Place Value - Everyday Math...Place Value Objectives To develop place-value concepts and connect...
Transcript of Place Value - Everyday Math...Place Value Objectives To develop place-value concepts and connect...
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eToolkitePresentations Interactive Teacher’s
Lesson Guide
Algorithms Practice
EM FactsWorkshop Game™
AssessmentManagement
Family Letters
CurriculumFocal Points
Common Core State Standards
764 Unit 10 Decimals and Place Value
Advance PreparationFor the Math Message, label and display a centimeter cube, a long, a flat, and a big cube for children to refer
to as they complete the problems. For a mathematics and literacy connection, obtain a copy of How Much,
How Many, How Far, How Heavy, How Long, How Tall Is 1000? by Helen Nolan (Scholastic Inc., 1995).
Teacher’s Reference Manual, Grades 1– 3 pp. 56, 57
� Place ValueObjectives To develop place-value concepts and connect place
value in money with place value in base-10 blocks.v
Key Concepts and Skills• Count by 1s, 10s, and 100s.
[Number and Numeration Goal 1]
• Model and write 3- and 4-digit numbers
using base-10 blocks and money.
[Number and Numeration Goal 2]
• Make exchanges with base-10 blocks
and relate that to exchanges with money.
[Measurement and Reference Frames Goal 4]
Key ActivitiesChildren identify and represent place value
and numbers using base-10 blocks, compare
the use of base-10 blocks to the use of
money to represent place value, and practice
place-value exchanges.
Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal 3]
Ongoing Assessment: Informing Instruction See page 766.
Key Vocabularyflat � long � cube � place value � big cube
MaterialsMath Journal 2, pp. 253 and 254
Home Link 10�7
Math Masters, pp. 320 and 321 (optional); p. 415
transparencies of Math Masters, pp. 320
and 321 (optional) � base-10 blocks
(1 big cube, 9 flats, 9 longs, 9 cubes) �
24 pennies, 39 dimes, thirty-nine $1 bills,
and one $10 bill � per group: 1 six-sided
die, 1 ten- or twelve-sided die � slate
Reviewing Ballpark EstimationMath Journal 2, p. 255
calculator
Children make ballpark estimates,
find the exact answers, and compare
their estimates to the exact answers.
Math Boxes 10�8Math Journal 2, p. 256
Children practice and maintain skills
through Math Box problems.
Home Link 10�8Math Masters, p. 322
Children practice and maintain skills
through Home Link activities.
READINESS
Building Base-10 Structuresper group: base-10 blocks, quarter-sheets
of paper
Children build base-10 block structures
and identify their values as numbers.
EXTRA PRACTICE
Writing and Comparing NumbersMath Masters, pp. 322A and 322B
Children practice place value with whole
numbers.
ELL SUPPORT
Using Base-10 Blocks for Place ValueChildren use base-10 blocks to discuss
the relationships between values.
Teaching the Lesson Ongoing Learning & Practice Differentiation Options
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Lesson 10�8 765
�
Ten- Thousands Hundreds Tens Ones Thousands
LESSON
10� 8
Name Date Time
Place-Value Chart
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Math Masters, page 320
LESSON
10� 8
Name Date Time
Place-Value Mat
Í d
imes
Î
pen
nies
10
s
1s
293-347_EMCS_B_MM_G2_U10_576949.indd 321 3/1/11 4:29 PM
Math Masters, page 321
Ongoing Assessment: Recognizing Student Achievement
Use Mental Math and Reflexes to assess
children’s ability to estimate change. Children
are making adequate progress if they can
correctly estimate the first problem. Some
children may be able to do all three problems.
[Operations and Computation Goal 3]
Mental Math
and Reflexes�
Getting Started
Math Message1 long = 10 cubes
1 flat = 10 longs = 100 cubes
1 big cube = 10 flats = 100 longs = 1,000 cubes
Home Link 10�7 Follow-UpBriefly review area answers. Have children share strategies for solving one addition or subtraction problem.
Mental Math and Reflexes Pose number stories involving estimation. Have children record amounts on an Exit Slip (Math Masters, page 415).
Suggestions:
About how much change should I get?
I bought a 6-pack of soda for $1.99. I gave the cashier a $5 bill. About $3.00
I bought a bag of potato chips for $2.39. I gave the cashier $3.00. About 60¢
I bought a bag of grapes for $3.23 and a bag of chips for $0.99. I gave the cashier a $10 bill. About $5.80, or about $6.00
1 Teaching the Lesson
� Math Message Follow-Up WHOLE-CLASSDISCUSSION
Quickly review Math Message responses. Discuss relationships among base-10 blocks: each is 10 times larger than the next smaller one, and 1 _ 10 the size of the next larger one.
