Unit 8
A C T I V I T Y 29
AC TIVIT Y
Rename Numbers to 1,000
Use after
Unit 8, Session 4.5
Vocabulary/Vocabulario
equivalent/
equivalente
rename/
expresar de otra
manera
Materials/Materiales
• place-value models (sheets of
stickers for 100s, strips for 10s,
and singles for 1s)/
modelos de valor de posición
(láminas de pegatinas para las
centenas, tiras de pegatinas para
las decenas y pegatinas sueltas
para las unidades)
• Activity 29 Master (see below)/
Actividad 29 (ver abajo)
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Un i t 8
Activity 29
MASTER
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Partners, Teams, and Paper Clips
NOTE Students match each
expanded form of a number with its
standard form to solve a riddle.
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30 MIN
GROUPS
Provide each group of students with
19 sheets (for 100s), 19 strips (for 10s),
and 19 singles (for 1s). Place 3 sheets,
6 strips, and 4 singles in front of you.
364 ⫽ 300 ⫹ 60 ⫹ 4
What number does this represent?
Write the equation shown at right on the board.
We say that 364 and 300 ⴙ 60 ⴙ 4 are equivalent.
Trade one of your sheets for ten strips. Is this an equal trade? We say that we can
rename 100 as ten 10s because 100 and ten 10s name the same number. Point out
that students now have 2 sheets, 16 strips, and 4 singles in front of them. What is the
value of the 16 strips? One way to rename 300 ⴙ 60 ⴙ 4 is 200 ⴙ 160 ⴙ 4. Explain
that 300 ⫹ 60 ⫹ 4 and 200 ⫹ 160 ⫹ 4 are names for the number 364.
Explain another way we could rename 300 ⴙ 60 ⴙ 4.
Students might say:
“We could trade one 10 for ten 1s, giving us a total of 3 sheets, 5 strips,
and 14 singles. This means, 300 ⴙ 60 ⴙ 4 ⴝ 300 ⴙ 50 ⴙ 14.”
Now place 4 sheets, 3 strips, and 7 singles in front of you. What number does this
represent? Write “437 ⫽ 400 ⫹ 30 ⫹ 7” on the board. Let’s find different ways to
rename this number. Encourage students to rename the number in original ways. For
example, 437 ⫽ 300 ⫹ 130 ⫹ 7; 437 ⫽ 300 ⫹ 120 ⫹ 17; 437 ⫽ 200 ⫹ 220 ⫹ 17,
and so on. Write each equivalent form on the board. Have students add the numbers in
each expanded form to verify that their expanded form is another name for 437.
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PR AC TICE
In the Activity 29 Master, students match each number in expanded form with its
standard form to solve a riddle.
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Use after Unit 8, Session 4.5
Unit 8: Partners, Teams, and Paper Clips
DIFFERENTIATION : Suppor ting the Range of Learner s
If students have difficulty showing equivalent forms of the same
number, have them rewrite each part they are renaming and then add it on. For
example, suppose they are to rename 700 ⫹ 50 ⫹ 2, an equivalent form of 752.
When they rename the 700, have them rewrite the 700 and write the new number as
600 ⫹ 100 ⫹ 50 ⫹ 2. Then have students add the 100 that they took from the 700
to the 50. This result in the following equivalent form: 600 ⫹ 150 ⫹ 2. In another
possible renaming, students might take 10 from 50 and them add it to the 2. This
would look like 700 ⫹ 40 ⫹ 10 ⫹ 2 or 700 ⫹ 40 ⫹ 12. You may want them to use
place-value models for smaller numbers.
Session 4.5 (End-of-Unit Assessment)