lesson 4

Many Ways to Make a Number

Estimated Class Sessions: 2
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Mathematical Standards

2.NBT.A
Understand place value. (2.NBT.A.1, 2.NBT.A.2, 2.NBT.A.3)
2.MD.B
Relate addition and subtraction to length. (2.MD.B.6)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in solving them.
MP2.
Reason quantitatively.
MP6.
Attend to precision.
MP7.
Look for and make use of structure.

Students work in pairs to model numbers using their base-ten pieces. They make trades and determine which representation shows the Fewest Pieces Rule. They make the connection between the Fewest Pieces representation and place value.

Content in this Lesson

  • Understanding place value.
  • Representing two-digit and three-digit numbers using base-ten pieces and number sentences [E1].
  • Composing and decomposing numbers using hundreds, tens, and ones [E2].
  • Showing different partitions of numbers using base-ten pieces and number sentences [E3].
  • Recognizing that different partitions of a number have the same total (e.g., 50 + 4 = 40 + 14) [E5].
  • Finding a strategy [MPE2].
  • Checking calcuations [MPE4].
  • Showing work [MPE5].
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Book

 Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Student Pairs

base-ten pieces: 21 bits, 20 skinnies, 3–5 flats

Materials for the Teacher

Display of the Base-Ten Recording Sheet (Student Activity Book) Pages 287–288
Display of Math Practices (Student Activity Book) Reference
Unit 6 Assessment Record
Math Facts Class Record
extra base-ten pieces: about 15 skinnies and 15 bits
Display set of base-ten pieces: bits, skinnies, and flats

Assessment in this Lesson

Assessment Expectation Assessed Math Practices
Expectation Assessed
How Many
with Feedback Box
Student Activity Book
Pages 291–292
E1.
Represent 2-digit and 3-digit numbers using base-ten pieces, number lines, and symbols.
E2.
Compose and decompose numbers using ones, tens, and hundreds.
E3.
Show and recognize different partitions of numbers using different representations (base-ten pieces, number lines, number sentences).
E5.
Recognize that different partitions of a number have the same total (e.g., 50 + 4 = 40 + 14).
MPE2.
Find a strategy. I choose good tools and an efficient strategy for solving the problem.
MPE4.
Check my calculations. If I make mistakes, I correct them.
MPE5.
Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
DPP Item M
Telling Time
Teacher Guide - digital
E9.
Tell and write time from an analog clock to the nearest five minutes.