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Number Representations

# Number Representations

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Connections To Everyday Math Vol 2, Lesson 3B
Connections To Everyday Math Vol 2, Lesson 3B

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07/08/2013

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Everyday Math Connection
summary materials
DB-27
OBJECTIVES
:
To explore different ways to model 3-digit numbers,and to identify patterns in these representationsTo learn to recognize and build multiplerepresentations of numbers, setting the foundationfor understanding regrouping
NumberRepresentations
Students use the fewest number of packed blocks to build a 3-digit num-ber.
They unpack several blocks and re-name the number in different ways.
Classmates are challenged to identifya quantity after it has been “dis-guised” or partially unpacked.
Each pair or small group of studentsneeds:
an index card prepared with a 3-digit number written on it
supply of blocks, enough for eachpair/group to build its number
place value mat
chart paper
green paper and glue, or Digistamps, crayons, or markers.

Before and After
activity sheet
This lesson complements Lesson 3.4, Section 1 in which students model 2- and 3- digitnumbers in different ways. They regroup a number so that there may be more than 9blocks in a place.
Packing and unpacking Digi-Blocks instead of trading allows students to readily seemultiple representations of the same number and also to see the reversibility of anaction, packing and unpacking.

Unit 3

Activity B
Number Representations
3
B
UNIT
Full Digi-Block  Activity

DB-28
Class Introduction15 min
For a warm-up, play “Pack a Ten.”Have student pairs count out 45 single blocks. Ask,
How many blocks-of-10 do you see?
(0)
How many singleblocks?
(45)
Say,
Pack a ten.
Have students once again name thenumber of blocks-of-10 (1) and singles (35). Continueuntil the blocks are packed as much as possible.Make a table to show tens and ones.
(See ﬁgure 1.)
Discuss patterns in the table and have studentsexplain them. Note that the ﬁnal, packed-as-much as possible, representation is the easiestto read. The other representations also show45, but they are disguised, or “incognito.”Students can look it up in a dictionary and thenenjoy using this new word!
Next, explore different representations of a 3-digitnumber. In small groups, have students place 3blocks-of-100, 4 blocks-of-10, and 2 ones on a mat.Agree that there are 342 single blocks packed asmuch as possible.
Just as you represented 45 in different ways, you will bedisguising 342, or showing 342 incognito!
Draw a 3-column table showing hundreds, tens,and ones. Record the 3, 4, and 2 blocks in eachplace.Have students predict what their mats will looklike if they unpack a block-of-10. Unpack a tenand record the 3 hundreds, 3 tens and 12 ones.
Do we still have 342 blocks on our mats? How do you know?
Have students predict what their mats will looklike if they unpack a block-of-100. Then havethem unpack a hundred, placing 10 tens wherethey belong. Record the number of blocks ineach place.
Do we still have 342 blocks on our mats? How do you know?
(See ﬁgure 2.)
Have students suggest additional ways torepresent 342. Record the number of each sizeblock in each new representation and discusshow and why the numbers change. Continueto reinforce the idea that the quantity remainsconstant; it is simply INCOGNITO!

Unit 3

Activity B
Number Representations

Blocks-of-100 451 352 253 154 5
tenshundreds onestenshundreds onestenshundreds ones
342
HTO
324
13
2
12
2
Single blocks
Figure 1Figure 2

DB-29
Group Activity 20 min
Explain to students that they will secretly disguise anumber for their classmates to identify.Give each pair or small group of students a cardwith a 3-digit number on it.Have students build their numbers with blocks,showing them packed as much as possible.Next, have them disguise it by breaking apartsome of the tens and/or hundreds.Distribute chart paper, Digi-Block rectanglepieces or crayons/markers and have studentsillustrate the blocks for their disguised number.They may also write how many of each blocktheir poster shows. For example, for 347, theymay show and write:
1 hundred 23 tens 17 ones
Closure30 min
When students have completed their posters, collectthe number cards and posters. Display the posters.Shufﬂe the number cards.Show one number card at a time. As a wholeclass, have students think independently, thendiscuss which poster matches the card.Have students justify their reasoning as theymatch posters with cards. Have them modeltheir thinking with the blocks, if they wish.Provide markers for student “detectives” as theyreveal the numbers incognito. They may decideto loop groups of ten blocks to show how thenumber can be packed as much as possible.
(See ﬁgure 3.)
As a follow-up, distribute the activity sheet,
Before and After.
Have students repeat the activity above, exceptthis time each student disguises a number anddraws the blocks in the “before” chart.Students exchange papers and classmatesdraw the “After” picture that shows the blockscompletely packed. They also write the number.
Assessment
As students are working, observe and note,do they:

Understand the relationship among theunpacked, partially packed, and packedrepresentation of a number?
Recognize and explain patterns in the placevalue chart as a quantity is packed andunpacked?
Understand that the total quantity remainsconstant, even though it is represented indifferent ways?
See ten smaller blocks also as one of thenext larger size block (and vice versa)?
Express their thinking clearly, using theposter, blocks, and markers to demonstratetheir understanding?
4 5 6

Unit 3

Activity B
Number Representations
Figure 3. Example of Student Explanation