Reflection: Developing a Conceptual Understanding Numbers above 100 - Section 3: Independent Practice


You can see this common error on the student paper. Everything is perfect until 120 is reached then there is a reversal with the 2 and 0. This could just be a simple mistake of putting them in the wrong place by the student, but the student really knows it should be 120. Yet, it could be more serious and the student truly believes this is how you correctly write one hundred twenty. Bring it to their attention as soon as you catch the mistake. If necessary, draw a place value chart and show have them help you fill it in by asking; 

If I have the number one hundred twenty, how many hundreds do I have? (1, write it down in the hundreds column.) (Grab 20 straws.) How many tens would I have with these 20 straws? (Let the student separate them into 2 bundles.)(I have 2 tens, write that number in the tens column.) Do I have any ones? (No, put a zero.) 

Using this technique will give them a concrete and visual method of seeing how the number 120 is formed and written.

  Developing a Conceptual Understanding: Supporting Place Value Understanding with Three Digits
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Numbers above 100

Unit 2: Building Counting Skills
Lesson 12 of 13

Objective: SWBAT start at any number less than 120 and read, write, and count to 120.

Big Idea: My students have been struggling with numbers from 100 to 120. This lesson is going to concentrate on this range of numbers - recognizing them and writing them.

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3 teachers like this lesson
Math, counting, First Grade
  30 minutes
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