Module 3
Lesson 11
Objective
Count
the total value of
ones, tens, and hundreds
with place value disks.
Warm-up
Warm-up
Keep Counting the unit form way
1
ten 2 ones
 1 ten 3 ones
 1 ten 4 ones
 1 ten 5 ones
Warm-up









This time say each number 2 ways. First the unit form way,
then just as ones. Let’s do one together.
My turn:
2 tens 5 ones is 25 ones. Your turn
2 tens 5 ones is 25 ones.
Continue to count by tens to 55
3 tens 5 ones is 35 ones
4 tens 5 ones is 45 ones
5 tens 5 ones is 55 ones
Now say the ones first, then the unit form.







Lets count to 61.
56 ones is 5 tens 6 ones
57 ones is 5 tens 7 ones
58 ones is 5 tens 8 ones
59 ones is 5 tens 9 ones
60 ones is 6 tens
61 ones is 6 tens 1 ones
Sprints










Put your name and number at the top of the
page
Sprint A
On your mark, get set, THINK
Lets check your work
Write the number you got correct up top
Sprint B
On your mark, get set, THINK
Lets check your work
Write the number you got correct up top
What was your improvement?
Samantha is helping the teacher to organize
the pencils in her classroom. She finds 41
yellow pencils and 29 blue pencils. She threw
away 12 that were too short. How many
pencils are left in all?



When you read this problem what do you see?
Can you draw something to represent the pencils?
I’m only giving you 2 minutes to draw, so would it be
wiser to draw bundles, boxes, or all of the pencils?




Go ahead and draw. (2 minutes)
Go ahead and solve the problem
What is the answer in a complete statement?


Bundle or boxes
58 pencils are left.
What does your drawing show you? Talk with your partner.
Students work in partners

Each pair will need








Base ten blocks (2 hundreds, 9 tens, 9 ones)
Place value disks (6 hundreds, 9 tens, 9 ones)
1 place value chart
With your blocks show me this number
13
Now show me the same number with your disks.
Whisper the number first in unit form, then in standard form to your
partner.
Continue practicing
103
129
130
230
203
199
200
Talk with your partner about the difference between modeling your
numbers with blocks and modeling with place value disks.
NOW YOU DO IT!

Practice the skills we just learned in your problem sets.

Directions A-E: Model the numbers on your place value
chart using the fewest number of blocks or disks possible.




Partner A use base ten blocks
Partner B use place value disks
Whisper each number in unit and standard form.
Directions F-O: Model the numbers on your place value
chart using the fewest number of disks possible.


Partner A and B alternate using place value disks
Whisper each number in unit and standard form.
 DEBRIEF
and then complete EXIT TICKET