� Representing 3- and 4-Digit WHOLE-CLASS ACTIVITY
Numbers with Base-10 Blocks(Math Masters, pp. 320 or 321)
Ask three volunteers to form a line at the front of the room. The first child on the left, as viewed by the class, holds 3 flats for all to see, the one in the middle holds up 5 longs, and the child on the right holds 2 cubes. Tell children to assume that the cube is ONE. What is the place value of each digit? 3 hundreds, 5 tens, and 2 ones Have children write the number represented by these base-10 blocks on their slates. Have them say the number aloud. 352
Write 300 + 50 + 2 = 352 on the board. Explain to children that writing a number model that shows the value of each digit in a number is called expanded notation.
NOTE It is not expected that children use the term expanded notation. It is
important, however, for them to know that multidigit numbers can be written as a
sum of the values of each digit.
Choose a fourth child to stand first in line on the left and hold a big cube. Children write the new number and say it aloud. 1,352 Discuss the change that results from adding the big cube to the collection. The number increases by 1,000. Write 1,000 + 300 + 50 + 2 = 1,352 on the board.
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766 Unit 10 Decimals and Place Value
253
Money Exchange Game DirectionsLESSON
10 �8
Date Time
Materials □ 1 six-sided die
□ 1 ten- or twelve-sided die
□ 24 pennies, 39 dimes, thirty-nine $1 bills,and one $10 bill per player
Players 2 or 3Skill Make exchanges between coins and billsObject of the Game To be the first to trade for $10
Directions
1. Each player puts 12 pennies, 12 dimes, twelve $1 bills, and one $10 bill in the bank.
2. Players take turns. Players use a six-sided die to represent pennies. Players use a ten- or twelve-sided die to represent dimes.
3. Each player
� rolls the dice.
� takes from the bank the number of pennies and dimes shown on the faces of the dice.
� puts the coins in the correct columns on his or her Place-Value Mat on journal page 254.
4. Whenever possible, a player replaces 10 coins or bills of a lower denomination with a coin or bill of the next higher denomination.
5. The first player to trade for a $10 bill wins.
If there is a time limit, the winner is the player with the largest number on the mat when time is up.
229_262_EMCS_S_SMJ_G2_U10_57640X.indd 253 3/3/11 7:38 AM
Math Journal 2, p. 253
Student Page
Place-Value MatLESSON
10 �8
Date Time
$10
1,00
0s
$1 d
olla
rs
100s
dim
es
10s
Ípe
nnie
s
1s
Î
229_262_EMCS_S_SMJ_G2_U10_57640X.indd 254 3/3/11 7:38 AM
Math Journal 2, p. 254
Student Page
NOTE There are many names for base-10
blocks. The following names are used in
Everyday Mathematics: cube (centimeter
cube) for the smallest cube, long for the strip
of 10 cm cubes, flat for the block consisting of
100 cm cubes. This leaves open the
possibility of using the cube, the long, or
the flat as the unit (ONE) for decimal and
fraction work.
Repeat the activity with other 3- and 4-digit numbers less than 2,000. Then reverse the procedure: Write a 3- or 4-digit number on the board and ask children in the line to represent the number with base-10 blocks. Write a number model to represent the base-10 blocks on the board. Repeat with several other numbers as needed.
Ongoing Assessment: Informing Instruction
Watch for children who are having difficulty recording numbers on their slates.
Have them write the numbers on a place-value chart or mat (Math Masters,
pages 320 or 321).
� Reviewing the Role of 0 WHOLE-CLASS ACTIVITY
as a PlaceholderContinue the routines from the previous activity, but have one or more children in the line be empty-handed, representing the digit 0 in those places. Children write the numbers on their slates with zeros in the appropriate places. Reverse the procedure: Write 3- or 4-digit numbers containing one or more zeros on the board and ask children to represent those numbers with base-10 blocks.
� Comparing Place Value with WHOLE-CLASSDISCUSSION
Base-10 Blocks and MoneyPoint out the similarities between base-10 blocks and money, comparing cubes and pennies, longs and dimes, flats and dollars, and so on. Discuss how both groups of materials make trades using a 10-for-1 rule, represent larger numbers the same way, and represent numbers in more than one way. Also discuss the differences between base-10 blocks and money: Relationships among base-10 blocks are reflected in the size of the blocks, but relationships among denominations of coins and bills are not reflected in size; money is used inside and outside of school, but base-10 blocks are usually used only at school.
