Reflection: Gradual Release Watch my number grow! - Section 2: Plant the Seed!


I noticed some of my students did not understand how to represent three-digit numbers with zeros. For instance, there were quite a few three-digit numbers in the video with zeros in the tens and ones place. When some students used base-tens to represent the number 406, they became a bit puzzled. They wanted to know which type of block would represent zero. Even when some students wrote 406 in expanded form, they put a zero in the tens place. I wanted them to know that this was not necessary. The zero simply means there are no tens.

To correct this, I pair students in groups of three. I write 540 on the board. I ask students the following questions: how many hundreds, tens, and ones are there? (There are 5 hundreds, 4 tens, and 0 ones) Wait guys! I notice you are representing the zero. Can you explain why? Students are probably writing the 0 to stay consistent with the procedure for writing numbers in expanded form. Ok! Let’s say I have five cookies. I pretend to give a cookie to five students. I ask them to stand near the board, so that everyone can see their cookie. I want to give one more student a cookie. I call another student to come up. I do not have any cookies left. Can I give her another cookie if I have already given out all 5 cookies? They all scream no! I ask the student to raise her hands high. How many cookies do she have? (None) Is it necessary for me to write a number to say she does not have any cookies?(No) Ok! The same thing applies when writing numbers in expanded form. If there are no tens or no ones, there is no need represent them with a zero.

I write 509 on the board. How many hundreds are there? (5 hundreds) How many tens are there? (There are no tens). How many ones are there? (9 ones) So the expanded form is 500 + 9.

I post a large place value chart. I help students read the chart from the left to right so that students see the digits as I say the value of each digit. I continue to model numbers throughout the lesson or until students are able to do it on their own. (scaffolding)


  What I noticed!
  Gradual Release: What I noticed!
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Watch my number grow!

Unit 1: Numbers & Operation in Base Ten Grade 2
Lesson 4 of 10

Objective: Students will read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Big Idea: In this lesson students use place value and base-ten materials to learn how to write numbers in expanded form.

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36 teachers like this lesson
Math, modeling, Place Value, Number Sense and Operations, reasoning, discussions, expanded form
  30 minutes
growing stages
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