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Grade 3: August Unit
Big Numbers and Estimation
(@10 days) |
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Overview
View the
Video
introduction.
Where do you
see numbers? Think about when you are riding in a car, at the grocery
store, or at home. Numbers are all around us, and they have many purposes
in our lives.
August in third grade
focuses on learning critical mathematics skills and includes lessons on
number sense, computation, estimation, and geometry. Third graders will
experience math activities expressing numbers greater than 1,000 in different ways,
and addition
and subtraction with larger numbers.
Students will read, write, and order numbers identifying place value up to
10,000. They will recognize odd/even numbers to 1,000 and identify money
combinations to $1.00.
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Enduring Understandings
are important ideas that students should carry with them years beyond the
instruction received this year.
Essential Questions
are the most important “big picture” questions students should be able to
answer after completing learning activities.
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Why is place value important?
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What are different ways can you
write a number?
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Why do digits have designated
places in larger numbers?
CSAP
Tested Standards
Highest Frequency
 High
Frequency
 Other
Standards and E-Skills
Highest Frequency = the timing, intensity and
level of accountability is extremely high because mastery of these
skills will must be demonstrated in multiple test items on CSAP at
this grade level.
High
Frequency = the timing, intensity and level of
accountability is high because mastery of these skills will be
tested at this grade level.
Other
Standards and E-Skills = the timing, intensity, and level of mastery are
not urgent. It should be introduced during this time so students can
experience the concept and return in future quarters to strive
towards mastery. |
Standard 1: Number Sense - August
 Reads, writes, and orders numbers to 10,000 (written
form, standard form, expanded form)
Identify place value to 10,000
Recognize odd/even numbers to 1,000
Identify money combinations of coins to $1.00.
Standard 5: Measurement - August
 Tell time to nearest 5 minutes (digital and analog).
Standard 6: Computation - August
Math fact fluency in addition and subtraction to 18
Use rounding and estimation of whole numbers to make
predictions before computation.
Educational Software Solutions EDUSS Resources
Making Money Combinations - Use the EDUSS module and begin
working through the money problems. The software will help you discover what
your skill level is and will provide practice activities to increase and
improve your skills.
Resources for Teachers
•
Scott Foresman and Houghton Mifflin Correlated Page Numbers
• Mountain Math, Math Their Way, Creative Mathematics (Kim Sutton), Math
Solutions (Marilyn Burns), Math Perspectives (Kathy Richardson) (if your
building has purchased these resources)
• Your particular math series (see chart on Unit pages listing page numbers
to support standards)
• Success Maker (ask your LTE)
• Exemplars (CSAP style problem solving with writing, 4-point rubrics, and
sample student papers available on D11 website For Teachers pages)
• Math Keys (electronic manipulative – ask your LTE)
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Everyday Mathematics Resources |
Math Expressions Resources |
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Everyday Mathematics requires lesson by lesson presentation to
preserve the spiral nature of the instruction. The page links
provided on the Unit Chart are for comparison only. Teachers are
advised to follow the district-determined
EDM Pacing
Calendar
Everyday Math Games for
Third Grade |
Click the following links to find books and games
correlated to units of instruction K - 5th grades.
MX Literature Lists
MX Game Lists
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August
Standards |
Everyday
Mathematics |
Math Expressions |
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Place value to
10,000 |
pp. 39, 280-365,
292-296, 608, 670, 800, 818 |
pp. 3-7, 12-16,18, 21-25, 29-31, 34, |
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Numbers to 10,000
in equivalent and differing forms |
pp. 39, 280-365,
292-296, 608, 670, 800, 818 |
pp. 3-7, 12-16,18, 21-25, 29-31, 34, |
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Odd/even to 1,000 |
pp. 237, 483, 901 |
pp. 51, 107, 183, 410 |
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Money combinations
to $1.00 |
pp. 14, 60-65,
564-566 |
pp. 290-291, 295, 289-301 |
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Add/sub fact
fluency to 18 |
pp. 74, 92-103,
107, 147-148, 253-258, 556 |
pp. 17, 25-26, 32-33, 46-49, 54, 66-69, 72-79 |
Assessments
Teacher observation, Hundreds Chart, Calendar Activities, Math
Bingo, Manipulative/White Board/Slate assessments, EDM
assessment CD’s.
