continually review those big ideas of place value.
This unit assumes teachers are effective at managing manipulatives and
setting up student expectations for in the math classroom. The first week of
lessons purposefully do not require manipulatives in order to set the
foundation of your math class. Every lesson using manipulatives requires the
explicit teaching of how to use the manipualtives and expectations for using
the manipulatives.
Unit Overview
Number Sense Example Problems from Past Interim Assessments
2.N.1
Skip count by 2’s, 5’s, and 10’s to 100
(IA #1, 2008-2009)
Andy was skip counting by 5s. He said 5, 10, 15, 20, 25, 35. What number did Andy
forget?
Ο
Ο
Ο
Ο
20
25
28
30
(IA #2, 2008-2009) (this question does not fit the standard, numbers surpass 100)
Lizette is skip-counting from 200 to 300 by 10s. What number would come after 220?
o
o
o
o
221
230
225
300
2.N.2 Count back from 100 by 1’s, 5’s, and 10’s using a number chart
2.N.10 Use and understand verbal ordinal terms
2.N.11 Read written ordinal terms (first through ninth) and use them to represent ordinal
relations
2.N.9 Name the number before and the number after a given number, and name the
numbers between two given numbers up to 100 (with and without the use of a number
line or a hundreds chart).
Unit Overview
3.N.2(a)
Read and write whole numbers to 100
(IA #1, 2008-2009)
Which number is shown inside the box below?
Welcome to Smallville!
Population
37
Ο
Ο
Ο
Ο
Thirteen-seven
Three-seven
Thirty-seven
Three-seventeen
(IA #1, 2008-2009)
Leo has twenty-six stamps in his collection. What is another way to write twenty-six?
Ο
Ο
Ο
Ο
26
260
206
126
(IA #1, 2008-2009)
What is another way to write the number below?
Ο
Ο
Ο
Ο
93
Nine-three
Nineteen-three
Nine-thirteen
Ninety-three
(IA #2, 2008-2009)
Which number is the same as forty-five?
o
o
o
o
54
405
45
450
Unit Overview
(IA #3, 2008-2009)
Marlene has fifty-seven marbles in her collection. What is another way to write fiftyseven?
o
o
o
o
15
17
57
75
2.N.5 Compare and order 1- and 2- digit numbers to 100
(IA #1, 2008-2009)
Which number has the LEAST value?
Ο
Ο
Ο
Ο
27
19
31
16
(IA #2, 2008-2009)
Catherine waits in line at the post office. Five other people are also waiting. They have
the following numbers:
41
37
52
46
45
Catherine holds the ticket number 43. How many people will be served before
Catherine?
o
o
o
o
0
1
2
3
Unit Overview
2.A.1 Use <, > and = symbols to compare numbers to 100
(IA #1, 2008-2009)
Jerome writes the number sentence 58 < _____on the board. Which number could he
use to make the number sentence correct?
58 <
Ο
Ο
Ο
Ο
42
65
57
19
(IA #1, 2008-2009)
Which of these numbers belongs in the box to make the number sentence correct?
48 >
Ο
Ο
Ο
Ο
39
51
49
50
(IA #1, 2008-2009)
Which number could go into the box to make the following number sentence correct?
33 <
Ο
Ο
Ο
Ο
31
34
30
29
(IA #2, 2008-2009)
Which of the following is true?
o
o
o
o
67 < 76
68 = 76
68 > 76
67 > 68
Unit Overview
3.N.4(a)
Understand the place value structure of the base ten number system:
10 ones = 1 ten
10 tens = 1 hundred
(IA #1, 2008-2009)
There are 79 tadpoles swimming in a pond. What is the value of the 7 in 79?
Ο
Ο
Ο
Ο
7
70
700
7,000
(IA #2, 2008-2009)
Shannon wrote a number with a 2 in the tens place. Which of the following numbers
could be the number Shannon wrote?
o
o
o
o
12
27
202
42
2.N.13 Recognize the meaning of zero in the place value system
2.N.7 Use a variety of strategies to compose and decompose two digit numbers
AF.2.N.1
Round numbers up to 100 to the nearest tens place
Unit Overview
Unit Aims Sequence: Lesson plans for highlighted lessons follow.
