Students use knowledge of place value to explain how to make the number with the least value.
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This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: 127 is a number. Write it as a sum of 100's, 10's, and 1's. Write its name in words. Draw a picture to represent the number. Locate it on the number li...
This instructional task requires students to figure out word problems that require thinking in base 10.
In this task students determine the number of hundreds, tens and ones that are necessary to write equations when some digits are provided. Students must, in some cases, decompose hundreds to tens and tens to ones.
This is an instructional task related to deepening place-value concepts. The important piece of knowledge upon which students need to draw is that 10 tens is 1 hundred.
Students will explore the concepts of place value using their bodies as tools. They will time themselves performing various kinesthetic tasks like jumping jacks and sit ups and use the numbers that they record from these activities in their exploration. Working in groups, they will practice adding and subtracting and comparing numbers. They will also come up with creative ways to represent numbers using the properties of operation and the rules of place value.
In this 25-day Grade 2 module, students expand their skill with and understanding of units by bundling ones, tens, and hundreds up to a thousand with straws. Unlike the length of 10 centimeters in Module 2, these bundles are discrete sets. One unit can be grabbed and counted just like a banana?1 hundred, 2 hundred, 3 hundred, etc. A number in Grade 1 generally consisted of two different units, tens and ones. Now, in Grade 2, a number generally consists of three units: hundreds, tens, and ones. The bundled units are organized by separating them largest to smallest, ordered from left to right. Over the course of the module, instruction moves from physical bundles that show the proportionality of the units to non-proportional place value disks and to numerals on the place value chart.
This word problems helps students learn to build the biggest three-digit number given any three numbers between 0 and 9 to use as digits.
Second grade teacher, Lisa Balongna, uses games to motivate student learning and provide practice as students learn about place value. She calls the first game "The Trash Can Game" in which she asks students to work in pairs to make the largest possible three-digit number from four numbers rolled on a die. Each partner rolls four times and decides if the number will go in the ones place, tens place or hundreds place of their number. Students can also decide to put the number in the "trash can" if they feel the number is not needed. The goal of the game is to make the largest three-digit number possible from the four rolled choices. Once each pair has created a number, they compare it to the largest possible number and decide whether it is greater than, less than or equal to that value.Lisa then introduces the next place value game, "101 and Out." She divides the class into two teams and asks one student from each team to roll a die and determine whether to use the number to represent one cube or ten cubes. For example, "2" can count as 2 or 20. Each team gets to roll the die six times and each roll is added to the number that was rolled before (representing ones or tens). The goal of the game is to get as close as possible to 100 cubes without going over.
This task acts as a bridge between understanding place value and using strategies based on place value for addition and subtraction.
The point of this task is to emphasize the grouping structure of the base-ten number system, and in particular the crucial fact that 10 tens make 1 hundred.
These logic number puzzles help students develop strong number sense as they work, clue by clue, to identify the digits of the missing number. The mixed-skills clues incorporate even-odd, less than-greater than, operations (sum, difference), multiples of 5 and 10, geometric terms (octagaon, pentagon, hexagon, quadrilateral, trapezoid, parallelogram), money (quarters, nickels) and measurement (cup, pint, quart, gallon). Students must squeeze every bit of knowledge from each clue to eliminate possible digits until they finally identify the missing digits.
This task serves as a bridge between understanding place-value and using strategies based on place-value structure for addition.
The purpose of this task is to help students understand composing and decomposing ones, tens, and hundreds. This task is meant to be used in an instructional setting and would only be appropriate to use if students actually have base-ten blocks on hand.
سيستكشف الطلاب مفاهيم القيمة المنزلية باستخدام أجسامهم كأدوات. سيقومون ببعض المهمات الحركية الموقوتة كالقفز وضغط البطن وسيستخدمون الأعداد التي سجلوها من تلك النشاطات في استكشافهم. وأثناء عملهم في مجموعات سيتمرنون على جمع الأعداد وطرحها ومقارنتها. كذلك سيبتكرون طرقًا خلاقة لتمثيل الأعداد مستخدمين خصائص العمليات الحسابية وقواعد القيمة المنزلية.