Sample Lesson Plan

Title: Base-Ten Solidification and Extension

Date: Monday, November 5

Suggested Time: 80 minutes

Students will be able to:
- represent large numbers with base-ten pieces
- translate between concrete, pictorial, and symbolic representations
- describe what each number in a 3-digit number means
- add and subtract to eliminate digits in the ones, tens, and hundreds places of a 3-digit number

NCTM 2000 : Numbers & Operations, Representation
Illinois : 6.B.2a, 6.C.2a
WIDA: Writing: L4, L5; Listening: L4, L5; Speaking: L3, L4; Reading: L4

Base-ten blocks
2 Scoreboards
Notebooks & Pencils

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 3-digit 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 3-digit 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 4-digit number for a challenge.
- Record all "moves" on sheet - only one scorekeeper per pair is ok.
- Model 2-3 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 base-ten blocks to carpet. Silently (so I can explain directions to the other students) make the numbers listed on the board with base-ten blocks. Record how you made them in base-ten shorthand on a piece of paper in your notebook.
-- After giving instructions to the other group: students put aside base-ten pieces
-- Review numbers that students made with base-ten 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 base-ten blocks and record their representations on a recording sheet.
- Have students represent numbers with symbols (numbers)
- Repeat, encouraging students to use base-ten 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.

p. 77 1-11 and/or p. 44 of teacher's guide (students copy from board)

p. 77 and/or p. 44
* Are students able to explain what the value of a number in the ____'s place is? Are students able to trade to follow the Fewest Pieces Rule? Are students able to represent numbers in pictorial and numerical form?

This lesson is designed to provide some intervention for students who are having trouble with base-ten place value. Working with them in a small group will allow me to better address the areas in which they struggle most. At the same time, students who are ready to move on from the concrete representation phase of base-ten will have the opportunity to practice addition and subtraction, the next lesson's topic.

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For questions or comments, please contact Rachel Leach