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Topic:
In this activity students will:

Fill It Up
Estimating and organizing quantities into hundreds, tens, and ones.

Q Fill containers with single blocks. Q Estimate the number of blocks in the container. Q Count the blocks one by one. Q Organize the blocks into hundreds, tens, and ones. Q Record the number.

Setup:
Student arrangement: Partners Partners need: 1 container (pie plate, funnel, cup, etc.) 1 place value mat with digit cards Single blocks Small and medium holders 2 activity sheets

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Digi-Block

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Introduction:
r Fill a small container with single blocks. r Ask students to estimate the number of blocks in the container. r Write down a few class estimates.

As a class: r Count the blocks one-by-one. Record the total number. r Organize the blocks by: 1 Packing the blocks as much as possible. 2 Sorting the blocks by size according to place value on the place value mat. 3 Setting the digit cards. r Note that both ways of determining the number of blocks should come out the same. However, counting one-by-one often takes much longer and it is easier to make a mistake.

Activity:

r Arrange students in pairs at centers or tables and have them choose a container to estimate

and fill with single blocks. r Pass out materials and activity sheets. Partners will: r Fill a container with blocks. r Estimate the number of blocks in the container. r Count the blocks one-by-one and record the number. r Organize the blocks into hundreds, tens, and ones. r Record their work on an activity activity sheet. r If students finish early, have them choose another container and repeat the activity. Closure: r Have students share results for the containers. r Have students compare estimates to actual results. Ask: How close were you to the actual number? Did you over or under estimate? How does knowing how many fit in this container (point to one) help you estimate how many fit in this other container (point to a larger container)? r Ask students to check that their counting resulted in the same number as when they organized the blocks. r Show students a packed number on a place value mat. Have them tell you how many blocks there would be if you unpacked to the singles and counted them all one-by-one.
r Do students make reasonable estimates? r Do students skip any digits or miscount as they count one-by-one? r Do students organize the blocks into hundreds, tens and ones to get the same number as when

Assessment:

they counted one-by-one?

r Are students working collaboratively?

Extensions:

r Have students bring to school a container that they think might hold 100 single blocks

(or 500) and try out their prediction. r Have a contest where students estimate the number of items in a clear container. Use blocks or other items. Have good estimaters share their strategies.

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2 Fill It Up
Names ________________________________________________

1. What does your container look like? Make a quick sketch below:

2. Fill your container with single blocks. Estimate the number of blocks in your container. Estimate:

3. Count the blocks one-by-one. How many blocks were in your container? Actual number of blocks:

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This page may be copied for classroom use.

Digi-Block

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Names ________________________________________________

4. Pack the blocks from your container as much as possible. Arrange them on your mat. Set the digit cards. Draw the blocks on your mat:
hundreds tens ones

Write the number:

Digi-Block This page may be copied for classroom use.

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