Week 1 Aims sequence
1
SWBAT skip count by 2s, 5s and 10s up to 100
2
SWBAT count back from 100 by 1s, 5s, and 10s using a hundreds chart
3
SWBAT name the number before and the number after a given number using a
hundreds chart
SWBAT name the numbers between two given numbers up to 100 using a hundreds
chart
4
SWBAT read number words for 2 digit numbers
SWBAT match a number word to a 2 digit number, when given the 2 digit number
5
SWBAT write number words for 2 digit numbers
SWBAT match a number word to a 2 digit number, when given the word
Week 2 Aims sequence
6
SWBAT group a set of objects into groups of ten and ones
SWBAT count a group of objects by tens and ones.
7
SWBAT represent a 2 digit number using groups of tens and ones.
SWBAT determine the number of tens and ones in a number
8
SWBAT determine the value of digit based on its place in a number using bundles
SWBAT represent the absence of ones units with a zero.
9
SWBAT relate the base ten blocks relationships to the bundles
SWBAT represent a 2 digit number using base ten blocks
SWBAT identify the 2-digit number represented by base ten blocks
10
SWBAT determine the missing tens and ones to form a number using base ten
blocks
Week 3 Aims sequence
11
12
13
14
15
SWBAT exchange ones for tens using base ten blocks
SWBAT exchange ones for tens and tens or one hundred using base ten blocks in
order to compose a larger number
SWBAT apply the concepts that the position of a digit determines its value and that
exchanges can be made based on place value to hit the target number of 100
SWBAT apply the concept that the position of a digit (abstract) determines its value
to create the largest number possible. (can be remixed to find the smallest
number possible)
SWBAT determine the value of a digit based on its place (abstract, multiple choice
problems).
Unit Overview
Week 4 Aims sequence
16
17
18
19
20
SWBAT compare 2 digit whole numbers by counting by 10s on a hundreds chart
SWBAT explain that you start with the digit in the largest place value when you
compare numbers.
SWBAT compare 2 digit numbers using >, <, or =
*Some classes may require supports like hundreds charts or base ten blocks. Try to
remove these supports in day 2.
SWBAT compare 2digit numbers using >, <, or =
*Modeled instruction and guided will depend on what mistakes scholars made in
the first lesson
SWBAT order a set of numbers in order from least to greatest
SWBAT order a set of numbers in order from greatest to least
SWBAT draw conclusions after ordering a set of numbers
Week 5 Aims sequence
21
22
23
24
25
SWBAT round numbers to the nearest 10s place using a hundreds chart
SWBAT round numbers to the nearest 10s place without using a hundreds chart.
SWBAT identify the position of an object using an ordinal number
SWBAT describe the position of an object using an ordinal number by saying the
word and writing the numerical representation (1st, 2nd, 3rd , etc)
SWBAT read ordinal numbers
SWBAT describe the position of an object using an ordinal number by writing the
word
SWBAT review aims TBD by teacher
Lesson Plan Aim #6
SWBAT group a set of objects into groups of ten and ones
SWBAT count a group of objects by tens and ones.
Materials:
Popsicle sticks (you can also use coffee stirrers or straws) and rubber bands.
Brown Bags
Lesson Location: Carpet
Modeled Instruction
1) In this bag I have some popsicle sticks and I want to know how many I have.
Have this bag labeled Teacher Bag and have 35 sticks in the bag.
2) First count out the sticks one at a time. The student can join in with the counting
in order to keep them engaged. That took us a lot of time. I was thinking that
last week we became skip counting masters—counting by 2s, 5s, and 10s.
Which was the easiest to use we had to count a big number? (10s). So instead
of counting by ones I am going to group these sticks by tens and then count.
3) Show students how to group the sticks, counting by ten and then circle these 10
with a rubber band.
4) Count them out loud starting with the tens—one ten, two tens, three tens. This
shows 30. Now count the ones-one, two, three, four, and five. Altogether I have
35.
5) Count the groups again as a class.
6) Record your answer on a chart like the one they will use in GP and IP:
Teacher
Bag
Tens
3
Ones
5
Number of sticks
35
Guided Practice
1)
Students should be sitting with a partner. Each pair will have brown bag with
popsicle sticks and rubber bands. Every group should have a different
amount. Write a number on the bag. For example, if you have 16 students in
your class have 8 bags numbered 1-8.
2)
Establish expectations about handling rubber bands and popsicle sticks
3)
Have students count out their first set of 10 sticks and group them with a
rubber band. Check for understanding that every group did this.
4)
Finish bundling the rest of your sticks. Circulate around the room to make sure
students are grouping appropriately.
5)
After students have finished bundling, count their sticks and have them
record it on their student handout. Check that each group recorded their
answer next to the right bag on the handout. This way you can check each
group for individual understanding, but you don’t give away the answers to
the other groups.
