<p>The students will go over the key concept that was derived from three-digit numbers: ten in any position equals a single item (group) in the following position (10 hundreds equals 1,000), and vice versa. Students are going to:<br>- Use base-ten blocks to match a symbolic representation of a number.<br>- Match a word name to a whole number.<br>- Use expanded notation when writing numbers.<br>- Use &lt;, &gt;, = to compare two whole numbers.<br>- Sort whole numbers in ascending and descending order.</p>

<p>- How do we represent, compare, quantify, and model numbers using mathematics?<br>- What mathematical representations exist for relationships?<br>- What qualifies a tool or strategy as suitable for a particular task?<br>- How can information about the relationship between quantities be arranged and displayed to help understand it?</p>

<p>Expanded Notation: A way to write numbers that shows the value of each digit (e.g., 4372 = 4000 + 300 + 70 + 2).</p>

<p>- Base-ten blocks (If they are not available the activity can be done by drawing small squares, rectangles, large squares, etc.)<br>- Base-Ten Block Mat (M-3-2-1_Base-Ten Block Mat)<br>- Computer lab time or smart board technology (optional)<br>- Number Name Worksheet (M-3-2-1_Number Name Worksheet and KEY)<br>- Group Matching Activity (M-3-2-1_Group Matching Activity)<br>- Group Order Activity (M-3-2-1_Group Order Activity and KEY) (optional)<br>- Lesson 1 Exit Ticket (M-3-2-1_Lesson 1 Exit Ticket and KEY)<br>- Greatest Number Place-Value Game (M-3-2-1_Greatest Number Place Value Game)</p>

<p>- Identification of problem areas will be aided by continuous observation during the "Who Am I" and group matching activities.<br>- Students' comprehension level can be evaluated using the Lesson 1 Exit Ticket.<br>- You can use the Number Name Worksheet (M-3-2-1_Number Name Worksheet and KEY) to give students more practice or to test their understanding of how to translate numbers between base-ten models, word form, and numeric forms.</p>

<p>Active Participation and Role-Modeling<br>W: The students will become more familiar with different methods of expressing numbers. They will practice building numbers using base-ten blocks and recognizing numbers that are built with blocks after reviewing the values and parts of base-ten blocks. Moreover, they will practice grouping ten ones into ten, ten tens into one hundred, and so on.<br>H: During the class, students will arrange base-ten blocks and mats in different ways, following the teacher's instructions. The teacher will supervise and guide them as needed.<br>E: During the "Who Am I?" game, students arrange blocks and determine their value based on the combination called out by the teacher. With practice, students can improve their ability to translate between numerical models and numerals.<br>R: Small groups of students can utilize Group Matching Activity cards to reinforce their understanding of converting word forms of numbers into numeric forms. In case students find the conversion too easy, they could try the Group Order Activity. It is advisable to use fewer cards if students face difficulty in comprehending the concept. Once completed, assign students to sort a few cards in ascending order, review their work for accuracy, and provide feedback where necessary.<br>E: You may use the exit ticket for Lesson 1 to assess each student's progress in converting between different number forms.</p>

