Name of Unit: Year Level: Proficiencies: Strand: Achievement Standard: Session 1 Learning Intention: Students are to use place value to recognise, order and record threedigit numbers. Session 2 Learning Intention: Students develop early rounding ideas to 20 Session 3 Learning Intention: Students make models of three-digit numbers Warm up: Hand Out the Digits 1. Write digits 0 to 9 on flash cards. 2. Give cards out to ten students and ask them to walk around in a circle, keeping their digit card hidden. 3. Call out a group size, e.g. ‘Form groups of three!’ 4. Students group in threes and have to make the largest (or smallest) number they can with the collective digits. 5. Repeat, calling for groups of 4 and 5; later extend activity by providing two ‘0’ flash cards. PLACE VALUE: Add 1 More 1. Begin the session by telling the students that ‘when adding 1 things can change’. 2. Create 2 teams. 3. 6 days add 1 more = 1 week 4. 99c add 1 more = $1 5. 12 years add 1 more = a teenager 6. 59 seconds add 1 more = 1 hour... Outline activity and key words from the warm up session. Model a strategy. Logging companies can only transport logs in even bundles/ groups. Each truck has 220 logs. How many different ways could those logs be grouped together using your understanding of place value? Quick Write I found out… I really liked… I’m still not too sure about… Next time I would… Outline activity and key words from the warm up session. Model a strategy. What numbers can be rounded off to 20? Extend using numbers in the hundreds Choose 2 people to share their strategy Warm up: Hand Out the Digits PLACE VALUE Making Numbers 1. Using a deck of cards students are asked to draw 3 cards. 2. They are to write all the 3 digit numbers their cards can make. Eg: 3 Outline activity and key words from the warm up session. Model a strategy. Using base ten models, how many ways can you make 263? Gallery walk 5 ways = $1 12 ways = $2 15 ways = $ 3 5 ways = $1 12 ways = $2 Session 4 Learning Intention: Students group items in tens and hundreds to count larger collections Session 5 Learning Intention: Students use place value to work with patterns on a hundred number chart 6 and 2 can make 362 326 236 263.... Teacher asks: who has made the largest number? who has made the smallest number? PLACE VALUE The Car Park Visit school car park. 1. Each student to list ten number plates. Students look at lists to find number with largest 3-digit number. Q: Who thinks they have the largest 3-digit number? Q: Who thinks they might have a larger number? Q: How do you know? PLACE VALUE Counting by 10’s on a Number Chart 1. Using 100 Chart ask Q: How are the numbers on this chart organised? Q: How can this help us count by 10s from different starting points? Record some patterns of skip counting by 1o. 2. Using a 1000 Number Chart Q: How are the numbers organised on this chart? Q: What type of skipcounting pattern might this help us find? 3. Record responses, check the 10s or 100s patterns suggested. 4. Hit the Target Given 2 dice students throw to make a 2-digit number. Students 15 ways = $ 3 Outline activity and key words from the warm up session. Model a strategy. How many numbers can you make with 8 in the hundreds and tens place? Attach a drawing to your numbers. 5 ways = $1 12 ways = $2 15 ways = $ 3 Outline activity and key words from the warm up session. Model a strategy. Quick Write I found out… I really liked… I’m still not too sure about… Next time I would… 3 ways = $1 7 ways = $2 10 ways = $ 3 5. then throw one dice to find the number they will skip-count by. 6. They use this number to skip count to the smallest 2-digit number. 7. Students are to record each counting sequence looking for 8. pattern. They will need to repeat the activity several times so they 9. can determine that a pattern will always occur.
