 Author:
 DAWNE COKER
 Subject:
 Mathematics
 Material Type:
 Activity/Lab, Lesson, Lesson Plan
 Level:
 Lower Primary
 Tags:
 License:
 Creative Commons Attribution
 Language:
 English
 Media Formats:
 Downloadable docs
Education Standards
T4T Making Bean Soup
Overview
This resource is from Tools4NCTeachers.
this lesson, students will count items in order to determine how many groups of tens are needed to make 100, 200, 300... The students will determine the pattern of how many tens make a hundred and use that pattern to determine how many tens are needed to make 400, 500, 600, 700, 800, and 900.
Lesson comes with printable materials. Remix this lesson to provide extension ideas or samples of student work.
Here is a sample from this lesson. Click the attachment to view the entire, fullyformatted lesson and support materials.
Making Bean Soup
In this lesson, students will count items in order to determine how many groups of tens are needed to make 100, 200, 300... The students will determine the pattern of how many tens make a hundred and use that pattern to determine how many tens are needed to make 400, 500, 600, 700, 800, and 900. 
NC Mathematics Standard(s):
NC.2.NBT.1 Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones:
• Unitize by making a hundred from a collection of ten tens.
• Demonstrate that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds, with 0 tens and 0 ones.
• Compose and decompose numbers using various groupings of hundreds, tens, and ones.
Additional/Supporting Standards:
NC.2.NBT.3 Read and write numbers, within 1000, using baseten numerals, number names, and expanded form.
Standards for Mathematical Practice:
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure
8. Look for and express regularity in repeated reasoning.
Student Outcomes:
 I can show that ten groups of 10 make 100.
 I can recognize that the numbers 100, 200, 300, 400, 500, 600, 700, 800, and 900 refer to one, two, three, four, five, six, seven eight, or nine groups of 100
Math Language:
ones, tens, hundreds, place value, digit,
Materials:
 baggies of more than 100 dry pintos, blackeyed peas, black beans, and navy beans
 place value mats with ones, tens, and hundreds columns
 bowl for each pair of students
 small Dixie cups (10 for each pair of students)
 larger cups (1 for each pair of students)
Advance Preparation: Have the beans already poured into Ziploc baggies.
Launch: Annual Soup Making Contest
Sing and dance the Purple Stew song from GoNoodle
Ask the students “Do you know what a stew is?” Let them know that it is a type of soup. Tell them that the school is having a soup making contest, and you have decided to enter your famous bean soup. However, you have to count out the beans in order to have the correct amount, and you need their help.
Introduce the Task:
The school is having a soup making contest. You have decided to enter you famous bean soup. Each pot of soup calls for 100 pinto beans, 100 navy beans, 100 blackeyes peas, and 100 black beans. You will be given a bag of beans and asked to count out 100 beans for our soup. Beans can only be added to the soup ten at a time. How many groups of 10 are in 100? How many groups of ten would be in four hundred?
Pass out the beans.
Explore:
Student pairs will be assigned a bean type to count and add to the soup. Pairs will be provided with 10 small Dixie cups to assist with counting, if they choose to use it. Students will also be provided with a place value mat to use while counting to assist students in extending patterns. Tell students to use the mats to help them count out the beans in the ones column, and then put them in the small cups in the tens column. Ask students to stop counting when they reach 100 beans and know how many cups they will need to make 100 beans. Observe how students are counting. Are students counting one for one or in groups to get to 100? How are students grouping the beans? How can cups be used to help you organize?
Possible Questions:
 How are you counting the beans?
 Why did you group the beans that way?
 Can you show me how you are keeping track of the number of beans you have?
 Once you have 10 tens, how can you represent that with digits on the hundreds board?
Discuss:
Bring the group back together. Ask the students “How many cups of ten did you need to make 100? How many beans were in each cup? So how many groups of 10 will be in 100?”
Once every pair has determined that they need 10 cups of 10 beans to make 100 beans, tell the students that you have to make a big batch of soup because it is for the whole school. Have each partnership pour their ten little cups into one of the big cups as they count by tens (making 100 beans in each cup). Tell the students you will now need to know how many beans you have as a class. Ask students:
 What could we do to count how many beans we have as a class?” (100, 200, 300…)
 What would that number look like? How could I write it?
 How many tens are in _____ hundred?
 How many tens are in the total number of beans we have in our soup?
 How can you be sure that is the number of beans we have?
Show the students how they could put the cups of 100 beans in the hundreds column of a place value mat. Ask the students how many cups of 100 the class has. Write that number in the hundreds column (example: if there are 7 groups of 100, write the number “7” in the hundreds chart). Ask the students how many tens are in the tens column (there would be 0) and write that number. Repeat with the ones column. Ask the students:
 “What do you notice about the number I wrote?”
 “What do you think would happen to the number if I took a cup away?”
 “Can you find the pattern that would tell us what number goes in the hundreds, tens, and ones columns?”
Check to be sure that students are following along on their recording sheet as you write on the class place value mat.
Evaluation of Student Understanding
 Listen to student discussions during Explore and Discuss.
 Have students work with the number 200. How many cups of 10 would you need to build the number 200. If students realize that 10 cups of 10 equals 100, they should be able to figure out how many cups of 10 make 200.
Additional Activities (if needed)
Place Value Song
This song begins teaching the students that 10 ones makes a ten, and that 10 tens make 100. It also shows a place value chart and how the numbers group when there are 10 ones or 10 tens.
Questions:
“What did you notice happening when the number of pears was higher than 10?”
“What did you notice happening when the number if pears was higher than 100?”
Place Value Trading: Use baseten blocks (flats and rods) to practice making place value trades. If I had 30 tens, how many hundreds would I have? If I had 400, how many tens would that be?
Questions:
“What did you notice happening when the number of pears was higher than 10?”
“What did you notice happening when the number if pears was higher than 100?”
Meeting the Needs of the Range of Learners
Intervention: Be intentional with the partnering of students, being sure to place students that may need more guidance with students who are more independent. You can also be sure that the bags of beans given to a pair has exactly 100 beans, so that they do not accidentally count more groups of ten than necessary.
Extension: Have students determine how many big cups (100 beans each) and how many little cups (10 beans each) they would need to show various amounts of beans, such as 230, 450, 192, etc. depending on the level of the students.
Possible Misconceptions/Suggestions:
Possible Misconceptions  Suggestions 


Special Notes:
This lesson would be the introduction to the standard. Be sure to continue exposing students to place value, giving other opportunities to create ten groups of ten, as well as practice more with determining that a given number of hundreds is the number __00.
Bean Soup Recording Sheet Name: ______________________
Record how many cups of beans you and your partner made. Remember to stop when you have 100 beans. 
How many cups of 10 did you need to get 100 beans?
_____________________________________________________
_____________________________________________________
Tell how you and your partner counted the beans.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Bean Soup Recording Sheet (con.)
Put your beans with the other students in the class. Draw what the class place value mat looks like.
Hundreds
______  Tens
______  Ones
______ 
How many beans did your class have in all?
_____________________________________________________
_____________________________________________________
How did you know the amount of beans your class had in all?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_________________________________