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    Revised Lesson Using Technology

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    bspivey1982
    The document describes a math task where students build three-digit numbers using three dice rolls and compare the numbers. Students will roll three dice to create the largest and smallest possible three-digit numbers. They will then draw base-ten blocks or use other models to represent the numbers and compare which is larger by identifying the hundreds, tens, and ones places. Students will repeat the process multiple times, identify the greatest and smallest numbers rolled, and explain how they determined which was largest and smallest.

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    Revised Lesson Using Technology

    Uploaded by

    bspivey1982
    60 views2 pages
    The document describes a math task where students build three-digit numbers using three dice rolls and compare the numbers. Students will roll three dice to create the largest and smallest possible three-digit numbers. They will then draw base-ten blocks or use other models to represent the numbers and compare which is larger by identifying the hundreds, tens, and ones places. Students will repeat the process multiple times, identify the greatest and smallest numbers rolled, and explain how they determined which was largest and smallest.

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    The document describes a math task where students build three-digit numbers using three dice rolls and compare the numbers. Students will roll three dice to create the largest and smallest possible three-digit numbers. They will then draw base-ten blocks or use other models to represent the numbers and compare which is larger by identifying the hundreds, tens, and ones places. Students will repeat the process multiple times, identify the greatest and smallest numbers rolled, and explain how they determined which was largest and smallest.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    60 views2 pages

    Revised Lesson Using Technology

    Uploaded by

    bspivey1982
    The document describes a math task where students build three-digit numbers using three dice rolls and compare the numbers. Students will roll three dice to create the largest and smallest possible three-digit numbers. They will then draw base-ten blocks or use other models to represent the numbers and compare which is larger by identifying the hundreds, tens, and ones places. Students will repeat the process multiple times, identify the greatest and smallest numbers rolled, and explain how they determined which was largest and smallest.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    CONSTRUCTING TASK: Building Base-Ten Numbers

    In this task, students build the largest and smallest possible numbers with 3 digits. They then compare the numbers they created. STANDARDS FOR MATHEMATICAL CONTENT MCC2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. MCC2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, andones digits, using >, =, and < symbols to record the results of comparisons. ESSENTIAL QUESTIONS How do the value of digits change when their position in a number changes? How can we tell which numbers are larger or smaller than others? MATERIALS Three 6-sided dice per pair Base ten blocks Building Base Ten Numbers recording sheet Place Value Charts (optional) BYOD GROUPING Partners or Individually TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION In this task, students will roll dice and make two three-digit numbers from the results. Students will then draw or use base ten blocks to build models of the numbers created and explain how they know which numbers are larger or smaller. Task Directions Students will visit http://braingenie.ck12.org/skills/102505 and answer quiz questions for the first 10mins of class. BYOD: Students will work in groups of 3 to complete the quizzes No device available: Students with no mobile device will be put into groups with students that have mobile devices and are willing to share. Gather students in the meeting area. Teacher will roll 3 dice on the interactive board and ask students to create the largest number possible. BYOD: Students will then use the App Instant Poll & Live Audience (free) to choose their answer. Results will be shared with the class. No device available: Teacher will record answers on board using tally marks

    Class will predict why students chose certain answers. Model with students the Building Base Ten Numbers recording sheet. Then allow students to work with a partner to complete the task. Your task is to build numbers and identify them. Use dice and base ten blocks or models to complete this exercise. 1. Roll all 3 dice at once. BYOD: Students will use the App Dice (free) to play the game (this could be used for differentiation as well because students could adjust amount of dice they use) No device available: Students would use regular dice given to them by the teacher 2. Create the smallest number possible using all three dice. Record the answer on recording sheet. 3. Create the largest number possible using all three dice. Record the answer on recording sheet. 4. Using the smallest number of base ten pieces possible, draw (or build) a model of each number you recorded. Have the flats represent hundreds, the rods represent tens, and the unit cubes represent ones. BYOD: Students will use the App Kids Doodle (free) to draw base ten blocks to represent their number. Students will sent their drawings via email or text to teacher. The teacher will use these pictures later to play the game whats the number No device available: Students will draw base ten blocks to represent their number on their recording sheet. Use words to write how each of the two numbers is spoken. Write the numbers in expanded notation. 5. Repeat the same exercise two more times and record. 6. When you have completed all your rolls, put a star beside the greatest number you rolled. Then put a check beside the smallest number you rolled. Explain how you know what the largest and smallest numbers are possible when using three dice. BYOD: Students will use the Twitter app (free) to explain their answers. No device available: Students will explain their answers using their math journals. 7. BYOD: Once students are finished the will download the app Math Bugs Full(free and 0.99 versions) and play the place value games. No device available: Students will play games that were downloaded and printed at http://www.education.com/activity/second-grade/place-value/

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