Lesson | Loading...

Activity 1

20 mins

Place Value Riddles

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Base-ten blocks

Activity Narrative

The purpose of this activity is for students to use their understanding of place value to determine the number described in a riddle. Students then write the number of hundreds, tens, and ones, and represent the value as a three-digit number.

MLR8 Discussion Supports. Display sentence frames to support partner discussion about each number written on the table: “I agree because . . .” or “I disagree because . . . .”
Advances: Conversing

Engagement: Provide Access by Recruiting Interest. Provide choice. Invite students to decide the order in which they complete the work. They can start with any of the riddles, as long as they complete all of them.
Supports accessibility for: Attention, Social-Emotional Functioning

Launch

Groups of 2
Give students access to base-ten blocks.
“I have 4 hundreds, 3 ones, and 2 tens.”
“Which of these shows the total value written as a three-digit number? Explain how you know.”
Display 432, 234, 423.
30 seconds: quiet think time
1 minute: partner discussion
Share responses.

Activity

“You are going to solve number riddles using base-ten blocks.”
As needed, demonstrate the task with a student.
“Take turns reading the clues, while your partner uses blocks to make the number.”
“Make sure you agree before adding each number to the table.”
10 minutes: partner work time
If students finish early, ask them to write their own riddles and trade them with other groups to solve.
Monitor for students who recognize they need a 0 when writing the three-digit number in places where there were no tens or no ones.

Student Task Statement

Solve each riddle. Write the 3-digit number. Use the table to organize the digits.

riddle	hundreds	tens	ones	3-digit number
1
2
3
4
5
6

I have 2 ones, 7 tens, and 6 hundreds.
I have 3 ones, 5 tens, and 2 hundreds.
I have 7 hundreds, 5 ones, and 3 tens.
I have 5 hundreds, no tens, and 9 ones.
I have 4 ones, 6 tens, and 3 hundreds.
I have 8 tens, 1 hundred, and no ones.

Activity Synthesis

Invite previously selected students to share what they noticed when writing 509 and 180.
As needed, write 81, 801, and 810 and ask, “What is the difference between 81, 801, and 810?”

Activity 2

15 mins

Mixed-Up Digits

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Base-ten blocks

Activity Narrative

The purpose of this activity is for students to find the numbers that make equations true using what they know about the meaning of the digits in three-digit numbers. In each equation, the value of the digits are presented out of place value order. Throughout the activity, encourage students to explain how they know they have made true equations using precise language about the meaning of each digit in a 3-digit number (MP3, MP6).

Launch

Groups of 2
Give students access to base-ten blocks.

Activity

“Find the number that makes each equation true.”
6 minutes: partner work time
Monitor for students who agree with Elena because:
- 37 would mean 3 tens and 7 ones
- If there are 3 hundreds, you need 3 digits.

Student Task Statement

Find the number that makes each equation true. Use base-ten blocks or diagrams if they help.

4 hundreds 6 tens 2 ones __________
7 ones 2 hundreds 6 tens __________
3 tens 5 hundreds __________
325 __________ hundreds __________ ones __________ tens
70 300 2 __________
836 6 800 __________
Clare and Elena try to find the number that makes the equation true.

7 ones 3 hundreds __________.

They wrote different answers.
- Clare wrote 7 ones 3 hundreds 37.
- Elena wrote 7 ones 3 hundreds 307.
Who is correct? Explain how you know.

Student Response

to access Student Response.

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Share and record responses for each equation.
Consider asking:
- “How do you know your equation is true?”
- “How is each side of the equation the same? How is it different?”
Invite previously identified students to share whether they agree with Clare or Elena and why.

Lesson | Loading...

Navigation

Gradeband

Course

Unit

Lesson

Settings

Language

Audience

Assessment Access

Lesson 4

Write 3-Digit Numbers

Warm-up

How Many Do You See: Blocks

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Activity 1

Place Value Riddles

Standards Alignment

2.NBT.1

2.NBT.3

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Activity Synthesis

Activity 2

Mixed-Up Digits

Standards Alignment

2.NBT.1

2.NBT.3

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Task Statement

Student Response

Advancing Student Thinking

Are You Ready for More?

Activity Synthesis

Lesson Synthesis

Have feedback on the curriculum?

Standards Alignment

2.NBT.1

Student Response

Advancing Student Thinking

Are You Ready for More?