1. PLACE VALUE The Value of a Number

2. Math Common Core Standards: The students will understand that the three-digit number represents amounts of hundreds, tens, ones; (706 equals 7 hundreds, 0 tens, and 6 ones.

3. Today’s Objectives: By the end of the week, when given a three-digit number, the students will demonstrate the understanding that the three digits in the number represent amounts of hundreds, tens, ones, by identify the number in the hundreds, tens, and ones places in each number for at least 80% accuracy over 3 trials as measured by weekly probes and assessments.

4. Objective: SWBAT identify the three-digit number when given a picture of base ten blocks

5. Objectives Be able to read numbers to hundred thousand Be able to identify the place value of each digit in numbers up to one hundred Know how to write a number in word form

6. I Can Statement: I can use base ten blocks to show numbers up to 100. I can count on by 1s 100.

7. Essential Questions (EQ): What makes a number? What are the relationships that a number can have? “What happens to the value of each place value position as we move to the left?” “Which digit in 312 shows the number of ones?”

8. Vocabulary Digits – numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 Place value – tells you how much each digit stands for Periods – A group of 3 places used for the digits in large numbers. Periods are usually separated by commas.

9. Key Points: Every number is made up of digits. Each digit has a value (how much it is worth), which depends on its place in the number. The digit next to the ones place, on the left, is the tens place. The tens place tells us how many tens are in the number. We can use base ten blocks to represent tens and ones.

10. Hook: Students, for the past couple of day, you did a GREAT job with our introduction to place value. Today we are going to work with one blocks, ten blocks, and hundred blocks. Instead of building numbers with our blocks, we’re going to practice figuring out what number base ten blocks are showing. I know you are going to work to reach your goal.

11. Words to Know: Digit Value Ones place Tens place Hundred place

12. What is Place-Value?

13. THE MOST IMPORTANT NUMBER! What is the most important number in math? 10

14. Teacher Does: Base-ten blocks are used to represent numbers: – Put 10 ones cubes together to form a ten-rod. Review from last week that when we put ten ones together, we have a group of ten. – Then, put 10 ten-rods together to form 1 hundred- square. Have scholars count aloud with you by tens while you do this. Explain that 10 tens are equal to 100. – Write 100 in numbers and words on the board.

15. Teacher Do: Looking for patterns Have students count out loud from 1 -100 while referencing a 100 chart; TSW count again this time by 2’s, 5’s and 10’s, marking each chart with a different colored marker. TTW ask students- What number comes next? How do you know? What patterns do you recognize?

16. I Do: TTW display base 10 blocks identifying the value and name. Ex. Hold up a cube and call it a cube. Explain that it represents one. Continue with a long, and a flat. TTW show an easy way to draw base 10’s. TTW ask questions like: What value does a long represent? How do you know? Exemplar Response: “A long represents 10. I know this because it is made up of 10 individual cubes 1

17. Math Spiral/Review Mini-lesson TTW ask When counting by 2’s what number comes after 14? How do you know? How does the pattern change when counting by 5’s? Why are recognizing patterns in numbers important? 1

18. Math Spiral/Review Mini-lesson TTW ask What base 10’s would I use to build the number 12? -TW review counting to 100 by two, fives and tens -During the counting SW move their bodies to stay focused and engaged. (Example: clap/snap at every ten) 1

19. Guided Practice (We Do) and Independent Practice TTW place base 10’s on each table and call out a number. TSW model that value with the base 10’s. CFU: Poll the audience: agree or disagree “ I agree with Jon’s answer because the number 14 can be made up with 1 long and 4 cubes.” 1

20. Let’s keep track of our discoveries 26 = 2 tens and 6 ones

21. Count out 14 stirrers….

22. Count out 14 stirrers and answer the following: Can we make any groups of 10? How many? Are there any ones left over? How many? We can make 1 group of 10 and there are 4 ones left over

23. Updating our discoveries 26 = 2 tens and 6 ones 14 = 1 ten and 4 ones

24. Count out 38 stirrers Can we make any groups of 10? If so, how many? Are there any ones left over? If so, how many? We can make 3 groups of 10 and there are 8 ones left over

