grade 3 lesson 1.1 counting 2016.notebook 3 lesson... · grade 3 lesson 1.1 counting 2016.notebook...

Grade 3 Lesson 1.1 Counting 2016.notebook

Mr. Dudrick / NPE 1

September 23, 2016

Lesson Counting5minute Warm Up

Learn Use baseten blocks to show numbers

Learn Express a number in different forms

Learn Count to ten thousand

Learn Count on by ones

Learn Count on by tens

Learn Count on by hundreds

Learn Count on by thousands

Problem of the Lesson

Numbers to 10,000

i


Mr. Dudrick / NPE 2

September 23, 2016

Numbers to 10,000

Count to 1,000 using baseten blocks.

1.1 Counting

1/9


Objective


Directions

• Tap Hide to hide the number display. Tap the hundredsquare and place 9 hundredsquares on the workmat. Tap and place 9 tenrods in the Tens column and 10 unit cubes in the Ones column. Tap Line Up to make the items easier to recognize and count.

• Ask students to count aloud with you the number of unit cubes. Point out that they need to be regrouped.

• Tap Regroup at the top of the Ones column to regroup the unit cubes into a tenrod. Say: Ten ones equals ten.

• Ask students to count aloud with you the number of tens. Regroup the tenrods into a hundredsquare. Say: Ten tens equals one hundred. Repeat for the hundreds.

• Ask students to name the final number. (1,000) Tap Show to verify the answer.

• Reset the page and repeat the activity with different numbers that require regrouping. Allow students to place and regroup the blocks.

Virtual Manipulative Tip

• Tap the Clear Workmat button to clear the screen. Tap the Erase button to remove individual blocks.


Mr. Dudrick / NPE 3

September 23, 2016


Mr. Dudrick / NPE 4

September 23, 2016

Numbers to 10,000

1.1 Counting

Use baseten blocks to show numbers.

2/9

• 10 ones = 10.• 10 tens = 100.• 10 hundreds = 1,000

Objective

Use baseten blocks to show numbers.

Directions

• Remind students that baseten blocks can represent numbers. Explain that the larger blocks are made up of unit cubes. Point to the blocks on the screen, and review their values with students: 1 unit cube = 1, 1 tenrod = 10, 1 hundredsquare = 100.

• Ask a volunteer to tap and drag 4 hundredsquares to the work area, and ask students to name the value and number of unit cubes.

• Ask a second volunteer to tap and drag 2 tenrods to the work area. Ask students to name the value of these. Ask a third student to tap and drag 5 unit cubes to the work area. Ask students to name the value of these.

• Ask students to name the total value, or total number of unit cubes, shown. (425) Use the Pen to write 425 on the screen.

• Reset the page and repeat the activity with various 3digit numbers.

• Reset the page. Tap and drag 10 hundredsquares to the center of the screen. With students, count by 100s, tapping and dragging the blocks into a stack as you do so. When you are done, point out that 10 hundreds make a thousand. Write 1,000 next to the stack. Tap and drag a thousandcube next to the number, and explain that now they will be able to use this cube, as well as the others, to model numbers.


Mr. Dudrick / NPE 5

September 23, 2016


Mr. Dudrick / NPE 6

September 23, 2016

Numbers to 10,000

1.1 Counting

Express a number in different forms.

Word form: _____________________________________________________________

Standard form: __________________________________________________________

3/9

• 10 hundreds = 1,000.

Objective

Express a number in different forms.

Directions

• Tap and drag 2 thousandcubes, 4 hundredsquares, 7 tenrods, and 8 unit cubes to the work area.

• Remind students that the large cube represents 1,000. Then, count out the number modeled on the screen, pointing to the blocks as you count: 1,000, 2,000, 2,400, 2,470, 2,478.

• Use the Pen to write 2,478 in standard form and in word form in the spaces provided on the screen. Have students read aloud with you both forms of the number.

• Reset the page. Repeat the activity, allowing students to create 4digit numbers with the blocks and then count and record the numbers in both word and standard form.


