Representing Numbers in Different Ways
Representing Numbers in Different Ways
Objectives
In this unit, students will gain a deeper understanding of place value. Students will:
- read and write two-digit numbers.
- compare two-digit numbers.
Essential Questions
How are relationships represented mathematically?
How can mathematics support effective communication?
How can recognizing repetition or regularity assist in solving problems more efficiently?
How is mathematics used to quantify, compare, represent, and model numbers?
What does it mean to estimate or analyze numerical quantities?
What makes a tool and/or strategy appropriate for a given task?
- How is mathematics used to quantify, compare, represent, and model numbers?
- How are relationships represented mathematically?
Related Unit and Lesson Plans
Related Materials & Resources
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
- http://www.abcya.com/base_ten_fun.htm
- http://www.abcya.com/base_ten_bingo.htm
- http://www.learningbox.com/base10/BaseTen.html
- http://www.ictgames.com/sharknumbers.html
- http://www.abcya.com/numerical_order.htm
- http://www.abcya.com/place_value_hockey.htm
- http://www.bbc.co.uk/bitesize/ks1/maths/number_ordering/play/
- http://www.sadlier-oxford.com/math/enrichment/gr2/ch2/0202b.htm
- http://www.hbschool.com/activity/elab2004/gr4/2.html
Formative Assessment
-
View
Short-Answer Items
- Which number do the base-ten blocks show?
_______________
- Which number do the base-ten blocks show?
_______________- Which number do the base-ten blocks show?
_______________- Show 42 by drawing base-ten blocks.
- Show 86 by drawing base-ten blocks.
- Show 40 by drawing base-ten blocks.
- Write <, >, or =.
65 __________ 65
- Write <, >, or =.
68 __________ 86
- Write <, >, or =.
54 __________ 55
- Put these numbers in order from least to greatest.
42 44 41 24 56
__________ __________ _________ __________ __________
- Put these numbers in order from greatest to least.
52 25 75 27 57
___________ __________ _________ __________ __________
- Using the digits 7 and 4,
What is the largest two-digit number you can make? _______________
What is the smallest two-digit number you can make? ______________
Performance Assessment:
The Candy Store Problem
The candy store received some new candy. You will help organize the candy. The store already has some candy that needs to be combined with the new candy.
- There are 13 Kit-Kats on the shelf at the Candy Store. They just received 12 more Kit-Kats. How many Kit-Kats does the Candy Store have now? _______________
Show how to find the answer using base-ten blocks.
- The models below show the number of Tootsie Pops the Candy Store has.
Red Tootsie Pops
Brown Tootsie Pops
Orange Tootsie Pops
How many red Tootsie Pops does the Candy Store have? _______________
How many brown Tootsie Pops does the Candy Store have? _______________
How many orange Tootsie Pops does the Candy Store have? _______________
What color Tootsie Pop does the Candy Store have the most of? _____________
What color Tootsie Pop does the Candy Store have the least of? _____________
How many Tootsie Pops does the Candy Store have in all? _______________
Short-Answer Key:
- Which number do the base-ten blocks show?
41- Which number do the base-ten blocks show?
77- Which number do the base-ten blocks show?
90- Show 42 using base-ten blocks.
- Show 86 using base-ten blocks.
- Show 40 using base-ten blocks.
- Write <, >, or =.
65 = 65
- Write <, >, or =.
68 < 86
- Write <, >, or =.
54 < 55
- Put these numbers in order from least to greatest.
42 44 41 24 56
24 41 42 44 56
- Put these numbers in order from greatest to least.
52 25 75 27 57
75 57 52 27 25
- Using the digits 7 and 4,
What is the largest two-digit number you can make? 74
What is the smallest two-digit number you can make? 47
Performance Assessment Key:
The Candy Store Problem
The candy store received some new candy. You will help organize the candy. The store already has some candy that needs to be combined with the new candy.
- There are 13 Kit-Kats on the shelf at the Candy Store. They just received 12 more Kit-Kats. How many Kit-Kats does the Candy Store have now? 25
Show how to find the answer using base-ten blocks.
- The model below shows the number of Tootsie Pops the Candy Store has.
Red Tootsie Pops
Brown Tootsie Pops
Orange Tootsie Pops
How many red Tootsie Pops does the Candy Store have? 40
How many brown Tootsie Pops does the Candy Store have? 36
How many orange Tootsie Pops does the Candy Store have? 24
What color Tootsie Pop does the Candy Store have the most of? Red
What color Tootsie Pop does the Candy Store have the least of? Orange
How many Tootsie Pops does the Candy Store have in all? 100
Performance Assessment Scoring Rubric:
Points
Description
4
- Mathematical responses are all correct.
- Visual representations are correctly and clearly displayed.
- Student demonstrates thorough understanding of number concepts.
- Student performs beyond problem requirements.
3
- Mathematical responses are correct, possibly with one minor error.
- Visual representations are correct but not completely clear or only partially explained.
- Student demonstrates good understanding of the number concepts.
- Student meets all problem requirements.
2
- Mathematical responses have one major or two minor errors.
- Visual representations are provided but have some errors in logic or lack of detail.
- Student demonstrates fair understanding of the number concepts with slight errors.
- Student meets most problem requirements.
1
- Mathematical responses have major errors or three or more minor errors.
- Visual representations are shown but are illogical or lacking content/clarity.
- Student demonstrates limited understanding of the number concepts.
- Student does not meet the problem requirements.
0
- Mathematical responses are all incorrect or missing.
- Visual representations are completely incorrect or missing.
- Student demonstrates no understanding of the number concepts.
- Student does not meet problem requirements.
Final 3/7/14
