Lesson 5

Base-Ten Hoppers

Est. Class Sessions: 2–3

Summarizing the Lesson

Have students draw number lines and complete the following two questions:

X
  • Show how a base-ten hopper starts at 0 and lands on 148. Write a number sentence that shows your moves. (Possible answer: One +100 hop, four + 10 hops, and then eight +1 hops. 100 + 10 + 10 + 10 + 10 + 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 = 148)
  • Show how a base-ten hopper can start at 35 and move forward 48. Where does the hopper land? (Possible answer: Four +10 hops to 75, then eight +1 hops to land at 83.)

For each question, ask several students to present their number lines labeled with their names. Use prompts similar to the following to facilitate a discussion between the students who drew the number lines and the other students in the class.

Ask:

X
  • Describe the way that [student name]'s hopper moved for the first question. Ask [student name] questions if it is not clear to you.
  • Does [student name]'s number sentence match his or her moves? Why or why not?
  • How are [student name]'s moves like [student name]'s? How are they different?
  • Which way do you think is more efficient or easier for you to think about, [student name]'s or [student name]'s way? Why?
  • Use Jerome's way to show how a base-ten hopper can go from 0 to 129.
  • Describe the way Frank's hopper started at 35 and moved forward 48.
  • Where did the hopper land?
  • Complete the number sentence: 35 + 48 =
  • How is Frank's number line like Jerome's? How are they different?
  • Which method do you like better, Jerome's or Frank's? Why?
  • Use the method that you like best to show how a base-ten hopper can start at 53 and move forward 29.
  • Complete the number sentence: 53 + 29 = .
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