Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK A Manipulatives/Tools Available: None Write these numerals: a. two hundred sixty-one b. eight c. forty-eight d. nine hundred seven e. three hundred ninety-seven Hundreds Tens Ones TASK B Manipulatives/Tools Available: Spinner with numerals 0-9 Directions: 1. Use a spinner with the numerals 0-9 to create numbers for the place value boxes below. 2. For each number created by the spinner, write the number in standard form, the expanded form and the number word. Example: Thousands 8 Thousands Ten thousands Thousands Hundreds Tens Ones 6 2 4 Hundreds Tens Ones Standard form Expanded form Number word Hundreds Tens Ones Standard form Expanded form Number word Standard form Expanded form Number word Hundreds Tens Ones Standard form 8,624 Expanded form 8,000 + 600 + 20 + 4 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Number word Eight thousand, six hundred twenty-four Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK C Manipulatives/Tools Available: Place value chart (optional) National Park Data Yellowstone Olympic Gates of the National Park National Park Arctic State Idaho, Montana, and Washington Alaska Location Wyoming Area 2,219,791 acres 922,651 acres 7,523,898 acres Glacier Bay Big Bend Alaska Texas 3,224,840 acres 801,163 acres 1. Put the numbers in bold in order from smallest to largest and write each number in word form. Use a place value chart as a guide if you need it. 2. Which two of the national parks have areas closest to 1 million acres? 3. Find one number written in symbols (not words) greater than 1,000 in a newspaper or magazine. Cut out the paragraph that contains the number. Highlight or circle the number. Bring the article and the number to school Acre: An acre is a unit of measure for area. We use acres to measure land area. An acre is equal to 43,560 square feet. There are 640 acres in a square mile. A football field is a little larger than one acre. Adapted From: University of Illinois at Chicago. (2004). Math Trailblazers 2nd Edition, Student Guide. Grade 4, Unit 6, Lesson 1, p. 153. TASK D Manipulatives/Tools Available: Pictures of Base 10 blocks OR Place Value Arrow Cards 1. What is another name for 59,600? A. 500 + 90 + 6 B. 5000 + 900 + 60 C. 50,000 + 9000 + 60 D. 50,000 + 9000 + 600 2. Write in standard form. (http://www.mathmammoth.com/place_value_4.php) a. 4000 + 500 + 90 + 3 b. 2000 + 90 c. 3000 + 200 d. 8000 + 5 e. 1000 + 80 + 7 f. 5000 + 600 + 9 g. 6 hundred 4 thousand h. 8 tens 4 thousand i. 3 ones 7 thousand 2 hundred j. 4 hundred 5 ones 1 thousand k. fifty 7, thousand l. 4 thousand 5 m. 9, sixty, 4 thousand n. 8 hundred 3 thousand 9 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK E Manipulatives/Tools Available: Tens sticks and cubes Fill in the missing parts. Circle the number that is more. Adapted from: http://www.mathmammoth.com/place_value_1.php TASK F Manipulatives/Tools Available: Blank number charts Fill in the number charts Count by tens. Use the number charts to help you. a. 300, 310, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___ b. 307, 317, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___ c. 332, 342, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___ d. 430, 440, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___ e. 406, 416, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___ f. 453, 463, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___ Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK G Manipulatives/Tools Available: None Solve this problem: 157 + 36. Jerry made a drawing using an empty number line to solve this problem. Zena also used an empty number line but her solution does not look like Jerry’s solution. 1. Explain how Jerry solved the problem. 2. Explain how Zena solved the problem. 3. Are both solutions correct? How do you know? TASK H Manipulatives/Tools Available: none http://www.mathmammoth.com/place_value_3.php Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK I Manipulatives/Tools Available: Base 10 blocks You are working in the Yummy Candy Factory in the candy packing room. You package candies like tootsie rolls into rolls and boxes for shipment and sale. There are 10 individual candy pieces in each roll, and 10 rolls in each box. The candies come to the factory in large cases of pieces. Ms. Sort-meOut, the factory manager, gives you an order. Your job is to fill the order by packing the candies so you use the fewest pieces, rolls, and boxes. Today, Ms. Sort-me-Out gives you this order: There are 927 lemon drops and 167 chocolate dewdrops in the storeroom. You need to divide these evenly for shipment to the company’s 15 retail shops. How many candies will each shop receive? TASK J Manipulatives/Tools Available: None Look at these problems. 