Unit 3 - Lesson 1 - Grade 3: Illustrative Mathematics

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10 questions

Note from the author:

Instructions

Lesson: Represent Numbers in Different Ways

Cool Down: Let Me Count the Ways

Unit 3 - Lesson 1 - Grade 3: Illustrative Mathematics

Unit 3 - Lesson 1 - Grade 3: Illustrative Mathematics

Which One Doesn’t Belong: Numbers within 1,000 (Warm Up)

Card Sort: Numbers in Their Different Forms

Numbers in Different Forms Round Table

Part 1

Part 2

Which One Doesn’t Belong: Numbers within 1,000 (Warm Up)

Card Sort: Numbers in Their Different Forms

Record your matches here.

Explain your reasoning.

Numbers in Different Forms Round Table

Part 1

In Box 1, write a three-digit number.

(Pause for your teacher's instructions.)

In Box 2, show a way that the number could be decomposed.

(Pause for your teacher's instructions.)

In Box 3, show a way that the number could be decomposed that’s different from Box 2.

(Pause for teacher instructions.)

In Box 4, show a way that the number could be decomposed that’s different from Boxes 2 and 3.

Part 2

Look at the different ways your number was decomposed on your recording sheet. What connections do you see between them?

Look at all of the recording sheets for your group. What patterns do you notice in the ways the numbers are decomposed?

Select all the ways you could represent two hundred fifty-seven.

Record your matches here.

Explain your reasoning.

In Box 1, write a three-digit number.

(Pause for your teacher's instructions.)

In Box 2, show a way that the number could be decomposed.

(Pause for your teacher's instructions.)

In Box 3, show a way that the number could be decomposed that’s different from Box 2.

(Pause for teacher instructions.)

In Box 4, show a way that the number could be decomposed that’s different from Boxes 2 and 3.

Look at all of the recording sheets for your group. What patterns do you notice in the ways the numbers are decomposed?

Unit 3 - Lesson 1 - Grade 3: Illustrative Mathematics

Unit 3 - Lesson 1 - Grade 3: Illustrative Mathematics

Which One Doesn’t Belong: Numbers within 1,000 (Warm Up)

Card Sort: Numbers in Their Different Forms

Numbers in Different Forms Round Table

Part 1

Part 2

Which One Doesn’t Belong: Numbers within 1,000 (Warm Up)

Card Sort: Numbers in Their Different Forms

Record your matches here.

Explain your reasoning.

Numbers in Different Forms Round Table

Part 1

In Box 1, write a three-digit number. (Pause for your teacher's instructions.)

In Box 2, show a way that the number could be decomposed. (Pause for your teacher's instructions.)

In Box 3, show a way that the number could be decomposed that’s different from Box 2. (Pause for teacher instructions.)

In Box 4, show a way that the number could be decomposed that’s different from Boxes 2 and 3.

Part 2

Look at the different ways your number was decomposed on your recording sheet. What connections do you see between them?

Look at all of the recording sheets for your group. What patterns do you notice in the ways the numbers are decomposed?

Select all the ways you could represent two hundred fifty-seven.

Record your matches here.

Explain your reasoning.

In Box 1, write a three-digit number. (Pause for your teacher's instructions.)

In Box 2, show a way that the number could be decomposed. (Pause for your teacher's instructions.)

In Box 3, show a way that the number could be decomposed that’s different from Box 2. (Pause for teacher instructions.)

In Box 4, show a way that the number could be decomposed that’s different from Boxes 2 and 3.

Look at all of the recording sheets for your group. What patterns do you notice in the ways the numbers are decomposed?

In Box 1, write a three-digit number.

(Pause for your teacher's instructions.)

In Box 2, show a way that the number could be decomposed.

(Pause for your teacher's instructions.)

In Box 3, show a way that the number could be decomposed that’s different from Box 2.

(Pause for teacher instructions.)

In Box 1, write a three-digit number.

(Pause for your teacher's instructions.)

In Box 2, show a way that the number could be decomposed.

(Pause for your teacher's instructions.)

In Box 3, show a way that the number could be decomposed that’s different from Box 2.

(Pause for teacher instructions.)