### Lesson plan

# Base-Ten Money: Hundreds, Tens, and Ones

#### Learning Objectives

Students will be able to make connections between base-ten numerals and corresponding equivalent denominations of one, ten, and hundred dollar bills.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(4 minutes)*

- Write "$56" on the chart paper.
- Ask for students to turn to a partner and tell them how $56 can be broken down into tens and ones. Say, “How many ten dollar bills can be in $56? How many one dollar bills?”
- Explain that the number 56 has five tens and six ones, so $56 can be made with five ten dollar bills and six one dollar bills. Record this on the chart paper.
- Explain that today students will be talking about place value and money.

#### Explicit Instruction/Teacher modeling

*(8 minutes)*

- Choose a number between $100–$999. Write the amount down.
- Remind students that in a three-digit whole number, the digit on the left is the hundreds place, the digit in the middle is the tens place, and the digit on the right is the ones place.
- Ask for a student volunteer to project the given amount using the play money. Then ask how to write the number in expanded form. Record the answer under the given amount.
- Repeat the process with two different amounts.

#### Guided practise

*(8 minutes)*

- Distribute whiteboards and markers.
- Instruct students to write the letters H, T, and O in columns on the top of their board (to stand for hundreds, tens, and ones).
- Ask for a student volunteer to name an amount of money between $100–$999.
- Instruct students to write the number of hundreds, tens, and ones in the amount on their board. Have them turn their boards to face you.
- Write the number down on the chart paper, then repeat the above steps with three more student-led amounts.

#### Independent working time

*(10 minutes)*

- Distribute the Money & Place Value with Hundreds, Tens, and Ones worksheet.
- Read the instructions aloud and have a student volunteer read them back to you.
- Go over the example before instructing students to begin.
- Circulate the room while students are working, answering questions and informally assessing student abilities.

#### Differentiation

**Enrichment:**

- Fast finishers or students needing a greater challenge can extend the activity by counting both coins and bills in a higher level worksheet, such as the Counting Bills and Coins worksheet

**Support:**

- If students are struggling, allow them to work in assigned partnerships.
- While others work independently, call your struggling students to work in a small group with you.

#### Assessment

*(5 minutes)*

- Assess student accuracy as students show their whiteboards to you.
- Student abilities should be noted for future small group formations.
- Have students turn in their worksheets for your review.

#### Review and closing

*(5 minutes)*

- Call students back together.
- Ask student volunteers to share their worksheet answers. While projecting your copy, record your answers.