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Planting a Garden A Second Grade Unit on Place Value By: Ms. Katie Befort One Watermelon Seed: Introduction to Place Value (Day One) Standards: 2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines, and manipulatives such as bundles of sticks and base 10 blocks. 2.1.1.2 Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens, and ones. Know that 100 is 10 tens and 1000 is 10 hundreds. Objectives: Students will be introduced to Decimal Street. (I) Students will be introduced to the idea of place value. (I) Students will practice their problem solving skills. (P) Students will practice communicating their ideas. (P) Students will understand that the number in each place value represents how many of that unit there are. Students will be able to build numbers up to 999 with their Base 10 blocks and Decimal Street with guidance. (P) Materials: Book One Watermelon Seed by Celia Barker Lottridge Base 10 Blocks Decimal Street handouts Pencils Sticky notes Digital Camera Prerequisite Understandings: Students will be familiar with numbers 0-1000. Students will have worked with Base 10 blocks before. Students will know how to operate a digital camera. Instructional Plan: a. Getting Ready (Warm Up) Read the book One Watermelon Seed and discuss story with students briefly. Draw students’ attention to the numbers in the book. Explain to students that we’re going to see if we can build the numbers in the book as we read it again. Tell students that this task is going to help them learn about place value. Define place value as what each numeral in a big number represents. b. & c. (Students’ Work & Classwide Discourse Ask students to build each number in the book as you read each page. When you get to the number 10 note how each students build the number. Ask students, “Is there more than one way to build this number? Is one way right and the other wrong? What do you think the 1 in the 10 means? How about the 1? Allow students to discuss what they think the 1 and 0 mean in the number 10. If students are unsure read the next page and again ask students what the 2 and 0 stand for in the 20. Students will figure out that the 2 stands for the tens and 0 for the ones. Give students Decimal Street handouts. Explain to students that this tool is going to help them learn about place value. How? Explain to students that Decimal Street has three houses: the ones’ house, the tens’ house, and the hundreds’ house. Now in the ones’ house there are only nine items of everything. (Beds, books, pillows, snacks, etc..) Hence, only nine ones can live in the ones’ house. In the tens’ house only nine ten rods can live in the house because there are only nine ten rod-sized beds, blankets, snacks etc.. So only nine ten rods can live in the tens’ house. In the hundreds’ house there are only nine hundred-sized beds, blankets, books, pillows, etc… Hence, only nine hundred squares can live in the hundreds’ house. If there are ten hundred blocks that are looking for a home they need to go to the thousands’ house which is right next door to the hundreds’ house but it’s not shown on this block of Decimal Street because we ran out of room. Then explain to students that by putting their ones, ten rods, and hundreds squares in the right house it will help them see what each number represents. Model building 17 for students. Put 1 ten rod in the tens’ house and 7 ones in the ones’ house. Point out to students that the number 17 is really 1 ten and 7 ones since the 1 stands for how many tens there are and the 7 stands for how many ones there are. Then model building the number 323 for students repeating the above steps. Point out that the 3 stands for 3 hundreds, the 2 stands for 2 tens, and the 3 stands for 3 ones. Assessment: Formal: Ask students to build the numbers 13 and 145 with their Base 10 manipulatives and Decimal Street handouts. Remind students to write their name on a sticky note and place it by what they built. When students have built each number, they will take a picture of what they built. Formal: Students will write down one sentence about what they have learned about place value. Extensions: Have students pretend that the kids in the book One Watermelon Seed were planting different amounts of each food and build those numbers in their Decimal Streets with Base 10 manipulatives. Place a jar in the classroom with lots of popcorn in it. Give students the opportunity throughout the week to guess how many seeds of popcorn are in the jar. At the end of the week the winner will receive a small prize. Planting a Garden: Place Value (Day 2) Standards: 2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines, and manipulatives such as bundles of sticks and base 10 blocks. 