Parents
Your child is entering the world of larger numbers in third grade. Help your
child grasp the concept by pointing out large numbers in the newspaper, on
television news, on city population road signs, and video game scores.
Discuss how many ones are in a ten, tens are in a hundred, and hundreds are
in a thousand, etc. Once your child starts to see the pattern of tens, the
concept of larger numbers will become easier. Solving simple word problems
that work with addition/subtraction to 18 is a great way to spend driving
time together. Make sure you are helping your child develop a sense of
reasonableness in the answers you discuss. Does it make sense that the
answer would be in the hundreds or thousands? Help your child notice the
lines of symmetry (same-shaped halves) in geometric shapes found around the
house; the oatmeal box, the heart cookie, the round skillet, the rectangular
shoe box lid. It doesn't cost much in effort or expense to support your
child in mathematics, however, the creativity and time you use will earn big
rewards.
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Lessons
Vocabulary
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digit, even, odd, value, standard notation, expanded
notation, compare, place value, word form, estimate, sum, difference,
regroup, fewer than, less than, greater than, more than, least, number,
rounding |
Click on the following links to access lesson support documents:
Number Sense Unit Word Problems
Digit Cards (1)
Digit Cards
Place Value Chart-HTO
Place Value Chart-HTTTT
Lesson 1: Count by 2's
Duration:
45 minutes
 
Materials:
Lessons 1 - 4 Hundred Chart, the
number strips used are from Kim Sutton. Use a red crayon or marker. A
variation of this step is to color the even numbers red on a hundreds chart.
Activities
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At the end of the lesson, ask students to respond to the following statement
in their math journal:
Starting with the
number 46, explain how to count on by twos.
Today, you
will listen to the book, Pie for Piglets; Counting by Two's by
Michael Dahl. As you are listening, pay close attention to the patterns you
hear in the book.
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Did you
notice any patterns in the book?
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What did
these patterns have in common?
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Is there
another way you could count by 2's?
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Using a
hundreds chart and chips, count by 2's starting at two.
When finished
placing chips on chart, begin with two and touch each chip while saying the
number underneath.
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Listen to the
2's song on the Skip Counting, Intellitunes CD, by Ron Brown.
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On individual
number line strips and a red crayon or marker, begin with the number two and
color a red dot above each number as you count on by 2's up to 100. Follow
teacher instructions to count forward or backward by two when given a
certain number. Ask students if
there are any other ways to count by 2's. (i.e. odd numbers also)
Teacher model this on overhead or hundreds pocket chart.
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Call out
random numbers on the hundreds chart and have students count forward and
backward by 2's to practice counting by 2's from any number.
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Play the 2's
song on the Skip Counting, Intellitunes, CD by Ron Brown.
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Using the hundreds chart
or the number strip, call out a number and ask the students to either count
forward by 2's or backward by 2's from that number. Repeat as needed.
Part A-Explain how to count by 2's.
Part B-Teacher
dictates an even or odd number and asks the students to write the next five
numbers counting by 2's.
Part C-Teacher dictates an even or odd number and asks the
students to write the five previous numbers counting backward by 2's.
Differentiation
Support:
Hundreds
chart, chips, number strips, song, and book are used to support all
kinds of learners.
Small
group instruction lessons could include using flashcards that count by
2's and have missing numbers.
Extension: While
reading the book, point out patterns for 2's.
Remember to point out that counting by 2's isn’t always 0, 2,
4, 6, 8, with even numbers.
Lesson 2:
Count by 2’s Problem Solving
Duration:
45
minutes
Materials:
Lessons 1 - 4 Hundred Chart
Activities
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Display a word problem.
Read and understand the word problem.
Ask the question: What is the problem asking you to find out?
Underline the question or statement that explains what you are looking
for.
