Identify the digits students will use by handing demo digit cards to selected students (e.g. 3, 5, 8). Students at desks should take these same digits from their card decks.
Give directions for students to form a number to meet specific criteria. Students in front rearrange themselves to build a number. Students at desks arrange digit cards to build a number to satisfy the conditions.
Build the largest number you can.
Build the smallest number you can.
Build a number less than 800.
Build a number greater than 800.
Build a number that is between 300 and 500.
Build a different number that is between 300 and 500.
Repeat with different digits and different directions.
2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Sticky Note: This could be enriched by having students call out directions and do as group table activities as a review game before a test
This could be used at higher levels by changing how you as the teacher call out the numbers to go in the place values...using fact questions to get the answer.
This game is played by the teacher calling out a number to go in a place value and students holding cards create the number. Could be played in teams.
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Sticky Note: This could be used at higher levels by changing how you as the teacher call out the numbers to go in the place values...using fact questions to get the answer.
5.NBT.7 add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies
Differentiation:
Have gifted students multiply up to three dominoes or divide the numbers instead
In this activity students will practice multiplying decimals. Students will cut out dominoes and use each domino to create a decimal number (ie 2 dots on one side and three on the other equals 2.3 or 3.2). Next students will draw another domino and multiply the two numbers.
2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value.
Differentiation:
For younger students, use place value cards and base 10 materials. Using these manipulatives have students add and find place value with mats.
2.NBT.2 "Count within 1000; skip-count by 5s, 10s, and 100s."
This activity can be modified for gifted students by making the pattern more challenging for them. For example, instead of making the pattern of counting by 2s, the teacher could make the pattern counting by 2s, plus 1. This activity could be used for older grades by having the students come up with their own patterns.
Students fill the empty boxes of a hopscotch game by continuing the number patterns given. The teacher can start by filling in the first four boxes, and asking the students to decide which numbers would come after the ones provided.
Low level students can just craft numbers, on level students can order the numbers, high level students can also try reversing all their numbers and then reordering them or add their numbers.