2.1.1.2 Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens, and ones. Know that 100 is 10 tens and 1000 is 10 hundreds. Objectives: Students will understand the place value order. (P) Students will practice communicating their ideas. (P) Students will understand that the number in each place value represents how many of that unit there are. (P) Students will be able to build numbers up to 999 with their Base 10 blocks and Decimal Street handots with guidance. (P) Students will be able to write out each number using words. (Example: 23 = 2 tens and 1 ones) (I) Students will understand that there are 10 tens in 100 and 100 tens in one 1000. (P) Materials: Decimal Street handouts Base 10 manipulatives Base 10 booklets Pencils Instructional Plan: a. Getting Ready (Warm Up) Teacher asks students what their favorite food is that comes from a garden. Teacher listens to students’ response and then explains that they are going to make a pretend garden as a class and afterwards students will get to make gardens of their own. Teacher models the garden making process. Teacher asks several students what they want in their garden. Teacher calls on students and uses the students’ plant suggestions. Teacher asks each individual student how many of the plant they want in their class garden. Teacher builds the number with Base 10 Blocks. Teacher asks students how many ones, tens, and hundreds are in the number. Teacher draws a picture of the Base 10 Blocks she used to make the number. Then teacher writes out the number on the board. (Example: 159 strawberry plants = one hundred, five tens, and 9 ones) Teacher continues to help students select plants for their class garden until she/he feels students are ready to make their own garden. (During this time teacher asks students to build the numbers with her so that she/he can assess if students need more modeling or not.) Next, the teacher explains to students that today they get to make their own garden using their imagination and Base 10 Blocks. Teacher points out to students that since they are using their imagination their garden can contain silly items like cheeseburger plants or spaghetti vines. Teacher explains that they will be given a blank booklet with space to write. On the cover they need to write their name and the title of their book. Then on each page in the inside they get to write how many of each plant are in their garden. Next, they will build the number of that plant using their Base 10 blocks and Decimal Street. Then they will draw a picture of the number they created using their Base 10 Blocks. Finally, students will write out how many ones, tens, and hundreds are in their number. (Example: 163 cheeseburger plants = 1 hundred, 6 tens, and 3 ones) Teacher asks them to build at least two numbers in the hundreds and one in the tens. Also, one of their numbers must be 100 and 1000. Teacher tells students that they need to have at least five plants in their gardens, but they can have as many yummy plants in their gardens as they want. b. Task (Students’ Work) Teacher hands out blank booklets and students make their own garden. Teacher circulates throughout the room to offer guidance, answer questions, and informally assess levels of student understanding. c. Classwide Discourse Teacher brings class back together after all the students have built, drawn, and recorded at least five different plants in their garden booklets. Teacher asks each student to share with the class one plant they will have in their silly garden, how many of that plant they will have, and how many ones, tens, and hundreds are in their plant number. Either after students have shared their numbers or when a student gives the incorrect number of ones, tens, hundreds for their number teacher facilitates a class discussion by asking students the following questions. “How do we know how many ones, tens, and hundreds are in our number?” Is there a way we can check our work? How many tens are in one hundred? How do we know that? How many hundreds are in 1000? How do we know that?” Assessment: Informal: Observe how students are building and making their numbers while they are working on their garden booklets. Informal: Listen to students’ answers and explanations during the class discussion when they share their garden booklets. Formal: Look at students’ garden booklets and use this information to break students into three levels for small group instruction for the next day. The three levels will be: Accelerated, On-level, and Needs Practice. Extensions: If this unit is taught in spring students can build a class garden. Or if there is not space available to plant a class garden, students can plant seeds in cups. If this unit is taught in the fall, students can harvest a school garden if the school has one. Students can also go on a field trip to a garden, apple orchard, or farm to help harvest. Students can be given a piece of graphing paper and asked to fit a certain amount of plants in the space of the paper so that each kind of plant is together or all plants are in straight rows. Students can be given a piece of graphing paper and asked to figure out how many plants they can fit in the graph if only one plant can grow in a square, like plants must be planted together, and there must be two pathways running through the garden. Students can read books about gardening, planting, and fall harvesting. Seeds, Seeds Everywhere: Place Value (Day 3) Standards: 2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines, and manipulatives such as bundles of sticks and base 10 blocks. 