25. Updating our discoveries 26 = 2 tens and 6 ones 14 = 1 ten and 4 ones 38 = 3 tens and 8 ones

26. Count out 9 stirrers…. Can we make any groups of 10? If so, how many? Are there any ones left over? If so, how many? We CANNOT make any groups of 10 and there are 9 ones leftover

27. Updating our discoveries 26 = 2 tens and 6 ones 14 = 1 ten and 4 ones 38 = 3 tens and 8 ones 9 = 9 ones

28. Teacher Does: Show 3 hundred-squares. Count by hundreds with scholars to 300. Repeat with tens, counting by tens. And then ones cubes, counting by ones. Show a hundred-square and add 8 ones cubes. Say that these two parts make up 108. Add 1 more hundred-square and ask: How many do I have now? (208). Write the numbers and words and have scholars say “two hundred eight.”

29. Teacher Does: Add a ten-rod and ask: How many do I have now? (218). Write the numbers and words and have scholars say “two hundred eighteen.” Show the number 234 as represented by base-ten blocks. Explain that when we add 1 ones cube, we are adding 1, so we count on by ones. Count on with scholars as you add additional ones cubes.

30. Count out 96 stirrers

31. Guided Practice: We Do! Show different numbers of base ten blocks on the board. Scholars will use their math notebook to show their answers. Once a number is shown, add ones and practice counting on with scholars by ones. Students write the next numbers in the sequence in your math notebook.”

32. Guided Practice: We Do! How many hundred-squares are there? How do we count them? How many tens-rods? How do we count them? How many ones cubes? How do we count them? What number do the blocks show? Checking for Understanding:

33. Let’s take a look at what we did… 26 = 2 tens and 6 ones 14 = 1 ten and 4 ones 38 = 3 tens and 8 ones 9 = 9 ones Can you see a way to tell how many tens and ones we can make by looking at a number?

34. Let’s take a look at what we did… 26 = 2 tens and 6 ones 14 = 1 ten and 4 ones 38 = 3 tens and 8 ones 9 = 9 ones 96 = _?__tens and __?__ones

35. Let’s take a look at what we did… 26 = 2 tens and 6 ones 14 = 1 ten and 4 ones 38 = 3 tens and 8 ones 9 = 9 ones 96 = 9 tens and 6 ones What does the digit on the right tell us? Yes – the right digit tells us the number of ones.

36. Let’s take a look at what we did… 26 = 2 tens and 6 ones 14 = 1 ten and 4 ones 38 = 3 tens and 8 ones 9 = 9 ones 96 = 9 tens and 6 ones What does the digit on the left of the ones place tell us? Yes – the left digit tells us the number of tens.

37. How many tens and ones? 32 = ____ tens and ____ones 94 = ____ tens and ____ones 70 = ____ tens and ____ ones 8 = ____ tens and ____ ones 94 = ____ tens and ____ones 70 = ____ tens and ____ ones 32 94 70 08 9 4 70

38. Closure! Turn and talk: What did we learn today? DK restates objective: Today we learned how to use base-ten blocks to show numbers. Being able to show numbers with base-ten blocks will help us answer our essential questions: What makes a number? What are the relationships that a number can have? Pull popsicle sticks: What did we learn? Why ?

39. Exit Slip: Complete the exit slip.

40. PLACE VALUE The Value of a Number

41. Morning Work: Do Nows, Calendar Math (show the number of the day with base ten blocks)

42. Math Common Core Standards: The students will understand that the three-digit number represents amounts of hundreds, tens, ones; (706 equals 7 hundreds, 0 tens, and 6 ones.

43. Objectives Be able to read numbers to hundred thousand Be able to identify the place value of each digit in numbers up to one hundred Know how to write a number in word form

44. I Can Statement: I can use base ten blocks to show numbers up to 100. I can count on by 1s 100.

45. Vocabulary Digits – numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 Place value – tells you how much each digit stands for Periods – A group of 3 places used for the digits in large numbers. Periods are usually separated by commas.

46. Materials: Do Now Activity Smart Board Construction Paper and crayons Exit slip

47. Hook: Intro (connect to previous lesson) and Hook: Show the number 424 in base ten blocks on the board and the number sequence: 424, 425, 426, ____, ____, ____, ____.

