## Ms. Briana

### Target 1​

###### Lesson Type:

New

Number Operation

:

Integer Composition

Understand that the digits in a four-digit number represent the amounts of thousands, hundreds, tens, and ones.

###### 1:

Use a number to represent base ten block quantities.

###### 2:

Represent the composition or decomposition of three-digit numbers with an addition equation (113 = 100+10+3 or 1 hundred 1 ten and 3 ones).

###### 3:

Represent the composition or decomposition of three-digit numbers with a standard expanded format equation using both multiplication and addition (384 = (3x100) +(8x10) +(4x1)).

###### 4:

Understand how to “regroup” based on place-value understandings (i.e., ten ones can be composed into one ten – ten tens can be composed into one hundred).

###### 5:

Represent a multi-digit number in expanded format.

2nd

###### Vocabulary:

Composition, Expanded Form, Standard Form and Re-Group

Activities:

Students used base 10 blocks to represent different place values and regroup.

Students used large spinning wheel to create quantities to write in expanded form.

## Absent Students:

### Target 2

:

###### 1:

Be introduced to a variety of computation strategies for adding within 1,000 and select a strategy that works best.

###### 2:

Understand why the standard algorithm for adding is based on place-value.

###### 3:

Understand that when adding a multi-digit number, each place-value is being added individually to create the new sum (ones are added to ones, tens are added to tens, etc.)

###### 4:

Understand that addition equations can be written both vertically and horizontally.

###### 5:

Understand how to regroup based on place-value understandings (i.e., ten ones can be composed into one ten – ten tens can be composed into one hundred).

2nd

###### Vocabulary:

Computation, Place-Value and Regroup

Activities:

Students used playing cards to create addition problems.

Students then used base 10 blocks to visually represent regrouping (helping understand place value better.

### Target 3

:

###### 1:

Recognize that odd numbers have a 1, 3, 5, 7, or 9 in the ones’ place.

###### 2:

Recognize that even numbers have a 0, 2, 4, 6, or 8 in the ones’ place.

###### 3:

Understand that the digit in the ones’ place determines whether a number is even or odd.

###### 4:

Highlight the pattern that occurs in the number sequence with even and odd numbers (even, odd, even, odd, even…).

###### 5:

Find all the even and odd numbers on a hundred’s chart.

2nd

###### Vocabulary:

Even, Odd and Sequence

Activities:

Students received a pile of numbers they had to sort into different groups. (even and odd)

Students then glued the numbers into even and odd columns.

Students rolled 12 sided dice and made larger quantites that they then classified as odd or even.