3B

UNIT

Full Digi-Block Activity

Number Representations
OBJECTIVES:
To explore different ways to model 3-digit numbers, and to identify patterns in these representations To learn to recognize and build multiple representations of numbers, setting the foundation for understanding regrouping

summary

materials

Students use the fewest number of packed blocks to build a 3-digit number. They unpack several blocks and rename the number in different ways. Classmates are challenged to identify a quantity after it has been disguised or partially unpacked.

Each pair or small group of students needs: an index card prepared with a 3digit number written on it supply of blocks, enough for each pair/group to build its number place value mat chart paper green paper and glue, or Digi stamps, crayons, or markers. Before and After activity sheet

Everyday Math Connection

This lesson complements Lesson 3.4, Section 1 in which students model 2- and 3- digit numbers in different ways. They regroup a number so that there may be more than 9 blocks in a place. Packing and unpacking Digi-Blocks instead of trading allows students to readily see multiple representations of the same number and also to see the reversibility of an action, packing and unpacking.

Unit 3 Activity B

Number Representations

DB-27

Class Introduction

15 min

For a warm-up, play Pack a Ten. Have student pairs count out 45 single blocks. Ask, How many blocks-of-10 do you see? (0) How many single blocks? (45) Say, Pack a ten. Have students once again name the number of blocks-of-10 (1) and singles (35). Continue until the blocks are packed as much as possible. Make a table to show tens and ones. (See gure 1.) Discuss patterns in the table and have students explain them. Note that the nal, packed-asmuch as possible, representation is the easiest to read. The other representations also show 45, but they are disguised, or incognito. Students can look it up in a dictionary and then enjoy using this new word! Next, explore different representations of a 3-digit number. In small groups, have students place 3 blocks-of-100, 4 blocks-of-10, and 2 ones on a mat. Agree that there are 342 single blocks packed as much as possible.
Just as you represented 45 in different ways, you will be disguising 342, or showing 342 incognito!
342
hundreds tens ones

Blocks-of-10 0 1 2 3 4

Single blocks 45 35 25 15 5

Figure 1

H 3
hundreds tens ones

T 4 3 13

2
12

Draw a 3-column table showing hundreds, tens, and ones. Record the 3, 4, and 2 blocks in each place. Have students predict what their mats will look like if they unpack a block-of-10. Unpack a ten and record the 3 hundreds, 3 tens and 12 ones.
Do we still have 342 blocks on our mats? How do you know?

3 2

12

Have students predict what their mats will look like if they unpack a block-of-100. Then have them unpack a hundred, placing 10 tens where they belong. Record the number of blocks in each place.
Do we still have 342 blocks on our mats? How do you know?

hundreds

tens

ones

Figure 2

(See gure 2.) Have students suggest additional ways to represent 342. Record the number of each size block in each new representation and discuss how and why the numbers change. Continue to reinforce the idea that the quantity remains constant; it is simply INCOGNITO!

DB-28

Unit 3 Activity B

Number Representations

Group Activity

20 min

Explain to students that they will secretly disguise a number for their classmates to identify. Give each pair or small group of students a card with a 3-digit number on it. Have students build their numbers with blocks, showing them packed as much as possible. Next, have them disguise it by breaking apart some of the tens and/or hundreds. Distribute chart paper, Digi-Block rectangle pieces or crayons/markers and have students illustrate the blocks for their disguised number. They may also write how many of each block their poster shows. For example, for 347, they may show and write:
1 hundred 23 tens 17 ones

4
30 min

Closure

Figure 3. Example of Student Explanation

When students have completed their posters, collect the number cards and posters. Display the posters. Shufe the number cards. Show one number card at a time. As a whole class, have students think independently, then discuss which poster matches the card. Have students justify their reasoning as they match posters with cards. Have them model their thinking with the blocks, if they wish. Provide markers for student detectives as they reveal the numbers incognito. They may decide to loop groups of ten blocks to show how the number can be packed as much as possible. (See gure 3.) As a follow-up, distribute the activity sheet, Before and After. Have students repeat the activity above, except this time each student disguises a number and draws the blocks in the before chart. Students exchange papers and classmates draw the After picture that shows the blocks completely packed. They also write the number.

Assessment As students are working, observe and note, do they:



Understand the relationship among the unpacked, partially packed, and packed representation of a number? Recognize and explain patterns in the place value chart as a quantity is packed and unpacked? Understand that the total quantity remains constant, even though it is represented in different ways? See ten smaller blocks also as one of the next larger size block (and vice versa)? Express their thinking clearly, using the poster, blocks, and markers to demonstrate their understanding?

Unit 3 Activity B

Number Representations

DB-29

Name Before and After

ACTIVITY SHEET

______________

Before ...

blocks-of-100

blocks-of-10

ones

Trade papers with a classmate.

... and After

blocks-of-100

blocks-of-10

ones

DB-30

Unit 3 Activity B

Number Representations

Student Book p. 13

Digi-Block

The number is: _________