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Circle key words.
(This will usually tell you what operation to use.)
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Reread the problem sentence by sentence.
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Circle names and
information (numbers and words attached to them) that is needed to
solve the problem.
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Write a number sentence.
Draw a picture to illustrate the number sentence.
Solve the problem.
Explain your thinking in words.
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One day Alice decided she wanted to count all of her earrings. She
thought it would be quicker to count each pair of earrings rather than
each individual earring. Alice knew she had 13 pairs of earrings.
Counting by 2’s, determine how many earrings Alice had altogether.
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Michael’s friends invited him to go outside and play catch with a
baseball. However, his mom told him that because it was raining, he
would have to find his old pair of blue tennis shoes. Michael knew he
had 23 shoes. Are there enough shoes to make 12 pairs? Justify your
answer.
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After playing in the snow all day long, the 18 children had worn out
their gloves. How many gloves needed to be bought for the next day?
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Maria has a collection of sand dollars. She has eleven stacks of sand
dollars. Each stack has 2 sand dollars in it. How many sand dollars
does she have in all?
Differentiation
Extension:
Strategies for Higher Order Thinking
Support:
SIOP
Strategies: Eight Components of Sheltered Instruction Observation Protocol
Lesson 3:
Count by 10's
Duration:
45 minutes
Activities
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While reading the book,
point out patterns for 10. Remember to point out that counting by 10s isn’t always 10,
20, 30, 40, and 50.
Ask students if there are any other ways to count by 10's.
(i.e. It can also be 23, 33, 43, 53, etc.
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Teacher, model
this on overhead or hundreds pocket chart.
Call out random numbers on
the hundreds chart and have students count forward and backward by 10's to
practice counting by 10s from any number.
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Play the
10's song on the Skip Counting, Intellitunes, CD by Ron Brown.
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Use a green crayon or a
marker. Using the hundreds
chart or the number strip, call out a number and ask the students to either
count forward by 10's or backward by 10s from that number. Repeat as needed. At the end of the lesson,
ask students to respond to the following question in their math journal:
How does being
able to count by ten help you?
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Today you will listen to the book,
Bunches of Buttons, by
Michael Dahl. As you are
listening pay close attention to the patterns you hear in the book?
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Did you
notice any patterns in the book?
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What did
these patterns have in common?
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Is there
another way you could count by 10's?
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Using a
hundreds chart and chips, count by 10's starting at ten.
Listen to the
10's song on the Skip Counting Intellitunes CD, by Ron Brown
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When finished
placing chips on chart, begin with ten and touch each chip while saying
the
number underneath. Using a
number line strip and a green crayon or marker, begin with the number ten
and
place a green dot above each number as you count on by 10's up to 100.
Part A-Explain how to count by 10's.
Part B-Teacher dictates a
number and asks the students to write the next five numbers counting by 10's.
Part C-Teacher dictates a number and asks the students to
write the five previous numbers counting backward by 10's.
Differentiation
Extension:
Strategies for Higher Order Thinking
Support:
SIOP
Strategies: Eight Components of Sheltered Instruction Observation Protocol
Hundreds
chart, chips, number strips, song, and book are used to meet all kinds of
learners. Small group
instruction lessons could include using flashcards that count by 10s and
have missing numbers.
Lesson 4:
Count by 10's
Problem Solving
Duration:
45 minutes
Materials:
Lessons 1 - 4 Hundred Chart
Activities
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Display word problem.
Read and
understand word problem. Ask the
question: What is the problem asking you to find out?
Underline the
question or statement that explains what you are looking for. Circle key
words. (This will usually tell you what operation to use.) Reread the
problem sentence by sentence.
Circle names
and information (numbers and words attached to them) that is needed to solve
the problem.
Write a
number sentence. Draw a
picture to illustrate the number sentence. Solve the
problem.
Explain your
thinking in words.
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Jill wanted to see how
much money she had in her piggy bank. After dumping it out, she grouped
the pennies into piles with ten pennies in each pile. When all the
pennies were sorted, Jill had 13 piles. How many pennies did Jill have
altogether?