Mr. Dudrick / NPE 7

September 23, 2016


Mr. Dudrick / NPE 8

September 23, 2016

Expanded Form : _______________________________________________________________

Word Form : ___________________________________________________________________


Mr. Dudrick / NPE 9

September 23, 2016

Expanded Form : _______________________________________________________________

Standard Form : ______________

Word Form : ___________________________________________________________________


Mr. Dudrick / NPE 10

September 23, 2016

Expanded Form : _______________________________________________________________

Standard Form : ______________

Word Form : ___________________________________________________________________



September 23, 2016

Word Form : ___________________________________________________________________

Word Form : ___________________________________________________________________

Word Form : ___________________________________________________________________

Word Form : ___________________________________________________________________



September 23, 2016



September 23, 2016

Day 2



September 23, 2016



September 23, 2016

Thousands Hundreds Tens Ones



September 23, 2016



September 23, 2016

Numbers to 10,000

1.1 Counting

Count to ten thousand.

4/9

• Ten thousands = 10,000.

Objective


Directions

• Tap the thousandcube and place 9 thousandcubes on the workmat. Ask students to count with you by thousands as you place the cubes: 1,000, 2,000, 3,000 . . . 9,000. Ask students to predict the number that comes after 9,000.

• Place 1 more thousandcube to complete the counting sequence to 10,000.

• Clear the workmat and place 9 thousandcubes. Ask students to count with you by thousands as you place the cubes. Tap the hundredsquare, and begin placing squares, having students skipcount with you as you do so: 9,100, 9,200 . . . 9,900.

• Repeat as you add 9 tenrods (9,910, 9,920, 9,930…) and then as you add 9 unit cubes (9,991, 9,992, 9,993…), ending the count at 9,999. Point out the number displayed below the workmat that tracks the total number as you add blocks.

• Ask students what will happen when you add 1 to this total creating the number after 9,999.

• Ask a student to add the next unit cube and then tap the Regroup button to regroup the ten unit cubes into one tenrod.

• Ask students what needs to be done next. (Tens must be regrouped.) Have another student regroup the tens. Repeat for the hundreds.

• Ask students to name the number after 9,999. (10,000)





September 23, 2016



September 23, 2016

Numbers to 10,000

1.1 Counting


4/9


Objective


Directions













September 23, 2016



September 23, 2016

Numbers to 10,000

1.1 Counting


4/9


Objective


Directions













September 23, 2016



September 23, 2016

Numbers to 10,000

1.1 Counting


4/9


Objective


Directions













September 23, 2016

SA2

Numbers to 10,000

____________

____________

____________

____________

____________

____________

____________

____________

____________

____________

1.1 Counting

Hundreds Tens Ones

Count on by hundreds.

Count on by 100s from 11 to 1,000: 11, 111, …

• When you count on by hundreds, the digit in the hundreds place increases by one each time.

Objective

Count on by hundreds.

Directions

• Discuss the solution with the students.

• Tap Back to return to the lesson.



September 23, 2016

Standard form: ______________________________________________________

Word form: ______________________________________________________



September 23, 2016



September 23, 2016

Standard form: ______________________________________________________

Word form: ______________________________________________________



September 23, 2016



September 23, 2016

Student Workbook



September 23, 2016

Extra Practice



September 23, 2016

RETEACH

Attachments

HowToGK.pdf

HowToG15.pdf

G3_C01_L01_TT.pdf

1

Math in Focus Interactive White Board Activities How to Use SMART Notebook Files

The first page of each Notebook file shows the lesson-level structure of the Table of Contents, given in the eBooks. To navigate to a specific activity, tap the title of that activity. To move through the file one page at a time, tap the Forward arrow given at the bottom of each page.

Navigation and Functionality of the Notebook FilesTap Print Teacher Tips to access a PDF to print the contents of all the Teacher Tips tabs in a file.

Tap the Home button to return to the Lesson-level Menu page.

Tap the Previous button to go to the previous page.

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Tap the Reset Page button to reset the page to its last saved state. Alternatively, you can choose Reset Page from the Edit menu.

