Procedure:
Ask students who feels really confident about place value  who feels really ready to move on to subtraction? Who needs some more practice with place value? (Split into 2 groups)
Gearing Up:
Andrés C., Dayanara, Viviana, Jonathan V., Andy, Ruby, Hugo, Beatriz, Andrés G., Victoria, Miguel, Erika, Iván, Enrique, Jonathan P., Michelle, Alberto, Jesus
 Explain game:
 Each person gets a calculator (get calculators after giving directions)
 List 3digit numbers on board (289, 405, 112, 765, 894, 500, 371, 678, 923, 238)
1. Person who comes first alphabetically goes first. Choose 1 number to eliminate (get rid of) in the 3digit number
2. Person who didn't choose has to eliminate that number by subtracting or adding.
 Take turns choosing and eliminating numbers
* If you run out of numbers, make up your own. Try a 4digit number for a challenge.
 Record all "moves" on sheet  only one scorekeeper per pair is ok.
 Model 23 examples with students. 874, choose student to select a number to eliminate. Ask a volunteer for 1 way to eliminate. Ask for another volunteer with another way to eliminate.
* TOUCH ON PLACE VALUE  if you're trying to eliminate a number in the 100's or 10's column, you're going to have to add 0's  try to get the students to come up with this.
Get calculators, get partners, and play the game!
Gearing Down:
Yesenia, Jacqueline, Yuritzi, Diana C., Ricardo, Annette, Axel, Juan, Alexis
 Take 3 boxes of baseten blocks to carpet. Silently (so I can explain directions to the other students) make the numbers listed on the board with baseten blocks. Record how you made them in baseten shorthand on a piece of paper in your notebook.
 After giving instructions to the other group: students put aside baseten pieces
 Review numbers that students made with baseten blocks. How did you know to make it that way? What pieces did you use? Why?
 Beanbag game (set up scoreboard and distribute beanbags to students)
 Have students take turns throwing beanbags onto scoreboard
 Once there are a few beanbags on each place value spot, have students make number using baseten blocks and record their representations on a recording sheet.
 Have students represent numbers with symbols (numbers)
 Repeat, encouraging students to use baseten blocks less frequently
 As students become comfortable with making and representing numbers, give them bigger numbers to make and represent by arranging beanbags on scoreboard
Closing  Have a representative from each group explain what they did to the other group. Ask students to describe some things they learned today.
