FirstdraftofUnitPlanEME5207

Susan Harner EME 5207

Content Area: Mathematics

Unit Title: Getting to Know Three digit Numbers: Place Value and Ordering of Greater Numbers

Audience: Second Grade

The state of Florida reworked their Sunshine State Standards in mathematics in February, 2007. In an effort to have students learn more in depth concepts and skills, they have taken out the many standards and replaced them with simpler and fewer standards. I know longer see the GLE’s. This correlates with what Wiggins and McTighe are saying in their book Understanding by Design

The Big Idea: Develop an understanding of whole number relationships, including grouping by hundreds, tens and ones. (From the Florida Department of Education)

Florida Sunshine State Standard: MA.1.A.2.3 Order counting numbers, compare their relative magnitudes, and represent numbers on a number line.

Question: What are reasons that we would need to know how to order numbers and place them on a number line?

Objectives: Students will know...

• the place values of hundreds, tens and ones • compare numbers as, greater than, lesser than and equal to • the symbols to represent greater than, lesser than and equal to • how to order numbers of 3 digits • how to read a number line • and understand the uses of number lines in math and in other subjects such as social studies and science

Assessments: • Place value dice game. Roll a die three times placing the number in each place value spot. Try to make the greatest number. Students record their choices. I observe the choices to see if the student is recognizing the strategy of place value. • using the SMARTboard, set up the “Greedy Gator” and a number line. The “Greedy Gator” will be placed facing the greatest number on a number line. Then following clues, the number to be determined will be discovered. • Students will evaluate data and place the results on a number line. * I do not have a lesson for this objective. Any suggestions or should I leave it out? • Students will create their own number lines in groups designing the purpose of the number line depending on the subject and information provided. • Students will compare information on number lines to determine the similarities and differences. • Using a paper pencil free response test students will compare 3 digit numbers, greater than, lesser than and equal to. Fill in missing numbers on a number line. Determine which number a line represents on a number line with only 5’s and 10’s marked. Order sets of 3 digit numbers from lesser to greatest.

Lesson plans follow on the next pages

Lesson 1

Title: Comparing 3-digit Numbers

Florida SSS (standard): MA.1.A.2.3 Order counting numbers, compare their relative magnitudes, and represent numbers on a number line.

Objectives: The student will demonstrate …

• Which 3-digit number is greater than, less than or equal to another 3-digit number

• Knowing when to use the correct symbol for comparison of 3-digit numbers, >, <, or =.

• An ability to recognize the defining digit when comparing the value of two 3-digit numbers (hundreds, tens or ones)

Background Knowledge: Students have previously demonstrated knowledge of 2-digit numbers, comparing and using greater then, less than and equal to symbols. Students have used Base 10 blocks to demonstrate 2-digit numbers.

Materials: SMARTboard Base ten blocks Paper and pencil Book: The King’s Chessboard by David Birch

Procedures: 1. Whole group gathered on the carpet. Using the SMARTboard, review the place value of 3-digit numbers. Relate to the calendar board and tally straws of days been in school. 2. Read The King’s Chessboard and discuss the problems the king has because he doesn’t know his math. Lead a discussion about the need to understand numbers in order. 3. Guided practice: On the SMARTboard, use base ten blocks to demonstrate place value and comparing 3-digit numbers. Allow students to come up and manipulate the blocks and compare the values of 3-digit numbers. 4. Send students to their tables in their math small groups and have them manipulate their own Base ten blocks to demonstrate the value of 3-digit numbers that I present to them. Have students work with their partner (they have partners established within their group) and have each one create a 3-digit number with their base 10 blocks. Then they are to compare which has the greater number. Repeat this several times and observe to see if the students know the greater and lesser values. 5. Calling attention to the SMARTboard have students watch you review the symbols of greater than, less than and equal to: >, <, =. Demonstrate the use of these symbols with 3-digit numbers, have students come up to the board and fill in the results of their comparisons with the base ten blocks on the SMARTboard. 6. Question: How do you know which digit determines whether a number is greater than, less than or equal to? Allow time for discussion among the small groups and encourage their using their base ten examples for comparison. Confirm or explain (depending upon the answers) that you compare from the hundreds place, then tens place and lastly ones place as needed. Remind them that you read and compare numbers left to right as in reading.

