Reflection: Checks for Understanding How Big Is One Thousand - Section 3: Building Larger Numbers

 

In this part of the lesson, I am revisiting a task that students had done at the beginning of the year when they did not have such a clear understanding of place value. I was hoping that students could record their answers in expanded form and then quickly write the number and compare it using greater than, less than or equal to. 

I noticed a very different level of understanding at this point in the year. Students quickly counted the hundreds, saw that they had 5 and would write 500. They did not need to count 100, 200, 300, 400 500. They knew that 5 hundreds blocks equalled 500. They were able to do the same with the tens. Earlier in the year students would count 6 tens and then go back and count 10,20, 30, 40, 50, 60. While this may sound simple, it shows a different level of understanding. Students are showing that they understand that bundles of 10 can be counted  together, and the same with bundles of 100. They are also showing that they know that a number in the ones, tens or hundreds place are not the same.

The CCSS expect that second graders will be able to use place value as a way to carry out addition and subtraction problems. If they are able to see that 500 is 5 groups of 100, then they are more able to be able to understand more advanced concepts such as that you can borrow 100 from the hundred's place and use it to make it possible to subtract. 

  Connecting the Amount to a Number
  Checks for Understanding: Connecting the Amount to a Number
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How Big Is One Thousand

Unit 12: More Complex Numbers and Operations
Lesson 7 of 10

Objective: SWBAT use expanded notation to write and compare numbers to 1,000.

Big Idea: Students can get a picture of how big 1,000 is as they build and compare 3-digit numbers.

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