<p><strong>"Who knows the name of these?"</strong> Display the various kinds of base-10 blocks. (Base ten blocks, cubes, squares, and blocks can be used as possible answers.) If the correct term for "base-ten blocks" is not provided as an answer, students must be informed.<br><br>Ask, <strong>"What is the value of this?"</strong> while holding up one cube. (1) Proceed with a hundreds square, thousands cube, and tens rod. Some students may not understand or recall the value of a hundred squares or a thousand cubes. <strong>"To make a rod, how many&nbsp;cubes are needed?"</strong> (A tens rod and a&nbsp;ones cude are held up) (10) <strong>"How many rods does it take to make a square?"</strong> (show off a hundreds square and a tens rod) (10)<strong> "To create a thousands cube, how many squares are required?"</strong> (Present a thousands cube and a hundreds square) (10)<br><br><strong>"We will be investigating, locating, and comparing numbers as well as using base-ten blocks to solve problems today."</strong><br><br>Give Base-Ten Block Mats (M-3-2-1_Base-Ten Block Mat) and base-ten block sets to groups of two to four students. Take your time exploring.<br><br><strong>"To make 30, use three blocks."</strong> Verify the mats.<strong> "Now, create 52."</strong> Examine the mats and assist in resolving any ambiguities. <strong>"How can I display 52 in another way?"</strong> Discuss, pair, and share with the person next door. Ask a student to show you another method for obtaining 52. <strong>"Is there another method to display 52?"</strong> Ask students to discuss all the various ways they could present 52. <strong>"To create a number bigger than 200, use four blocks. How many different ways, with just four blocks, can you illustrate this?"</strong> The realization that there are numerous ways to demonstrate this should sink in for students.<br><br><strong>"To create a number bigger than 200 but smaller than 400, use four blocks. How many different ways can you use just four blocks to illustrate this? Discuss, pair, and share with another person."</strong><br><br>Ask students to share and record their creative ways to use four blocks greater than 200 on the board.<br><br>Ascertain that students understand the meaning of the symbols. If required, take more time to go over or provide instruction.<br><br><strong>"We are going to engage in a game called 'Who Am I?' It's not a guessing game here. Utilize your building blocks to discover my identity. Start out with an easy one such as “I am 5 hundreds, 4 tens, 3 ones” (543) to warm up.</strong><br><br><strong>"My numbers are twenty three ones and four tens. "Who am I?" </strong><i>(63)</i><br><br><strong>"I am four hundreds, twelve tens, and six ones. "Who am I?" </strong><i>(526)</i><br><br><strong>"I'm thirty ones and three hundreds. "Who am I?" </strong><i>(330)</i><br><br><strong>"I have two hundreds, twenty-one ones, and thirteen ones." "Who am I?" </strong><i>( 234)</i><br><br><strong>"I would be 115 if you added three more tens to me." "Who am I?" </strong><i>(85)</i><br><br>To facilitate a group matching activity, please use the document named M-3-2-1_Group Matching Activity. After printing the document, cut out the cards. You can either have students do it or complete it in advance of the class. For every group of two to four students, you should have one set of cards. To increase their longevity, it's recommended to duplicate them on card stock or laminate. There are 21 matching card pairs available. As students progress in the activity, you can start with fewer pairs and gradually increase the total number of cards.<br><br><strong>"We are going to engage in a group game. Every group will receive a deck of cards.There are numbers on half of the cards, and the same numbers are written on the other half. Assigning numbers to names will require you to match them."</strong> Split up the class into groups of two to four people. Give each group a single deck of cards.<br><br><strong>"I am going to provide you with the instructions for our game. Similar to the memory game, shuffle the cards and place them face down in rows. A player will flip over two cards. If the number and the word on the cards match, the player gets to keep the cards. However, if the numbers on the cards don't match, you must turn them back over and allow the next player to take their turn. The objective is to collect as many pairs of matching cards as possible. The winner is the player with the most matching cards at the end of the game."</strong> Ensure that students have enough time to complete the game.<br><br>After finishing the game, ask the students to talk about any challenges they had (words for numbers that were hard to recognize, numbers for words that were hard to recognize, recalling where the matching card was, etc.).<br><br><strong>"Select four cards with numbers from your deck. Sort them in descending order of importance." </strong>Examine students' ordering skills as you move around the classroom, and offer assistance to those who need it. <strong>"Who wants to share the numbers you selected and the order in which you put them?"</strong> Permit students to share with classmates at their table or the class as a whole.