Extending Understanding of Base Ten Notation Unit of Study: Extending Understanding of Base Ten Notation Global Concept Guide: 1 of 1

Content Development Students’ experiences within this unit should be based upon their need. These skills are incorporated and applied within the third grade standards in contrast to direct instruction in the base ten system. For this reason, it is critical that students have developed a through understanding of the base ten system prior to exiting second grade. This GCG has multiple options for differentiation of instruction. Some students may need to review flexible representations of numbers as they explore numbers in the real world. Other students may benefit from additional instruction in comparing and ordering numbers within A few students may be ready to explore numbers beyond 1000 using the base ten concepts they have developed.

Day 1  The focus is to make the connections between the patterns represented in our base ten system and monetary system. Students’ experiences would include identifying the similarities between 10 pennies having the same value as a dime and ten ones having the same value as a ten, and so forth. Pennies, dimes, and dollars may be used to represent 2 or 3 digit numbers as well as adding and subtracting those same 2 or 3 digit numbers. Some students may make the connections with a ten dollar bill representing one thousand.  Students should use evidence statements similar to place value comparisons when comparing values of coins- 63₵ is greater than 36₵ because six dimes represents 60₵ which is more than 30 ₵. Students should be able to organize flexible representations of money values in the same manner as 2 and 3 digit numbers.

Day 2  Day 2 will extend connections of place value into real world representations. Conversations with students should include the relative magnitude of numbers and the reasonableness of where 2,3, or 4 digit numbers can be located.  Selected pages from literature connections such as “How Much Is A Million?” provide students with opportunities to make connections. An open number line may be created for identifying and comparing numbers in their environment.  Identifying, classifying and comparing numbers students can find in their environment provides invaluable experiences in developing number sense. For example, students should understand that it is reasonable for a classroom to have a quantity of students less than 30 however it is not reasonable to have a classroom of 800 students.

Day 3  Instruction options should focus on using place value knowledge as a key to problem solving. Suggestions include:  Extending Day 2 into a third day as students conduct a scavenger hunt using print media.  Use numbers from Day 2 to place on a number line comprised of multiples of 100 and have students justify the placement of the numbers using appropriate vocabulary.  Extend the use of the place value riddle cards from Units 2 and 3. Copy the cards and provide two or three cards to each student. Students write an inequality statement and provide written justification for their comparison.

Reteaching & Enriching  Reteaching: Students who are demonstrating difficulty with base ten concepts may struggle with the connections between our monetary system and place value due to the size differences in coins and bills. Extended experiences with base ten blocks may be of greater benefit.  Using open number lines with multiples of 10 or 100 pre- marked will support students in comparing numbers based upon place value.  Enrichment: Students may explore the connections between the metric system and the base ten system and learn the prefixes for those unit groupings.  Journal prompt suggestions are provided.  Students may enjoy extending the scavenger hunt concept. Facilitate students in creating a scrapbook about multi-digit numbers in the animal kingdom, space, Florida, etc.

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