RTI Solutions Year Round_2017 - page 7

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Teacher Support inEvery Lesson
The Lesson Plan section of the
Teacher Resource Manual contains
everything the teacher needs to
do and say.
1. Starting the Lesson
Each lesson states the learning
objectives, materials needed,
and themath vocabulary words.
Select lessons may also include
a children’s story.
2.
This section presents themath
concept at the
concrete
stage
of learning. An active, hands-on
approach with truemanipulatives
develops understanding of the
concept. Lessons are lightly
scripted in bold type to support
the teacher.
Key ideas
for teachers
to say.
3.
This section supports teachers
in transitioning students from
the concretemanipulative
activity to the pictoral repre-
sentations found at the top
of the Student Activity Book
page and to abstract numbers
and symbols.
4.
Additional instructional support are found in
this section in the form of games, journal writing,
and additional skill-building exercises.
Lesson Plan Page
1
©MathTeachersPress, Inc.,Reproduction by anymeans is strictly prohibited.
We can show this number
with base ten blocks.
4.
What digit is in the
hundreds place?
__________
5.
What digit is in the
tens place?
__________
514
275
Three-Digit Place Value
1.
7 hundreds
6 tens
2 ones =
“seven hundred sixty-two”
Write thenumber.Shade thebubblenext to the correctname.
two hundred seventy-six
two hundred seven six
Hundreds Tens Ones
Hundreds Tens Ones
2.
5 hundreds, 6 tens, 4 ones
_____
_____
_____
H
T
O
3.
7 hundreds, 3 tens, 8 ones
_____
_____
_____
H
T
O
Write eachnumber.
6.
What is the importantplace valuepatternused inournumber system?
Give an example.
BarryBonds hit 762
home runs in his career.
7
5
3
6
8
4
1
5
6 7
2
Tenofoneplace is equal to 1of thenexthighestplace
Lesson 2, 4ETeacherGuide
1
Objective1:
To explore andnamebase tenblocks and
match theblockswith theirplace valuenames. Todiscover
thepatternof thebase ten system.
PD
Materials:
Base tenblocks, PlaceValueMats (Masters
1 and2 taped together),MyMathGlossary (Master 30),
VocabularyCards (Master 31), 6-sideddice
Note: Before class,make copies ofMaster 31 (Vocabulary
Cards) andMaster 30 (MyMathGlossary).Distribute
Master 30 to each student. See p. xof the foreword.
Vocabulary:
place valuenames: ones, tens, hundreds
IntroducingBaseTenBlocks
Themain reason studentsmake errorswithwhole
number algorithms is that theydonot understand
multi-digit numeration.Theydonot know that
43means 4 tens and3ones or 40+3.
Base tenblocks are ideal for teachingnumeration
concepts because students can see the abstract concept
of place value each time theypickup ablock. For example,
one tens block is always seenboth as 1 ten
and
10ones.
Eachpair or small group shouldhave20ones blocks,
10 tens blocks, 10hundreds blocks, and aPlaceValueMat.
Explain thebenefits andproperuseofmanipulatives. Set
guidelines fordistribution and collection.
Explore–Discover–Communicate
Wearegoing tobeginusingbase tenblocks.
What canyou candiscoverabout yourblocks?
Allow
exploratory time.
We canfindpatterns ifweaskhow
things are the same (oralike), andhow theyare
different.
Write2 columns on theboard:
*
most important similarity
Ask students tofindoneway theblocks are the same
andoneway they aredifferent, then ask them to share.
Name eachof theblocks.
Howmanydifferent sizesdo
youhave?
(3)
Holdup1of the smallestblocks, the“ones”
or “units”block.Howmanyonesdoes it take tomake
thenext largerblock?
(10)
Thisblock isnamed the“tens”
or “long”block.Howmany tensdoes it take tomake the
next largerblock?
(10)
Thenext largestblock isnamed
the“hundreds”or “flat”block.Thewords “ones,”“tens,”
and“hundreds”areplacevaluenames.
The importantpattern inournumber system
isbasedon tens. It always takes10of 1block
toequal oneof thenext largerblock. So, 10
ones equal 1 tenand10 tens equal 1hundred.
made of wood
natural color
points& corners
made of little cubes
*10 of 1 block= 1 of the next
larger block
sizes
shapes
volumes
weight
tnereffiD
emaS
Useblocks and aPlaceValueMat towork the
example.
Lookat theexample.Whatblocks are shown?
(7hundreds, 6 tens, 2ones)
Useblocks tomatch the
picture.Writeeachdigit in the correctplaceon the
chart.
(762)
To say thisnumber, touch thebiggest
blocks and say theirvalue.
(700)
Now touch thenext
biggestblocks and say theirvalue.
(60)
Then touch
the smallestblocks and say theirvalue.
(2)
Now say
thenumber togetheras you touch theblocks.
(seven
hundred sixty-two)Workproblems 1, 2, and4 as a class.
Studentsmay completeproblems 3 and5on their own.
Sum ItUps
provideopportunities for students to
reflect, askquestions, anddiscuss in small groups.
Ask students to share aloud and recordon thepage.
Hammer to 100Game
Usebase tenblocks in apile: one
1hundredflat, 20 tens, and30ones.
Eachplayer takes turns tossing a6-sided
die and removing thenumber tossed from
thepile. Each time aplayer gets 10ormoreones, they
exchange10ones for 1 ten.Whoever gets exactly10 tens
exchanges them for the100flat and is thewinner.
Skill Builders 1-2, 1-3
4.NBT.1, 4.NBT.2
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PD
Professional Development icon
alert indicates a video lesson.
Available in the eGuide.
CCSS objectives
on lesson plans
Teacher ProficiancyHighlyMatched to Student Performance
All Lesson Plans
are assessible
via the web.
e
Guide
1,2,3,4,5,6 8,9,10,11,12,13,14,15,16
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