To read page-specific instructions, drag the Teacher Tips tab toward the center of the screen. Other tabs may also be accessed as needed. To view them, pull toward the center of the screen.

When an On-Screen Keyboard is required, tap the Keyboard button in the SMART Notebook floating palette. Use the keyboard to type text when you are at the board.

2


General SMART Notebook Tips

Some brands of interactive whiteboard provide their own toolbars. If you have more than one toolbar available, use the tools on the SMART Notebook toolbar and floating palette. Only these tools will fully integrate with the activity.

Select Save As from the File menu to save changes you have made to a SMART Notebook file. Be sure to give the file a different name than the original so you will maintain a clean copy for future use.

Choose a size from View > Zoom to make the SMART Notebook file best fit your screen. Setting the zoom to Entire Page may provide the best results.

Objects dragged from a dispenser and marks made with the Pen, Highlighter, and Fill tools appear on the top layer of a screen. Tabs and buttons are on a lower layer, so they will appear behind dispenser objects and marks.

If you tap a button to bring the SMART Notebook Ruler or Protractor onto a screen, it will only display on that page. To remove the tool, select it, and choose Delete from its sub-menu.

To add tools to your SMART Notebook toolbar or floating palette, tap the Customize button , and then drag the tool to the toolbar or floating palette.

The Help menu provides additional information about how to use the features in SMART Notebook.

While the SMART Notebook files will generally work with older versions of SMART Notebook, you may occasionally find a feature that does not work properly. Should this happen, be sure that you have updated to the latest version of SMART Notebook.

FillUndo

The SMART Notebook floating palette

The SMART Notebook toolbar

TextPensDelete

Paste

Table

Redo

Save EraseLines

Shapes

Regular Polygons

Select

Select

Pen

Pen

Highlighter

Eraser

Right Click

Notebook

Keyboard

Undo

Customize

Previous Page

ViewOptions

Screen Capture

Measurement Tools

Document Camera

Window Shade

SMART Exchange

NextPage

Open File

New Page

DeletePage

3


3

Grouping IconsEach activity displays identifying information along with a grouping icon. While all Math in Focus Interactive White Board activities are suitable for use with a whole class, these icons indicate which activities adapt well to smaller groups of children. If you are using additional Math in Focus resources, you will find these symbols also apply to coordinating activities.

Whole class

Whole class, reading connection

Children work in groups

Children work in pairs

Children work independently

Spotlight ActivitiesSpotlight activities use colorful illustrations along with stories or rhymes to build math concepts. Tap each part of the picture to highlight it and display the associated text (if any). Read the text aloud or, if you have speakers, tap the audio icon to hear a recorded narration. Tap Reset to remove the text and highlighting.

Math in Focus Interactive Whiteboard Activities How to Use Flipchart Files

SMART Notebook

1


The first page of each Notebook file shows the lesson-level structure of the Table of Contents, given in the eBooks. To navigate to a specific activity, tap the title of that activity. To move through the file one page at a time, tap the Forward arrow given at the bottom of each page.

Navigation and Functionality of the Notebook FilesTap Print Teacher Tips to access a PDF to print the contents of all the Teacher Tips tabs in a file.

Tap the Home button to return to the Lesson-level Menu page.

Tap the Previous button to go to the previous page.

Tap the Next button to go to the next page.

To delete objects from the screen, select them, and then tap the Delete button on the SMART Notebook toolbar. If the object is locked, an icon like this will appear at the top right corner of the object. To unlock an object, tap the icon, and choose Unlock from the menu that appears. Now you can delete the object. You can also use the Delete key on your keyboard if the object is selected and unlocked.

Tap the Reset Page button to reset the page to its last saved state. Alternatively, you can choose Reset Page from the Edit menu.

To read page-specific instructions, drag the Teacher Tips tab toward the center of the screen. Other tabs may also be accessed as needed. To view them, pull toward the center of the screen.

When an On-Screen Keyboard is required, tap the Keyboard button in the SMART Notebook floating palette. Use the keyboard to type text when you are at the board.