6 10= 60 6 100 = 600 Solve these problems: a. 5 ___ = 50 5 ___ = 500 b. 3 10 = ___ 3 100 = ___ c. ___ 10 = 80 ___ 100 = 800 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK K Manipulatives/Tools Available: Number cubes organized as units and tens sticks (two colors [5 of each] in tens sticks) 1. There are 10 spiders in the garden. 6 spiders catch insects. How many do not catch insects? 2. Lilly has 10 spider books. She buys some more spider books. Now she has 19 spider books. How many spider books did she buy? 3. Nancy has 19 seashells. She gives some to Scott. Now she has 10 seashells. How many seashells did she give Scott? 4. There are 17 children playing tag on the playground. 10 more children join them. How many are playing tag now? 5. There are 27 children on the playground. 10 children leave for lunch. How many children are playing now? TASK L Manipulatives/Tools Available: Hundreds Chart 1. Find the number at the end of each arrow path. a. 93 ↑↑←↓ ___ b. 59← ←↓→↑ ___ c. 7 ↑↓←↑→ ___ d. 40 ←↓↑←↑→ ___ e. 64 ↑↑↑← → →↓ ___ 2. Create an arrow path that starts at 12 and ends at 44. 12 _____________________________________44 3. Create an arrow path that starts at 59 and ends at 36. 59 _____________________________________36 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK M Manipulatives/Tools Available: Place value arrow cards 1. 2. 3. 4. 5. 6. 7. 8. Build the number 124. Build a number that is 100 more than 124. Build a number that is 1000 more than 4,724. Build a number that is 10 less than 76. . Build a number that is 100 less than 453 Build a number that is 1000 less than 5612. Build a number between 439 and 487. Build a number larger than 1,264 but smaller than 1,268. 9. How many different numbers can you make with two one cards, two ten cards and two hundred cards? TASK N Manipulatives/Tools Available: Ten Frame Cards – 10 ten cards and one of each of cards 0-9 and/or Hundred Chart The Other Part of 100 Two people play this game. One student makes a number less than 100 using the fewest number of Ten Frames. Then both students work mentally to determine what goes with the ten-frame amount to make 100. Each writes the solution on paper and then they check by making the other part with the Ten Frames to reach a total of 100. Students take turns making the original number. Van de Walle, J. A. & Lovin, L. H. (2006). Teaching student-centered mathematics: Grades K–3. Boston, MA: Pearson. p. 147 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK O Manipulatives/Tools Available: Making Hundreds (Tens, Thousands) Cards and What’s it worth? Hundreds (Thousands) Grid Paper Example: 1. Choose a Making Hundreds Card and write the numbers on the recording sheet. 2. Determine the total value and show the results on your recording sheet. Complete each hundred as you go. Making Tens Card Making Thousands Card Richardson, K. (2004). Understanding numbers: Place value. Bellingham, WA: Math Perspectives, p. 24. TASK P Manipulatives/Tools Available: Book: Count to a million: 1, 000,000 by Jerry Pallotta (New York: Scholastic, 2003) 0. Do you think if you worked together with your classmates, you could draw a million ten sticks in bundles of 100 in one minute? … 1. How might you go about finding this out? Adapted from: Wickett, M. & Burns, M. (2005) Lessons for extending place value (Grade 3). Sausalito, CA: Math Solutions. Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK Q Manipulatives/Tools Available: Base 10 pieces: 2 hundreds, 20 tens, and 30 units; 2 number cubes Cover One Hundred – Two players 1. Each player takes a hundreds piece. 2. Take turns. Roll the number cubes. The sum tells you how many units you can place on your hundreds piece. 3. Decide if you want to exchange 10 units for a ten. 4. Give the number cubes to your partner who does the same thing. 5. Play until one player covers his or her hundred piece with tens. Adapted from: Wickett, M. & Burns, M. (2002) Lessons for introducing place value (Grade 2) Sausalito, CA: Math Solutions. p. 124. TASK R Manipulatives/Tools Available: MathBoard materials Each student in the group makes a dot drawing of a threedigit number on a MathBoard, then passes the MathBoard to the right. Students write the number on the MathBoard in words, then pass the MathBoard to the right. Next, students write the number on the MathBoard in numerals and then pass the MathBoard to the student who made the original dot drawing. That student must check that the words and numerals on the MathBoard are correct. Fuson, K. C. (2006) Math Expressions: Grade 3, Volume 1 (Teacher’s Edition). Boston, MA: Houghton Mifflin, p. 9. Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK S Manipulatives/Tools Available: None Manny was solving some story problems. Here is the number sentence he wrote for one problem. 63 – 49 = ____ a. Write a story problem that matches this number sentence. b. Manny solves this problem: 63 – 49 = ____ this way. 63 – 40 = 23 23 – 3 = 20 20 – 6 = 14 Explain what Manny did. TASK T Manipulatives/Tools Available: None a. 295 How many hundreds? ___ How many tens? ____ How many ones? ____ b. 407 How many hundreds? ___ How many tens? ____ How many ones? ____ c. 720 How many hundreds? ___ How many tens? ____ How many ones? ____ d. 893 How many hundreds? ___ How many tens? ____ How many ones? ____ Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK U Manipulatives/Tools Available: None 1. Listen to this number: 624. Say the number. 2. Now listen to me say 624 as an addition problem: 600+ 20 + 4 3. Your Turn: Say 624 as an addition problem. (Repeat step 3 with 29, 406, 317, 871, 314) TASK V Manipulatives/Tools Available: None 1. Write 6 in the ones place. 2. Write 6 in the tens place. Write 4 in the thousands place. Write 4 in the ten thousands place. Write 9 in the hundreds place. Write 9 in the ones place. Write 0 in the tens place. Write 0 in the hundreds place. Write 1 in the ten thousands place. Write 1 in the thousands place. 3. Compare the two numbers you wrote in Problems 1 and 2. Which is greater? How do you know? Complete. 4. The 9 in 4,965 stands for 9 hundreds or 900. 5. The 7 in 87,629 stands for 7 ___________ or ________. 6. The 4 in 48,215 stands for 4 ___________ or ________. 7. The 0 in 72,601 stands for 0 ___________ or ________. University of Chicago School Mathematics Project (2002). Everyday mathematics: Student math journal, Vol.1, Grade 3, p. 104. Chicago: SRA/McGraw-Hill. Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK W Manipulatives/Tools Available: Popsicle Sticks Example Solve these problems Complete an example • Say, “We have nine ones. Let’s put the nine ones using Popsicle sticks in the ones place (cup). The problem is 9+3. Let’s count three more Popsicle sticks and add them to the nine ones.” • Say, “Oh no! What’s wrong with the ones place?” • Students respond, “There can only be nine ones in the ones place. We have to regroup by making a group of ten.” • Count the ten Popsicle sticks with the class and make a group of ten. • Say, “How many groups of ten do we have in the tens place? How many ones do we have in the ones place? We have 9 +3 which equals one group of ten and two ones.” Summarize: Say, “We learned addition with regrouping one digit, how we can do regrouping with Popsicle sticks, and how we use regrouping every day.” Adapted from (accessed 9-14-08) http://www.athens.edu/vinsobm/lesson_48.htm TASK X Manipulatives/Tools Available: None Jamie wants to solve this problem: 1. We planted 18 daffodils. Then we planted another 15 daffodils. How many daffodils did we plant? He writes the equation: 18+18=__ Jamie thinks: I can break apart the numbers. 18=10+8 15=10+5 10+10=20 8+ 5=13 20+13=33 We planted 33 daffodils. Solve these two problems using Jamie’s method: 2. Jill has 17 stuffed animals. Her friend, Taisha, has 22 stuffed animals. How many stuffed animals do they have altogether? 3. Ms. Smith has a can of 24 pencils for students to use. She bought 36 more pencils. How many pencils does she have now? Adapted from (accessed 9-14-08) http://www.geocities.com/ljacoby_2000/mathstoryprob.html Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008 TASK Y Manipulatives/Tools Available: None Fuson, K. C. (2009). Math Expressions: Volume 2 (Student book, Grade 2). Orlando, FL: Houghton Mifflin Harcourt. pp. 283 TASK Z Manipulatives/Tools Available: Place Value Arrow Cards and/or Base 10 Blocks Solve and discuss: 1. A camping club bought some raisins. They bought 3 cartons that had 100 bags each. They had 24 bags left from their last trip. How many bags of raisins does the club have? 2. All the students at a school went out on the playground. They formed 8 groups of one hundred students and 6 groups of ten students. There were 5 students left. How many students go to this school? 3. Dawn put up strings of lights in the yard. She used 4 strings that had one hundred lights on them. She also used 8 strings that had ten lights on them. How many lights did she use? 4. Neil works at a newspaper stand. He counted 5 groups of one hundred newspapers and 3 groups of ten. How many newspapers were at the stand? Adapted from Fuson, K. C. (2009). Math Expressions: Volume 2 (Student book, Grade 2). Orlando, FL: Houghton Mifflin Harcourt. pp. 350-352. Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
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