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13 www.movingwithmath.com Lightly-Scripted Lesson Plans Guide CRA Instruction Lightly-scripted Lesson Plans provide teachers with explicit instruction on how to guide students through the three stages of CRA. Teachers who have never taught with manipulatives before find the lessons easy to follow, with tips and strategies for meaningful communication with their students. B1 Lesson Plans 2 ©MathTeachersPress, Inc.Reproduction by anymeans is strictly prohibited. 2 Three-Digit PlaceValue 1. 1 hundred 2 tens 2 ones = “one hundred twenty-two” Write the number.Shade the bubble next to the correct name. one hundred five three one hundred fifty-three Hundreds Tens Ones 2. one hundred seventy-six one hundred seven six Hundreds Tens Ones 3. one hundred ninety one hundred nine Hundreds Tens Ones Hundreds Tens Ones We can show this number with base ten blocks. WayneGretzky scored a total of 122NHL playoff goals in his career. 1 5 3 1 7 6 1 9 0 Objective: To explore and name base ten blocks. To match the blocks with their place value names. Materials: Base ten blocks, Place Value Mats (Masters 1 and 2) Note: Before class, make copies of Master 20 (Vocabulary Cards). Make copies of Master 21 (My Math Glossary) and distribute to each student. Vocabulary: different, place value names, same One Hundred Is a Family, Ryan, Pam Munoz (Activity 2) Introducing Base Ten Blocks The main reason students make errors with whole number algorithms is that they do not understand multi- digit numeration. They do not know that 43 means 4 tens and 3 ones or 40 + 3. Base ten blocks are ideal for teaching numeration concepts because students can see the abstract concept of place value each time they pick up a block. One tens block is always seen both as 1 ten and 10 ones. Each pair or small group should have 20 ones blocks, 10 tens blocks, 10 hundreds blocks, and a place value mat. Explain the benefits and proper use of manipulatives. Set ground rules for using them and discuss take-out and clean-up routines. We are going to begin using base ten blocks. See what you can discover about your blocks. Allow exploratory time. Students might make buildings, roads and parking ramps. Encourage students to look for patterns. We can find important patterns if we ask ourselves how these blocks are the same, or alike, and how they are different , or not alike. Write 2 columns on the board: How are the blocks the same? How are the blocks different? What is one way the blocks are the same? (e.g., same material) After a period of time, ask students to share. 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 Read to Me How many different sizes do you have? (3) Put 1 of each size in front of you. We call the smallest block the “ones” or “units” block. How many ones does it take to make the next-sized block? (10) We name this block the “tens” or “long” block. How many of the ones blocks are the same as the largest block? (100) We name this block the “hundreds” or “flat” block. The words “ones,” “tens,” and “hundreds” are place value names . Display 1 hundred, 2 tens, 5 ones. Place the blocks correctly on a Place Value Mat. Then say the words for the blocks, one hundred twenty-five. Work through the example together. Look at problem 1. What blocks are shown? (1 hundred, 5 tens, 3 ones) Write the number in the correct place on the chart. (153) To say this number aloud, touch the biggest block and say its value. (100) Now touch the next biggest blocks and say their value. (50) Then touch the smallest blocks and say their value . (3) Now say the number together as you touch the blocks. (one hundred fifty-three) Have students complete problems 2 and 3 on their own or with a partner. Representational Abstract Concrete Lesson from Teacher Manual