1. Ms. J. Helton’s Math Lesson Plans

2. BLOWING UP EXPANDED FORM cc.2.NBT.3

3. Math Common Core Standard:  2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded.

4. OBJECTIVES:  I can tell the difference between standard form and expanded form.  I will write numbers in expanded form.

5. Essential Questions:  How do you describe 2 digit number as tens and ones?  What are different ways to write a 2-digit number?

6. STANDARDS FOR MATHEMATICAL PRACTICE  Make sense of problems and persevere in solving them.  Reason abstractly and quantitatively  Construct viable arguments and critique the reasoning of others.  Model with mathematics.  Use appropriate tools strategically.  Look for and make use of structure.  Look for and express regularity in repeated reasoning.

7.  Show Respect  Show Responsibility  Show Self-Control  HAVE FUN

8. ESSENTIAL QUESTIONS  Why should we understand place value?  What is the difference between place and value?  How does place value help us solve problems?  How does the value of a digit change when its position in a number changes?  What does “0” represent in a number?

9.  I can read and write numbers to 1000.  I can show numbers to 1000 using base- ten numerals.  I can read and write number names to 1000.  I can show numbers to 1000 in expanded form. CC.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

10. Materials:  Smart Board  Textbooks  PowerPoint  Hand-outs  Teacher-made-materials,  Anchor Charts  Quizzes/tests  Exit Slips

11. Problem of the Day:

12. Let’s Have a Quick Review:

13. Ones Tens Hundreds

14.  7 in 476  9 in 981  4 in 14  6 in 6211

16. Warm up Complete the following pattern:  10, 15, 20, 25, ___  12, 24, 36, 48, ____

17. Do Now: What is the value of the 3 in each number? a. 253=------------------------ b. 6,347=-------------------- c. 365= _____________

18. I Do/Say:  Good morning students! Today we are going t o learn to compose and decompose numbers as you write 2-digit numbers in different forms.  One of these forms is expanded form, the sum of the value of the tens digit and the value of the one digit.  For example: 58 as 50 + 8.

19. Teacher Says:  Remember boys and girls we are going to learn how to read and write numbers in standard form and expanded form  Can you tell me what you notice about the first pattern? 29 = 20 + 9

20. 1. Standard Notation 453 2. Word Notation four hundred fifty three 3. Expanded Notation 400 + 50 + 3

21. I Do:  Scholars, last week, we totally rocked our goals! You guys are masters at comparing numbers. Remember we will come back to the comparing numbers.  Today though, we are going to learn how to read and write numbers in expanded form.

22. STANDARD FROM The common or usual way of writing a number using digits. 32 624 55

23. EXPANDED FORM A way to write numbers that shows the place value for each digit. 3 tens + 2 ones 6 ones 2 tens + 4 ones 5 tens + 5 ones

24. STANDARD FROM EXPANDED FORM 15 ___ tens + ___ ones ?

25. STANDARD FROM EXPANDED FORM 24 ___ tens + ___ ones ?

26. The Purpose:  Students writing number in expanded form will be very helpful and useful when you are adding and subtracting several digit numbers.

27. Engage:  T. will access students’ prior knowledge:  I have 5 tens blocks

28. Teach and Talk:  Boys we have a problem !  Myleik used 38 stickers to decorate his book of photos. How can you model with blocks?  My number is 38. Turn and talk to your partner to create the blocks to model the number of stickers Myleik used?

29. Turn, Talk, and Model:  Students use the blocks to model the number of stickers Myleik used to decorate a book of photos.

30. Turn, Talk, and Model:  How many tens blocks and how many ones blocks did you use? Explain!  How does the place of each digit show the value of the digits in the number 38?  How would the value of the number change if you and your partner switched the two digits and wrote 83?

31. Turn, Talk, and Model:  Use the blocks to model your answer.  What would the model for 83 look like?

32. Teach and Talk:  Let’s look at the following number. 77

33. Teach and Talk:  Now I want you to name the number and model it with base-ten blocks. 77

34. Teach and Talk:  T. will discuss how the digits for the tens place and the ones place are the same while the values of the digits are different. 77

35. How do you describe a 2-digit number as tens and ones? TensOnes

36. Guided Practice: We Do:  What digits are used to write the number 23?  What are the values of these digits in the number 23?  Why do you think that 20 + 3 means the same thing as 23?

37. Model and Draw: TensOnes

38. Independent Practice: You Do:  Now you are going to do some problems.  Turn to page 27 in your math book.  I want you to do problems 5-12 on your own.

39. Independent Practice: You Do:  Remember to draw a quick picture to show the number and describe the number in two ways.

40. Guided Practice: We Do: Share and Show:  Boys and girls, take out your math book and turn to page 26.  Let’s look at problem 1. Why can 37 be described as 3 tens 7 ones and also 30 + 7?