� Playing the Money SMALL-GROUP ACTIVITY
Exchange Game(Math Journal 2, pp. 253 and 254; Math Masters, p. 321)
Explain the rules of the Money Exchange Game. You may wish to use an overhead transparency of Math Masters, page 321 to model the game. Then divide the class into groups of 2 or 3 players and have children play the game.
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Ballpark EstimatesLESSON
10 �8
Date Time
Fill in the unit box. Then, for each problem:
Make a ballpark estimate before you add.
Write a number model for your estimate.
Use your calculator and solve the problem. Write the exact answer in the box.
Compare your estimate to your answer.
1. Ballpark estimate:
148 + 27
2. Ballpark estimate:
163 + 32
3. Ballpark estimate:
133 + 35
4. Ballpark estimate:
143 + 41
5. Ballpark estimate:
184 + 23
6. Ballpark estimate:
154 + 183
Unit
150 + 30 = 180
140 + 40 = 180 180 + 20 = 200150 + 180 = 330
130 + 40 = 170160 + 30 = 190 175 195 168
337207184
229_262_EMCS_S_SMJ_G2_U10_57640X.indd 255 2/27/11 11:24 AM
Math Journal 2, p. 255
Student Page
Lesson 10�8 767
Math BoxesLESSON
10 �8
Date Time
1. What number is shown by the blocks?
3. In the morning, it was 62°F.
By afternoon, the temperature was 75°F. How much did the temperature rise?
Number model:
6. 4 ladybugs. 5 spots on each ladybug. How many spots?
Fill in the diagram and write a
number model.
2. Kelly has $10. Her lunch total was $8.75. How much change will she get?
4. Cross out the names that don’t belong.
5. Which object is shaped like a cone? Circle the best answer.
A shoe box
B party hat
C paper towel roll
D globe
256 two hundred fifty six
Start EndChange
10¢
ten cents, 1 _ 10 of a dollar,
$10.00, Í, ÂÂ, $0.01,1 _ 100 of a dollar,
1 _ 2 of a dollar
lady bugs spots per lady bug
spots in all
116–118 88–90
112 11357
11
62°F +13°F 75°F62 + 13 = 75
347
13°
20
4Sample answers: 4 × 5 = 20; 5 + 5 + 5 + 5 = 20
5 20
$1.25
229_262_EMCS_S_SMJ_G2_U10_57640X.indd 256 3/18/11 3:53 PM
Math Journal 2, p. 256
Student Page
py
gg
p
Name Date Time
In this lesson, your child has been studying place value, or the value of digits in numbers. Listen as your child reads the numbers in Problems 1–6. You might ask your child to pick a few of the numbers and tell you the place value of each of the digits. For example, in 462, the value of 4 is 400, the value of 6 is 60, and the value of 2 is 2.
Please return this Home Link to school tomorrow.
Family Note
HOME LINK
10�8 Place Value
In each number: � Circle the digit in the hundreds place.
� Underline the digit in the thousands place.
Example: 9 , 3 4 2
1. 4 6 2 2. 1 , 3 2 6 3. 5 , 0 0 6
4. 8 6 9 5. 2 , 3 0 4 6. 4 , 5 6 7
7. Read the numbers in Problems 1–6 to someone at home.
Write the numbers represented by the base-10 blocks.
8. =
9. =
10. = 1,204
1,183
247
Solve.
11. 134 + 24 = 12. 152 + 36 =
13. 67 - 38 = 14. 164 + 216 = 29 380188158
Practice
10
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Math Masters, p. 322
Home Link Master
2 Ongoing Learning & Practice
� Reviewing Ballpark Estimation INDEPENDENTACTIVITY
(Math Journal 2, p. 255)
Children complete this journal page by finding a ballpark estimate for each problem. They then solve the problem using a calculator. When most children have completed this journal page have them compare their estimates with their exact answers and discuss any discrepancies. If necessary, encourage children to estimate and solve the problem again.
� Math Boxes 10�8 INDEPENDENTACTIVITY
(Math Journal 2, p. 256)
Mixed Practice Math Boxes in this lesson are linked with Math Boxes in Lessons 10-6 and 10-10. The skill in Problem 6 previews Unit 11 content.
� Home Link 10�8 INDEPENDENTACTIVITY
(Math Masters, p. 322)
Home Connection Children identify digits in specified places in 3- and 4-digit numbers, read the numbers to someone at home, and write 3- and 4-digit numbers represented by sets of base-10 blocks.
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768 Unit 10 Decimals and Place Value
LESSON
10�8
Name Date Time
Place Value
Copyright
© W
right
Gro
up/M
cG
raw
-Hill
Write the number for each group of base-10 blocks.
1.
346 2.
530 3.
604 4.
1,326 5. Circle the largest number. 4,343
Then explain how you 4,563 know what number 4,543 is the largest. 4,463
Answers vary.
322A-322B_EMCS_B_MM_G2_U10_576949.indd 322A 3/18/11 2:28 PM
Math Masters, p. 322A
Teaching Master
Name Date Time
Place Value continuedLESSON
10�8
Write in expanded form.
Example: 56 50 + 6
6. 63 7. 457 8. 893 9. 1,538 10. 2,341 11. 4,906 Write the number.
12. 900 + 20 + 5 13. 800 + 70 + 6
14. 9,000 + 20 + 4 15. 1,000 + 3
Do your own. Write a number. Write the number in expanded form.
16. 17.
Answers vary.
400 + 50 + 7800 + 90 + 3
1,000 + 500 + 30 + 82,000 + 300 + 40 + 1
60 + 3
4,000 + 900 + 6
925
9,024
876
1,003
322A-322B_EMCS_B_MM_G2_U10_576949.indd 322B 3/18/11 2:28 PM
Math Masters, p. 322B
Teaching Master
3 Differentiation Options
READINESS SMALL-GROUP ACTIVITY
� Building Base-10 Structures 5–15 Min
To explore place value using a concrete model, have children build a base-10 structure with flats, longs, and cubes. The cube is ONE. Children work together to count the “value” of each structure and record it on a quarter-sheet of paper. Then children arrange the sheets in order from least to greatest value.
EXTRA PRACTICE INDEPENDENTACTIVITY
� Writing and Comparing Numbers 5–15 Min
(Math Masters, pp. 322A and 322B)
To provide children additional practice with writing and comparing numbers, have them complete Math Masters, pages 322A and 322B.
ELL SUPPORT INDEPENDENTACTIVITY
� Using Base-10 Blocks for 5–15 Min
Place ValueTo provide language support for place value concepts, do the following activity. Show each of the base-10 blocks, draw a sketch of each one on the board, and label them with their names and values. Have children place 10 cubes on top of 1 long. Point out that 10 cubes are the same as 1 long. 10 cubes and 1 long have the same value. Next, place 10 longs on top of 1 flat. Point out that 10 longs are the same as 1 flat. 10 longs and 1 flat have the same value.
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322
Copyrig
ht ©
Wrig
ht G
roup/M
cG
raw
-Hill
Name Date Time
In this lesson, your child has been studying place value, or the value of digits in numbers. Listen as your child reads the numbers in Problems 1–6. You might ask your child to pick a few of the numbers and tell you the place value of each of the digits. For example, in 462, the value of 4 is 400, the value of 6 is 60, and the value of 2 is 2.
Please return this Home Link to school tomorrow.
Family Note
HOME LINK
10�8 Place Value
In each number: � Circle the digit in the hundreds place.
� Underline the digit in the thousands place.
Example: 9 , 3 4 2
1. 4 6 2 2. 1 , 3 2 6 3. 5 , 0 0 6
4. 8 6 9 5. 2 , 3 0 4 6. 4 , 5 6 7
7. Read the numbers in Problems 1–6 to someone at home.
Write the numbers represented by the base-10 blocks.
8. =
9. =
10. =
247
Solve.
11. 134 + 24 = 12. 152 + 36 =
13. 67 - 38 = 14. 164 + 216 =
Practice
10
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LESSON
10�8
Name Date Time
Place Value
322A
Copyright
© W
right
Gro
up/M
cG
raw
-Hill
Write the number for each group of base-10 blocks.
1.
2.
3.
4.
5. Circle the largest number. 4,343 Then explain how you 4,563 know what number 4,543 is the largest. 4,463
322A-322B_EMCS_B_MM_G2_U10_576949.indd 322A322A-322B_EMCS_B_MM_G2_U10_576949.indd 322A 3/18/11 2:28 PM3/18/11 2:28 PM
322B
Name Date Time
Copyrig
ht ©
Wrig
ht G
roup/M
cG
raw
-Hill
Place Value continuedLESSON
10�8
Write in expanded form.
Example: 56 50 + 6
6. 63
7. 457
8. 893
9. 1,538
10. 2,341
11. 4,906
Write the number.
12. 900 + 20 + 5 13. 800 + 70 + 6
14. 9,000 + 20 + 4 15. 1,000 + 3
Do your own. Write a number. Write the number in expanded form.
16.
17.
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