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Ms. J. Helton’s Math Lesson Plans

Ms. J. Helton’s Math Lesson Plans. BLOWING UP EXPANDED FORM. cc.2.NBT.3. Math Common Core Standard:. 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded. OBJECTIVES:. I can tell the difference between standard form and expanded form.

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Ms. J. Helton’s Math Lesson Plans

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  1. Ms. J. Helton’s Math Lesson Plans

  2. BLOWING UP EXPANDED FORM cc.2.NBT.3

  3. Math Common Core Standard: 2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded.

  4. OBJECTIVES: • I can tell the difference between standard form and expanded form. • I will write numbers in expanded form.

  5. Essential Questions: • How do you describe 2 digit number as tens and ones? • What are different ways to write a 2-digit number?

  6. STANDARDS FOR MATHEMATICAL PRACTICE • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others. • Model with mathematics. • Use appropriate tools strategically. • Look for and make use of structure. • Look for and express regularity in repeated reasoning.

  7. Manners Matter Show Respect Show Responsibility Show Self-Control HAVE FUN

  8. ESSENTIAL QUESTIONS • Why should we understand place value? • What is the difference between place and value? • How does place value help us solve problems? • How does the value of a digit change when its position in a number changes? • What does “0” represent in a number?

  9. I can…. I can read and write numbers to 1000. I can show numbers to 1000 using base-ten numerals. I can read and write number names to 1000. I can show numbers to 1000 in expanded form. CC.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

  10. Smart Board Textbooks PowerPoint Hand-outs Teacher-made-materials, Anchor Charts Quizzes/tests Exit Slips Materials:

  11. Problem of the Day:

  12. Let’s Have a Quick Review:

  13. Place Value Review 7 4 9 Ones Tens Hundreds

  14. What is the value? 7 in 476 9 in 981 4 in 14 6 in 6211

  15. Warm up Complete the following pattern: • 10, 15, 20, 25, ___ • 12, 24, 36, 48, ____

  16. Do Now: What is the value of the 3 in each number? a. 253=------------------------ b. 6,347=-------------------- c. 365= _____________

  17. I Do/Say: • Good morning students! Today we are going t o learn to compose and decompose numbers as you write 2-digit numbers in different forms. • One of these forms is expanded form, the sum of the value of the tens digit and the value of the one digit. • For example: 58 as 50 + 8.

  18. Teacher Says: • Remember boys and girls we are going to learn how to read and write numbers in standard form and expanded form • Can you tell me what you notice about the first pattern? 29 = 20 + 9

  19. How can we write numbers in different ways? • Standard Notation 453 • Word Notation four hundred fifty three • Expanded Notation 400 + 50 + 3

  20. I Do: • Scholars, last week, we totally rocked our goals! You guys are masters at comparing numbers. Remember we will come back to the comparing numbers. • Today though, we are going to learn how to read and write numbers in expanded form.

  21. Standard From The common or usual way of writing a number using digits. 24 6 32 55

  22. Expanded form A way to write numbers that shows the place value for each digit. 2 tens + 4 ones 6 ones 5 tens + 5 ones 3 tens + 2 ones

  23. Standard From Expanded Form 15 ___ tens + ___ ones 1 5 ?

  24. Standard From Expanded Form 24 ___ tens + ___ ones 2 4 ?

  25. The Purpose: • Students writing number in expanded form will be very helpful and useful when you are adding and subtracting several digit numbers.

  26. Engage: • T. will access students’ prior knowledge: • I have 5 tens blocks

  27. Teach and Talk: • Boys we have a problem ! • Myleik used 38 stickers to decorate his book of photos. How can you model with blocks? • My number is 38. Turn and talk to your partner to create the blocks to model the number of stickers Myleik used?

  28. Turn, Talk, and Model: • Students use the blocks to model the number of stickers Myleik used to decorate a book of photos.

  29. Turn, Talk, and Model: • How many tens blocks and how many ones blocks did you use? Explain! • How does the place of each digit show the value of the digits in the number 38? • How would the value of the number change if you and your partner switched the two digits and wrote 83?

  30. Turn, Talk, and Model: • Use the blocks to model your answer. • What would the model for 83 look like?

  31. Teach and Talk: • Let’s look at the following number. 77

  32. Teach and Talk: • Now I want you to name the number and model it with base-ten blocks. 77

  33. Teach and Talk: • T. will discuss how the digits for the tens place and the ones place are the same while the values of the digits are different. 77

  34. How do you describe a 2-digit number as tens and ones?

  35. Guided Practice: We Do: • What digits are used to write the number 23? • What are the values of these digits in the number 23? • Why do you think that 20 + 3 means the same thing as 23?

  36. Model and Draw:

  37. Independent Practice:You Do: • Now you are going to do some problems. • Turn to page 27 in your math book. • I want you to do problems 5-12 on your own.

  38. Independent Practice:You Do: • Remember to draw a quick picture to show the number and describe the number in two ways.

  39. Guided Practice: We Do: Share and Show: • Boys and girls, take out your math book and turn to page 26. • Let’s look at problem 1. Why can 37 be described as 3 tens 7 ones and also 30 + 7?

  40. Guided Practice: We Do: Quick Check: • On your own, do problems 3 and 4.

  41. Guided Practice: We Do: Share and Show: • What number can be described as 7 tens 9 ones?

  42. How do you describe a 2-digit number as tens and ones?

  43. Let’s Practice

  44. How does this relate to place value? Expanded form separates each place value into separate numbers, like this: 47 40 + 7 529 500 + 20 + 9

  45. Independent Practice: • Word Form: 378 = Three Hundred and seventy-eight • Expanded: 145 = ________ + __________ + _________ • Word Form:___________________________________________ • Expanded: 531 = ________ + __________ + __________ • Word Form:___________________________________________ • Expanded: 568 = ________ + __________ + __________ • Word Form:___________________________________________ • Expanded: 227 = ________ + __________ + __________

  46. Accommodations/ Modifications: • Read Aloud: J. F., S. P., • Preferential Seating: • Modified Assignments/Worksheets: • Peer Buddy: • Increased Time:

  47. 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. • You can use base-ten blocks and a place-value chart to show a number. • You can write numbers

  48. Intro (connect to previous lesson) and Hook: • Today’s objective are: I can use base-ten blocks and a place-value chart to read, write, and represent numbers up to 1000. I can read and write numbers to 1000 in standard, expanded, and word form.

  49. (“I” or “I/We”): • Explain that 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.. • Show a large place-value chart on the board. Point to a place, and have scholars hold up the corresponding blocks for that place (hundreds, tens, or ones). • Then fill in the chart with the number 258. Now have scholars hold up the required number of base-ten blocks in each position of the place-value chart.

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