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Challenge-How would
you write this number using the dollar ($) sign and a decimal?
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After counting all the
pennies, Jill wanted to count all the dimes. If she had 18 dimes, how
much money did she have in all? Joe lives near the
beach and this summer he collected 132 seashells.
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Joe decided to put
the seashells in baggies to give to his friends. If each baggie holds
10 seashells, how many baggies will Joe need?
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You have 5 dogs and
they all are 7 and all weigh 10 pounds. How much do they weigh
altogether?
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On the playground,
Jamie found one black rock every 10 minutes. How many black
rocks did he find in 80 minutes? How many did he
find in 120 minutes?
Differentiation
Extension:
Strategies for Higher Order Thinking
Support:
SIOP
Strategies: Eight Components of Sheltered Instruction Observation Protocol
Lesson 5:
Count by 100's
Duration:
45
minutes
Materials:
Lesson 5 Hundreds Wheel
Assessment:
Part
A-Explain how to count by 100's, Part B-Teacher dictates a number
and asks the students to write the next five numbers counting by 100's, Part C-Teacher dictates a number and asks the students to
write the five previous numbers counting backward by 100's.
Use
numbers that aren’t too obvious (i.e. 3,492 rather than 1,200).
Activities
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Ask students to count
by 100s starting with 100 until they reach 1,000.
Remember to point out that counting by 100s isn’t always
100, 200, 300, 400, and 500.
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Ask
students if there are any other ways to count by 100s. (i.e. It can also be
123, 223, 323, 423, etc.)
Teacher model
this on overhead or hundreds pocket chart.
Call out random three digit numbers and have students
count forward and backward by 100 to practice counting by 100s from any
number.
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Play the song “Counting by
100” on the Intellitunes Math! Math! Math! CD by Ron Brown.
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Use your overhead base
ten blocks to make a three digit number. Model how to add and subtract
100.
Note how the
tens and ones remain the same, but the hundreds change.
Model how to add 100 to a number with a 9 in the hundreds
place (i.e. change the thousands place as well as the hundreds place). Use
the term “regrouping” to explain this process.
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Distribute base ten
blocks to each student. Give them a three digit number and ask them to
model it with their blocks. Ask them to either add or subtract 100. Once
they have shown the number using their blocks, have them write the sum or
difference on their white boards.
Continue
having them practice with blocks as needed.
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Assemble
Lesson 5 Hundreds Wheel
Make a copy for each
student on cardstock and laminate.
Have each
student cut out their pieces.
Use a brad to assemble the two pieces. Place the wheel on
the bottom and the rectangular piece on the top.
Students practice adding
and subtracting 100 using their Hundreds Wheel.
Dictate
numbers to the thousands place.
Use numbers
that have a nine in the hundreds place requiring the students to regroup.
At the end of the lesson,
ask students to respond to the following questions in their math journal:
Explain what
happens to a number when you add 100?
Explain what
happens to a number when you subtract 100?
Explain what happens
to the number 2,953 when you add 100?
Count by 100's
starting with 100 until you reach 1,000.
Is there another way you could count by 100s?
Listen and sing along to
the song, Counting by 100, on the Intellitunes Math! Math! Math!
CD by Ron
Brown.
When you have a number
such as 2,350, and you want to add 100 to it, all you have to do is find
the digit in the hundreds place and add one to change the number to
2,450. If you subtract 100, find the digit in the hundreds place and
subtract one to change the number to 2,250.
Use base ten blocks to
model the numbers your teacher dictates. Practice adding and
subtracting 100 from the given numbers using your base ten blocks.
Write the sums and differences on your white board.
Assemble Hundreds
Wheel. Follow your teacher’s instructions.
Practice adding and
subtracting 100 using your Hundreds Wheel.
Differentiation
Extension:
Strategies for Higher Order Thinking
Support:
SIOP
Strategies: Eight Components of Sheltered Instruction Observation Protocol
Use
Lesson 5 Hundreds Wheel
to assist with assignments.