2


General SMART Notebook Tips

Some brands of interactive whiteboard provide their own toolbars. If you have more than one toolbar available, use the tools on the SMART Notebook toolbar and floating palette. Only these tools will fully integrate with the activity.

Select Save As from the File menu to save changes you have made to a SMART Notebook file. Be sure to give the file a different name than the original so you will maintain a clean copy for future use.

Choose a size from View > Zoom to make the SMART Notebook file best fit your screen. Setting the zoom to Entire Page may provide the best results.

Objects dragged from a dispenser and marks made with the Pen, Highlighter, and Fill tools appear on the top layer of a screen. Tabs and buttons are on a lower layer, so they will appear behind dispenser objects and marks.

If you tap a button to bring the SMART Notebook Ruler or Protractor onto a screen, it will only display on that page. To remove the tool, select it, and choose Delete from its sub-menu.

To add tools to your SMART Notebook toolbar or floating palette, tap the Customize button , and then drag the tool to the toolbar or floating palette.

The Help menu provides additional information about how to use the features in SMART Notebook.

While the SMART Notebook files will generally work with older versions of SMART Notebook, you may occasionally find a feature that does not work properly. Should this happen, be sure that you have updated to the latest version of SMART Notebook.

FillUndo

The SMART Notebook floating palette

The SMART Notebook toolbar

TextPensDelete

Paste

Table

Redo

Save EraseLines

Shapes

Regular Polygons

Select

Select

Pen

Pen

Highlighter

Eraser

Right Click

Notebook

Keyboard

Undo

Customize

Previous Page

ViewOptions

Screen Capture

Measurement Tools

Document Camera

Window Shade

SMART Exchange

NextPage

Open File

New Page

DeletePage

3


Virtual Manipulative TipsSome virtual manipulatives have a separate Eraser from the SMART Notebook Eraser . Use the Eraser in the virtual manipulative to delete objects created with the virtual manipulative. Objects will be deleted in the reverse order they were added. Use the SMART Notebook Eraser to remove marks made with the Pen and Highlighter tool.

Some activities based on virtual manipulatives require you to enter numbers from a keyboard. You can use either a regular keyboard or the On-Screen Keyboard. If you want to use the latter, first tap the Keyboard button in the floating palette.Tap a text entry box in the virtual manipulative, and then enter text. If you accidentally tap another part of the board, any text you type will display as a text object on screen. If this should happen, tap the Select button on the toolbar, tap the box in the Virtual Manipulative again, and then use the On-Screen Keyboard.

If you are using a PC, to view an iTools submenu, you may need to tap again to the right of the icon or near it.

SMART Notebook

1

Grade 3 > Chapter 1 > Lesson 1

Directions •TapHidetohidethenumberdisplay.Tapthehundred-squareandplace9hundred-squaresontheworkmat.

Tapandplace9ten-rodsintheTenscolumnand10unitcubesintheOnescolumn.TapLine Uptomake theitemseasiertorecognizeandcount.

•Askstudentstocountaloudwithyouthenumberofunitcubes.Pointoutthattheyneedtoberegrouped. •TapRegroupatthetopoftheOnescolumntoregrouptheunitcubesintoaten-rod.Say:Tenonesequalsten. •Askstudentstocountaloudwithyouthenumberoftens.Regrouptheten-rodsintoahundred-square.

Say:Tentensequalsonehundred.Repeatforthehundreds. •Askstudentstonamethefinalnumber.(1,000)TapShowtoverifytheanswer. • Reset the pageandrepeattheactivitywithdifferentnumbersthatrequireregrouping.Allowstudentstoplace

andregrouptheblocks.

Virtual Manipulative Tip •TaptheClear Workmatbuttontoclearthescreen.TaptheErasebuttontoremoveindividualblocks.

Directions •Remindstudentsthatbase-tenblockscanrepresentnumbers.Explainthatthelargerblocksaremadeupof

unitcubes.Pointtotheblocksonthescreen,andreviewtheirvalueswithstudents:1unitcube=1, 1ten-rod=10,1hundred-square=100.

