Amani, Guillermo, Lisette, Yolanda, Ian and Jermaine each have a way to describe what they know about 27. Create a similar explanation that each of the students might use to describe the number 39 (so six different descriptions of "39" total). ALSO, come up with an incorrect description of 39.

tion Amani: Twenty-seven comes after 26 and before 28. ar. If Guillermo: Twenty-seven is three more than 24 and age. three smaller than 30. build Lisette: Twenty-seven is two groups of ten and seven ones. under- Yolanda: Twenty-seven is 10 more than 17 and 10 rated less than 37 on the hundreds chart. em to lan: I can count to 27 by threes: 3. 6, 9, 12, 15. 18, 21, oblem 24, 27, but counting by fours is 28. Jermaine: Twenty-seven is an odd number be- cause you skip it when you count by twos. 1% of a When making 27 with base-10 materials, some dis- w many e class play 27 with two orange rods and seven white cubes; others line up 27 loose cubes, 2 bean sticks and le, one- 7 beans, or 9 groups of 3 (Figure 9.1). plus 7%% By observing and listening to children, the long do teacher learns whether they understand many nu- meral expressions for 27. From student comments d; should and demonstrations, Ms. Chen believes that stu- longer, or dents have developed a flexible understanding ? Why do of number and its many representations, so she is ready to introduce the place-value system in a more 7 or 407 bout num- 10 + 10 + 7 900 memorizing 000 0000008000 ed to solve 0000000 000 10 + 17 ble conclu 000 00 00 0 tudents un- 000 5x5 . 2 bers can be 000 30 - 3 ck whether 000 m- 1 000000 6 lillerent rep DO000 000 00080 000000 terials and a 11 they know Figure 3.1 Several ways of representing 27 164 of 630 . Location 4630 of 15827