www.everydaymathonline.com

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

764 Unit 10 Decimals and Place Value

Advance PreparationFor the Math Message, label and display a centimeter cube, a long, a flat, and a big cube for children to refer

to as they complete the problems. For a mathematics and literacy connection, obtain a copy of How Much,

How Many, How Far, How Heavy, How Long, How Tall Is 1000? by Helen Nolan (Scholastic Inc., 1995).

Teacher’s Reference Manual, Grades 1– 3 pp. 56, 57

� Place ValueObjectives To develop place-value concepts and connect place

value in money with place value in base-10 blocks.v

Key Concepts and Skills• Count by 1s, 10s, and 100s.  

[Number and Numeration Goal 1]

• Model and write 3- and 4-digit numbers

using base-10 blocks and money.  

[Number and Numeration Goal 2]

• Make exchanges with base-10 blocks

and relate that to exchanges with money.  

[Measurement and Reference Frames Goal 4]

Key ActivitiesChildren identify and represent place value

and numbers using base-10 blocks, compare

the use of base-10 blocks to the use of

money to represent place value, and practice

place-value exchanges.

Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Operations and Computation Goal 3]

Ongoing Assessment: Informing Instruction See page 766.

Key Vocabularyflat � long � cube � place value � big cube

MaterialsMath Journal 2, pp. 253 and 254

Home Link 10�7

Math Masters, pp. 320 and 321 (optional); p. 415

transparencies of Math Masters, pp. 320

and 321 (optional) � base-10 blocks

(1 big cube, 9 flats, 9 longs, 9 cubes) �

24 pennies, 39 dimes, thirty-nine $1 bills,

and one $10 bill � per group: 1 six-sided

die, 1 ten- or twelve-sided die � slate

Reviewing Ballpark EstimationMath Journal 2, p. 255

calculator

Children make ballpark estimates,

find the exact answers, and compare

their estimates to the exact answers.

Math Boxes 10�8Math Journal 2, p. 256

Children practice and maintain skills

through Math Box problems.

Home Link 10�8Math Masters, p. 322

Children practice and maintain skills

through Home Link activities.

READINESS

Building Base-10 Structuresper group: base-10 blocks, quarter-sheets

of paper

Children build base-10 block structures

and identify their values as numbers.

EXTRA PRACTICE

Writing and Comparing NumbersMath Masters, pp. 322A and 322B

Children practice place value with whole

numbers.

ELL SUPPORT

Using Base-10 Blocks for Place ValueChildren use base-10 blocks to discuss

the relationships between values.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

764_EMCS_T_TLG2_G2_U10_L08_57685X.indd 764764_EMCS_T_TLG2_G2_U10_L08_57685X.indd 764 3/21/11 12:42 PM3/21/11 12:42 PM

Lesson 10�8 765

�

Ten- Thousands Hundreds Tens Ones Thousands

LESSON

10� 8

Name Date Time

Place-Value Chart

293-347_EMCS_B_MM_G2_U10_576949.indd 320 3/1/11 4:29 PM

Math Masters, page 320

LESSON

10� 8

Name Date Time

Place-Value Mat

Í d

imes

Î

pen

nies

10

s

1s

293-347_EMCS_B_MM_G2_U10_576949.indd 321 3/1/11 4:29 PM

Math Masters, page 321

Ongoing Assessment: Recognizing Student Achievement

Use Mental Math and Reflexes to assess

children’s ability to estimate change. Children

are making adequate progress if they can

correctly estimate the first problem. Some

children may be able to do all three problems.

[Operations and Computation Goal 3]

Mental Math

and Reflexes�

Getting Started

Math Message1 long = 10 cubes

1 flat = 10 longs = 100 cubes

1 big cube = 10 flats = 100 longs = 1,000 cubes

Home Link 10�7 Follow-UpBriefly review area answers. Have children share strategies for solving one addition or subtraction problem.

Mental Math and Reflexes Pose number stories involving estimation. Have children record amounts on an Exit Slip (Math Masters, page 415).

Suggestions:

About how much change should I get?

I bought a 6-pack of soda for $1.99. I gave the cashier a $5 bill. About $3.00

I bought a bag of potato chips for $2.39. I gave the cashier $3.00. About 60¢

I bought a bag of grapes for $3.23 and a bag of chips for $0.99. I gave the cashier a $10 bill. About $5.80, or about $6.00

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

Quickly review Math Message responses. Discuss relationships among base-10 blocks: each is 10 times larger than the next smaller one, and 1 _ 10 the size of the next larger one.