2.1.1.2 Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens, and ones. Know that 100 is 10 tens and 1000 is 10 hundreds. Objectives: Students will understand the place value order. (ones, tens, hundreds, thousands) (P) Students will understand that each number in each place value represents how many of that unit there are. (P) Students will be able to build numbers up to 999 with their Base 10 Blocks or other manipulatives. (P) Students will be able to write out each number using words. (Example 123= 1 hundred, 2 tens, and 3 ones) (P) Students will learn how to explain their thinking. (P) Students will understand that 100 is 10 tens and 1000 is 10 hundreds. (P) Materials: Pencils Fruit and Vegetable Farm worksheet Decimal Street handouts Base 10 Blocks Timer or stopwatch My Garden booklet Glue Seed packets Seeds in a Minute Worksheet Markers Decimal Streets which go to Ten-Thousands Prerequisite Understandings: Students will understand place value order. (ones, tens, hundreds, thousands) Students understand that each number in each place value represents how many of that unit there are. Students understand how to use Base 10 Blocks and Decimal Street. Students understand what a garden is. Students know how to operate a timer or stopwatch. Students have worked in stations before for math. Students know what a fruit and vegetable farm is. Students understand that grocery stores buy their produce from fruit and vegetable farms. Instructional Plan: a. Getting Ready (Warm Up) Teacher shows students some seed packets. Teacher asks students what they think they will be working with today. Teacher explains that today they are going to learn more about place value with seeds and other manipulatives as they go through stations. Teacher explains each station. The first station is Fruit and Vegetable Farm. In the Fruit and Vegetable Farm station students are going to pretend they own a fruit and vegetable farm and they sell their produce to big and small grocery stores in the area. Different grocery store owners want to buy some different fruits and vegetables from you. In order to fill this order students need to figure out how many hundreds, tens, and ones their buyer wants of every plant they ordered. Students are going to look at each item the grocery store owner ordered on their worksheet and build that number using their Base 10 Blocks. Then students will record how many ones, tens, and hundreds of each plant they will send their buyer. Students will write this out and draw a picture for each for each item ordered. Students who finish early may create their own order and try to fill it by figuring out how many ones, tens, and hundreds are in their number. The second station is Seeds in a Minute. In this station you are going to get a worksheet labeled Seeds in a Minute. You are going to choose a partner for this task. One of you will set the timer for one minute and press the start button. Then the person without the timer will draw as many seeds as they can in one minute. The person drawing will stop when the timer beeps. With the help of your partner, circle groups of ten and then count up how many tens and ones you have to figure out how many seeds you drew. Record this number and make sure to show how many ones and tens are in the number. (63 seeds = 6 tens and 3 ones) Then switch jobs with your partner. Both of you should do this once. The second times set your timer for two minutes, instead of one, and see how many you can draw. If students have extra time see how many seeds you can draw in three minutes. The third station is Seeds, Seeds, Everywhere! In this station you are going to get a little booklet labeled My Garden. Each page of the booklet is going to have a sentence which you get to complete by filling in a number. (Example: I have ______ watermelons in my garden.) Then build the number by gluing the correct number of seeds on the page. Remember to match the seed you are gluing to the one they are talking about on the page. Circle groups of ten. Then write how many tens and ones are in your number. If students finish early, you can use a piece blank paper and add your own pages to your booklet. The fourth station will be the Teacher and Me station. In this station you will meet with me in small groups to learn more about place value concepts. In this station you will have the opportunity to ask me any questions you still have about place value. You will have fifteen minutes to complete each station. At the end of the fifteen minutes the timer will ding and you will need to move on so use your time wisely. (Teacher then reads off groups from sheets based on pre-assessment activities students completed on Monday and Tuesday and asks students to meet at the station they will be starting at. Teacher sets timer and the work time begins.) b. Task (Students’ Work) Students move through the four stations in small groups. The four groups are based on ability. The first group will be the needs practice group. The second group will be the on-level group. The third group will be the accelerated group. The fourth group will be a second section of one of the first groups based on the results of the pre-assessment activities done on Monday and Tuesday. Teacher and Me Station: Needs Practice Group For this group, I would have them build simple numbers using Decimal Street and Base 10 manipulative. We would discuss how only nine ones can live in the units house and only nine ten rods can live in the tens