# 7

Topic:

Digi Breakdown
Finding equivalent representations of 3-digit numbers.

In this activity students will:
Q Model the number 300 with blocks. Q Pack or unpack the blocks for given amounts of time. Q Record the blocks showing after each period of packing or unpacking.

Setup:
• Student arrangement: Small groups (2–4) in view of a clock with a second hand Each small groups needs: • 1 activity sheet • 3 blocks-of-100 • 1 place value mat (optional)

30

Packed with Math: 2–3

Digi Breakdown
Introduction:

7

Select a student to model the activity for the class. Have the student:: r Unpack for ten seconds. r Sort the blocks into blocks-of-10 and single blocks. r Identify and record the number of each size block represented (i.e., 0 hundreds, 9 blocks-of-10, 10 single blocks). Discuss the total number (100) represented and make sure students recognize: r No blocks have been added or removed. r The starting number of blocks has not changed. Repeat one more time. r Have a student unpack or pack for ten seconds. r Sort the blocks and record the number of each size block. r Add up the blocks to show there are still 100 altogether.

Activity:

r Hand out one activity sheet and 3 blocks-of-100 to each group.

Groups will: r Start with 3 blocks-of-100. r Unpack or pack for ten second periods. r Record the blocks showing each time. r Check their work to be sure the total number is always the same. Walk around and ask groups the following questions: r What total number is represented? r How can you check to see if the number showing is still the same as the number you started with? Closure: r Have each group share one way they found to represent the number 300 with blocks. r Have the class make a list of different ways to represent 300 and discuss methods to organize the list. r Ask which method will use the least number of blocks (3 blocks-of-100) and which will use the most number of blocks (300 single blocks).

Assessment: Extensions:

r Do students accurately record the number of each size block showing? r Are students able to recognize that the total number stays the same and why? r A second activity sheet is provided. Have students complete the activity sheet in class or at home,

with or without the blocks.
r For further practice have students try other numbers to unpack (i.e., 200, 400, and 500).

Packed with Math: 2–3

31

7 Digi Breakdown
Names ________________________________________________ Starting Number = 300 Pack or unpack for 10 seconds. Stop and record the blocks you have showing. Repeat five times.

Blocks-of-100

Blocks-of-10

Single Blocks

3

0

0

What total number of blocks do you have each time? _________

Digi needs help counting! Digi unpacks to these blocks: • 2 blocks-of-100 • 7 blocks-of-10 • 30 single blocks On the back, show Digi how to find the total number. ©

32

Packed with Math: 2–3

Digi Breakdown Follow-Up
Name ________________________________________________ Starting Number = 300 Use the clues provided to fill in the missing information.

7

Blocks-of-100

Blocks-of-10

Single Blocks

2 10 2 1 1 0 1 12 6 5 29

10 100 80

150 110

Make up your own collections of blocks that total 300:

Blocks-of-100

Blocks-of-10

Single Blocks