Tell students that the base-ten hopper made the following
hops and list them on the board:
- 13 hops of ten and 15 hops of one
Show a display of the Open Number Lines Master. Ask a
student to show the number the base-ten hopper landed on with the
number line and a number sentence.
Now ask a different student to show a different way to land
on the same number. Gather several different representations of
145 and then compare them. See Figure 4.
- How are these representations similar?
(Possible responses: The size of the part is shown; they each
show the same number.)
- How are they different? (Possible responses:
The number is partitioned in different ways. Some are on
number lines and some are with base-ten pieces. )
- How are these two number lines different? (The hops are the
same size just in a different order; the hops are smaller hops
put together, for example, 10 hops of 10 is the same as 1 hop
of 100.)
- How can you show 100 on a number line?
- How can you show 100 with base-ten pieces?
Assign the Make Connections page in the Student
Activity Book.
Use the Make Connections page in the Student
Activity Book with the Feedback Box to assess students'
abilities to represent numbers using base-ten pieces, number
lines, and symbols [E1]; compose and decompose numbers using
ones, tens, and hundreds [E2]; show different partitions of
numbers using number lines, base-ten pieces, and number
sentences [E3]; and make connections between place value
concepts and representations of numbers [E4].