Assessment: Have students work with their partners and play the Place Value dice game. Each student will roll three dice and record the greatest 3-digit number they can create with the numbers rolled on the dice. Then they will compare their numbers and write a number sentence using the correct symbols. The winner will write a greater than sentence, the loser will write a lesser than sentence, if they tie, then they both write and equal to sentence. I will observe the pairs and determine their understanding of three digit numbers by how well they create their 3-digit number, their use of the correct symbol and placement when they write their number sentence and I will question which digit determined the difference or not.

Additional Practice: Students will use the SMARTboard and a version of the dice game using the virtual dice and a number sentence fill in the blank at center time.

Lesson 2

Title: Ordering 3-digit Numbers and Using a Number Line.

Florida SSS (standard): MA.1.A.2.3 Order counting numbers, compare their relative magnitudes, and represent numbers on a number line.

Objectives: The student will demonstrate …

• Knowing how to order 3-digit numbers given a reference number or numbers. • Knowing how to read a number line with 3-digit numbers with a variety of values for the place markers. Example: counting by ones, fives, or tens. • Knowing how to insert missing numbers on a 3-digit number line. • Knowing what number represented by a marker on a 3-digit number line.

Background Knowledge: Students have demonstrated knowledge in the value of 3-digit numbers and comparing greater than, less than and equal to. Students have used number lines with numbers to 100.

Materials: SMARTboard Sets of 3 and 4 cards with 3-digit numbers Number line strips and worksheets Greedy Gator pictures with mouths open in opposite directions.

Procedures: 1. Review the previous lesson on 3-digit numbers and their place values along with >, <, =. Question for knowledge. 2. Introduce the number line and ask where they have seen and used a number line previously. Project a number line on the SMARTboard. Above the number line have a line of squares with 3-digit numbers ordered from least to greatest. Ask why it is important to know the order of numbers. Discuss answers given. Explain that there are many reasons to have numbers in order, for counting, organizing charts and information for business, following a timeline, temperature, etc. 3. Manipulate the number squares on the board so the numbers are not in order. Ask students to come up individually and order the numbers from least to greatest. 4. Give each student a set of the 3 cards and have them go to their seats and work individually and put there set of cards in order from least to greatest. As they complete their task, give them a set of the 4 cards. If they finish quickly, have them exchange their set of cards with another student. Walk among the students and observe their task. Ask them how they determined which number went where. 5. Bring the students attention back to the SMARTboard. Ask them how they would place the numbers from the ordering earlier on the number line. Let students write the numbers on the number line on the SMARTboard. Save the newly created number line for the next part of the lesson 6. Using the newly created number line, add the Greedy Gator icons facing toward each other and use a guess the number questioning to have the students find the number. Two students will manipulate one each of the Greedy Gators as the students answer questions to help determine the secret number. Ex. The number is greater than 212, the Gator from the left would move to 212. Continue with this questioning technique until the secret number is revealed. 7. Have students come up with the secret number and question the class.

Assessment: Pass out the number lines and worksheets. The worksheets have number lines with missing numbers and number lines with dots on some of the markers. Students are to write the missing numbers and write the number represented by the dots on other number lines.

Additional Practice: Students will use the SMARTboard and the Greedy Gator game to work on at center time.

Lesson 3

Title: Create a Number Line

Florida SSS (standard): MA.1.A.2.3 Order counting numbers, compare their relative magnitudes, and represent numbers on a number line.

Objectives: The students will demonstrate….

• Knowing how to use a number line in other areas besides math. • Creating their own number line with correct placement of numbers. • The purpose of the number line they create.

Materials: SMARTboard Web sites that show various types of number lines Construction paper Rulers Markers and pencils

Procedures: 1. Review the number lines we recently worked with and re-visit lesson 1 and the reasons we have number lines. 2. Share web site that show a variety of number line uses, such as different time lines, thermometers, and money on the SMARTboard. 3. Have students work in small groups to create their own type of number line. The number line must have a purpose other than just the math number line we have been using. Students must decide what the number line will represent. How it will be used. What numbers need to be on the number line and at what intervals. 4. Using the paper, ruler, markers and pencils the group will make their number line. 5. Once the groups are finished, they will present their number line to the class.

Assessment 1. Use the rubric to determine the level of understanding of the create your own number line assignment 2. Administer chapter test with greater than, less than and equal to questions with 3-digit numbers, ordering three digit numbers, finding the missing numbers on a number line of 3-digit numbers and recording the numbers on a number line designated with a marker on the line. Type in the content of your new page here.