SWBAT find the patterns in numbers above 100 and use those patterns to add and subtract.

Patterns are everywhere. We can use patterns to help us deal with larger numbers

15 minutes

I put a set of numbers on the board and ask students to copy them and identify the pattern to continue the count. I want students to identify that numbers have patterns that may be found in the ones, tens or hundred's place in a 3 digit number. I hope that students will see that if they are counting by tens, only the 10's digit will change (the ones stays the same and the hundreds will only change after they have moved across a century).

327, 329, 331, 333, _________, _____________, _____________, ____________

785, 780, 775, 770, _______, _________, _____________, ____________

254, 264, 274, 284 ________, _________, __________, ____________*

* For some students crossing over the century to 304 will be difficult. At this point in the lesson I watch to see how students handle the change. I provide support with crossing the century as we check the problems. I help students notice that after 294, if they count up ten what would happen? We count aloud together by one from 294 to 304, stopping to stress the change from 299 to 300. Counting by ones the students are more likely to see the change across centuries. I note if any students are still struggling with the change so I can work with them later on counting activities.

We check the answers and discuss the patterns that students have identified as they solved the problems.

Next I have students complete a 2 minute fact practice to identify the student's automaticity with math facts. Math practice sheets can be made at http://www.mathfactcafe.com Students need to begin to show automaticity with math facts up to the 10s.

15 minutes

In a previous lesson students made "roads" (number paths) and numbered the squares counting by 100, starting at 243. I ask students to take out that road. I have made additional roads counting by 10s for each set of players. I tell them that today we will play "Guess the Number" with partners, and we are going to use place value clues instead of saying larger than smaller than. They will use their own roads and the roads that I hand out, trying the game with both sets of roads. This is a review of the game they played several days ago. My goal is to increase their awareness of place value terms and meanings as they ask their partners place value questions to guess the number. I am hoping that students will look for and make use of the structure of numbers as they try to figure out the number their partner has chosen. (MP7)

I tell them that we will play a round together first. I invite students to the rug. I remind them that we played this game several days ago. I tell them that today they will need to ask questions such as, "does it have a 2 in the tens place?" "does it have a 5 in the hundred's place? etc." I think of a number on the board. I invite students to ask questions. I use colored chips to cover the numbers that have been guessed until students figure out the actual number I was thinking.

I have students partner up and play the game for 10 minutes. I circulate around to support any students who may be having trouble with the game in its new form.

20 minutes

For independent practice today, I have created a series of number patterns, and then several word problems for students to try to solve. I have made 2 different levels of work to support all students in the classroom.

While students are working I will also have a small group activity going for 4 students who are struggling with place value. They will look for place value patterns in sets of numbers. I can also support their work with the independent practice.