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Math LessonTime

: 45 minutes

Supplies: Colored paper plates Marker boards and markers (one for each student) Rubber band Worksheet Introduction:

1. Tell the student there are many ways to show (represent) anumber. Today we are going to learn about the expanded form of anumber. Who thinks they know what expanded means?

2. Show them the rubber band and stretch it out. Tell the studentsthat this rubber band is stretched out or expanded. We are going tostretch out our numbers today to show another way to represent them.Write the number 54 on the board.

3. Ask the students how many groups of tens are there (5). You willwrite: 5 groups of tens. Ask the students how many groups of ones are

there (4). You will write: and 4 groups of ones. Now ask them to tell youwhat the number is. 54On the board you will have written:5 groups of tens and 4 groups of ones is 54.

4. Now tell them there is an even shorter way! 5 groups of tensequals how much? (50). Write 50 on the board. Now how much is 4groups of ones? (4). Write 4 on the board. How do we make thenumber 54? What do we have to do with these two numbers? ADD

THEM! So

50 + 4 = 545. There are two ways in expanded form (or stretching the number

out) that we can show a number. Hold the rubber band over the number54 and then hold it over the expanded notation. The rubber band isstretched out or expanded over this one. Thats how we know it is expandedform.

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GAME:1. Have the students (by tables) go and get a marker, dry erase board,

and eraser and bring back to their seats. They are not allowed to

touch them while they are on their desks. Please remind them aboutthat rule.2. Set the red plate that says hundreds, the yellow tens plate, and the

green ones plate in the top row of the blue pocket chart.3. Pass out the yellow and green plates with the digits 0-9. Give one

plate to each student that is sitting quietly. Tell the students they arenot allowed to touch their plates until their number is called.

4. Pass out the red plate with the digit 1 to a student.5. For students that do not get a digit plate, have them sit by the

calendar in the building station. Tell them that they get to build eachnumber with the cubes as the class brings up their digits.

6. Tell the students you will be calling out a number and they must havethe number that goes under the correct place value (correct color).Call out numbers in order and have the students with the digits thatmake up the number in the right place value (the placevalues are in a certain color) will quickly take their plate andput it in the pocket chart under that correct place value.

Call out the first number (46) and have the students put their plate in thecorrect place value. Then go to step 7 and 8. Then call the next number(29) and so on.Here are the numbers to call out:46, 29, 18, 71, 55, 84, 67, 32, 90, 03, and then 100

Hundreds place values are REDTens place values are GREENOnes place values are YELLOW

Some students will try to place their plate in the wrong place value.Just because you called 78 and they have an 8 does not mean theyhave the correct one in that place value! It has to match the colorabove it.

7. Once the plates are in the pocket chart have the students write theexpanded form of the number in 2 ways.

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Example: if the number is 37 they would write:30+7=37 3 tens and 7 ones is378. The builders will build that number as fast as they can with the cubes

while the rest of the class writes the number in expanded form ontheir dry erase boards. Then, while the next couple of students bringtheir digits up to the pocket charts, the builders need to write theexpanded form on their boards from the last number.

9. Keep going until all of the plates are gone. You might need toremove some of the old numbers you called so you have enoughroom on the pocket chart. You can make it a competition between

the tables (when they have the answer they hold up their board. Ifthey are all correct first, they can have a table tally (just give them apoint by their table animal on the board).

10.After you have done it once, collect all of the plates in a pile andhave the builders go back to their seats (leaving building center bycalendar). Pass out the plates again, making sure the builders get aplate first. Then restart the game. Have the students without platesbe the builders.

11. If you get finished early, pass out the worksheet for them to do.Explain it by doing an example for them. Have them turn it in to thestar drawer.