41. Guided Practice: We Do: Quick Check:  On your own, do problems 3 and 4.

42. Guided Practice: We Do: Share and Show:  What number can be described as 7 tens 9 ones?

43. How do you describe a 2-digit number as tens and ones? TensOnes

45. Expanded form separates each place value into separate numbers, like this: 47 40 + 7 529 500 + 20 + 9

46. Independent Practice:  Word Form: 378 = Three Hundred and seventy-eight  Expanded: 145 = ________ + __________ + _________  Word Form:___________________________________________  Expanded: 531 = ________ + __________ + __________  Word Form:___________________________________________  Expanded: 568 = ________ + __________ + __________  Word Form:___________________________________________  Expanded: 227 = ________ + __________ + __________

47. Accommodations/ Modifications:  Read Aloud: J. F., S. P.,  Preferential Seating:  Modified Assignments/Worksheets:  Peer Buddy:  Increased Time:

48. Key Points  Every number is made up of digits. Each digit has a value (how much it is worth), which depends on its place in the number.  You can use base-ten blocks and a place-value chart to show a number.  You can write numbers

49. Intro (connect to previous lesson) and Hook:  Today’s objective are: I can use base-ten blocks and a place-value chart to read, write, and represent numbers up to 1000. I can read and write numbers to 1000 in standard, expanded, and word form.

50. (“I” or “I/We”):  Explain that every number is made up of digits. Each digit has a value (how much it is worth), which depends on its place in the number..  Show a large place-value chart on the board. Point to a place, and have scholars hold up the corresponding blocks for that place (hundreds, tens, or ones).  Then fill in the chart with the number 258. Now have scholars hold up the required number of base-ten blocks in each position of the place-value chart.

51. (“I” or “I/We”):  Have scholars say what the digits in the hundreds, tens, and ones, places represent and lead them to see that 258 is made up of 2 hundreds, 5 tens, and 8 ones.  Write 258 on the board. Point out to scholars that this is the standard form of the number, the most commonly used form in writing.  Ask: How would you read this number? Write it on the board (two hundred fifty-eight) and explain that this is the word form.  Say that it is

52. Vocabulary Strategies:  Post on word wall  Write standard form, word form, and expanded form on index cards. Have scholars place cards on examples of each of the different ways to show numbers. Scholars should say the phrase as they place each card.

54. STANDARD FROM EXPANDED FORM 78 ___ tens + ___ ones ?

55. STANDARD FROM EXPANDED FORM 3 ___ tens + ___ ones ?

56. STANDARD FROM EXPANDED FORM 29 ___ tens + ___ ones ?

57. Guided Practice (“We”):  Complete pages 12-13 from Student Book A with scholars.  Scholars will have their own copy of the pages, and they will be projected on the flipchart.  These pages require scholars to fill in missing numbers to show what the base-ten blocks stand for, and differentiated between standard, word, and expanded form

64. Closure (re-state the OBJECTIVE):  Turn and talk: What did we learn today?  DK restates objective: Today we learned how to use base-ten blocks and place value charts to represent numbers. Being able to represent numbers with base-ten blocks will help us answer our essential questions: What makes a number? What are the relationships that a number can have?  Pull popsicle sticks: What did we learn? Why?

65. PLACE VALUE PLAYOFF

66. 576 1000 398 721 One thousand Seven hundred twenty- one Five hundred seventy-six Three hundred ninety-eight

67. 1.Eight hundred five 2.4, 321 3.900 + 30 + 5 4.40 + 5 5.five

68. Closure Expanded Form  Write the number in expanded form. Ex. 473 = 400 + 70 + 3  123 = ________ + __________ + __________  509 = ________ + __________ + __________  984 = ________ + __________ + __________  472 = ________ + __________ + __________

69. Quiz: Expanded Form  Write the number in expanded form. Ex. 473 = 400 + 70 + 3  123 = ________ + __________ + __________  509 = ________ + __________ + __________  984 = ________ + __________ + __________  472 = ________ + __________ + __________  640 = ________ + __________ + __________

71. OLS Connection: 9.2, 9.3, & 9.6 Common Core: 3.C & 3.D

72. If you are watching the recording, please fill out this short survey/ kmail your teacher this code word:

73. January 22, 2013 Mrs. Gregory Mrs. Trentham

74.  Show Respect  Show Responsibility  Show Self-Control  HAVE FUN

75.  I can read and write numbers to 1000.  I can show numbers to 1000 using base-ten numerals.  I can read and write number names to 1000.  I can show numbers to 1000 in expanded form. CC.2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

76. 1. Standard Notation 453 2. Word Notation four hundred fifty three 3. Expanded Notation 400 + 50 + 3

87. OLS Connection: 9.2, 9.3, & 9.6 Common Core: 3.C & 3.D

88. If you are watching the recording, please fill out this short survey/ kmail your teacher this code word: