Module 3 Lesson 20. Objective Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place.

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Presentation transcript:

Module 3 Lesson 20

Objective Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place.

SPRINTS Lets do some related facts practice. If I say 6 – 2, you say 16 – 2 = 14. 5–4. 15–4=11. 8–4. 18–4=14 6–3. 16–3=13. Turn and test your partner for 30 seconds. Switch.

SPRINTS CONTINUED Are you prepared to succeed? Sprint A On your mark, get set, THINK Sprint B On your mark, get set, THINK Be prepared…the same Sprint will be given tomorrow.

Story Problem 399 jars of baby food are sitting on the shelf at the market. Some jars fall off and break. 389 jars are still on the shelf. How many jars broke? What do you see? Can you draw something? What can you draw? What conclusions can you make from your drawing?

Story Problem Continued Use the RDW process. Talk with your partner about different ways you can solve this problem, using what you’ve learned. Can you draw something that will help everyone understand your thinking? DRAW! Who would like to share their findings? Can someone state what was said in another way? Any other thoughts?

Story Problem Continued So, what is the answer to the question? How many jars broke? Please add that statement to your paper.

Concept Development Materials: Unlabeled hundreds place value chart, place value disks Show 50 on your place value chart. Use place value disks to count by ones from 50 to 59. Using a complete sentence, say the number that is 1 more than 59. 1more than 59 is is1 more than 59. Add your disk to check. Can you make a new unit? Trade your ones for a ten.

Concept Development Continued Use place value disks to skip-count by tens from 60 to 90. Using a complete sentence, say the number that is 10 more than is 10 more than more than 90 is 100. Add a disk to check. Can you make a new unit? Make the trade.

Concept Development Continued Use place value disks to skip-count by hundreds from 100 to 600. Using a complete sentence, say the number that is 100 less than is 100 less than less than 600 is 500. Use your place value disks to confirm.

How can you show me ten less than 500 with your disks? SHOW! Now, can you find 10 less? Show me 500 again.

Concept Development Continued Show me 503. How can you show me 10 less than 503? Do you need to change the 3 ones? SHOW!

Concept Development Continued What is 10 less than 503? Say it in a complete sentence. 10 less than 503 is less than 500 is...? 10 less than 500 is less than 503 is...? 10 less than 503 is more than 490 is...? 10 more than 490 is more than 493 is...? 10 more than 493 is 503.

Pictorial Materials: Unlabeled hundreds place value chart, personal white board Draw 130. Make it 140. Make it 150. Name my count. 1 more, 1 less, 10 more, 10 less, 100 more, or 100 less? 10 more!

Pictorial Continued Erase. Draw 715. Make it 705. Make it 695. Name my count. 1 more, 1 less, 10 more, 10 less, 100 more, or 100 less? 10 less! Complete another round or two and transition into having students play with a partner. Finish with Problem Sets!