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Module 3

Module 3. Lesson 18. Objective. Order numbers in different forms. Sprints. Put your name and number at the top of the page. Everyone’s goal is different because we are not competing with each other but with...?

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Module 3

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  1. Module 3 Lesson 18

  2. Objective Order numbers in different forms.

  3. Sprints Put your name and number at the top of the page. • Everyone’s goal is different because we are not competing with each other but with...? • DO YOUR PERSONAL BEST! That is what matters. Share with your partner at least one strategy you use for practicing your sums and differences. • Sprint A • On your mark, get set, THINK • Sprint B • On your mark, get set, THINK

  4. Story Problem For an art project, Daniel collected 15 fewer maple leaves than oak leaves. He collected 60 oak leaves. How many maple leaves did he collect? • Reread, Draw, Write

  5. Story Problem Continued • How does the number sentence relate to the drawing? • How does the first drawing relate to the second drawing? • What did the student who drew the place value disks do to start the problem? • Could the person who drew the number bonds also have started with making both the oak and maple leaves equal? • Can you see that equality in both pictures?

  6. Concept DevelopmentMaterials: Unlabeled hundreds place value chart, place value disks, personal white board • Partner A, show 2 hundreds 12 ones on your place value chart. Partner B, show 15 tens 4 ones. • Compare numbers with your partner and me. • What’s the smallest, or least, number? • The greatest? • Write the three numbers from least to greatest on your personal white boards. Use standard form. At the signal, show your boards. 1 100 1 100 1

  7. Concept Development Continued • Partner A, change to show 62 tens 4 ones. Partner B, change to show 4 ones 6 hundreds. • Now, compare. Write the numbers from least to greatest on your boards. 100 100 10 100 10 1 100 10 100 100 10 1

  8. Concept Development Continued • Partner A, change to show 5 + 300 + 30. Partner B, change to show 50 + 3 + 300. • Compare our numbers. This time write them from greatest to least on your boards. • Show! • 533, 353, 335.

  9. Concept Development Continued • Partner A, change to show 30 tens + 7 tens. Partner B, change to show 29 tens + 8 tens. • Compare our numbers. Write them using the symbols <, >, or = to make a number sentence. • SHARE! • 370 = 370 = 370

  10. Pictorial Assign students to groups by counting off as A, B, C, and D. • Write your letter on the back of your board so you don’t forget it. • Think of a number and draw it on your place value chart in the way that you choose. • Use hundreds, tens, and ones, or any combination of those you’d like. Take about one minute.

  11. Pictorial Continued • A’s, write your number in standard form below your drawing. B’s, write numbers in unit form. C’s, write them in word form, and D’s, write them in expanded form.

  12. Pictorial Continued Students are seated at the carpet. • I’m going to collect three boards and place the numbers side by side with space between them. • Work with your partner to order these three numbers from least to greatest on your personal white boards. • Let’s read the numbers in order. (Trade three new ones and continue with two or three drawings at a time until each has been used at least once.)

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