Lesson 6:
Count by 100's
Problem Solving
Duration: 45
minutes
Activities
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There are 837 books in
our school library. The librarian wants to order 100 more. How many
books will there be altogether?
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The mailman left the
post office with 1,732 envelopes. By 1:00, he had delivered 500
envelopes. How many more envelopes did he still need to deliver?
Teacher Notes:
1. Display word problem.
2. Read and understand word problem.
3. Ask the question: What
is the problem asking you to find out?
4. Underline the question
or statement that explains what you are looking for.
a. Circle key words.
(This will usually tell you what operation to use.)
5. Reread the problem
sentence by sentence.
a. Circle names and
information (numbers and words attached to them) that is needed to
solve the problem.
6. Write a number
sentence.
7. Draw a picture to
illustrate the number sentence.
8. Solve the problem.
9. Explain your thinking
in words.
Lesson 7:
Even or Odd
Duration: 45
minutes
At the end of the lesson,
ask students to respond to the following statement in their math journal:
Assessment:
Students respond to the
prompt, "What the different outcomes when we add even numbers and when we
add odd numbers?
Activities
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Justify (or explain) why 35 is not an even number.
What is the outcome when you roll two even numbers?
What is the outcome when you roll two odd numbers?
What is the
outcome when you roll an even and an odd number?
Describe the
similarities of the numbers on the left side.
What is
another 2-digit number that would fit the pattern on the left side?
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Describe the
similarities of the numbers on the right side.
What is
another 2-digit number that would fit the pattern on the right side?
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Use the book,
Even Steven and Odd Todd by Kathryn Cristaoldi, to help you give a
name to each set of numbers on the board.
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Say chant: 0,
2, 4, 6, 8 who do we appreciate? EVEN NUMBERS EVEN NUMBERS ALRIGHT EVEN
NUMBERS!
Listen to the
songs “Even or Odd” and “Add ‘em Up!” on the Math Concepts I & II
Intellitunes CD by Ron Brown.
Play Even/Odd game.
Using a 10-sided
double die and the Even/Odd Outcome sheet, roll the die and find the sum of
the two digits. Write the equation in the correct section on the sheet.
After about five minutes, analyze your results. What do you notice about the
sums of the equations in each section? Do you notice any patterns? How can
this information help you when you add numbers.
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Assessment Prompt:
Give each student 1 index card. Ask students to write “even”
on one side of the index card and “odd” on the other side. Teacher calls
out numbers and students hold up either the odd or even side of the index
card depending on the number given. (Teacher, use assessment checklist that
is attached.) Have students explain what the different outcomes are when
they add even numbers and when they add odd numbers.
On a separate sheet of
paper, explain what the outcomes are when you add:
even + even
odd + odd
even + odd
What outcome
occurs most often?
Differentiation
Support: Use hundreds chart as a reference. Using calculator tape, students
create their own number line (at least to 20) color coding the odd and even
numbers. (i.e. odd numbers are all red and even numbers are all blue)
**Hint-odd and red both have three letters, blue and even both have four
letters.
Extended Learning:
Write random
2-digit odd numbers on the left side of the board and random 2-digit even
numbers on the right side of the board. Ask students what the left side/odd
numbers have in common (i.e. digits in the ones place). Do the same with
the right side/even numbers. Show
students that the digit in the ones place determines whether or not a number
is even or odd.
Tell the students that
since they can now determine even and odd numbers you want them to notice
something else about even and odd numbers. Give the students the Even/Odd
Outcome sheet and one 10-sided double die. Have them roll the die and add
the two numbers. The students will write the equation in the correct section
on their sheet. After doing this activity for about 5 minutes, ask the
students to analyze their results. What do they notice about the sums of the
equations in each section? Are there any patterns? How can this information
help you when you are adding numbers?
Resources
Lesson 7 Assessment Checklist
Lesson 7 Even-Odd Outcome Sheet
Lesson 7 Even-Odd Sheet
Lesson 8:
Even and Odd
Numbers Problem Solving
Duration:
45
minutes
Activities
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Even numbers are numbers that can be split in half
evenly.
