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CONSTRUCTING TASK: Building Base-Ten NumbersIn this task, students build the largest and smallest possible numbers with 3 digits. They then

compare the numbers they created.

STANDARDS FOR MATHEMATICAL CONTENT

MCC2.NBT.1 Understand that the three digits of a three-digit number represent amounts ofhundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as

special cases:a. 100 can be thought of as a bundle of ten tens called a hundred.b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five,

six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

MCC2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and

expanded form.MCC2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, andonesdigits, using >, =, and < symbols to record the results of comparisons.

ESSENTIAL QUESTIONS How do the value of digits change when their position in a number changes? How can we tell which numbers are larger or smaller than others?

MATERIALS

Three 6-sided dice per pair

Base ten blocks Building Base Ten Numbers recording sheet

Place Value Charts (optional)

BYODGROUPINGPartners or Individually

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

In this task, students will roll dice and make two three-digit numbers from the results. Students

will then draw or use base ten blocks to build models of the numbers created and explain howthey know which numbers are larger or smaller.

Task Directions

Students will visithttp://braingenie.ck12.org/skills/102505and answer quiz questions for the first10mins of class.

BYOD: Students will work in groups of 3 to complete the quizzes

No device available: Students with no mobile device will be put into groups with students that have

mobile devices and are willing to share.

Gather students in the meeting area. Teacher will roll 3 dice on the interactive board and ask students

to create the largest number possible.BYOD: Students will then use the App Instant Poll & Live Audience (free) to choose their answer.Results will be shared with the class.

No device available: Teacher will record answers on board using tally marks

http://braingenie.ck12.org/skills/102505http://braingenie.ck12.org/skills/102505http://braingenie.ck12.org/skills/102505http://braingenie.ck12.org/skills/102505

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Class will predict why students chose certain answers.

Model with students the Building Base Ten Numbers recording sheet.Then allow students to work with a partner to complete the task.

Your task is to build numbers and identify them. Use dice and base ten blocks or models tocomplete this exercise.

1. Roll all 3 dice at once.BYOD: Students will use the App Dice (free) to play the game (this could be used fordifferentiation as well because students could adjust amount of dice they use)

No device available: Students would use regular dice given to them by the teacher

2. Create the smallest number possible using all three dice. Record the answer on recording sheet.

3. Create the largest number possible using all three dice. Record the answer on recording sheet.

4. Using the smallest number of base ten pieces possible, draw (or build) a model of each number

you recorded. Have the flats represent hundreds, the rods represent tens, and the unit cubes representones.

BYOD: Students will use the App Kids Doodle (free) to draw base ten blocks to represent their

number. Students will sent their drawings via email or text to teacher. The teacher will use thesepictures later to play the game whats the number

No device available: Students will draw base ten blocks to represent their number on their recordingsheet.

Use words to write how each of the two numbers is spoken. Write the numbers in expanded notation.

5. Repeat the same exercise two more times and record.

6. When you have completed all your rolls, put a star beside the greatest number you rolled. Then put acheck beside the smallest number you rolled. Explain how you know what the largest and smallest

numbers are possible when using three dice.

BYOD: Students will use the Twitter app (free) to explain their answers.

No device available: Students will explain their answers using their math journals.

7. BYOD: Once students are finished the will download the app Math Bugs Full(free and 0.99

versions) and play the place value games.No device available: Students will play games that were downloaded and printed at

http://www.education.com/activity/second-grade/place-value/