6)
Unbundle the sticks, place the sticks and the rubber band back in the bag.
Independent Practice
1)
Students will now rotate through each of the bags and count the number in
each bag by tens and ones. Record their answer on the chart.
Closing
1) Share answers
2) Discuss what is easier, counting when numbers are grouped by 10s or grouped by 1s.
3) Exit Ticket* Scholars should be allowed to use bundles on the exit ticket as a support.
Student Handout Aim #6,
Tens
Ones
Number of sticks
Exit Ticket Aim #6
Luke is bundles popsicle sticks in his bag.
1.
Can Luke make another bundle?
2.
How do you know?
3.
Fill in the chart below.
Tens
Ones
Number of sticks
Lesson Plan Aim #7:
a. SWBAT represent a 2 digit number using groups of tens and ones.
b. SWBAT determine the number of tens and ones in a number.
Materials:
Popsicle sticks (you can also use coffee stirrers or straws) and rubber bands.
Classroom location: Carpet
Modeled instruction:
1.
Count out 28 sticks.
2.
Think aloud the answers to the following questions:
a) How many groups of ten do you think I can make?
b) How many will I have left over?
3.
Count the sticks into groups of ten and bundle these together with rubber
bands.
4.
Think aloud the answer to the following question: How many groups of ten did
I make? How many do I have left over?
5.
Write the number 28 on the board. Link the numbers of tens and ones back
to the written numeral. I have 2 tens, hold up 2 bundles and point to the 2 in
the number 28. I have eight ones left over, hold up the popsicle sticks
representing 8 ones and point to the 8 in the number 28.
Guided Practice:
6.
Have students to count out 22 sticks.
7.
Ask: a) How many groups of ten do you think you can make?
b) How many will you have left over?
8.
Have students count the sticks into groups of ten and bundle these together
with rubber bands.
9.
Ask: How many groups of ten did you make? How many do you have left
over?
10.
Write the number 22 on the board. Link the numbers of tens and ones back
to the written numeral. We have 2 tens (pointing to the 2 in the number 22)
and two ones left over (pointing to the second 2 in the number 22). Have
students record on an answer sheet.
11.
Let’s say I want to show 31. Instead of starting from the beginning, how can I
add to what I already have to get to 31? Discuss two possibilities—add 9 one
sticks and bundle or take 3 bundles and 1 one to show this amount. Record
on answer sheet.
12.
Have students unbundle their sticks to start from the beginning for
independent practice.
Independent Practice
1) Work in partners. Review expectations about sticks and rubber bands
2) Students will need 78 popsicle sticks per partner
3) These problems can be presented one at a time or you can post all problems
and have partners work in dependently. The nice thing about doing them one
at a time is that you can monitor the conversations to keep them focused on
math—a key for effective partner work.
4) For independent practice, students will repeat this process for the following
numbers: 17, 25, 41, 57, and 78. Students can reuse bundles .
Exit Ticket
The exit ticket uses a pictorial representation of popsicle sticks. If students need
to use their own popsicle sticks to help them solve this problem they can.
13
Student Handout—Aim #7
“We”
Tens
Ones
Number
Tens
Ones
Number
“You”
3.
Tens
Ones
Number
4.
Tens
Ones
Number
5.
Tens
Ones
Number
6.
Tens
Ones
Number
7.
Tens
Ones
Number
14
Exit Ticket—Aim #7
Exit Ticket
Kyle wants to show the number 43. This is what he made.
1.
How many groups of 10? ______________
2.
How many ones? ______________
3.
What number does this show? ____________________
***Bonus
1.
How many more craft sticks does Kyle need to show 43?
2.
Can Kyle bundle a new group of ten?
3.
How do you know? You can draw a picture.
15
Exit Ticket—Aim #7
16
Lesson Plan—Aim #8
SWBAT determine the value of digit based on its place in a number using bundles
SWBAT represent the absence of ones units with a zero.
Materials: Bundles of tens ready to go and ones, place value chart—see page after
the lesson, print these and laminate.
Classroom location: Carpet
Modeled Instruction:
In this prior lessons students have recorded the number of tens and ones in a chart. The
chart was an organizer for them to record their information, but it has not been explicitly
developed as a place value chart. Today, scholars will be introduced to this idea and
specifically learn the names of the two places.