house. We would also discuss how 10 units equal one ten rod and how 10 ten rods equal one hundred. To make this interesting for students I would tell a little story about a garden planting party and how more and more people want to come and help. (When Fred, Maggie, Mark, and Sophie heard their was going to be a garden planting party they wanted to come help too, so now there are 32 people coming to the party. Build the number 32.) Teacher and Me Station: On-Level Group I would have this group build me numbers in the hundreds using their Base 10 Blocks. We would review how only nine ones can live in the ones’ house, 10 ten rods in the tens’ house, and 9 hundreds in the hundreds’ house. We would discuss how 10 ones makes a ten rod and 10 ten rods make a hundred. We would also discuss what each numeral in number stands for and have students write this out after building each number. (456 = four hundreds, five tens, and six ones) To make this fun for students I would tell a little story about a garden getting out of control because the kids accidentally spilled a lot of extra seeds when they were planting! (Hence there are 452 tomatoes …) Build and say the number 452 tomatoes and then write what that number means on your paper. (452 = 4 hundreds, 5 tens, and 2 ones) Teacher and Me Station: Accelerated Group I would have this group focus on building numbers in the thousands. We would discuss how many hundreds make a thousand. I would also ask students, “What place value comes after a thousand? How many thousands do you think it would take to make ten-thousand?” In this group, I would have students practice building, writing, and saying numbers in the thousands using a longer version of Decimal Street which includes Thousands and Ten-Thousands spot. To make this fun for students I would tell a little story about a farmer who was planting different kinds of crops. (The farmer planted 1427 beans in his first field.) Build and say the number 1427. Then write what the number 1427 means on your paper. (1 thousand, 4 hundreds, 2 tens, and 7 ones) c. Classwide Discourse After students have completed all four stations, I would bring the class back together and ask students to share what they have learned and ask any questions they might have after doing the various activities. I would ask students, “What did we learn from the Fruit and Vegetable Farm station? Were you able to figure out how many ones, tens, and hundreds of each plant your buyer wanted? How many seeds were you able to draw in the Seeds in a Minute Station? Why do you think some people were able to draw more seeds in a minute than others? What is the biggest number you were able to draw in a minute? Two minutes? What did the Seeds, Seeds, Everywhere station teach us?” Assessment: Formal: Students will turn in their Fruit and Vegetable Farm worksheet, Garden Booklet, and their Seeds in a Minute worksheet to the teacher. Informal: The teacher will also informally assess students as they work with small groups of students during Teacher and Me time and then again during the class discussion. The teacher will use students’ work together with informal observations to determine which groups students should be in for the next day’s stations. Extensions: Students could do the Fruit and Vegetable Farm worksheet with questions in the thousands and ten-thousands. Seeds, Seeds Everywhere Continued: Place Value (Day 4) Standards: 2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines, and manipulatives such as bundles of sticks and base 10 blocks. 2.1.1.2 Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens, and ones. Know that 100 is 10 tens and 1000 is 10 hundreds. Objectives: Students will understand the place value order. (ones, tens, hundreds, thousands) (P) Students will understand that each number in each place value represents how many of that unit there are. (P) Students will be able to build numbers up to 999 with their Base 10 Blocks or other manipulatives. (P) Students will be able to write out each number using words. (Example 123= 1 hundred, 2 tens, and 3 ones) (P) Students will learn how to explain their thinking. (P) Students will understand that 100 is 10 tens and 1000 is 10 hundreds. (P) Materials: Base 10 Blocks Pencils Growing Season worksheets Nursery Order worksheets A Handful of Seeds booklets Decimal Street handouts Decimal Streets which goes to one million for accelerated students Assorted Seeds Small cups Rubber bands Straws 100’s Chart 1000’s Chart Prerequisite Understandings: Students will understand place value order. (ones, tens, hundreds, thousands) Students understand that each number in each place value represents how many of that unit there are. Students understand how to use Base 10 Blocks and Decimal Street. Students understand what a garden is. Students understand what a nursery is. Students know how to operate a timer or stopwatch. Students have seen straws and rubber bands used during calendar time to show place value. Trays or round cookie sheets Instructional Plan: a. Getting Ready (Warm-Up) Ask students what their favorite seed is. After listening to students’ responses, explain to students that they will be learning more about place value by working seeds again and manipulatives. Remind students that the