### Lesson Unit

- Understand Place Value (docx)

### Lesson Plans

### Lesson Seeds

- Count by Tens (doc)
- Naming numbers in Different Ways (doc)
- Skip-Count by 5s, 10s, and 100s (doc)
- Read & Write Numbers to 1,000 (doc)
- Use Place Value to Build & Compare Numbers (doc)

##### Unit Overview

This unit works with numbers up to 1,000 to further extend student understanding of place value and the relationship between the values of the different places within a number. Students will explore ones, tens, and hundreds, comparing the value of a 6 in the hundreds place with that of a 6 in the tens or ones place. Students will represent three-digit numbers with concrete or virtual manipulatives, pictures, numbers and words. They will record three-digit numbers in standard form, written form, and expanded form. Students will also compare two three-digit numbers using >, =, and < symbols. Skip-counting by 5s, 10s, and 100s will be used to reinforce the place value concepts being developed.

**Essential Questions:**

- How do I determine the most efficient way to represent a number (pictorial, symbolic, with objects) for a given situation?
- In what ways can items be grouped to make exchanges for unit(s) of higher value?
- How does the position of a digit in a number affect its value?
- In what ways can numbers be composed and decomposed?
- How are place value patterns repeated in numbers?
- How can place value properties aid computation?
- How does using the base ten system make it easier for me to count?
- How does the place value system work?

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

##### Unit Lesson

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

##### Available Model Lesson Plans

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignment: 2.NBT.A.1

Students use base ten manipulatives, words, and numbers in hands-on activities and games to make sense of hundreds, tens & ones.

##### Available Model Lesson Seeds

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: 2.NBT.A.1a

Students work together exploring ways to count a large number of objects which leads to the understanding of groups by tens to count efficiently.

CCSC Alignnment: 2.NBT.A.1b

Students work with base ten representations of numbers to name them in terms of other base ten units.

CCSC Alignnment: 2.NBT.A.2

Students explore the patterns created when skip-counting by 5s, 10s, or 100s.

CCSC Alignnment: 2.NBT.A.3

Students use base ten numerals, number names, and expanded form to represent numbers through 1,000.

CCSC Alignnment: 2.NBT.A.3 & 2.NBT.A.4

Students play a game in which they build numbers using base ten manipulatives, record the numbers, and the put them in order from least to greatest.