Hold up a bundle of 10 and 1. You might begin by saying “ So far we have been
counting and grouping numbers by tens and ones. Why have we done that? Because
it is so easy to count by 10s and 1s, mathematicians use tens to organize numbers. Let’s
look at the number 46. The six is in the ones place and the 4 is in the tens place. write
this on the board and underline these digits:
4
6
Tens ones
To help us see that I am going to make a chart: (put on overhead or poster)
Ones
tens
The ones column is the ones place. It tells me how many ones I have. The tens column
is the tens place. It tells me how many how many bundles or groups of ten I have.
So let’s say, I write 46 using these columns:
•
•
17
tens
Ones
4
6
How many groups of ten in 46? There are 4, so I would need 4 bundles of 10. So
the 4 in the tens place represents these 4 bundles. The 4 has a value of 40.
How many ones are in 46? There are 6, so I would need 6 ones. The 6 in the ones
place means six ones. Hold up six popsicle sticks.
Lesson Plan—Aim #8
SWBAT determine the value of digit based on its place in a number using bundles
SWBAT represent the absence of ones units with a zero.
• Question—If I switch the 6 and the 4 and made 64. What does the 6 equal now?
What does the 4 equal now? Take answers to these questions. If not correct,
show students what would happen with the bundles.
Guided Practice
1. Pass out materials—bundles, popsicle sticks, and place value mats for each pair
of students.
2. Have students build this with you using their own bundles and answer the
questions as you go through guided practice. They should have a place value
chart to use. They will do the same work during independent practice.
Let’s try another one. Let’s say we have the number 39. 3 is in the tens place and 9 is in
the ones place
tens
Ones
3
9
1.
How many bundles of 10? (Have students place the number of bundles on their
place value chart)
2.
What does the value of 3 in 39? (Record this on their student handout)
3.
How many ones? (Have students place these on their place value chart)
4.
What is the value of 9 in 39? (Record this on their student handout)
Question—What If I switch the 3 and the 9 and made 93. What does the 3 equal now?
What does the 9equal now? Take answers to these questions. Turn and talk and have
them build this new number with their bundles.
tens
5
Ones
0
1.
How many bundles of 10? (Have students place the number of bundles on their
place value chart)
2.
What is the value of 5 in 50? (Record this on their student handout)
3.
How many ones? (Have students place these on their place value chart)
18
Lesson Plan—Aim #8
SWBAT determine the value of digit based on its place in a number using bundles
SWBAT represent the absence of ones units with a zero.
4.
How do you know there are zero ones? (Record this on their student handout)
Pause and discuss the role of zero.
Independent Practice
1.
During Independent Practice scholars will work in partners.
2.
Record the digits of a number on their student handout and the build the
amount using their bundles. They will then determine the value of each digit in the 2
digit number and record this on their paper.
Closing
1.
Review answers, focus discussion on Q 4-6.
Exit Ticket
19
Place Value Mat, lesson #8
tens
20
Ones
Place Value Mat, lesson #8
21
Student Handout, lesson #8
Guided Practice
1.
39
tens
Ones
What is the VALUE of the 3? _____________
What is the VALUE of the 9? _______________
2.
50
tens
What is the VALUE of the 5? _____________
What is the VALUE of the 0? _______________
22
Ones
Student Handout, lesson #8
Independent Practice
1.
42
tens
Ones
What is the VALUE of the 4? _____________
What is the VALUE of the 2? _______________
2.
85
tens
Ones
What is the VALUE of the 5? _____________
What is the VALUE of the 8? _______________
3.
67
tens
What is the VALUE of the 6? _____________
What is the VALUE of the 7? _______________
23
Ones
Student Handout, lesson #8
4.
63
tens
Ones
What is the VALUE of the 6? _____________
What is the VALUE of the 3? _______________
5.
36
Tens
Ones
What is the VALUE of the 6? _____________
What is the VALUE of the 3? _______________
6.
90
Tens
What is the VALUE of the 9? _____________
What is the VALUE of the 0? _____________
24
Ones
Exit Ticket, lesson #8
1.
38
Tens
Ones
What is the VALUE of the 8? _____________
What is the VALUE of the 3? _______________
2.
26
Tens
Ones
What is the VALUE of the 2? _____________
What is the VALUE of the 6? _____________
3.
60
Tens
What is the VALUE of the 6? _____________
What is the VALUE of the 0? _________
25
Ones
Lesson Plan, Aim #9
SWBAT represent a 2- digit number using base ten blocks
SWBAT identify the 2-digit number represented by base ten blocks
SWBAT relate the base ten blocks relationships to the bundles
Materials: Base ten blocks,
Modeled
In this lesson students are being introduced to base ten blocks as another way of
representing 2 digit numbers. At this point in the unit we will be transitioning away from
the bundles to this new proportional model. We want students to first realize the
connection between the bundles and the base ten blocks—how many cubes make a
rod? Connect these to the bundles. Let’s compare these to our bundles. Remember
our rule—group when you get to 10 cubes you bundle to make a rod. A rod is made
up of 10 cubes, a ten bundle is made up of 10 popsicle sticks.