<br><br><strong>"We are going to do an exercise in numerical ordering. Each of you will receive a set of cards containing numbers in both word and numeric form, along with images of base-ten blocks." </strong>Please distribute the cards from the M-3-2-1_Group Order Activity and Key Sheet to the students. <strong>"Select four cards from the pile after shuffling the deck. Sort them in order from greatest to least. Share your results with a partner once you're finished. Ensure that your cards are arranged correctly by having your partner verify them. If you disagree, please raise your hand, and I will assist you."</strong><br><br>Forward the Lesson 1 Exit Ticket (M-3-2-1_Lesson 1 Exit Ticket and Key) to the students. <strong>"You will translate both from word to number form and from number form to word form. When you are done using your exit ticket, bring it to me so I can check it." </strong>Let students who are getting the hang of it assist those who require tutoring. Ensure that students who are struggling with the material are given more chances to grasp it.<br><br><strong>Extension:</strong><br><br>To meet your students' needs throughout the year, implement the techniques and exercises listed below.<br><br><strong>Routine:</strong> Have students play the game with fewer pairs of cards if they have trouble with the group matching activity. Put the word cards and number cards in different areas and have them group together if they are having trouble remembering where the cards are.<br><br>Provide students with a set of numbers to order, starting with two-digit numbers and working their way up to four-digit numbers if they struggle with the group ordering activity. Give students who learn best through hands-on activities <strong>base-ten blocks and mats.</strong><br><br><strong>Small Group:</strong> Students can play the Greatest Number Place-Value Game (M-3-2-1_Greatest Number Place-Value Game) if they think they would benefit from more practice. The game instructions are located on the instruction sheet.&nbsp;<br><br><strong>"We will play a game called 'The Greatest Number,' where we will apply our knowledge of place value. We'll play in four-person groups."</strong> Group students beforehand or assign them at random. Distribute one recording sheet per person, one spinner per group, and one game spinner sheet. In the event that spinners are not available, demonstrate to the students how to bend a paper clip and spin around a pen's tip.<br><br><strong>"Getting the most points is the goal of the game. Making the largest number you can out of the numbers that appear on the spinner is how you gain points."</strong> Give an example by having the class play a game where a student spins four numbers and the numbers are filled in on the board or with the overhead projector. Tell the players that after one person swings the spinner, they should each place their number in one of the four boxes. An entered number cannot be removed from a box.<br><br>In this game, each student spins a number four times. The student who thinks they have the highest number after the four spins announces it. If another student has a higher number, that student announces it instead. The next student with the next-highest number should announce it if the first student gets it wrong. It's important to teach students not to say "and" when reading a whole number. For every round they win, a student receives one point. After a few rounds, students should add up their points, and the one with the most points wins. If there's a tie, the higher number wins.<br><br><strong>"Is there a winning strategy or is this just a guessing game?"</strong> Ask, <strong>"Why did you choose to put that number in that place?"</strong> if students are having trouble understanding the question. (Possible response: I put it in the farthest right place because it was a small number, or vice versa.) The idea that a number in the thousands is "worth" more than a number in the hundreds&nbsp;and that a number in the hundreds is more valuable than a number in the tens, etc., should be emphasized to students. Students can play "The Least Number" if they understand this concept.<br><br><strong>Expansion:</strong> Students may make the task more difficult by adding more cards—up to the entire twenty-one sets—if they showed during the Group Matching Activity that they understood it well.<br><br>More boxes and bigger numbers can be added to the Greatest Number Place-Value Game to make it longer.<br><br>Show students some math game websites if there's a computer lab available (see the Related Resources section).<br><br>The purpose of this unit is to improve your knowledge of place value and how numbers relate to one another. Students first understand that ten in any position creates a single thing (group) in the following position (10 hundreds make 1 thousand), and vice versa, by using base-ten blocks and mats at the beginning of the unit. The "Who am I?" exercise serves to emphasize the necessity of regrouping numbers using base-ten blocks.<br><br>With the help of an exit ticket, students can practice matching word form to numbers and numbers to word form in a fun, "hands-on" way through the Group Matching Activity. After that, they engage in a new activity where they compare and arrange numbers using the same cards.<br><br>To improve place value comprehension, play the Greatest Number Place-Value Game. Working with small groups of students or lone learners who require more practice also enables you to differentiate instruction.</p>