###### Hawaii

######

###### Saturday

###### Level 3

## Ms. Brianne

### 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.

###### Supporting targets:

###### 1:

Use a number to represent base ten block quantities.

###### 2:

Use place-value understandings to create numbers within specific limits.

###### 3:

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).

###### 4:

###### 5:

###### Grade:

2nd

###### Vocabulary:

Place Value, Ones, Tens, Hundreds, Thousands

Activities:

Students

- used base ten blocks to represent three-digit numbers
- practiced regrouping based on place value (ie., 10 ones make 1 ten, 10 tens make 1 hundred, 10 hundreds make 1 thousand)

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 2

###### Lesson Type:

###### New

###### Number Operation

###### Computation

###### Add within 1,000 (regrouping limited to only one place-value).

:

###### Supporting targets:

###### 1:

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

###### 2:

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.)

###### 3:

Understand that when adding a multi-digit number, to solve start in the lowest place-value and go left.

###### 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:

###### Grade:

3rd

###### Vocabulary:

Add, Regroup, Carry Over

Activities:

Students

- used base ten blocks to build and add two 3-digit numbers
- used place value to add 3-digit numbers, starting with the ones place and moving left
- practiced regrouping, trading 10 ones for 1 ten or 10 tens for 1 hundred when necessary
- understood regrouping is recorded at the top of the next place value

### Home Exploration

457 + 138 = _____

Start with the ones place and move left

Regroup if necessary

595

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 3

###### Lesson Type:

###### Continuation

###### Measurment

###### Comparison

###### Measure and compare objects in standard units.

:

###### Supporting targets:

###### 1:

Understand how to measure length using a standard unit (centimeter, inches).

###### 2:

Understand units of measurement and which unit is most appropriate to measure which attribute.

###### 3:

Measure the length of objects by selecting appropriate measurement tools.

###### 4:

Identify that length can be measure with rulers, tape measures, etc.

###### 5:

Understand equivalent measurements.

###### Grade:

3rd

###### Vocabulary:

Length, Inches, Centimeter, Foot, Yard, Ruler, Yardstick

Activities:

Students

- played a game where they measured different lines in inches using a ruler
- were introduced to equivalent measurements (i.e., 12 inches = 1 foot and 3 feet = 1 yard)
- identified the appropriate measurement tool (i.e., ruler, yardstick) to measure objects in the room
- measured the length of different objects using the appropriate units (i.e., inches, feet, yards)

### Home Exploration