After showing students the connection between the bundles and the base ten blocks
you will model two things:
1) How to represent a 2 digit with the base ten blocks
a. How do I build 35?
b. How do I build 20?
2) How to identify a 2 digit number from base ten blocks
a. What number do these base ten blocks show? (show a picture and also
build using base ten blocks. Also ask how many tens and ones are
represented here?
Guided
See student handout for problems
Independent Practice
See student handout for problems
26
Student Handout Lesson #9
Guided Practice.
1. Show 84 with you base ten blocks. Draw a picture below of this
number.
2. What number do the base ten blocks show?
Number: _________________
Independent Practice
3. Show 46 with you base ten blocks. Draw a picture below of this
number.
4. What number do the base ten blocks show?
Number: _________________
27
Student Handout Lesson #9
5. Show 96 with you base ten blocks. Draw a picture below of this
number.
6. What number do the base ten blocks show?
Number: _________________
7. Show 30 with you base ten blocks. Draw a picture below of this
number.
8. What number do the base ten blocks show?
Number: _________________
28
Exit Ticket, Aim #9
Exit Ticket
1. What number do the base ten blocks show?
Number: ____________________
2. What number do the base ten blocks show?
Number: ____________________
3. Draw a picture to represent 64. You may build this number with
your base ten blocks first.
29
Lesson Plan Aim #10:
SWBAT determine the missing tens and ones to form a number using base ten blocks
.
Materials: Overhead projector, base ten blocks, overhead base ten blocks, folder
Classroom Location: Desks
Modeled
1. Using the overhead projector, represent a number using base ten blocks, but keep some
of the blocks covered with a folder of them are hiding. This is what students would see.
Answer the following questions through a modeled
think aloud.
1) How many base ten blocks are missing?
2) Explain how you know.
Guided Practice
1.
Repeat this using 36. During guided practice, Take answers from a variety of
students and write these answers on the board. Then share the actual
amount that was hiding. Compare the actual answers to what students
suspected and address any misconceptions. Have students draw the base
ten blocks that are missing on their paper.
2.
Repeat again using 64. Instead of directing a conversation have students
draw what was missing on their paper first and then have students share what
they drew.
Independent Practice
1.
The student handout models these same types of problems. Some students may
want to use base ten blocks to help them model what is going on instead of the
pictorial representations on the handout. Students should be allowed to access these
materials during independent practice.
Exit Ticket
1. As with independent practice, provide students with base ten blocks if necessary.
30
Student handout Aim #10
Guided Practice
Directions: Draw a picture on the gray rectangle to show which base
ten blocks are missing.
A.
36
B.
64
31
Student handout Aim #10
You Directions: Draw a picture on the gray rectangle to show which
base ten blocks are missing.
1.
92
2.
45
3.
57
32
Student handout Aim #10
4.
34
5.
85
6.
49
33
Exit Ticket Aim #10
Exit Ticket
Directions: Draw a picture on the gray rectangle to show which base
ten blocks are missing.
87
Review:
How many tens are in 87? _____________
How many ones are in 87? _____________
34
Lesson Plan, Aim #11: SWBAT exchange ones for tens using base ten blocks
Materials: Overhead, overhead base ten blocks, base ten blocks, place value mats—
print on card stock and laminate
Modeled Instruction:
In this lesson students will be given different pictorial representations of base ten blocks.
They will build these pictorial representations with concrete manipulatives in order to
practice exchanging composing a number.
On the overhead show the following place value chart, constructed using overhead
base ten blocks. Ask students to count the blocks. How much is shown here? Hopefully
students will say 34. Ask a student to count this amount out loud—10, 20, 21, 21, 22, etc.
How many tens? How many ones?
There is another way to show this same amount. Show students how to exchange the
ones for tens using the base ten blocks. And then recount the amount with the
scholars. Does show the same amount? How many tens do we have? How many ones
do we have? Explain to students that since you made an equal exchange the amount
is still there.
Guided Practice Examples—student will draw a picture of the result of the exchange.
Students will build these representations
on their place value mat. You will then
count how many tens and ones and record
this on their handout. Then you will
make an exchange of ones for tens. Then
have students draw a picture to show what
their place value chart looks like now.