For example half of four is
two.
Four stars-- **** Split in
half-- ** **
If even numbers are numbers that can be split in half, why
isn’t 9 an even number?
Nine stars-- ********* Split in half--* * * * * * * * *
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When you add even
numbers, your sum is always even.
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If I added 124 and
136, would my sum be odd or even? Justify your answer.
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When you add two odd
numbers your sum is always even.
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If I added 213 and
352 would my sum be odd or even? Justify your answer.
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I am a three digit
number. I am less than 300. I am greater than 100. All my digits are
odd. If you take each of my three digits and add them together, they
equal 9. What number am I?
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I am a four digit whole
number. Each digit is an even number. All the digits are different. I am
the greatest number that can be described that way. What am I?
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Billy’s address is 2456
Fun Lane, Sally’s address is 328 Fun Lane, and Johnny’s address is 8202
Fun Lane. What do all of these numbers have in common?
Teacher Notes:
1. Display word problem.
2. Read and understand word problem.
3. Ask the question: What is the problem asking you to find
out?
4. Underline the question or statement that explains what you
are looking for.
-
Circle key words.
(This will usually tell you what operation to use.)
5. Reread the problem sentence by sentence.
-
Circle names and
information (numbers and words attached to them) that is needed to
solve the problem.
6. Write a number sentence.
7. Draw a picture to illustrate the number sentence.
8. Solve the problem.
9. Explain your thinking in words.
Lesson 9:
Names for
Numbers
Duration:
45
minutes
Assessment:
At
the beginning of the lesson, ask students to write all the ways they can
think of to write the number 25 in their math journal. At the end of the
lesson, ask students to add to their list all the ways they can think of to
write the number 25.
Activities
-
Read the book 12
Ways to Get 11 by Eve Merriam. As you read the book, have the students
write down all the ways to make eleven. Do this as a whole group. Some
students may need assistance thinking beyond addition and
subtraction.Other forms of numbers are tally marks, expanded notation,
fractions, number form, word form, multiplication, division, multi-step
process, etc. Continue with other numbers as needed. Give assistance
where needed.
-
For transition into
step five, use student errors to show non-examples. Show students cards
that have examples and non-examples of the given number. Model and
explain how to differentiate between what is an example and what is a
non-example.
-
Place 4-5 stations
around the room with a 2-digit number on each paper. Draw a horizontal
line in the middle of the paper. Students will write examples on the top
half and non-examples on the bottom half. Divide the students into 4-5
groups and have them rotate around the room adding an example and
non-example to each station. When finished, do a gallery walk and
discuss the students’ work.
-
Play the song
“Number Game” on the Intellitunes Mighty Math Songs CD by Ron Brown.
-
Assessment:
Give students a 2-digit
number (avoid multiples of 10 and 25, 50, and 75) and an index card. Each
student will write at least three examples on the front (label this side as examples) and
at least two non-examples on the back (label this side as non-examples).
Differentiation
Tier 2 and 3 Interventions:
During step two, pull a
small group to the table and use counters and the hundreds chart to
assist with creating names for numbers.
Lesson 10 and 11:
Place Value
Duration:
Two 45
minute lessons
Assessment: At
the end of lesson 6, ask students to respond to the following statement in
their math journal:
Why do you need to know
place value?
Activities
-
Assemble place value
pocket charts and cut out digit cards. You learned place value to the
thousands place in second grade. Using your digit cards and pocket chart
to the thousands place, let’s review. Let’s learn place value to the ten
thousands place.
-
Practice identifying
digits to the ten thousands place and naming the place of given digits.
Use the songs “Place Value” song and “Place Value Rap” CD Math Concepts
I and II by Ron Brown to help you learn your place value. Using your
pocket chart and your digit cards, display numbers to the ten thousands
place.
Identify digits in different places. Identify the digit in the place
your teacher states.
-
Use your white board,
math journal, or discuss your responses with a partner.