48. Hook: Tell scholars to work with a partner to fill in the missing numbers. They should write their answer on the back of their do now. Remind scholars that yesterday we used base-ten blocks to show numbers, and we counted on by ones. Today, we will use base-ten blocks to help us count on by tens and hundreds.

49. Hook: Today’s objectives are: I can use base ten bocks to show numbers up to 100. I can count on by 1s, 10s, and 100s to 100.

50. Teacher Does: Base-ten blocks are used to represent numbers: – Put 10 ones cubes together to form a ten-rod. Review from last week that when we put ten ones together, we have a group of ten. – Then, put 10 ten-rods together to form 1 hundred-square. Have scholars count aloud with you by tens while you do this. Explain that 10 tens are equal to 100. – Write 100 in numbers and words on the board.

51. Teacher Does: Show various three-digit numbers using base-ten blocks. Review how we count hundreds, tens, and ones to identify the number. Then, use 5 hundred-squares, 6 ten-rods, and 3 ones cubes to represent 563. Show another ten-rod and add it to the other ten-rods. Explain that 10 more than 563 is 573 (write vertically to make it easier for scholars to see the digit that is changing). Continue adding tens-rods and counting on by tens. Repeat with 519 and 740.

52. Guided Practice (“We”): Show different numbers of base ten blocks on the board. Scholars will use their white boards to show their answers. Once a number is shown, add either tens, or hundreds, and practice counting on by that number. Have them write the next numbers in the sequence on their white boards.

53. Key questions to ask during GP: How many hundred-squares are there? How do we count them? How many tens-rods? How do we count them? How many ones cubes? How do we count them? What number do the blocks show?

54. Key questions to ask during GP: How many hundred-squares are there? How do we count them? How many tens-rods? How do we count them? How many ones cubes? How do we count them? What number do the blocks show?

55. Now it’s your turn! Make the following numbers on your place value mat using your stirrers and rubber bands: – 13 – 7 – 24 After you’ve made the numbers, write them in expanded form on your sheet – Example: 23 = 2 tens and 3 ones

56. Understanding Place Value 1 ten is 10 times 1 one 10 1

57. Let’s Review!

58. Hundreds Tens Ones

59. Understanding Place Value 1 hundred is 10 times 1 ten 10010

60. Teacher Does: Use PowerPoint and Smart Board to introduce key points: Every number is made up of digits. Each digit has a value (how much it is worth), which depends on its place in the number. The digit farthest to the right is the ones place, it tells us how many ones are in the number. The digit next to the ones place, on the left, is the tens place. The tens place tells us how many tens are in the number.

61. How Many? 200305 200 + 30 + 5235 HundredsTensOnes

62. Teacher Does: We can use base ten blocks to represent tens and ones A tens rod is made up of ten ones cubes. It represents a ten. It looks like this

63. I have 1 hundred and 1 ten. What number am I?

64. 1hundred1ten0ones

65. 1 1 01 1 0

66. 1 1 0

67. 110

68. Now You Try!

69. I have 2 tens and 8 ones. What number will I be if you add 4 tens? 102030405060 61 62 63 64 65 66 67 68

70. I have 1 hundred, 5 tens, and 2 ones. What number will I be if you take away 5 tens?

71. 1 hundred 0 tens 2 ones

72. 1 0 21 0 2

73. 1 0 2

74. I have 1 hundred, 5 tens, and 2 ones. What number will I be if you take away 5 tens? 102

75. I am the greatest even number that has 3 tens. What number am I? What’s the greatest number of hundreds I can have? How many tens? What’s the greatest number of ones I can have and still be even?

76. I am the greatest even number that has 3 tens. What number am I? 9 hundreds 3 tens 8 ones 938

77. I have 23 ones. What number am I? 2 tens 3 ones

78. 23

79. I have a dozen tens. What number am I? 1 hundred 2 tens 0 ones

80. 120

81. Can you show 23 with your blocks? expanded form valueeach groupblocks Let’s write this number in expanded form. What is the value of each group of blocks? 20 + 3 = 23 2 tens is 20. 1020 1 2 3 3 ones is 3.