following day they will be given a popcorn challenge which will test their knowledge of place value, so this is their last day to learn about place value before the challenge. Teacher goes on to say that they will be doing stations again today in fifteen minute increments. The teacher explains each station to the students in turn. The first station will be Nursery Order. In this station students will be given a list of plants a business bought from the nursery. Their task will be to figure out how many hundreds, tens, and ones of each plant the buyer wants so that they can ship the correct number of plants. Students may use their Base 10 Blocks if they wish to accomplish this task. After they figure out the answer they need to write it down below the item on the order form. (57 petunias = 5 groups of ten petunias and seven more petunias) If students finish early they may take turns ordering plants for their own home or their favorite business, and then have the rest of their group members figure out how many ones, tens, hundreds, and thousands are in their number of plants. The second station will be Grab a Handful of Seeds. In this station students may work in pairs if they wish. Each pair or individual student will be given a bag of assorted seeds and asked to take one or more handful of seeds out of the bag without looking and put them on their tray. Students will record how many seeds they think they grabbed out of the bag. Students will then count the number of seeds and record the number in their A Handful of Seeds booklets. Then students will figure out how many ones and tens are in their number. If students need to they can put each group of 10 seeds into a cup and move it to the tens’ house on Decimal Street to help them count. After counting, students will record the number in their booklet and move on to the next number. Students who finish early may make up their own Pinch Seeds problem and see if their partner can solve it. The third station is the Growing Season station. In this station, students will be told the length of growing seasons for different plants, both real and imagined. Students may also use the back of their seed packets to determine the growing season for each plant. Their task is to find the length of time it takes each plant to grow either on their hundreds or thousands chart. Then using their hundreds or thousands charts they need to figure out how many ones, tens, and/or hundreds are in that number. If students wish, they may use the straws, cups, rubber bands and Decimal Street at the station to help them figure out the answer just like they do during calendar time. After figuring out how many ones, tens, and hundreds are in their number, students need to record their findings on their Growing Season worksheet and explain how they found their answer. The fourth station will be the Teacher and Me Station. Students will once again be split into three different ability levels and four different groups. (So one ability level will have two groups based on the assessment work students did in their stations the previous day.) b. Task (Students’ Work) Students rotate through each station working on their different tasks. As students are working on their different tasks, teacher works with small groups of students at the Teacher and Me station. Teacher and Me: Needs Practice In this station, students work with Base 10 blocks to build, say, and write numbers in the tens and a few in the hundreds. To keep students engaged, the teacher will tell students a story about a girl who was making food for a party. (Sally knew her friends liked popcorn so she wanted to make sure she made enough for all her friends to have lots. The first bag Sally popped made 75 pieces of popcorn.) Build and say the number 75. Then write out what the 75 means. (75= 7 tens and 5 ones) Teacher and Me: On-Level In this station, students will work on building, writing, and saying numbers in the ones, tens, and hundreds. The teacher will tell a story about harvesting a school garden to keep students engaged. (Sam and Jordan were picking the pea pods when Ms. Befort walked by. Jordan exclaimed, “Ms. Befort, look! We picked 102 pea pods!”) Students will build and write the number 102 and then write down how many ones, tens, and hundreds were in their number. (102 = 1 hundred, 0 tens, 2 ones) Teacher and Me: Accelerated Students will work on understanding, writing, and saying numbers in the thousands and millions as a group. Teacher will introduce students to the hundred thousands and millions spots. Teacher will ask students, “What place value do you think comes after ten-thousands spot? How many ten thousands can live in the hundred thousands’ house? How many hundred thousands do you think a million has in it? Do you think there are more place values after one million? Why? How many millions do you think can live in the millions’ house? Is our hundred thousands’ house big enough to hold nine hundred thousands? Is our millions’ house big enough to hold nine millions? How about one? Why is this?” Teacher explains to students that since the numbers are so big they will not be able to build them with their base 10 Blocks and Decimal Street. Instead we are going to have to use their imagination. Teacher may draw