Lesson 3

Thousands, Hundreds, Tens, and Ones

Est. Class Sessions: 1–2
X

Mathematical Standards

3.NBT.A
Use place value understanding and properties of operations to perform multi-digit arithmetic. (3.NBT.A.2)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in solving them.
MP2.
Reason quantitatively.
MP5.
Use appropriate tools strategically.
MP6.
Attend to precision.
MP7.
Look for and make sense of structure.

This lesson extends the work of Lessons 1 and 2 to four-digit numbers. By working with a full set of base-ten pieces—representing ones, tens, hundreds, and thousands—students reinforce and extend place value concepts necessary for developing efficient procedures for computation.

Content in this Lesson

  • Representing numbers (to the thousands) using base-ten pieces, words, and symbols [E1].
  • Composing and decomposing numbers using ones, tens, hundreds, and thousands [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., 1000 + 200 + 30 + 5 = 1000 + 100 + 130 + 5) [E4].
  • Reading and writing large numbers (to the thousands) [E5].
  • Connecting base-ten partitions of a number to place value.
  • Choosing good tools and an efficient strategy for solving the problem [MPE2].
  • Communicating solution strategies [MPE5].
  • Using labels to show what numbers mean [MPE6].

Daily Practice and Problems G–H

G. More Subtraction

H. Packing Chocos

X

Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Books

 Student Guide
Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Each Student Pair or Group of Three

Set of base-ten pieces: 2 packs, 14 flats, 30 skinnies, and 50 bits
1 copy of How Many Chocos? Student Work samples with the corresponding Math Practices Feedback Box for each group. See Materials Preparation.

Materials for the Teacher

Display of Make a Pack Game Board (Student Activity Book) Page 104
Display of Base-Ten Recording Sheets 1 (Teacher Guide) Page 63
Display of Math Practices (Student Guide)
Display of Student A's Work Master (Teacher Guide) Page 82
Display of Student B's Work Master (Teacher Guide) Page 83
Display of Student C's Work Master (Teacher Guide) Page 84
Display of How Many Chocos? Students' work samples, optional
Unit 4 Assessment Record
Display set of base-ten pieces

Materials Preparation

Work Samples. Prepare several different samples of student work from How Many Chocos? Each group of students will need a different sample. Copy the Masters provided or use work from your students. If using work samples from your students, ask permission and remove individual identifiers. Copy for each group and copy the Feedback Box from Student A's Work Master.

Assessment in this Lesson

Assessment Expectation Assessed Math Practices Expectation Assessed

How Many Chocos?
with Feedback Box
Teacher Guide - digital
E1.
Represent numbers (to the thousands) using base-ten pieces, words, and symbols.
E2.
Compose and decompose numbers using ones, tens, hundreds, and thousands.
E3.
Show different partitions of numbers using base-ten pieces, number lines, and number sentences.
E4.
Recognize that different partitions of a number have the same total (e.g., 100 + 20 + 3 = 100 + 10 + 13).
E5.
Read and write large numbers (to the thousands).
MPE2.
Find a strategy. I choose good tools and an efficient strategy for solving the problem.
MPE5.
Show my work. I show or tell how I arrived at my answer so someone else can understand my thinking.
MPE6.
Use labels. I use labels to show what numbers mean.

DPP Item H
Packing Chocos
Teacher Guide - digital
E2.
Compose and decompose numbers using ones, tens, hundreds, and thousands.
E3.
Show different partitions of numbers using base-ten pieces, number lines, and number sentences.
E4.
Recognize that different partitions of a number have the same total (e.g., 100 + 20 + 3 = 100 + 10 + 13).