•Askavolunteertotapanddrag4hundred-squarestotheworkarea,andaskstudentstonamethevalue andnumberofunitcubes.

•Askasecondvolunteertotapanddrag2ten-rodstotheworkarea.Askstudentstonamethevalueofthese.Askathirdstudenttotapanddrag5unitcubestotheworkarea.Askstudentstonamethevalueofthese.

•Askstudentstonamethetotalvalue,ortotalnumberofunitcubes,shown.(425)UsethePentowrite 425onthescreen.

•Reset the page andrepeattheactivitywithvarious3-digitnumbers. •Reset the page.Tapanddrag10hundred-squarestothecenterofthescreen.Withstudents,countby100s,

tappinganddraggingtheblocksintoastackasyoudoso.Whenyouaredone,pointoutthat10hundredsmakeathousand.Write1,000nexttothestack.Tapanddragathousand-cubenexttothenumber,and explainthatnowtheywillbeabletousethiscube,aswellastheothers,tomodelnumbers.

Math in Focus Interactive Whiteboard Activities Teacher Tips

5-minute Warm Up: Count to 1,000 using base-ten blocks

Learn: Use base-ten blocks to show numbers

2


Directions •Tapanddrag2thousand-cubes,4hundred-squares,7ten-rods,and8unitcubestotheworkarea. •Remindstudentsthatthelargecuberepresents1,000.Then,countoutthenumbermodeledonthescreen,

pointingtotheblocksasyoucount:1,000,2,000,2,400,2,470,2,478. •UsethePentowrite2,478instandardformandinwordforminthespacesprovidedonthescreen.

Havestudentsreadaloudwithyoubothformsofthenumber. •Reset the page.Repeattheactivity,allowingstudentstocreate4-digitnumberswiththeblocksandthencountandrecordthenumbersinbothwordandstandardform.

Directions •Tapthethousand-cubeandplace9thousand-cubesontheworkmat.Askstudentstocountwithyouby

thousandsasyouplacethecubes:1,000,2,000,3,000...9,000.Askstudentstopredictthenumberthatcomesafter9,000.

•Place1morethousand-cubetocompletethecountingsequenceto10,000. •Cleartheworkmatandplace9thousand-cubes.Askstudentstocountwithyoubythousandsasyouplacethe

cubes.Tapthehundred-square,andbeginplacingsquares,havingstudentsskip-countwithyouasyoudoso:9,100,9,200...9,900.

•Repeatasyouadd9ten-rods(9,910,9,920,9,930…)andthenasyouadd9unitcubes(9,991,9,992,9,993…),endingthecountat9,999.Pointoutthenumberdisplayedbelowtheworkmatthattracksthe totalnumberasyouaddblocks.

•Askstudentswhatwillhappenwhenyouadd1tothistotalcreatingthenumberafter9,999. •AskastudenttoaddthenextunitcubeandthentaptheRegroup buttontoregroupthetenunitcubesintoone

ten-rod. •Askstudentswhatneedstobedonenext.(Tensmustberegrouped.)Haveanotherstudentregroupthetens.

Repeatforthehundreds. •Askstudentstonamethenumberafter9,999.(10,000)

Virtual Manipulative Tip •TaptheClear Workmatbuttontoclearthescreen.TaptheErasebuttontoremoveindividualblocks.


Learn: Express a number in different forms.

Learn: Count to ten thousand

3


Directions •Askavolunteertotapanddragbase-tenblocksfrombottomofthescreentothecharttomodel4,326.

(4thousand-cubes,3hundred-squares,2ten-rods,6unitcubes) •AskasecondvolunteertousethePentowritethenumber4,326onthetoplineattheleftofthescreen.

Havethestudentsaythenumber. •Tapanddragonemoreunitcubetothechart.Modelhowtocountonbyonefrom4,326to4,327.Write4,327

onthelinebelow4,326.Saythetwonumbers,explainingthatyouarecountingonby1s.Tellstudentsthatwhentheycountonbyones,theycanaskthemselves“Whatis1morethanthenumber?”

