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.

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).

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

Guiding Questions: Absent Students:

Target 2

:

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).

3rd

Vocabulary:

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 = _____

Regroup if necessary

595

Guiding Questions: Target 3

:

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.

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 