Module 3: Place Value, Counting, and Comparison of Numbers to 1,000
This module has 21 lessons. You will need lots of straws or toothpicks to have students make bundles. Initially I thought I would have them use rubber bands to make bundles of 10, but after seeing how my son struggled with the rubber bands I came up with another way to make bundles that doesn't require using rubber bands. I plan to have the students use narrow plastic baskets to slide bundles of ten in the slots. Feel free to use rubber bands, twist ties, or whatever creative ideas you come up with. Next year, I will try the rubber bands. I heard some teachers were successful so I'll have my backup baskets ready. Students also use the Dienes Blocks (Base Ten Blocks) in this module. You will need plenty of those to package. This is the first module where students use Number Disks. If you don't have number disks, you can always use pennies and dimes to represent the ones and tens until you get number disks. It works well and doesn't become an issue until you need the 100 disks. Check the materials list. I created a bin where I put items used in multiple modules, like the counters, number disks, hide zero cards, etc.
**The Problem Sets Module 3 in google drive have been updated as of 12/21/14. Mid-module and End-of-Module assessments have been added as digital docs as well.**
We've used the Hide Zero Cards quite a bit to support students who need more hands-on work especially during the Problem Sets for 3.5 and 3.6. I suggest if students sit next to someone that you have pairs share the cards because if each student has a set and they sit next to each other they will mix up the cards and sets will be incomplete.
3.1 and 3.2 The "rope clock" is not needed if you didn't make one. If you use the ppt, I included a one-dimensional one in the lesson. Since it's only used for two lessons, don't sweat it and just use the ppt.
3.2 You DO NOT need a bag of straws per person. Pairs is best! AND if you don't want to pass out more bundles you can bag 1 hundred bundle, 11 tens, and 10 ones. In the lesson it says you can pass out the straws to add to their count, but maybe easiest to have it all in the bag at once. The Problem Set is a bit challenging. Students didn't understand that they need to "show" the starting amount and continue from there. They did the starting amount and thought they were done with each problem. I tried to explain it to help them understand the problem. "Show 100. The game system costs 220 for example. How much more do we need?" Some thought they could just draw 85 in a box and then we had to talk about the three units: ones, bundle of tens, and bundle of 100. They giggled when I asked if there was a such thing as a bundle of "17".
3.4 The kids will be making bundles of ten. Ideas for bundling might be: pipe cleaners, sandwich bag ties, and last but not least rubber bands if you think the kids can do it. The straws like to roll and my basket solution was a struggle. Making the bundles took a while. I broke up the lesson as well and had them play the "Race to 50" game before recess. The problem set shifts from the pictorial representation of the units to the abstract so it might be a challenge for some students to handle the shift. Doing the Problem Set with the students might be a good idea. There are only 3 problems on it or at least only a few.
3.9 It is a tough one for the kids to learn how to use the number line when counting by 1s, 10s, and 100s. You will need to review this for sure. Talk about how they can only jump 1, 10, or 100. Small, medium, and large. I went over this the next day and will probably do it again another day.
3.10 This could be a really short lesson. The Concept Development is short. The Application Problem is the Problem Set. They work in pairs and show their work to solve the problem. I just printed the problem in large print (click to download) and stapled it to a 12x18 piece of construction paper. Kids worked together for a while to solve the problem. **This lesson is missing a sprint. Take the same sprint from 3.7 and copy it. It is the one it indicates, expanded form.
3.11 The homework indicates that students need paper number disks. Click here to download the paper number disks template or you can find them in edcaliber in my templates resources area.
3.17 Number disk heads up- This lesson does not specify how many number disks each pair needs. Unfortunately during the Concept Development (halfway down pg. 3.F.17) Partner A starts with 5 tens 6 ones and Partner B shows 15 tens 6 ones. Each bag only has 18 tens. Then Partner A needs to add 7 tens which totals 12 tens for Partner A. Partner B takes away 2 tens and now has 13 tens. So, you will run out of 10s disks. I ended up adding 2 more 10s disks to each bag so instead of 18 there are 20. It doesn't really solve the problem because the point is for students to "see" the same disks and not make trades. I didn't keep adding disks to make 25 10s. Once the students hit 10 tens, we talked about what you could do. Many suggested trading ten 10s for a 1 hundred disk. Apologies for not suggesting 25 10s disks, but the materials list in the lesson isn't specific and what they listed isn't enough. I still think having 25 10s disks in a bag is a bit much.
3.18 I have modified the engage NY lesson. The original lesson calls for a crazy amount of 10s disks. Their materials list for the lesson doesn't make sense so I updated the lesson. You can also find it in edcaliber. Click here to download the updated version of 3.18.