� Representing 3- and 4-Digit WHOLE-CLASS ACTIVITY

Numbers with Base-10 Blocks(Math Masters, pp. 320 or 321)

Ask three volunteers to form a line at the front of the room. The first child on the left, as viewed by the class, holds 3 flats for all to see, the one in the middle holds up 5 longs, and the child on the right holds 2 cubes. Tell children to assume that the cube is ONE. What is the place value of each digit? 3 hundreds, 5 tens, and 2 ones Have children write the number represented by these base-10 blocks on their slates. Have them say the number aloud. 352

Write 300 + 50 + 2 = 352 on the board. Explain to children that writing a number model that shows the value of each digit in a number is called expanded notation.

NOTE It is not expected that children use the term expanded notation. It is

important, however, for them to know that multidigit numbers can be written as a

sum of the values of each digit.

Choose a fourth child to stand first in line on the left and hold a big cube. Children write the new number and say it aloud. 1,352 Discuss the change that results from adding the big cube to the collection. The number increases by 1,000. Write 1,000 + 300 + 50 + 2 = 1,352 on the board.

765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 765765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 765 4/4/11 1:07 PM4/4/11 1:07 PM

766 Unit 10 Decimals and Place Value

253

Money Exchange Game DirectionsLESSON

10 �8

Date Time

Materials □ 1 six-sided die

□ 1 ten- or twelve-sided die

□ 24 pennies, 39 dimes, thirty-nine $1 bills,and one $10 bill per player

Players 2 or 3Skill Make exchanges between coins and billsObject of the Game To be the first to trade for $10

Directions

1. Each player puts 12 pennies, 12 dimes, twelve $1 bills, and one $10 bill in the bank.

2. Players take turns. Players use a six-sided die to represent pennies. Players use a ten- or twelve-sided die to represent dimes.

3. Each player

� rolls the dice.

� takes from the bank the number of pennies and dimes shown on the faces of the dice.

� puts the coins in the correct columns on his or her Place-Value Mat on journal page 254.

4. Whenever possible, a player replaces 10 coins or bills of a lower denomination with a coin or bill of the next higher denomination.

5. The first player to trade for a $10 bill wins.

If there is a time limit, the winner is the player with the largest number on the mat when time is up.

229_262_EMCS_S_SMJ_G2_U10_57640X.indd 253 3/3/11 7:38 AM

Math Journal 2, p. 253

Student Page

Place-Value MatLESSON

10 �8

Date Time

$10

1,00

0s

$1 d

olla

rs

100s

dim

es

10s

Ípe

nnie

s

1s

Î

229_262_EMCS_S_SMJ_G2_U10_57640X.indd 254 3/3/11 7:38 AM

Math Journal 2, p. 254

Student Page

NOTE There are many names for base-10

blocks. The following names are used in

Everyday Mathematics: cube (centimeter

cube) for the smallest cube, long for the strip

of 10 cm cubes, flat for the block consisting of

100 cm cubes. This leaves open the

possibility of using the cube, the long, or

the flat as the unit (ONE) for decimal and

fraction work.

Repeat the activity with other 3- and 4-digit numbers less than 2,000. Then reverse the procedure: Write a 3- or 4-digit number on the board and ask children in the line to represent the number with base-10 blocks. Write a number model to represent the base-10 blocks on the board. Repeat with several other numbers as needed.

Ongoing Assessment: Informing Instruction

Watch for children who are having difficulty recording numbers on their slates.

Have them write the numbers on a place-value chart or mat (Math Masters,

pages 320 or 321).

� Reviewing the Role of 0 WHOLE-CLASS ACTIVITY

as a PlaceholderContinue the routines from the previous activity, but have one or more children in the line be empty-handed, representing the digit 0 in those places. Children write the numbers on their slates with zeros in the appropriate places. Reverse the procedure: Write 3- or 4-digit numbers containing one or more zeros on the board and ask children to represent those numbers with base-10 blocks.

� Comparing Place Value with WHOLE-CLASSDISCUSSION

Base-10 Blocks and MoneyPoint out the similarities between base-10 blocks and money, comparing cubes and pennies, longs and dimes, flats and dollars, and so on. Discuss how both groups of materials make trades using a 10-for-1 rule, represent larger numbers the same way, and represent numbers in more than one way. Also discuss the differences between base-10 blocks and money: Relationships among base-10 blocks are reflected in the size of the blocks, but relationships among denominations of coins and bills are not reflected in size; money is used inside and outside of school, but base-10 blocks are usually used only at school.

� Playing the Money SMALL-GROUP ACTIVITY

Exchange Game(Math Journal 2, pp. 253 and 254; Math Masters, p. 321)

Explain the rules of the Money Exchange Game. You may wish to use an overhead transparency of Math Masters, page 321 to model the game. Then divide the class into groups of 2 or 3 players and have children play the game.