82. Can you show 145 with your blocks? expanded form valueeach groupblocks Let’s write this number in expanded form. What is the value of each group of blocks? 100 + 40 + 5 = 145 4 tens is 40. 1020 1 2 3 5 ones is 5.1 hundred is 100. 3040 4 5 100

83. Great Job!

84. Independent (or pair / small group) Practice (“You”): Independently complete page 10 in MIF Student Book A. It requires scholars to identify the number when given a picture of base ten blocks, and requires scholars to count on by ones, tens and hundreds.

85. Closure Turn and talk: What did we learn today? DK restates objective: Today we learned how to use base-ten blocks to show numbers. Being able to show numbers with base-ten blocks will help us answer our essential questions: What makes a number? What are the relationships that a number can have? Pull popsicle sticks: What did we learn? Why?

86. Re-teaching/ Spiraling Strategy: This week during rotations, one group will be with Tree at the back table using place value charts and base-ten blocks to show various numbers up to 100.

87. Hook: Students, for the past couple of day, you did a GREAT job with our introduction to place value. Today we are going to work with one blocks, ten blocks, and hundred blocks. Instead of building numbers with our blocks, we’re going to practice figuring out what number base ten blocks are showing. I know you are going to work to reach your goal.

88. 2nd Grade Common Core Math Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1 Multiple Choice Set without Answers Multiple Choice Set without Answers Click Here Click Here Multiple Choice Set with Answers Multiple Choice Set with Answers Click Here Click Here Preview Copy of 2.NBT.1 Full Set includes 40 practice examples in both formats. Total of 129 slides. Fill-In The Blank Set without Answers Fill-In The Blank Set without Answers Click Here Click Here Fill-In The Blank Set with Answers Fill-In The Blank Set with Answers Click Here Click Here

89. Multiple Choice Practice Question Set without answers 2nd Grade Common Core Math Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1

90. 2.NBT.1 # 1 A. 770 C. 950 B. 574 D. 780

91. 2.NBT.1 # 2 A. 645 C. 576 B. 435 D. 443

92. 2nd Grade Common Core Math The end of Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1 To return to the Home Slide To return to the Home Slide Click Here Click Here

93. Fill-In The Blank Practice Question Set without answers 2nd Grade Common Core Math Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1

94. 2.NBT.1 # 1 ???

95. 2.NBT.1 # 2 ???

96. 2nd Grade Common Core Math The end of Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1 To return to the Home Slide To return to the Home Slide Click Here Click Here

97. Multiple Choice Practice Question Set with answers 2nd Grade Common Core Math Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1

98. 2.NBT.1 # 1 A. 770 C. 950 B. 574 D. 780

99. 2.NBT.1 # 1 A. 770 C. 950 B. 574 D. 780

100. 2.NBT.1 # 2 A. 645 C. 576 B. 435 D. 443

101. 2.NBT.1 # 2 A. 645 C. 576 B. 435 D. 443

102. 2nd Grade Common Core Math The end of Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1 To return to the Home Slide To return to the Home Slide Click Here Click Here

103. Fill-In The Blank Practice Question Set with answers 2nd Grade Common Core Math Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1

104. 2.NBT.1 # 1 ???

105. 2.NBT.1 450

106. 2.NBT.1 # 2 ???

107. 2.NBT.1 166

108. Place Value Independent Practice In the number 456 Which digit is in the hundreds place? _____ Which digit is in the ones place? _____ Which digit is in the tens place? _____

109. Place Value Independent Practice In the number 973 Which digit is in the hundreds place? _____ Which digit is in the ones place? _____ Which digit is in the tens place? _____

110. Place Value Independent Practice Write a 4 in the hundreds place. _____ Write a 6 in the ones place. _____ Write a 7 in the tens place. _____

111. Place Value Independent Practice Write a 5 in the ones place. _____ Write a 2 in the tens place. _____ Write a 8 in the hundreds place. _____

112. 2nd Grade Common Core Math The end of Practice and Solutions for 2nd Grade Common Core Math Standard 2.NBT.1 To return to the Home Slide To return to the Home Slide Click Here Click Here

113. The Value of a Digit When we move a digit in a number, one place to the left, the value of the digit is 10 times greater. LOOK… 1 1 x 10 =

114. The Value of a Digit When we move a digit in a number, one place to the left, the value of the digit is 10 times greater. LOOK… 10 10 x 10 =

115. The Value of a Digit Let’s Practice Use what you just learned to answer the following questions.