a big Decmial Street on the board and try to draw what they are discussing help students understand how big these numbers are. At the end of the session, students practice figuring out how to say and write a few big numbers the teacher writes on the board for them. (376,549 = 3 hundred-thousands, 7 ten-thousands, 6 thousands, 5 hundreds, 4 tens, and 9 ones and students would say this number was, “three hundred seventy- six thousand, five hundred forty-nine.”) c. Classwide Discourse After rotating through all the stations, students will come back together as a group and discuss what they learned. The teacher will ask what they learned from each activity. The teacher may ask, “What did you learn from the Nursery Order station? What did you learn from doing the Grab a Handful of Seeds activity? What was the biggest number of seeds you were able to grab at one time? How about the smallest? Why were some of us able to grab more seeds than others? What did you learn from the Growing Seasons station? Did you use just the straws or the straws and the charts? Did any questions pop into your head when you were doing any of the activities? Do you feel ready for our big popcorn challenge tomorrow?” Assessment: The teacher will collect and look at the Nursery Order, Pinch 10 Seeds, and Growing Seasons worksheets. Informal assessment will also occur as teacher works will small groups of students during the Teacher and Me time and listens to students thinking and reasoning during the class discussion. Extensions: In the Grab a Handful of Seeds station students could grab seeds from different bags. The first bag would hold a small seed, the second bag would hold a medium sized seed, the third bag would hold a large seed, and the last bag would hold a mixture of seeds. Students would be challenged to figure out why they were able to grab more seeds from the small and medium sized seeds bags than they were able to grab from the bag with the large seeds in it. Students would also be asked to figure out how this ties in with the number of seeds they were able to grab from the assorted bag. The nursery order and growing seasons worksheets could both be redone with bigger numbers for accelerated students. Students could be asked to find patterns in the 100’s and 1000’s charts. Popcorn Challenge: Place Value (Day 5) Standards: 2.1.1.1 Read, write and represent whole numbers up to 1000. Representations may include numerals, addition, subtraction, multiplication, words, pictures, tally marks, number lines, and manipulatives such as bundles of sticks and base 10 blocks. 2.1.1.2 Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens, and ones. Know that 100 is 10 tens and 1000 is 10 hundreds. Objectives: Students will understand the place value order. (ones, tens, hundreds, thousands) (A) Students will understand that each number in each place value represents how many of that unit there are. (A) Students will be able to build numbers up to 999 with their Base 10 Blocks or other manipulatives. (A) Students will be able to write out each number using words. (Example 123= 1 hundred, 2 tens, and 3 ones) (A) Students will be able to explain their thinking. (A) Students will understand that 100 is 10 tens and 1000 is 10 hundreds. (A) Materials: Pencils Base 10 Blocks Decimal Street Popcorn Challenge worksheet Popcorn Bowls Prequisite Understandings: Students will understand the place value order. (ones, tens, hundreds, thousands) Students will understand that each number in each place value represents how many of that unit there are. Students will be able to build numbers up to 999 with their Base 10 Blocks or other manipulatives. Students will be able to write out each number using words. (Example 123= 1 hundred, 2 tens, and 3 ones) Students will be able to explain their thinking. Students will understand that 100 is 10 tens and 1000 is 10 hundreds. Instructional Plan: a. Getting Ready (Warm-Up) Teacher asks students if they are ready for a challenge. Teacher informs students that the day of their big popcorn challenge has arrived. The popcorn challenge will be a way to show their teacher that they understand place value so they need to do their best to complete the challenge. Teacher tells students that in a moment he/she is going to pass out their Popcorn Challenge worksheets. Students need to find their own space in the room. They may use their Base 10 Blocks and Decimal Street to complete the challenge. b. Task (Students’ Work) Students work on their Popcorn Challenge worksheets. c. Classwide Discourse After correcting students’ popcorn challenge worksheets the teacher asks students how they think they did? Teacher informs class that since most of them successfully completed the challenge and, more importantly they all tried their hardest, they will get popcorn for snack. Assessment: Teacher corrects Popcorn Challenge worksheets. Teachers writes down the names of the those students who weren’t able to complete the challenge, so that he/she can work with these students more on this concept later on. Extensions: Teacher could design place value games to have on a menu to give students who need more practice with place value the help they need. Teacher could also extend the popcorn challenge and have the class do a mini