Play
Lessons 10-11 Place Value Bingo
-
Assessment Prompt—Make
enough copies of the attached assessment for each student. (Two
assessments per page)
-
Administering the
Lessons 10-11 Assessment
-
Read the following to the students:
On question number 1, put a square around the digit in the thousands
place and a circle around the digit in the tens place.
On question number 2, underline the digit in the ten thousands place and
put a triangle around the digit in the ones place.
On question number 3, circle the digit in the hundreds place and put a
square around the digit in the ten thousands place.
On question number 4, put a 2 in the ones place, put a 3 in the hundreds
place, put a 0 in the thousands place,
put an 8 in the tens place, and put a 6 in the ten thousands place.
On question number 5, put a 9 in the ones place, put a 5 in the hundreds
place, put a 1 in the thousands place, put a 7 in the tens place,
and put a 4 in the ten thousands place.
Notes for the Teachers:
Assemble place value pocket charts and cut out
Digit Cards (1)
Digit Cards.
Number Sense Unit Word Problems
Place Value Chart-HTO
Place Value Chart-HTTTT
Using your place value pocket chart, review ones, tens, hundreds, and
thousands places.
Display a four digit number in the place value pocket chart. Ask students to
find what digit is in the ones place, tens place, etc.
Tell the students one digit from the number and ask them to state the
place value of that digit.
Continue review as needed.
Using your place value pocket chart, introduce the ten thousands place
value.
Show the relationship between the ones and thousands on the place value
chart.
Ask the students if they can find any other similarities among the tens and
hundreds and thousands and ten thousands.
Use the following analogy to help students see the relationships between the
different places. Put a big comma in between the thousands and the hundreds
place value.
Practice place value to the ten thousands place.
Display a five digit number and ask them to identify digits in different
places.
State the place and have students identify the digit in that place.
Students may use white boards, math journals, or discuss oral responses with
a partner.
Use the songs “Place Value” song and “Place Value Rap” CD Math Concepts I
and II by Ron Brown to help students learn their place value.
Using the pocket chart students created and their digit cards, dictate
numbers to the ten thousands place. Students will then use their digit cards
to create the dictated number in their pocket charts.
Display a five digit number and ask them to identify digits in different
places.
State the place and have students identify the digit in that place.
Students may use white boards, math journals, or discuss oral responses with
a partner.
Play Place Value Bingo. Each student receives a copy of the game board and
they write any digit 0-9 in each blank until the card is full. Either roll
the die to make 5-digit numbers or dictate 5-digit numbers. If a digit from
the number matches one of the place values, the students have on their Bingo
card, they get to cover that square. Only one space may be covered for each
5-digit number. Ask the students to write the 5-digit number in the box for
easier checking.
Lesson 12:
Place Value
Problem Solving
Duration: 45
minutes
Activities
-
This mystery number has 4 digits. Every digit is an odd number. None of
the digits is a 7. Every digit in the number is different. The greatest
digit is in the thousands place. The smallest digit is in the ones
place. The digit in the hundreds place is smaller than the digit in the
tens place. What is the mystery number?
-
This mystery number has 4 digits. If you add one to this number it will
be a 5 digit number. What is the mystery number?
-
I
am a four digit number. I have a one in my thousands place, and a two in
my hundreds place. I am a palindrome. (A palindrome reads the same,
forwards and backwards. The words “pop” and “level” are palindromes. The
numbers “747" and “842248" are palindromes.) What number am I?
-
I’m a five digit number. Four of my digits are zeros. I am the greatest
number possible with those characteristics. What number am I?
Teacher Notes:
1. Display word problem.
2. Read and understand word problem.
3. Ask the question: What is the problem asking you to find
out?
4. Underline the question or statement that explains what you
are looking for.
-
Circle key words.
(This will usually tell you what operation to use.)
5. Reread the problem sentence by sentence.
-
Circle names and
information (numbers and words attached to them) that is needed to
solve the problem.
6. Write a number
sentence.
7. Draw a picture to
illustrate the number sentence.
8. Solve the problem. |
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