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Bridging Sequence Objective

The objective is for 3rd grade students to demonstrate knowledge of expanded notation using place value to write and read large numbers up to 1,000. Students will create numbers using dice on a worksheet and demonstrate expanded notation. They will compose and decompose numbers up to 100,000 using objects, pictures and expanded notation as appropriate. The lesson involves students using objects, pictures and writing to demonstrate their understanding of expanded notation in numbers from 0 to 1,000 through concrete, pictorial and abstract representations.

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107 views

Bridging Sequence Objective

The objective is for 3rd grade students to demonstrate knowledge of expanded notation using place value to write and read large numbers up to 1,000. Students will create numbers using dice on a worksheet and demonstrate expanded notation. They will compose and decompose numbers up to 100,000 using objects, pictures and expanded notation as appropriate. The lesson involves students using objects, pictures and writing to demonstrate their understanding of expanded notation in numbers from 0 to 1,000 through concrete, pictorial and abstract representations.

Uploaded by

api-315865183
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Bridging Sequence: Objective

Name: Amber Christensen


Grade Level: 3rd grade
Objective:
Students will be able to demonstrate their knowledge of expanded notation by using place
value to create and read large numbers. They will also be able to demonstrate expanded notation
from zero to one thousand by creating numbers using dice and a worksheet.
TEKS: Grade 3
(2) Number and operations. The student applies mathematical process standards to
represent and compare whole numbers and understand relationships related to place value. The
student is expected to:
(A) Compose and decompose numbers up to 100,000 as a sum of so many ten thousands,
so many thousands, so many hundreds, so many tens, and so many ones using objects,
pictorial models, and numbers, including expanded notation as appropriate.

Bridging Sequence: Written Paper


Title Expanded Notation
Name: Amber Christensen
Grade Level 3rd grade
Objective: Students will be able to demonstrate their knowledge of expanded notation by using
place value to create and read large numbers. They will also be able to demonstrate expanded
notation from zero to one thousand by creating numbers using dice and a worksheet.
Prerequisite Knowledge/skills: Students must know place value and how to add numbers
varying from 0 to 1000. They must know how to use base ten.
TEKS: 3.2A
(2) Number and operations. The student applies mathematical process standards to represent and
compare whole numbers and understand relationships related to place value. The student is
expected to: (A) Compose and decompose numbers up to 100,000 as a sum of so many ten
thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects,
pictorial models, and numbers, including expanded notation as appropriate.
Vocabulary: Expanded notation= Writing a number to show the value of each digit. It is shown
as a sum of each digit multiplied by its matching place value (units, tens, hundreds, etc.) For
example: 4,265 = 4 x 1,000 + 2 x 100 + 6 x 10 + 5 x 1.
Time Frame 1 or 2 instructional class periods.
Group Size: Individually and later with a partner.

Concrete Level:
Materials:

Place value sheet


Expanded notation numbers 0-1000
List of numbers I have given.
Sheet of paper to record results.
Work as a class then with a partner.

Lesson: In this level, the students will roll dice to give them a number in which they will use the
laminated numbers to show the correct expanded notation.
1. Give the students the place value chart and a set of numbers, 0-1000 (make sure to cut them
out beforehand). They will use these to show their work.
2. I have given you a list of numbers to have them show on their boards to use.

3. Show them an example first so they understand what is being asked of them. I have one
shown. Go through the numbers with them and have them work with a partner if needed.
4. They can use a sheet of paper to record results. This can be used for reference for the last
level.
Note: If there is a zero in, for instance, the hundreds spot, have them write out three zeros to keep
the place value.

List of Numbers:
9, 47, 33, 105, 598, 257, 56, 999, 1684, 1050

Answer Key:
1. 9
2. 40 + 7
3. 30 + 3
4. 100 + 00 + 5
5. 500 + 90 + 8
6. 200 + 50 + 7
7. 50 + 6
8. 900 + 90 + 9
9. 1000 + 600 + 80 + 4
10. 1000 + 000 + 50 + 0

Expanded Form
Name: _________________________
Date: __________________________
Write down the expanded form for each number called. Use the mat to help you.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Thousands

Hundreds

Tens

Ones

1
9
8
7
6
5
4
3

0
9
8
7
6
5
4
3

0
0
0
0
0
0
0
0

0
0
0
0
0
0
0
0

2
1
9
7
5
3
1
0

2
1
0
0
0
0
0
0

0
0
8
6
4
2
0
0

0
0
0
0
0
0
0
0

Example: Show 946. We would see the breakdown of each numbers and see that it is

Thousands

Hundreds

Tens

Ones

0
4

0
0
6

900+40+6=946. After putting the numbers on the sheet they can overlap them to show 946.

Pictorial Level:
Material:

Worksheet
Answer Key
Number board from concrete level, if needed.
Individual work.

Lesson: In this level, the students will fill out the worksheet by representing the numbers with
pictures (base ten). They already have learned about base ten so they will know what to do.
There is an example below to show how it should be done. This will teach them how to break
down the place value in prerequisite to the next level.
1. After showing the students how to break down numbers, we will work on how to break them
down using pictures.
2. Give each student a worksheet. The first one will be already done for them, but work on one
more together to show them what is being asked-just to make sure everyone understands. I have
some examples done for you for more help.
Example:

1060
579
34

1.

567

2.

896

3.

905

4.

540

5.

1005

6.

498

7.

50

8.

99

9.

104

10.

1050

Name: _______________________________

Date: ________________________

Expanded Notation. In the problems below, look at the number and represent it by drawing the
blocks to show thousands, hundreds, tens and ones.
Name: _______________________________

Date: ________________________

Expanded Notation. In the problems below, look at the number and represent it by drawing the
blocks to show thousands, hundreds, tens and ones.

1.

567

2.

896

3.

905

4.

540

5.

1005

6.

498

7.

50

8.

99

9.

104
1050

10.

Abstract Level:
Materials:

Worksheet

Answer key
Partner work.

Lesson: In this level, they will use what they have learned before and use expanded notation to
show their pictorial representations.
1. Using the same numbers as before, they will write out the expanded notation form. Relate
back to the concrete level when we used the mat to break down the numbers.
2. Give each student a worksheet. Do the first one with them. 567 = 500 + 60 +7. Have them
work with a partner to finish the worksheet.

Expanded Form
Name: _______________________ Date: ________________
Directions. Write out the numbers using expanded form. Use
the mat if you need help.

1. 567 __________________________
2. 896 __________________________
3. 905 __________________________
4. 540 __________________________
5. 1005 _________________________
6. 498 __________________________
7. 50 ___________________________
8. 99 ___________________________
9. 104 __________________________
10. 1050 ________________________

Expanded Form
Name: _______________________ Date: ________________
Directions. Write out the numbers using expanded form. Use
the mat if you need help.

1. 567 __________________________
2. 896 __________________________
3. 905 __________________________
4. 540 __________________________
5. 1005 _________________________
6. 498 __________________________
7. 50 ___________________________
8. 99 ___________________________
9. 104 __________________________
10. 1050 ________________________

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