###### Hawaii

###### February 6, 2021, 6:00:00 PM

###### Saturday

###### Level 3

## Ms. Brianne

### Target 1

###### Lesson Type:

Continuation

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:

Represent a multi-digit number in expanded format.

###### 3:

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).

###### 4:

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

###### 5:

###### Grade:

2nd

###### Vocabulary:

Place Value, Ones, Tens, Hundreds, Thousands, Expanded form, Standard form

Activities:

Students

- wrote the number name
- drew a picture of base-ten blocks to represent the number
- wrote a number in expanded form with an addition equation
- created a building using base-ten blocks and then wrote the number of units used in standard form and expanded form

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

## Absent Students:

### Target 2

###### Lesson Type:

###### Continuation

###### 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 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
- used base-ten blocks when necessary

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 3

###### Lesson Type:

###### New

###### Measurment

###### Time

###### Write and tell time to the nearest five minutes using analog and digital clocks.

:

###### Supporting targets:

###### 1:

Understand the breakdown of hours into minutes.

###### 2:

Recognize that a time on the hour will have the minute hand on the 12 on an analog clock and 00 on the digital clock.

###### 3:

Recognize that a time on the half-hour will have the minute hand on the 6 on an analog clock and 30 on the digital clock.

###### 4:

Apply knowledge of skip counting by fives to read an analog clock.

###### 5:

###### Grade:

2nd

###### Vocabulary:

Analog Clock, Digital Clock, Hour Hand, Minute Hand, Hour, Minutes

Activities:

Students

- used the analog clock to show times on the half-hour
- practiced skip counting by 5's to read an analog clock
- understood there are 5 minutes between each number shown on the clock

### Home Exploration