EXT 3-6 Sampler

34 Grade3 Three-DigitPlaceValue Lesson2, 3ETeacherGuide 1 1 ©Math TeachersPress, Inc.,Reproduction by anymeans is strictly prohibited. 1. onehundred five three onehundred fifty-three Write thenumber. Shade thebubblenext to thecorrect name. Hundreds Tens Ones 2. onehundred seventy-six onehundred seven six Hundreds Tens Ones 3. onehundredninety onehundrednine Hundreds Tens Ones Three-Digit Place Value 1 hundred 4 tens 5 ones = “one hundred forty-five” Hundreds Tens Ones We can show this number with base ten blocks. The clown sold 145 balloons. 1 1 1 5 7 9 3 6 0 Objective1: To explorebase tenblocks. Todevelop an understanding that 10of oneblock is the same as oneof thenext larger block. PD Materials: Base tenblocks, PlaceValueMats (Masters 1 and2 taped together), 6-sideddice,MyMathGlossary (Master 23),VocabularyCards (Master 24) Note: Before class,make copies ofMaster 24 (Vocabulary Cards).Make copies ofMaster 23 (MyMathGlossary) and distribute to each student. See p. xof the foreword. Vocabulary: place value IntroducingBaseTenBlocks Themain reason studentsmake errorswithwhole number algorithms is that theydonot understand multi-digit numeration. Theydonot know that 43means 4 tens and3ones or 40+3. Base tenblocks are ideal for teachingnumeration concepts because students can see the abstract concept of place value each time theypickup ablock.One tens block is always seenboth as 1 ten and10ones. Eachpair or small group shouldhave20ones blocks, 10 tens blocks, 10hundreds blocks, and aplace valuemat. Explain thebenefits andproperuseofmanipulatives. Set ground rules forusing them. Wearegoing tobeginusingbase tenblocks. Seewhat you candiscoverabout yourblocks. Allow exploratory time. Studentsmightmakebuildings, roads, and ramps. We can find importantpatterns ifweaskourselves how theseblocks are the sameandhow theyaredifferent. Write2 columns on theboard: Same Different What isoneway theblocks are the same? (e.g., same material)After aperiodof time, ask students to share. Howmanydifferent sizesdoyouhave? (3) Put 1of each size in front of you.We call the smallestblock the “ones”or “units”block.Howmanyonesdoes it take to make thenext-sizedblock? (10) Wename thisblock the “tens”or “long”block. Howmanyof theonesblocks are the sameas the largestblock? (100) Wename thisblock the“hundreds” or “flat”block.Thewords “ones,”“tens,”and “hundreds”areplacevaluenames. Display1hundred, 2 tens, 5ones. Place theblocks correctlyon aPlaceValueMat. Then say thewords for the blocks, onehundred twenty-five. made of wood natural color points& corners solids made of 1 cm cubes 10 of 1 block= 1 of the next larger block sizes shapes volumes weight Same Different Work through the example together. Whatblocks are shown? (1hundred, 4 tens, 5ones) Write thenumber in the correctplaceon the chart. (145) To say thisnumberaloud, touch thebiggestblockand say its value. (100) Now touch thenextbiggestblockand say its value. Find thevalueof this set of blocksby skip countingby tens. (40) Then touch the smallestblockand say thevalueof theseblocks . (5) Now say thenumber togetheras you touch theblocks. (onehundred forty-five) Have students complete thepageon their ownorwith a partner. Spin to10 Eachpair shouldhave a6-sideddie, 20ones blocks andone tens block. The blocks areplacedbetween theplayers. Each player throws thedie, takes thenumber of ones shownon thedie, andplaces themnext to the tens block. Thewinner is the first playerwhowins the tens blockby throwing anumber that adds exactly to10. Aplayerwith9onesmust toss a “1” toget 10 exactly; if he throws anything else, he loseshis turn. This important gamedevelops the concept that 10ones are the same as 1 ten. Skill Builders 1-2, 1-4, 5-2 Picturesof base tenblocks link thehands-onactivity to theabstract concept of place value. Teacher’s script isbold toguide the teacher through the lesson.