# Skip Counting/Number Patterns Unit of Study 2: Place Value Concepts to 1,000 Global Concept Guide: 3 of 4.

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Skip Counting/Number Patterns Unit of Study 2: Place Value Concepts to 1,000 Global Concept Guide: 3 of 4

Content Development  Students may discover additional patterns when counting by tens and hundreds, however, before concentrating on additional patterns make sure students can count by 10s and 100s starting at any given number.  Students should be encouraged to use a variety of manipulatives and tools within this concept. This is important to build their concrete understanding before moving on to the abstract. Students need the foundational understanding to truly master this concept, which front loads concepts such as addition, subtraction, multiplication, division, etc.  “The first step in mentally adding and subtracting 10 and 100 is for children to observe the visual patterns in numbers that are 10 more, 10 less, 100 more, or 100 less than a given number” (GoMath, p. 89A).

Day 1  Essential Question: How do you use patterns in place value to find 10 more or 10 less within 100?  On Day 1 students will be using a hundred chart, place value mat, and base-ten blocks to discover patterns when counting ten more and ten less. The teacher led discussion will be critical in helping students recognize relationships in a column. Students should discover the digit in the tens place increases by one as you add ten and decreases by one as you take away ten while the ones place stays the same.  Engage with questions like:  Pete the Penguin caught 27 fish on Monday. He caught ten more on Tuesday than he did on Monday. How many fish did he catch on Tuesday? (Student should model using base-ten blocks on a place value mat. Then the teacher should lead a discussion on relationships of numbers in a column on a hundred chart. )  Pete caught ten more on Wednesday than he did on Tuesday. How many fish did he catch on Wednesday?  If this pattern continues, how many fish will he catch on Friday? (The information could be recorded in a table to help students see the change of the digit in the tens place. An open number line will help students to see the pattern in a linear fashion which is one way students will be assessed.)

Day 1 Continued  Alex found \$97 dollars on Sunday. On Monday, he gave \$10 to a friend. How much money did he have left? (Students should model the action in the story using base-ten blocks on a place value mat. Allow students time to model. Teachers need to help students recognize the tens digit decreased by one while the ones place stayed the same. Using a hundred chart, help students see when you take ten away you move up on a column in the hundred chart. )  On Tuesday, he gave away \$10 again. How much money did he have left on Tuesday?  On Wednesday he gave away \$10. How much money did he have left on Wednesday?  If this pattern continues, how much money would Alex have left on Friday?  If Alex continues to give away \$10, how many friends will receive money? (Students may use their model, a hundred chart, an open number line, or continue the pattern in the chart to solve. Teachers can encourage students to see the progression from concrete to abstract solutions. ) DaysAmount of Money Alex Has Sunday\$97 Monday\$87 Tuesday\$77 Wednesday\$67 Thursday\$57 Friday\$47 By the end of Day 1, students will be able to mentally add and subtract ten within a hundred. Aaron was counting numbers in a pattern. He counted 38, 48, 58. What are the next three numbers in his pattern?

Day 2  Essential Question: How do you use patterns in place value to find 10 more or 10 less within 1,000?  Students should continue to use the different types of manipulatives throughout this unit of study. Teachers may tape together multiple hundred charts in order for students to make connections of vertical movement throughout the hundreds. Hundred charts are linked in GCG.  Continue using the same strategies for 10 more and 10 less within 1,000.  Sample questions may include:  The classroom library had 284 books. A shipment of 10 books was delivered. How many books are in the classroom library now?  The second grade had 158 ice pops in a cooler for Field Day. After 10 students ate ice pops, how many were in the cooler?  There were 697 pennies in a jar. Now there are 687. What happened?  Meredith has 462 stickers. Her friends Yvette, Kierra, and Cassie each gave her 10 more stickers. How many stickers does Meredith have now?  John has 936 baseball cards in his collection. He gave ten to a friend. He thinks he has 946 cards. Is John correct? Explain why or why not.  Brandon was counting numbers in a pattern. He counted 161, 171, 181. What are the next three numbers in his pattern? (Students may choose to solve these problems using models, drawing quick pics, hundred charts, or open number lines). By the end of Day 2, students should be able to add and subtract ten within 1,000.

Day 3  Essential Question: How do you use patterns in place value to find 100 more or 100 less within 1,000?  Students should begin by building models and move to drawing quick pics using their hundred charts and move to open number lines. This will happen at different points as individuals recognize patterns.  Sample questions:  There were 359 students on a field trip to Cracker Country on Monday. On Tuesday there were 100 more students than on Monday. How many students were at Cracker Country on Tuesday? (Students should model using base-ten blocks on a place value mat and record changes in a place value chart. The teacher should facilitate a discussion about which digit changed and why. Students can record their model using a quick pic in a place value chart in their journal.)

Day 3 Continued  On Wednesday there were 100 more students than on Tuesday. How many students were at Cracker Country on Wednesday?  If the pattern continues, how many students will attend Cracker Country on Friday? (Students may use their model, a hundred chart, an open number line, or continue the pattern in the chart to solve. Teachers can encourage students to see the progression from concrete to abstract solutions.) Days of the WeekStudents at Cracker Country Monday359 Tuesday459 Wednesday559 Thursday659 Friday759 By the end of Day 3, students should be able to mentally add and subtract hundreds within one thousand. Donte was counting numbers in a pattern. He counted 342, 442, 542. What are the next three numbers in his pattern? PERFORMANCE TASK: This would be a good time to give the performance taskperformance task

Enrich/Reteach/Intervention Reteach  Verify students are using the manipulatives to build their concrete understanding when counting by 10s or 100s.  The Reteach lessons ideas from Lessons 1.9, 2.9-2.10 (p. R9; R18- 19) R19 does not have sufficient material, however, you can use the worksheet to facilitate questions of your own.  Lesson 2.10 RtI Tier 2 p.93B Enrich  The Enrich lesson from 1.9 (student p. E9)  The Enrich lesson from 2.9 (student p. E18)  Lesson 1.9 T.E. p. 45B Enrich lesson “Riddles.”  Give the Dog a Bone online game – Students find a given number on a blank hundred chart Give the Dog a Bone online game

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