Lastly, record the number of tens and ones
and the number the blocks represent.
On the handout they will draw a picture
to represent the exchange. For some
scholars drawing pictures will be very
challenging. A modification could be to
eliminate the drawing section and just
practice exchanging with the manipula
tives and recording the number of 10s,
ones, etc.
35
Lesson Plan, Aim #11: SWBAT exchange ones for tens using base ten blocks
36
Student Handout
Aim #11: SWBAT exchange ones for tens using base ten blocks
Guided Practice:
1.
Tens____________________
Ones: ____________________
Tens____________________
Ones: ____________________
Number: _________________
2.
Tens____________________
Ones: ____________________
Tens____________________
Ones: ____________________
Number: _________________
37
Student Handout
Aim #11: SWBAT exchange ones for tens using base ten blocks
Independent Practice:
Tens____________________
Ones: ____________________
Tens____________________
Ones: ____________________
Number: _________________
Tens____________________
Ones: ____________________
Tens____________________
38
Ones: ____________________
Student Handout
Aim #11: SWBAT exchange ones for tens using base ten blocks
Tens____________________
Ones: ____________________
Tens____________________
Ones: ____________________
Number: _________________
Tens____________________
Ones: ____________________
39
Tens
Student Handout
Aim #11: SWBAT exchange ones for tens using base ten blocks
40
Exit Ticket: Aim #11: SWBAT exchange ones for tens using base ten blocks
1.
Tens____________________
Ones: ____________________
Tens____________________
Ones: ____________________
Number: _________________
2.
Tens____________________
Ones: ____________________
Tens____________________
Ones: ____________________
Number: _________________
41
Exit Ticket: Aim #11: SWBAT exchange ones for tens using base ten blocks
42
Lesson Plan Aim # 12: SWBAT exchange ones for tens using base ten blocks in order
to compose a number up to 100.
Materials:
2 dice per pair of students
2 flats, 20 rods, and 30 units per pair of students
Place value mat
Modeled Instruction
1.
Put a place value chart on the overhead that goes up to 100. Ask students what
is different about this place value chart than the others we have used.
2.
We are going to use these blocks today to build all the way to 100! So far I have
shown you cubes for ones and a rod for tens. Remember what I said at the beginning
of this unit—we always group when we have ten of something. When I had ten cubes I
grouped to make rod. Watch me—Count out 10 rods.(10,20, 30…100) Do I have 10
rods now? So I can make a group, right? How much is this group worth? 100. That’s
right. To show 100, I am going to use another block. We call this a flat it is equal to 100.
3.
Today we are going to build numbers all the way to 100! The goal of this game is
to get to 100 exactly before your partner. It is a race!
4.
Use the place value chart on the overhead to model the game. Students will
use the charts as well when they are working in pairs.
5.
First I will roll both dice. Let’s say I roll a 9. I am going to count out 9 unit cubes
and place them in the ones place on my place value chart. Can I exchange these for
something? Show this on the overhead.
6.
Now it is my second roll. I get a 4. I count out 4 cubes and put them in the ones
place. How many do I have now? I have 13 altogether. Can I exchange these for
anything? Yes, I can exchange the ten of the ones for a rod. I have 1 ten, and 3 ones.
Exchange the 10 ones for a rod on your place value chart. Which is the easier way to
count the numbers? Counting all thirteen, or counting 1 rod to be 10, then counting
on?
Guided Practice
1.
We will continue with this first game and I will push the thinking more to the
students.
2.
Now I roll an 8. How many ones should I count out for my place value chart?
(show me on your fingers) Can I exchange anything (thumbs up or down)? What can I
exchange? Do a turn and talk and then have a student explain. Good, I can
exchange 10 ones for a rod. I now have 2 rods and 1 unit cube left over. How much
altogether? 21.
3.
Do another example to make sure students are ready to go off to work in pairs.
Independent Practice
1.
Students will play this game in pairs. Circulate around the room to check that
students making correct exchanges. Strategically stop the class at times to point out a
successful strategy that you observed.
43
Lesson Plan Aim # 12: SWBAT exchange ones for tens using base ten blocks in order
to compose a number up to 100.
2.
remind students that they should always check their partner’s work during the
game to make the sure the exchanges are accurate.
44
Race to 100—Place Value mat
45
Esmeralda plays Race to 100 with her friend George.
On the chart below show the exchange that Esmeralda can make.
2.
What number do the blocks show? _________________________
3.
