Marissa Willox

Nickolas Kleftogiannis
Vasquez- 2nd Grade Bilingual
Lesson on October 17, 2019
Writing Numbers in Unit Form-2nd Grade
Lesson Essential Question(s): 
What are the values of each digit in a base ten three-digit number?
Standards: 
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

Learning Objectives and Assessments: 

Objective Assessment

SWBAT write base ten three-digit numbers in Problem Set #2 and #3 
unit form.  Exit Ticket 

SWBAT show the value of each digit of a Student responses during concept
number.  development 
Exit Ticket 

Materials: (Eureka Math Module 3; Topic C; Lesson 5)

 Meter sticks (teacher; 13- one for each set of partners)

 Bundles of straws (2- hundreds, 4- tens, 3- ones, 3- tens, 4- ones)
 Place value box
 Place value printed out numbers (2,3,4,5,6)
 Teacher hide zero cards (200, 40, 3, 400, 50, 6)
 Student bags with hide zero cards (200, 40, 3, 400, 50, 6)

Pre-lesson assignments and/or prior knowledge: 

 Count within 1000

 Skip-count by 5s, 10s, and 100s
 Know how to add on meter stick
 Know how to form number bonds 

Lesson Beginning:

 Pass out meter sticks to pairs

Meter Strip Addition:  Using Two-Digit Numbers with Totals in the Ones Place that Are
Less Than or Equal to 12 
N:      We’re going to practice addition using our meter sticks. 
 N:      Put your finger on 0.  Slide up to 20.  (Wait.)  Slide up 9 more. 
N:      How many centimeters did you slide up altogether?
S:      29 centimeters.
T:      What is a number sentence describing sliding from 20 to 29?
S:      20 + 9 = 29.
N:     Now, put your finger on 0.  Slide up to 34.  (Wait.)  Slide up 10 more.
T:      How many centimeters did you slide up altogether?
S:      44 centimeters!
N:      What is a number sentence describing sliding from 34 to 44.
S:      34 + 10 = 44.
 Collect meter sticks

Instructional Plan: 

*Pass out bags of hide zero cards to partners

M:   (Have 3 ones, 4 tens, and 2 hundreds already in the place value box.)  Count for me.
S:      1 one, 2 ones, 3 ones.  1 ten, 2 tens, 3 tens, 4 tens. 1 hundred, 2 hundreds.
M:    Can I make larger units?
S:      No!
M:    In order from largest to smallest, how many of each unit are there?
S:      2 hundreds, 4 tens, 3 ones.
M:    What number does that represent?
S:      243.
M:    What if we have 4 tens, 3 ones, and 2 hundreds. What number does that represent?
S:      243.
M:   (Show 243 with Hide Zero cards. Pull the
cards apart to show the value of each digit
separately.  Push them back together to unify
the values as one number.)  Open your bag. 
Build the number 243 with your Hide Zero
cards.
S:    (In pairs- Find the cards in their bags and
build the number.) 
N:    Which of your cards shows this number
of straws?  (Hold up 2 hundreds.)  This
number of straws?  (Hold up 3 ones.)  Which
has greater value, 2 hundreds or 3 ones? 
S:    2 hundreds.
N:    (Write on the board          hundreds    tens
__ones.)  Tell me the number of each unit. 
 (Point to the number modeled in the place
value box.)
S:      2 hundreds 4 tens 3 ones.
N:     That is called unit form (write term on board next to __ hundreds __ tens___ ones)
N:    We can also write this number as (write on board) two hundred forty-three.  This is
the word form.
N:   Can someone repeat what (point to number in place value box) this number is in unit
form? (call on student)
S:     2 hundreds 4 tens 3 ones.
N:  Can someone repeat what (point to number in place value box) this number is in
word form? (call on student)
S:    Two hundred forty-three.
M:   (Put 6 ones, 5 tens, and 4 hundreds in the place value box.) How many ones do we
have?
S:    6
M:   How many tens do we have?
S:     5
M:   How many hundreds do we have?
S:    4
M:    What number does that represent?
S:    456.
M:   (Show 456 with Hide Zero cards. Pull the
cards apart to show the value of each digit
separately.  Push them back together to unify
the values as one number.)  Open your bag. 
Build the number 456 with your Hide Zero
cards.
S:    (In pairs- Find the cards in their bags and
build the number.) 
N:   Can someone tell me what (point to number in place value box) this number is in unit
form? (call on student)
S:     4 hundreds 5 tens 6 ones.
N:  Can someone repeat what (point to number in place value box) this number is in word
form? (call on student)
S:    Four hundred fifty-six.
 Erase board
 Problem Set
o Have students open book to Problem Set
Model #1; guide class 
M: (Put 234 in place value box) Everyone write this number (point to place value box)
at the top of the top, left box. Put a circle around it.
 M:  Can someone tell me what this number is in word form? (Call on student)
S:   2 hundreds 3 tens 4 ones.
M:  We are going to make a number bond for each unit of the number “234.”
How many hundreds are in 234?
S: 2.
M: So we are going to write 200 under 234 as the first part of our number bond.
Draw a box around this and draw a line to the circle with 234.
S: (Students will write 200 under 234, draw a box and a line connecting to 234.)
N:  How many tens are in 234?
S: 3.
N: So we are going to write 30 under 234 as the first part of our number bond.
Draw a box around this and draw a line to the circle with 234.
S: (Students will write 30 under 234, draw a box and a line connecting to 234.)
N: How many ones are in 234?
S: 4.
N: So we are going to write 4 under 234 as the first part of our number bond.
Draw a box around this and draw a line to the circle with 234.
S: (Students will write 4 under 234, draw a box and a line connecting to 234.)
N: Now let’s write it in unit form underneath the number bond. (Write  __
hundreds __ tens___ ones;  in vertical line)
N: How many hundreds do we have?
S: 2.
N: How many tens do we have?
S: 3.
N: How many ones do we have?
S: 4.
M: (Put 416 in place value box) Everyone write this number (point to place value
box) at the top of the top, right box next to the one we just did. Put a circle
around it.
M: Make the number bond for this number and write it in unit form like we just
did. (Allow students to work independently; monitor for guidance)
(Bring students back together after most have finished and go over number bonds
for 400, 10, 6 and unit form: 4 hundreds, 1 ten, 6 ones)

Differentiation:

 Students still struggling with the problem set after the first guided example will receive
additional assistance as we walk around 
 Early finishers can move on to the next problem in the problem set/can provide another
number to work on

Classroom Management: 
  Use reward system (pom-pom jar) as reinforcement for good behavior
 Make sure to wait until students fall silent before moving on
 Hide Zero card bags are premade with numbers used during the lesson to avoid confusion

Closure: Student Debrief

M:  Point to the first number we wrote on our problem set. What was that number?
S: 234.
M: (Model with bundles in place value box) How many hundreds?
S: 2 hundreds.
M: (Replace the 2 hundreds with the digit 2.) How
many tens?
S: 3 tens.
M: (Replace the 3 tens with the digit 3.)
M:      How many ones?
S: 4 ones.
M: (Replace the 4 ones with the digit 4.)
M: Now, we have represented 234 on the place value chart as a number.  It is up to you to know
the units represented and to remember that 2 hundreds has a different value than 2 ones.
N: (Draw place value chart on board. Fill in 642.) What is this number in unit form?
S: 6 hundreds 4 tens 2 ones
N: What is this number in word form?
S: Six hundred forty-two.
 Have students close that book
 Have students get out book
 Rip out exit ticket and homework
 Complete exit ticket independently; collect
 Make sure that they put their homework in their homework folders