•Ask:Whatis1morethan4,327?Haveastudenttapanddraganadditionalunitcubetothechart,writethenewnumber,andsayit.

•Pointoutthatwhentheycountonbyones,thedigitintheonesplaceincreasesbyonewitheach successivenumber.

•Reset the page.Repeattheactivitywithseveraladditional4-digitnumbers.Avoidnumbersthatrequireregrouping.

Directions •Askavolunteertotapanddragbase-tenblocksfromthebottomofthescreentothecharttomake1,200.

(1thousand-cube,2hundred-squares) •AskasecondvolunteertousethePentowritethenumber1,200onthetoplineattheleftofthescreen.

Havethestudentsaythenumber. •Explaintostudentsthattheyaregoingtocountonbytensandtodothat,theycanaskthemselves,

“Whatis10morethanthenumber,”justastheydidwithones. •Ask:Whatis10morethan1,200?Haveastudenttapanddragaten-rodtothechart,writethenewnumber

(1,210),andsayit.Ask:Whatis10morethan1,210?Haveastudenttapanddraganadditionalten-rodtothechart,writethenewnumber(1,220)andsayit.

•Pointoutthatwhentheyarecountingonbytens,thedigitinthetensplaceincreasesbyonewitheach successivenumber.



Learn: Count on by ones

Learn: Count on by tens

4



(2thousand-cubes,4hundred-squares,5ten-rods) •AskasecondvolunteertousethePentowritethenumber2,450onthetoplineattheleftofthescreen.

Havethestudentsaythenumber. •Explaintostudentsthattheyaregoingtocountonbyhundredsandtodothat,justastheydidwithonesand

tens,theycanaskthemselves,“Whatis100morethanthenumber?” •Ask:Whatis100morethan2,450?Haveastudenttapanddraganadditionalhundred-squaretothechart,

writethenewnumber,andsayit.Ask:Whatis100morethan2,550?Haveastudenttapanddraganadditionalhundred-squaretothechart,writethenewnumber,andsayit.

•Pointoutthatwhentheyarecountingonbyhundreds,thedigitinthehundredsplaceincreasesbyonewitheachsuccessivenumber.


Directions •TapWord Problemandreadtheproblemaloudwiththestudents. •Askavolunteertotapanddragblockstothecorrectcolumnstoshowthenumber11.Askthestudenttouse

the Pentowritethenumberonthetoplinetotheleftofthecolumns. •Askasecondvolunteertotapanddragasinglehundred-squareintothatcolumn.Askthestudenttosaythe

numbernowmodeledonthescreenandwriteitonthesecondline.(111) •Repeatthetask,havingstudentsaddahundred-square,saythetotalnumber,andwritethenumberonthe

nextblanklineuntilstudentsreach911.TapShow Answertoverifythenumberstheyhavewritten. •Askstudentstousethewrittennumberstocountonwithyoufrom11byhundreds. • Reset the page.Repeattheactivityusingdifferentstartingnumbers.


Problem of the Lesson: Count on by hundreds?

Learn: Count on by hundreds

5



(6thousand-cubes,2hundred-squares,6unitcubes) •AskasecondvolunteertousethePentowritethenumber6,206onthetoplineattheleftofthescreen.

Havethestudentsaythenumber. •Explaintostudentsthattheyaregoingtocountonbythousandsandtodothat,justastheydidwithones,

tens,andhundreds,theycanaskthemselves,“Whatis1,000morethanthenumber?” •Ask:Whatis1,000morethan6,206?Haveastudenttapanddraganadditionalthousand-cubetothechart,

writethenewnumber,andsayit.Ask:Whatis1,000morethan7,206?Haveastudenttapanddraganadditionalthousand-cubetothechart,writethenewnumber,andsayit.

•Pointoutthatwhentheyarecountingonbythousands,thedigitinthethousandsplaceincreasesbyonewitheachsuccessivenumber.


Directions •Discussthesolutionwiththestudents. •TapBacktoreturntothelesson.


Problem of the Lesson: Count on by hundreds?

Learn: Count on by thousands

SMART Notebook

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