On her next roll, she rolls an 8. Draw her place value mat now.
46
4.
47
What number do the blocks show now? ______________________
Lesson Plan Aim #13: SWBAT apply the concepts that the position of a digit
determines its value and that exchanges can be made based on place value to hit the
target number of 100
Materials:
Die, recording sheet
Base ten Blocks*--This game can be played with blocks and students can model every
roll with their blocks to help make the lesson more concrete.
Modeled Instruction
1. We are going to play a game today that will allow us to use what we know about
place value. The goal of our game is to build a number that is as close to 100 as
possible without going over.
2. I am going to roll the die 6 times. Each time I roll the die I can decide to put the digit
in the tens place or the ones place. (remember this game can be played with the
base ten blocks and the place value mat instead of the chart if students need those
supports. ☺ )
3. Model how this will work for students, going through each roll with a think aloud
Roll 1: I get a 5. I am going to start by putting this digit in the tens column and selecting
5 base ten rods. I will place these rods on my place value mat. I have a total of fifty.
Roll 2: I get a 2. I am going to put this in the tens column to and will select 2 base ten
rods. I have 7 tens—so 70.
Roll 3: I got a 3. If I put this in the tens column, I will be at 100, so I have to put it in the
ones column. I have a total of7 tens and 3 ones—so 73.
Roll 4: I got a 1. I am going to put this in the tens column. I now have 8 tens and 3 ones-83
Roll 5: I got a 6. If I put this in the tens, I will go over, so I am going to out it in the ones. I
have 8 tens and 9 ones.--89
Roll 6: I got a 5! If I put it in the tens I go over. Let’s see what happens when I put it in
the ones. I have 8 tens and 14 ones. Hmmm. !4 ones? I am going to regroup. I will
take 10 ones and make a 10. Now I have 9 tens and 4 ones.—94.
Roll 1
Roll 2
Roll 3
Roll 4
Roll 5
Roll 6
Total
Tens
5
2
Ones
3
1
8
9
6
5
14
4
Independent Practice:
Students will play this game in pairs. Remind students to check each other’s work.
Teacher will circulate and make sure students are making appropriate exchanges.
Closing: Discuss any awesome strategies you observed or that kids want to share.
Exit Ticket: See attached.
48
Target 100—Recording Sheet
Tens
Ones
Roll 1
Roll 4
Roll 5
Roll 5
Roll 6
Roll 6
Total
Total
Tens
Roll 4
Roll 5
Roll 6
Total
49
Ones
Roll 3
Roll 4
Roll 3
Tens
Roll 2
Roll 3
Roll 2
Ones
Roll 1
Roll 2
Roll 1
Tens
Ones
Roll 1
Roll 2
Roll 3
Roll 4
Roll 5
Roll 6
Total
Target 100—Recording Sheet
Tens
Ones
Roll 1
Roll 1
Roll 2
Roll 2
Roll 3
Roll 3
Roll 4
Roll 4
Roll 5
Roll 5
Roll 6
Roll 6
Total
Total
Tens
Roll 1
Roll 2
Roll 3
Roll 4
Roll 5
Roll 6
Total
50
Ones
Roll 1
Roll 2
Roll 3
Roll 4
Roll 5
Roll 6
Total
Tens
Ones
Tens
Ones
Lesson #13—Exit Ticket
1.
Gina was playing target number 100. Here is her record sheet.
Tens
Ones
Roll 1
4
Roll 2
Roll 3
3
4
Roll 4
Roll 5
Roll 6
a)
After roll 3, how many TENS does she have? _______________
b)
After roll 3, how many ones does she have? ___________________
c)
What is her total? ______________________________________
b)
She rolls a 5 on roll 4. Where should she put the 5? Why?
c)
What is her new total after roll 4? ______________________________________
51
Lesson Plan Aim #14: SWBAT apply the concept that the position of a digit(abstract)
determines its value to create the largest number possible.
Scholar friendly aim: SWBAT create the number with the greatest value
This lesson can be increased to 3, 4, 5, etc. digit numbers and can be used in multiple
grades.
Materials:
1) Die
2) Recording sheet
Modeled Instruction:
1) Today we are going to use what we know about place value to create the number
with greatest value possible. Your goal is to create the number with the greatest value
possible.
2) Draw the following lines on the overhead or board:
__________
tens
_____________
ones
_____________
Trash
3) I am going to roll the die three times. I have a choice. I can out it in the tens place,
ones place, or in the trash pile. Once I have placed a digit, I can not move it.
