Reflection: Checks for Understanding Writing it out! - Section 1: Sharping The Pencils!
Some of my students had a hard time making the connection with 10 ones being 1 ten. It is important that students connect a group of 10 ones to the word ten and a group of 10 tens to the word hundred. To do this I allowed them some extra time to practice making bundles of ten ones and bundles of 10 tens.
Writing it out!
Lesson 5 of 8
Objective: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Sharping The Pencils!
I want to asses students based on the connection to Second Grade Critical Area of Focus #1 Extended understanding of base-ten notation. This lesson will extend the counting of sequences and the understanding of place value by modeling and examining the numbers between two given numbers.
To start this lesson, I used a large chart to assess students knowledge of reading and writing numbers. I placed a number on the left-hand side of the chart labeled (tens place)
I invite students to show how to write the given number on the left hand side of the chart. If they are unable to label correctly, I ask them to give me the correct place value of the digits within the numbers.
I wanted my students to have the opportunity to examine multiple representations of reading and writing numbers.
As students are working, I ask them to read the numbers. I wanted to see if they notice that the numbers are written and read from left to right. Additionally, point out that numbers in the hundreds place are written as the number word plus hundred. For example, 400 is written four hundred. (make sure you are asking how to write each listed number to assess student’s prior knowledge.)
The table below shows how numbers in the tens place are written in words.
Number in Tens Place |
How to Read and Write |
9 |
ninety |
8 |
eighty |
7 |
seventy |
6 |
sixty |
5 |
fifty |
4 |
forty |
3 |
thirty |
2 |
twenty |
I continue working with students on decomposing numbers by place value to help them interpret the value of a digit. To do this I pull in some base-ten material. I ask a couple of volunteers to represent some two and three digit numbers grouping them by their place value. Hopefully students will see how this can be used to help them read and write numbers.
We will be working on the following Mathematical Practices:
MP.2. Reason abstractly and quantitatively.
MP.7. Look for and make use of structure.
MP.8. Look for and express regularity in repeated reasoning.
Resources (2)
Making the Marks!
In this part of the lesson, I want my students to work on decomposing numbers by place value. To do this, I ask students to move into their assigned groups. I supply each group with a large set of base-ten material. I write several numbers on the board. I choose numbers between 100-999 for students to decompose into hundreds, tens, and ones.
I model how to represent (100). Since, my students know how to make bundles of tens I want to demonstrate how 10 ones make 1 ten and that 10 tens make one hundred. This will hep students understand the concept of with and without leftovers. I may ask, how many groups of tens does it take to make 100. How many groups of ones does it take to make 10?
Alright guys , show me how you would represent 253 using your base-ten material! I sett the timer for about 4 minutes. I remind students that they can discuss how and why within their groups. As students are working, I circle the room to check for understanding. I ask, what place is the 2,5, and 3 in. How do you know? Can you represent it using your base-tens? Can 253 be expressed in multiple ways? Can you write number in word form?
students were able to offer up different ways to represent the given number. They could also write and read the number in the correct order.
I write the next three numbers on the board, and set the timer for 15 minutes. I want students to spend some time examining and representing numbers. But most importantly, I want them talking and thinking of different ways numbers can be written, and expressed.
Editing the Errors!
Reading and Writing Numbers.docx
I move into facilitator mode... were I guide them through a process that included generating ideas about writing numbers, analyzing why numbers are written, basic problem-solving skills, and making a decision on how they will solve the given problem.
This will give me a chance to observe and clear up any misconceptions about writing numbers. As I students work in their groups, I ask them to explain how and why the problem was solved.
Example:
Question: How is the number 734 written in words?
Answer: seven hundred thirty-four
After students are finished working, I use my notes to address areas of concerns. I do not want them feeling uncertain as they move towards their independent work section.
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Resources
Adding the Final Touches!
In this part of the lesson I wanted to assess student's knowledge of writing numbers using base tens. So! I decided to let them work independently on a "Common Core" test items to collect data.
As students are working I remind them of the purpose of this lesson. I say, you guys worked on representing numbers in various ways. Hopefully you have gained understanding in how to explain mathematically how to express and write numbers. How can you use base-tens to understand the value of each digit? Did anyone represent their numbers differently? Can you explain? What number comes before/after the given number?
Some students explained using models, and some explained using their knowledge of place value how to decompose numbers using place value. Students were able to write numbers in word form, but we have to practice on spelling.
I will use this data to drive my instructions for the next lesson, or to see if any students are still struggling with this standard.