# Planting a Garden Place Value _Day 2_

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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:

 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

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:

 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.

 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.

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:

   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
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

   The fourth station will be the Teacher and Me station. In this station you will meet
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.)

   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:

   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.)

 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
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:

 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.

 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
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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