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mLine 84:
Line 84: − '''I Making hundreds, tens and ones (1 period)'''<br><br> − [[File:32 squares.png|400px]] − − <br> − − '''Write on the board like this:'''<br> − {| class="wikitable" border="1" − |- − ! Hundreds − ! Tens − ! Ones − ! Number − ! Comments − |- − | 3 − | 8 − | 3 − | 383 − | Watch if students are stating numbers are correct − |- − | 4 − | 7 − | 2 − | − |Watch if students are stating numbers are correct − |- − | 0 − | 3 − | 5 − | − | Ask how many hundreds there are? They should say this number is less than hundred − |- − | 1 − | 10 − | 5 − | − | Do they say 205? What is the answer? − |- − | 2 − | 8 − | 3 − | − | Without forming the number can they say if number >200? Can they say if this is greater than number below? − |- − | 2 − | 7 − | 5 − | − | Without forming the number can they say if number >200? − |- − | − | 10 − | 7 − | 3 − | What is the answer here?Point out “regrouping”. This is important for addition/ subtraction − |- − | − | 11 − | 8 − | 2 − | What is the answer here? Think about how students are doing 10 hundreds plus 1 hundred. Point out “regrouping”. This is important for addition/ subtraction − |- − | 1 − | 7 − | 4 − | 3 − | Without forming the number can they say if number >200? − |}<br> − − Line 159:
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→Concept #4 Place Value
==Concept #4 Place Value==
==Concept #4 Place Value==
'''III. Fill number line (1 period)'''<br>
'''III. Fill number line (1 period)'''<br>
Draw these one below the other<br>
Draw these one below the other<br>
10,20,.......<br>
10,20,.......<br>
100, 200,.....<br>
100, 200,.....<br>
'''IV Tell stories and Play With Number Systems (1 period - optional)'''<br>
'''IV Tell stories and Play With Number Systems (1 period - optional)'''<br>
http://www.math.wichita.edu/history/topics/num-sys.html#sense<br>
http://www.math.wichita.edu/history/topics/num-sys.html#sense<br>