Lesson plan
All About Three-Digit Numbers
Learning Objectives
Students will be able to read and write three-digit numbers using base-ten blocks and written form.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Introduction
(5 minutes)
- Ask students to put their thumbs up if they have ever been shopping and looked at new bikes or scooters.
- Show students the example price tag or project the image on the whiteboard. Challenge students to tell their elbow partner the number listed on the price tag.
- Continue by explaining that bikes and scooters are sometimes a lot of money, or expensive. Tell the students that the number on the price tag is a three-digit number, and today you will learn about them.
- Explain the learning objective for today by explaining to students that they are going to learn how to write and read three-digit numbers using base-ten blocks for support.
Explicit Instruction/Teacher modeling
(5 minutes)- Explain to students that three-digit numbers can be separated into different place values. These place values are the ones, tens, and hundreds.
- Project the Place Value Mat: Three-Digit Numbers on the whiteboard. Record the number 285 on the place value mat, separating each digit into the correct column. Tell the students that a digit is a number that has its own place value. Reinforce that the number 285 has three digits. That it why its called a three-digit number.
- Ask students to identify the number of ones, tens, and hundreds in the number 285.
- Use base-ten blocks to show your students a visual representation of 285.
- Explain to the students that next they will practice writing this number in words. Explain that when writing in words we move from left to right.
- Model how to record the number "two hundred eighty five."
Guided Practice
(15 minutes)- Pass out the Place Value Mat: Three-Digit Numbers to each student. Give students an example number, such as 458.
- Guide students to fill in the number on their place value mats as you record the number on yours.
- Sketch base-ten blocks to show the number 458, or use tangible base-ten blocks. Remind students that small boxes represent the ones, tall rectangles represent the tens, and squares represent the hundreds.
- Provide students with access to the base-ten blocks, or encourage them to use the sketching technique to show the number in a visual form.
- Explain that the class is now going to practice the written form of the number. Remind students that we read the words from left to right.
- Use a number anchor chart or word bank to display the different forms of a number to help your students remember (e.g. write the words one through ten on the chart or in the word bank).
- Give your students another example number and ask them to fill in the place value mat and record the number in written form.
- Challenge students to identify whether more or less base-ten blocks will be needed for each additional number.
Independent working time
(10 minutes)- Provide students with two more three-digit numbers. Write down the following steps on the whiteboard:
- Write the number down on the place value mat.
- Sketch the number using base-ten blocks or create the number using base-ten blocks.
- Write the number in written form.
- Remind students to use the anchor chart for support.
Differentiation
Enrichment:
- Challenge students by providing them with ten numbers in written form and ask them to figure out how to write the numbers in base-ten form.
Support:
- Allow students to work in partnerships.
- Encourage students to use the base-ten blocks for support.
- Provide students with an additional day to focus on writing the number in written form.
Assessment
(5 minutes)- Hand out a sticky note to each student.
- Have them answer the following two questions on the sticky note:
- Write the number 684 in written form.
- Draw the number 269 in base-ten blocks.
Review and closing
(5 minutes)- Ask students why they think it is important to learn about three-digit numbers. Ask students to name what other times they have seen three-digit numbers when they’re not in school.
- Review the lesson by reminding students that three-digit numbers are made of ones, tens, and hundreds.
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