## Reflection: Adjustments to Practice Moving Along In Hundreds - Section 4: Closing

The students were actively involved in the games they were playing building and comparing 3 digit numbers. I had to make a decision to let the games continue rather than stop to have students show bundles of 100.

I can see that there would be value in the 100s activity, but students seemed to understand the meanings of the digits as they built and compared numbers, so I did not have them do this closing activity.

Out of Time
Adjustments to Practice: Out of Time

# Moving Along In Hundreds

Unit 5: Everything In Its Place
Lesson 2 of 4

## Big Idea: The Common Core standard is that students understand that the numbers 100, 200, etc. represent so many groups of 100.

Print Lesson
6 teachers like this lesson
Standards:
Subject(s):
70 minutes

### Beth McKenna

##### Similar Lessons

###### Give Me Five!
1st Grade Math » Counting by Groups
Big Idea: Give me 5! Why do we call it that? Today your students will explore exactly why and determine the number of 5s within a given group.
Favorites(0)
Resources(23)
Waitsfield, VT
Environment: Suburban

###### Go Fishing for Doubles
Big Idea: Students play a favorite card game which practices the quick and accurate recall of double facts.
Favorites(10)
Resources(11)
Pepperell, MA
Environment: Rural

###### Place Value to Thousands
3rd Grade Math » Review for Testing
Big Idea: This lesson addresses the foundational skill of place value through modeling.
Favorites(21)
Resources(10)
Phoenix, AZ
Environment: Urban