4) Roll 1: I get a 2. I think I am going to put that in the trash pile and see if I can get a
higher value.
5) Roll 2: I get a 5. That is pretty big, so I am going to out this in the tens place. If I have
5 tens I have fifty.
6) Roll 3: I get a 6. I have to put it in the ones place. Was this the largest number I could
have made? What would have been the largest number?
Guided Practice:
1) Do another example as a class, where you roll the die and students record their
choices for each roll.
2) Discuss the outcome. What was the largest value possible? How did you decide
where to place the numbers?
Independent Practice
1) Students will use their recording sheet and play this game with a partner.
2) After each round partners should record what was the LARGEST value possible with
those three digits?
52
Place Value Game Record Sheet
A.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
B.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
C.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
D.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
E.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
F.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
G.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
H.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
53
Place Value Game Record Sheet
I.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
J.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
K.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
L.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
M.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
N.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
O.
____________
Tens
__________
ones
______________
Trash
What was the largest possible number? ___________________________________
54
Exit Ticket, Aim #14
Kevin is playing the place value game. He rolls a 4, then a 3, and then a 6.
________4____
Tens
1.
_____6_____
ones
_______3_______
Trash
What is the largest number Kevin can make with these numbers?
_____________________________
2.
You are playing the place value game. You roll a 6 first.
Where would you put the 6? ________________________________
What is the value of this 6? __________________________________
55
Lesson Plan, Aim #15
SWBAT determine the value of a digit based on its place (abstract, multiple choice
problems).
Modeled Instruction
In the past lessons we have worked a great deal on exchanges that can
be made with base ten blocks and the values of the digits in each number. In
this lesson students will apply this understanding to IA style questions. This lesson
and exit ticket will be an excellent indication of student’s mastery of these place
value concepts. We will solve a variety of questions in this lesson to make sure
students can transfer their knowledge about place value. Remind students at
the very beginning of the lesson that the position of a digit determines its value.
So for the number 56, the 5 is worth 5 tens or 50 and the 6 is worth 6 ones or 6.
Guided Practice
Independent Practice
56
Student Handout, Aim #15
Guided Practice
Independent Practice
57
Student Handout, Aim #15
58
Exit Ticket, Aim #15
Exit Ticket
1. 84 students took a field trip to the zoo. What is the
value of 8 in 84?
A.
B.
C.
D.
800
80
8
18
2. Lisa made a number with a 5 in the ones place. What
number could Lisa have made?
A.
45
B.
500
C.
56
D.
5
3. What is the value of the underlined digit?
66
Answer: __________________
4. Write a two digit number with a 9 in the ones place.
Answer: __________________
59
Lesson Plan Aim # 16
SWBAT compare 2 digit whole numbers by counting by 10s on a hundreds chart
SWBAT explain that you start with the digit in the largest place value when you
compare numbers.
Model Instruction:
1. Write 20 and 70 on the board. Count from 20 to 70 by tens. You may use the
hundreds chart as a support here to support students as they count by tens.
2. Think aloud the answers to the following questions:
a. How many times did I add 10?
b. What are 5 tens equal to?
c. How much more is 70 than 20?
3.
4.
Write 22 and 72 on the board. Count from 22 to 72 by tens. You may use the
hundreds chart as a support here to support students as they count by tens.
Ask the same questions to the students and take their answers:
a. How many times did I add 10?
b. What are 5 tens equal to?
c. How much more is 72 than 22?
d. How is this problem like the first one we did?
Guided Practice:
5.
6.
60
Write 43 and 83 on the board. Count from 43 to 63 by tens. You may use the
hundreds chart as a support here to support students as they count by tens.
Ask the same questions to the students and take their answers:
a. How many times did I add 10?
b. What are 2 tens equal to?
c. How much more is 63 than 43?
Exit Ticket-- Aim # 16
1.
Show how to move from 49 to 89 on the hundreds chart.
1
11
21
31
41
51
61
71
81
91
2
12
22
32
42
52
62
72
82
92
3
13
23
33
43
53
63
73
83
93
4
14
24
34
44
54
64
74
84
94
5
15
25
35
45
55
65
75
85
95
6
16
26
36
46
56
66
76
86
96
7
17
27
37
47
57
67
77
87
97
8
18
28
38
48
58
68
78
88
98
9
19
29
39
49
59
69
79
89
99
10
20
30
40
50
60
70
80
90
100
2.
How many times did you add 10?
3.
What are these tens equal to?
________________________
4.
How much more is 89 than 49?
_________________________
61
____________________