Binary and Other Base Number Systems Binary and other base number systems worksheets for learning about number systems with bases other than Binary numbers worksheets The binary number system has broad applications, but it is most known for its predominance in computer architecture. Learning about the binary system not only encourages higher order thinking, but it also prepares students for further studies in mathematics and computer studies.

General Lesson Plan Learning Objectives: What should students know and be able to do as a result of this lesson? The students will be able to manipulate base-ten blocks to show numbers to in multiple ways and explain their strategies.

The students will be able to generalize their work to state that 10 is a very important number in our place value structure since when we reach ten of one place value we can exchange it for one of the next place value.

The students will be able to record these numbers on their work mats and write the number words to What prior knowledge should students have for this lesson?

The students should have an understanding that the three digits of a three-digit number represent amounts of hundreds, tens and ones.

Students should have an understanding of the value of a cube, flat, rod and unit and where they go on a work mat. They should also be able to identify number names on a chart.

What are the guiding questions for this lesson? What is another way to write this number? Why does this work? What is the most hundreds tens, ones you could use to represent this number?

What is the least? Explain why you can use each representation. How many hundreds, tens and ones blocks did you use? How could you write this number as a sum of hundreds, tens and ones? How do you write this number using base-ten numerals?

How do you write this number using words?

Suppose I wanted more tens ones, hundredswhat could I do? What is the same about all of your representations? When we exchange one place value for another, it is always ten that we are exchanging. What pattern do you see happening over and over again?

Why does it exist? What does this tell us about the structure of our place value system? It is based on the number Ten is a very important number. How will the teacher present the concept or skill to students? The teacher will distribute work mats and base-ten blocks.

The teacher will call out three digit numbers. As an example, the teacher will call out the number and ask the children to build the number using the place value blocks. The discussion should point out the correct place for each quantity.

Ask the student to record this representation in our standard form. Then ask them to record this representation as an addition sentence with hundreds, tens and ones expanded notation.

If you wish you may continue and ask the students to record in words or you can save this for later. This decision depends on the focus of your students. The teacher then asks the students to represent this same number using the place value blocks but with a different representation.

Allow the students to struggle, explore and talk to one another to create this new representation. Use the Guiding questions to prompt and probe student thinking. Rather than telling, allow the students to create these new ways and explain why they work.

If students find one way quickly, ask them to find another. When most students have found a solution, stop the activity and ask them to listen to the wisdom of their classmates and see if they agree with them.

Ask several students to show and explain their representations. Use the guiding questions to facilitate a discussion on how the students made exchanges and why these strategies worked. What activities or exercises will the students complete with teacher guidance?ClassZone Book Finder.

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