765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 766765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 766 3/3/11 10:32 AM3/3/11 10:32 AM

Ballpark EstimatesLESSON

10 �8

Date Time

Fill in the unit box. Then, for each problem:

Make a ballpark estimate before you add.

Write a number model for your estimate.

Use your calculator and solve the problem. Write the exact answer in the box.

Compare your estimate to your answer.

1. Ballpark estimate:

148 + 27

2. Ballpark estimate:

163 + 32

3. Ballpark estimate:

133 + 35

4. Ballpark estimate:

143 + 41

5. Ballpark estimate:

184 + 23

6. Ballpark estimate:

154 + 183

Unit

150 + 30 = 180

140 + 40 = 180 180 + 20 = 200150 + 180 = 330

130 + 40 = 170160 + 30 = 190 175 195 168

337207184

229_262_EMCS_S_SMJ_G2_U10_57640X.indd 255 2/27/11 11:24 AM

Math Journal 2, p. 255

Student Page

Lesson 10�8 767

Math BoxesLESSON

10 �8

Date Time

1. What number is shown by the blocks?

3. In the morning, it was 62°F.

By afternoon, the temperature was 75°F. How much did the temperature rise?

Number model:

6. 4 ladybugs. 5 spots on each ladybug. How many spots?

Fill in the diagram and write a

number model.

2. Kelly has $10. Her lunch total was $8.75. How much change will she get?

4. Cross out the names that don’t belong.

5. Which object is shaped like a cone? Circle the best answer.

A shoe box

B party hat

C paper towel roll

D globe

256 two hundred fifty six

Start EndChange

10¢

ten cents, 1 _ 10 of a dollar,

$10.00, Í, ÂÂ, $0.01,1 _ 100 of a dollar,

1 _ 2 of a dollar

lady bugs spots per lady bug

spots in all

116–118 88–90

112 11357

11

62°F +13°F 75°F62 + 13 = 75

347

13°

20

4Sample answers: 4 × 5 = 20; 5 + 5 + 5 + 5 = 20

5 20

$1.25

229_262_EMCS_S_SMJ_G2_U10_57640X.indd 256 3/18/11 3:53 PM

Math Journal 2, p. 256

Student Page

py

gg

p

Name Date Time

In this lesson, your child has been studying place value, or the value of digits in numbers. Listen as your child reads the numbers in Problems 1–6. You might ask your child to pick a few of the numbers and tell you the place value of each of the digits. For example, in 462, the value of 4 is 400, the value of 6 is 60, and the value of 2 is 2.

Please return this Home Link to school tomorrow.

Family Note

HOME LINK

10�8 Place Value

In each number: � Circle the digit in the hundreds place.

� Underline the digit in the thousands place.

Example: 9 , 3 4 2

1. 4 6 2 2. 1 , 3 2 6 3. 5 , 0 0 6

4. 8 6 9 5. 2 , 3 0 4 6. 4 , 5 6 7

7. Read the numbers in Problems 1–6 to someone at home.

Write the numbers represented by the base-10 blocks.

8. =

9. =

10. = 1,204

1,183

247

Solve.

11. 134 + 24 = 12. 152 + 36 =

13. 67 - 38 = 14. 164 + 216 = 29 380188158

Practice

10

293-347_EMCS_B_MM_G2_U10_576949.indd 322 2/25/11 2:29 PM

Math Masters, p. 322

Home Link Master

2 Ongoing Learning & Practice

� Reviewing Ballpark Estimation INDEPENDENTACTIVITY

(Math Journal 2, p. 255)

Children complete this journal page by finding a ballpark estimate for each problem. They then solve the problem using a calculator. When most children have completed this journal page have them compare their estimates with their exact answers and discuss any discrepancies. If necessary, encourage children to estimate and solve the problem again.

� Math Boxes 10�8 INDEPENDENTACTIVITY

(Math Journal 2, p. 256)

Mixed Practice Math Boxes in this lesson are linked with Math Boxes in Lessons 10-6 and 10-10. The skill in Problem 6 previews Unit 11 content.

� Home Link 10�8 INDEPENDENTACTIVITY

(Math Masters, p. 322)

Home Connection Children identify digits in specified places in 3- and 4-digit numbers, read the numbers to someone at home, and write 3- and 4-digit numbers represented by sets of base-10 blocks.

765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 767765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 767 3/21/11 12:42 PM3/21/11 12:42 PM

768 Unit 10 Decimals and Place Value

LESSON

10�8

Name Date Time

Place Value

Copyright

© W

right

Gro

up/M

cG

raw

-Hill

Write the number for each group of base-10 blocks.

1.

346 2.

530 3.

604 4.

1,326 5. Circle the largest number. 4,343

Then explain how you 4,563 know what number 4,543 is the largest. 4,463

Answers vary.

