Free Teaching the Common Core Math Standards With Hands-On Activities, Grades 3-5 by Judith A. Muschla, Gary Robert Muschla, Erin Muschla-Berry Page B

by. For example, if a student decided to start with 4 and count by 3, she would click on 4, 7, 10, 13, 16, … Correct numbers in a pattern will be colored blue; incorrect numbers will be colored red.
5. Ask your students to explain the pattern. ( Note: Clicking on “Show” will show the pattern up to 100 and clicking on “Animate” will show the progression of the pattern.)
6. Instruct your students to click on “Clear” to clear the grid and start the procedure again.
7. Allow time for your students to explore various patterns. Students should record some of the patterns they explore so that they may share them during the closure.
Closure
Ask your students to explain the patterns they found. Ask volunteers to suggest other numbers to start with and count by. Input this data on the hundreds chart and click on “Animate” to generate the pattern. Discuss the patterns.

Number and Operations in Base Ten: 4.NBT.1
    “Generalize place value understanding for multi-digit whole numbers.”
1. “Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.”
    Background
    The value of a digit depends on its place in a number. For example, the value of 9 in 94 is 90; the value of 9 in 937 is 900. The value of a digit in one place is ten times the value of the digit in the place to its right.
Activity: Making Models of Place Value
Students will work in groups to create a place-value model, showing values in the ones, tens, and hundreds places. The class will then create a place-value model showing values in the one, tens, hundreds, and thousands places.
Materials
Scissors; glue sticks; four copies of reproducible, “Picture Pencils,” for each group of students. Optional: Card stock; masking tape or mounting tape for the teacher.
Preparation
To create the class place-value model, you will need an area of about 15 square feet, or about three feet by five feet. You may use the board, your classroom floor, a wall in a hallway, or a similar flat surface.
Procedure
1. Divide your class into ten groups and explain that each group will make a place-value model, using a certain number of “picture” pencils to show the value of each place. Students will then work as a class to complete a larger place-value model.
2. Distribute four copies of the reproducible to each group.
3. Instruct students to cut out 1 pencil. This represents 1. They should set it aside for now.
4. Instruct students to form a column of 10 pencils. Suggest that they cut out two pencils from the reproducible they used for cutting out the pencil for the ones place. Instruct students to glue the two pencils at the bottom of a column on another of the reproducibles. This column now represents tens. They should cut out this column and set it aside.
5. Instruct students to make 10 columns of 10, which represent 100. They should glue the columns together (along their edges). Suggest that they cut out two rows of pencils from two of the copies and glue them at the bottom of the columns of eight pencils on the other two copies, to create 10 rows.
6. Instruct students to place their 1 pencil, column of 10 pencils, and columns of 100 pencils beside each other on a desk. Explain that they have a created a place value model for ones, tens, and hundreds. Emphasize that the value of each place represents 10 times the value of the place to its right.
7. Explain that, as a class, you will now construct a place value model for ones, tens, hundreds, and thousands.
8. Start with the ones. Ask a student to attach 1 pencil (with masking tape, mounting tape, or other material) to the surface on which you will display the model. This represents the ones place.
9. Next ask a student to attach a column of 10 on the surface for the model. This column represents the tens place.
10. Now ask for volunteers to attach 10 columns of 10 on the surface. These columns represent the hundreds place.
11. Ask how many groups of