This module has 21 lessons. You will need lots of straws or toothpicks to have students make bundles. Initially I thought I would have them use rubber bands to make bundles of 10, but after seeing how my son struggled with the rubber bands I came up with another way to make bundles that doesn't require using rubber bands. I plan to have the students use narrow plastic baskets to slide bundles of ten in the slots. Feel free to use rubber bands, twist ties, or whatever creative ideas you come up with. Next year, I will try the rubber bands. I heard some teachers were successful so I'll have my backup baskets ready. Students also use the Dienes Blocks (Base Ten Blocks) in this module. You will need plenty of those to package. This is the first module where students use Number Disks. If you don't have number disks, you can always use pennies and dimes to represent the ones and tens until you get number disks. It works well and doesn't become an issue until you need the 100 disks. Check the materials list. I created a bin where I put items used in multiple modules, like the counters, number disks, hide zero cards, etc.
**The Problem Sets Module 3 in google drive have been updated as of 12/21/14. Mid-module and End-of-Module assessments have been added as digital docs as well.**
We've used the Hide Zero Cards quite a bit to support students who need more hands-on work especially during the Problem Sets for 3.5 and 3.6. I suggest if students sit next to someone that you have pairs share the cards because if each student has a set and they sit next to each other they will mix up the cards and sets will be incomplete.
3.1 and 3.2 The "rope clock" is not needed if you didn't make one. If you use the ppt, I included a one-dimensional one in the lesson. Since it's only used for two lessons, don't sweat it and just use the ppt.
3.2 You DO NOT need a bag of straws per person. Pairs is best! AND if you don't want to pass out more bundles you can bag 1 hundred bundle, 11 tens, and 10 ones. In the lesson it says you can pass out the straws to add to their count, but maybe easiest to have it all in the bag at once. The Problem Set is a bit challenging. Students didn't understand that they need to "show" the starting amount and continue from there. They did the starting amount and thought they were done with each problem. I tried to explain it to help them understand the problem. "Show 100. The game system costs 220 for example. How much more do we need?" Some thought they could just draw 85 in a box and then we had to talk about the three units: ones, bundle of tens, and bundle of 100. They giggled when I asked if there was a such thing as a bundle of "17".
3.4 The kids will be making bundles of ten. Ideas for bundling might be: pipe cleaners, sandwich bag ties, and last but not least rubber bands if you think the kids can do it. The straws like to roll and my basket solution was a struggle. Making the bundles took a while. I broke up the lesson as well and had them play the "Race to 50" game before recess. The problem set shifts from the pictorial representation of the units to the abstract so it might be a challenge for some students to handle the shift. Doing the Problem Set with the students might be a good idea. There are only 3 problems on it or at least only a few.
3.9 It is a tough one for the kids to learn how to use the number line when counting by 1s, 10s, and 100s. You will need to review this for sure. Talk about how they can only jump 1, 10, or 100. Small, medium, and large. I went over this the next day and will probably do it again another day.
3.10 This could be a really short lesson. The Concept Development is short. The Application Problem is the Problem Set. They work in pairs and show their work to solve the problem. I just printed the problem in large print (click to download) and stapled it to a 12x18 piece of construction paper. Kids worked together for a while to solve the problem. **This lesson is missing a sprint. Take the same sprint from 3.7 and copy it. It is the one it indicates, expanded form.
3.11 The homework indicates that students need paper number disks. Click here to download the paper number disks template or you can find them in edcaliber in my templates resources area.
3.17 Number disk heads up- This lesson does not specify how many number disks each pair needs. Unfortunately during the Concept Development (halfway down pg. 3.F.17) Partner A starts with 5 tens 6 ones and Partner B shows 15 tens 6 ones. Each bag only has 18 tens. Then Partner A needs to add 7 tens which totals 12 tens for Partner A. Partner B takes away 2 tens and now has 13 tens. So, you will run out of 10s disks. I ended up adding 2 more 10s disks to each bag so instead of 18 there are 20. It doesn't really solve the problem because the point is for students to "see" the same disks and not make trades. I didn't keep adding disks to make 25 10s. Once the students hit 10 tens, we talked about what you could do. Many suggested trading ten 10s for a 1 hundred disk. Apologies for not suggesting 25 10s disks, but the materials list in the lesson isn't specific and what they listed isn't enough. I still think having 25 10s disks in a bag is a bit much.
3.18 I have modified the engage NY lesson. The original lesson calls for a crazy amount of 10s disks. Their materials list for the lesson doesn't make sense so I updated the lesson. You can also find it in edcaliber. Click here to download the updated version of 3.18.