322A-322B_EMCS_B_MM_G2_U10_576949.indd 322A 3/18/11 2:28 PM

Math Masters, p. 322A

Teaching Master

Name Date Time

Place Value continuedLESSON

10�8

Write in expanded form.

Example: 56 50 + 6

6. 63 7. 457 8. 893 9. 1,538 10. 2,341 11. 4,906 Write the number.

12. 900 + 20 + 5 13. 800 + 70 + 6

14. 9,000 + 20 + 4 15. 1,000 + 3

Do your own. Write a number. Write the number in expanded form.

16. 17.

Answers vary.

400 + 50 + 7800 + 90 + 3

1,000 + 500 + 30 + 82,000 + 300 + 40 + 1

60 + 3

4,000 + 900 + 6

925

9,024

876

1,003

322A-322B_EMCS_B_MM_G2_U10_576949.indd 322B 3/18/11 2:28 PM

Math Masters, p. 322B

Teaching Master

3 Differentiation Options

READINESS SMALL-GROUP ACTIVITY

� Building Base-10 Structures 5–15 Min

To explore place value using a concrete model, have children build a base-10 structure with flats, longs, and cubes. The cube is ONE. Children work together to count the “value” of each structure and record it on a quarter-sheet of paper. Then children arrange the sheets in order from least to greatest value.

EXTRA PRACTICE INDEPENDENTACTIVITY

� Writing and Comparing Numbers 5–15 Min

(Math Masters, pp. 322A and 322B)

To provide children additional practice with writing and comparing numbers, have them complete Math Masters, pages 322A and 322B.

ELL SUPPORT INDEPENDENTACTIVITY

� Using Base-10 Blocks for 5–15 Min

Place ValueTo provide language support for place value concepts, do the following activity. Show each of the base-10 blocks, draw a sketch of each one on the board, and label them with their names and values. Have children place 10 cubes on top of 1 long. Point out that 10 cubes are the same as 1 long. 10 cubes and 1 long have the same value. Next, place 10 longs on top of 1 flat. Point out that 10 longs are the same as 1 flat. 10 longs and 1 flat have the same value.

765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 768765-768_EMCS_T_TLG2_G2_U10_L08_57685X.indd 768 3/21/11 12:42 PM3/21/11 12:42 PM

322

Copyrig

ht ©

Wrig

ht G

roup/M

cG

raw

-Hill

Name Date Time

In this lesson, your child has been studying place value, or the value of digits in numbers. Listen as your child reads the numbers in Problems 1–6. You might ask your child to pick a few of the numbers and tell you the place value of each of the digits. For example, in 462, the value of 4 is 400, the value of 6 is 60, and the value of 2 is 2.

Please return this Home Link to school tomorrow.

Family Note

HOME LINK

10�8 Place Value

In each number: � Circle the digit in the hundreds place.

� Underline the digit in the thousands place.

Example: 9 , 3 4 2

1. 4 6 2 2. 1 , 3 2 6 3. 5 , 0 0 6

4. 8 6 9 5. 2 , 3 0 4 6. 4 , 5 6 7

7. Read the numbers in Problems 1–6 to someone at home.

Write the numbers represented by the base-10 blocks.

8. =

9. =

10. =

247

Solve.

11. 134 + 24 = 12. 152 + 36 =

13. 67 - 38 = 14. 164 + 216 =

Practice

10

293-347_EMCS_B_MM_G2_U10_576949.indd 322293-347_EMCS_B_MM_G2_U10_576949.indd 322 2/25/11 2:29 PM2/25/11 2:29 PM

LESSON

10�8

Name Date Time

Place Value

322A

Copyright

© W

right

Gro

up/M

cG

raw

-Hill

Write the number for each group of base-10 blocks.

1.

2.

3.

4.

5. Circle the largest number. 4,343 Then explain how you 4,563 know what number 4,543 is the largest. 4,463

322A-322B_EMCS_B_MM_G2_U10_576949.indd 322A322A-322B_EMCS_B_MM_G2_U10_576949.indd 322A 3/18/11 2:28 PM3/18/11 2:28 PM

322B

Name Date Time

Copyrig

ht ©

Wrig

ht G

roup/M

cG

raw

-Hill

Place Value continuedLESSON

10�8

Write in expanded form.

Example: 56 50 + 6

6. 63

7. 457

8. 893

9. 1,538

10. 2,341

11. 4,906

Write the number.

12. 900 + 20 + 5 13. 800 + 70 + 6

14. 9,000 + 20 + 4 15. 1,000 + 3

Do your own. Write a number. Write the number in expanded form.

16.

17.

322A-322B_EMCS_B_MM_G2_U10_576949.indd 322B322A-322B_EMCS_B_MM_G2_U10_576949.indd 322B 3/18/11 2:28 PM3/18/11 2:28 PM