## 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.

###### 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)).

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

###### 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 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

###### Guiding Questions: ### Target 3

:

###### 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.

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 