Ones, Tens, and Hundreds
Students will be able to write the hundreds, tens, and ones numbers in their numeric form.
- Call your students together as a group. Pass out hundreds, tens, and ones with blocks.
- Ask your students to show hundreds, tens, and ones using blocks.
- Ask your students the value of hundreds, tens, and ones.
- Inform your students that they will change hundreds, tens, and ones from word form to numeric form, or the value written in numerals.
Explicit Instruction/Teacher modeling(10 minutes)
- Write the following problems on the whiteboard: three hundreds, four tens, and five ones, one hundred, two tens, and one one, and six hundreds, eight tens, and seven ones.
- Ask your students to demonstrate what these numbers look like using blocks.
- Inform your students that these numbers can be written in numeric form.
- Use the example three hundred, four tens, and five ones.
- Make a chart on the whiteboard with a hundreds, tens, and ones column. Write 3, 4, and 5 under each column, respectively.
- Inform the students that the answer is 345.
- Ask two students to complete the other two problems on the whiteboard.
Guided Practice(10 minutes)
- Give the students four problems, and allow them to work in groups to solve the problems. For example, two hundreds, one ten, and five ones, one hundred, three tens, and seven ones, three hundreds, two tens, and five ones, and one hundred, one ten, and zero ones.
- Ask your students to write the numeric form of each problem.
- Ask your students to then draw hundreds, tens, and ones blocks to represent each problem.
- Walk around the room, and provide correction where it is needed.
Independent working time(10 minutes)
- Pass out the Ones, Tens, and Hundreds worksheet, and direct your students to complete it.
- Collect the assignment once it is completed.
- Enrichment: Give the students numbers, and allow them to write the numbers in words. For example, 148 would be one hundred, four tens, and eight ones.
- Support: Highlight or circle the number in each number sentence for the students. For example, 148 would be one (circled) hundred, four (circled) tens, and eight (circled) ones. Draw lines from the circled numbers to the space where the digit should be written.
- Assess the students' worksheets.
- Conference with students who scored low, and make sure that they are placing the digits into the correct categories.
- Provide reinforcement by assigning homework or another opportunity to master the concept.
Review and closing(10 minutes)
- Assign 10 students in the class a digit from 0-9 on an index card.
- Do not repeat the digits.
- Write a place value sentence on the board, such as one of the previous examples in this lesson.
- Ask the students to come up and stand in the correct place when their numbers are written.
- Repeat with another set of 10 students until all of your students have had a turn.