popcorn challenge each day just for fun at the beginning of math class to give students who need more practice with place value the extra practice they need. Name ________________ Seeds in a Minute! Directions: To accomplish this task you are going to work with a partner but you both need to fill out your own worksheet. One of you will time your partner while they draw as many round seeds as they can in one, two, or three minutes. If you didn’t draw then help your partner put a circle around groups of ten seeds and count up how many seeds they drew. Then the person who drew the seeds will write the number of seeds they drew in the space provided on their worksheet. Then switch jobs with your partner. Keep going until both your worksheets are done. If you have extra time, see how many seeds you can draw in three minutes. (Use the back of your paper.) Have fun! Draw as many seeds as you can in the space below in one minute. How many seeds did you draw? Write your answer here ________ ________ _________. 100’s 10’s 1’s Draw as many seeds as you can in the space below in two minutes. How many seeds did you draw? Write your answer here ________ ________ _________. 100’s 10’s 1’s Name_________________________ Fruit and Vegetable Farm Directions: Congratulations! You are the proud owners of a thriving fruit and vegetable farm. The grocery stores below have ordered fruits and vegetables from your farm to sell in their stores to their customers. But in order to fill this order you first need to figure out how many ones, tens, and hundreds of each fruit or vegetable to ship to the grocery store that ordered it. Using your handout of Decimal Street and your Base 10 blocks build the number of fruits or vegetables ordered to help you figure out how many ones, tens, and hundreds the buyer wants. Then draw a picture of the number you built and record how many ones, tens, and hundreds were in your number. (Example 46 = 4 tens and 6 ones) Marty’s Supermarket ordered 73 ripe watermelons. In the space below show what this number looks like below using words and pictures. Hub Food Center ordered 257 ripe tomatoes. In the space below show what this number looks like using words and pictures. Yummy Yuppies ordered 389 cases of ripe raspberries. In the space below, show what this number looks like using words and pictures. Fanny’s Fresh Food ordered 100 heads of ripe lettuce. In the space below, show what this number looks like using words and pictures. Name______________________ Nursery Order Directions: You work at Beautiful Plants Nursery. You have just received the order below, but in order to ship the correct number of plants you need to figure how many ones, tens, and hundreds of each plant the buyer wants. You may use your Base 10 Blocks to help you figure this out if you wish. Then write down how many ones, tens, and hundreds are in each number. (169 petunias = 1 hundred, 6 tens, and 9 ones) Order Form 1. 78 Petunias =______________________________________________ 2. 642 Tomato plants = _______________________________________________ 3. 100 Moss Roses = _______________________________________________ 4. 876 Pepper plants = _______________________________________________ 5. 1000 Strawberry plants = _______________________________________________ 6. 210 Apple trees = _______________________________________________ Name_______________________ Popcorn Challenge! Directions: Okay, this is it! Your first task is to build the number 986 using your Base 10 Blocks. Then draw a picture of what you built. Finally, tell me how many ones, tens, and hundreds are in your number. Your second task is to tell me how many tens there are in 100 and how many hundreds there are in 1000. 1. Build, draw, and write the number 986 using your Base 10 Blocks. 2. How many tens are there in 100? How many hundreds are there in 1000? Name_______________________ Growing Seasons Directions: You are a gardener who is trying to figure out how many days each kind of seed needs to grow, so that you will know which seeds you can plant in your garden. Each package of seeds tells you how long it will take each plant to grow, but you need to figure out how many ones, tens, and/or hundreds each number represents. Look at each package of seeds to see when the plants mature. Then, using your 100 and 100 charts or the cups, straws, and rubber bands figure out how many ones, tens, and/or hundreds are in each number and write your answer down. (35 growing days = 3 tens and 5 ones) 1. Zucchini (55 days) 2. Starbursters (424 days) 3. Marigolds (60 days) 4. Dilly Bar Flowers (233 days) 5. Cheeseburger Bushes (130 days) 6. Peppers (73 days) 7. Lettuce (90 days) 8. Milkshake Vines (198 days) Note: Please note that I did not create two different versions of Decimal Street to save on time and tag board, but if I actually taught this lesson to a class I would create two versions of Decimal Street with one going to the Ten-Thousands.

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Jack Frost, the Tour, Spring Equinox, Zealand Morris, Nelson Morris, morris dancing, Tussock Jumpers

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views: | 29 |

posted: | 8/14/2011 |

language: | English |

pages: | 22 |

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