Place Value: Tens and Ones - Everyday Math

1 5 Place value , Number Stories, and Basic FactsAdvance PreparationYou may wish to find the book Let s Count by Tana Hoban (Greenwillow Books, 1999) as it relates to lesson content. For the optional Extra Practice activity in Part 3, obtain a copy of The Warlord s Beads by Virginia Walton Pilegard (Pelican Publishing Company, 2001).Teacher s Reference Manual, Grades 1 3 pp. 56, 57, 69, 70 Key Concepts and Skills Count objects by 1s. [Number and Numeration Goal 2] Use base-10 blocks to model whole numbers less than 100. Name whole numbers less than 100 modeled by base-10 blocks. Exchange base -10 cubes and longs to show different representations of the same number. [Number and Numeration Goal 3]Key ActivitiesChildren name numbers less than 100 represented by base -10 blocks. They exchange cubes for longs in order to represent numbers by using the fewest number of base-10 blocks.

2 Ongoing Assessment: Recognizing Student Achievement Use an Exit Slip (Math Masters, page 305). [Number and Numeration Goal 3]Ongoing Assessment: Informing Instruction See page Vocabularybase-10 blocks longs cubes tens Place ones placeMaterialsMath Journal 1, pp. 81 and 82 Math Masters, p. 119 (optional); p. 305transparency of Math Masters, p. 318 (optional) base-10 blocks (12 longs and 25 cubes) overhead coins (optional)Playing the Digit Gameper partnership: 4 each of number cards 0 9 (from the Everything Math Deck, if available)Children practice comparing Boxes 5 1 Math Journal 1, p. 83 Children practice and maintain skillsthrough Math Box Link 5 1 Math Masters, p. 120 Children practice and maintain skills through Home Link and Writing Numbers to 99slateChildren practice reading and writing 1- and 2-digit My 2-Digit NumberMath Masters, p.

3 121 Children determine an unknown number by using clues that describe its PRACTICE Reading About Place ValueMath Masters, p. 305 Children read The Warlord s Beads to practice Place - value the Les sonOngoing Learning & Practice1324 Differentiation Options Place value : Tens and OnesObjective To provide experiences with Place - value concepts for tens and Teacher s Lesson GuideAlgorithms PracticeEM FactsWorkshop Game AssessmentManagementFamily LettersCurriculumFocal PointsCommon Core State 3582/17/11 3:11 PMLesson 5 1359 NOTE You may wish to make several copies of Math Masters, page 318 (Tens-and- ones Mat) for children to use if they are having difficulty keeping their journal pages flat when working with the base-10 MatLESSON5 1 Date Tens 10s ones 1sMath Journal 1, p.

4 81 Student Page1 Teaching the Lesson Math Message Follow-Up WHOLE-CLASSDISCUSSIONC heck that children lined up 10 cubes next to a long. Discuss the fact that 10 cubes is the same as 1 long, but that it is easier to display 1 long than to count 10 individual cubes. Naming Numbers WHOLE-CLASS ACTIVITY with Base-10 Blocks(Math Journal 1, p. 81)Use the following routine: 1. Place 3 longs and 4 cubes on your Tens-and- ones Mat transparency. Or, draw a mat on the board and use vertical lines | and dots to represent longs and cubes. Children do the same on their mats. What number do these base-10 blocks represent? 34 To support English language learners, discuss the meaning of represent. 2. Write the number on your mat. Point out that the 3 longs stand for 3 tens and that the 4 cubes stand for 4 ones . We say that the 3 in 34 is in the tens Place and the 4 is in the ones Place .

5 To support English language learners, discuss the Everyday meaning of Place , as well as its meaning in this context. Repeat this routine with other numbers. Be sure to include some teen numbers. Remind children that teen numbers are just like other two-digit numbers because the digits represent the number of tens and the number of ones . Teen numbers are different only in that they are composed of 1 ten and some StartedMath Message Line up cubes next to a long. How many cubes equal the length of a long?Mental Math and Reflexes Explain that children can estimate the costs of items by knowing the costs of similar items and that they can use estimation to help them determine if they have enough money to pay for certain the items and the price tags on the overhead projector, and show the prices using coins if you wish. Have children estimate the cost of the items in question.

6 A small ball of clay costs 25 , and a large ball of clay costs 75 . What would you estimate to be the cost of a medium ball of clay? A small soda costs 70 and a large soda costs $ What would you estimate to be the cost of a medium soda? A small box of crayons costs 50 and a medium box of crayons costs $ What would you estimate to be the cost of a large box of crayons?Children Place 3 longs and 4 cubes on their Tens-and- ones -Mats (Math Journal 1, page 81, or Math Masters, page 318). Interactive whiteboard-ready ePresentations are available at to help you teach the PracticesSMP1, SMP2, SMP5, SMP6 Content , , , , 3592/24/12 4:42 PM360 Unit 5 Place value , Number Stories, and Basic FactsTens-and- ones RiddlesLESSON5 1 Date Solve the riddles.

7 Use your base-10 blocks to help : 2 and 3 What am I? 231. 6 and 5 What am I? 2. 7 and 2 What am I? 3. 6 longs and 4 cubes. What am I? 4. 7 longs and 0 cubes. What am I? Trade to find the answers. 5. 1 long and 11 cubes. What am I? 6. 2 longs and 14 cubes. What am I? 7. Make up your own riddle. Ask a friend to solve it. Try This657270643421 Answers 823/11/11 4:51 PMMath Journal 1, p. 82 Student PageAdjusting the ActivityNOTE Everyday Mathematics uses base-10 blocks to introduce children to Place - value concepts. When children add larger numbers using base-10 blocks, exchanging cubes for longs provides them with a concrete representation of the Place - value concept of composing a ten from ones . Whenever children exchange cubes for longs, you may wish to remind them that they are composing a new ten from 10 ones .

8 Ongoing Assessment: Exit SlipRecognizing Student AchievementUse an Exit Slip (Math Masters, page 305) to assess children s ability to name numbers represented by base-10 blocks. Put a small number of longs and cubes on your Tens-and- ones Mat transparency, or draw them on the board. Have children write the number shown on an Exit Slip. Children are making adequate progress if they are able to correctly count the longs and the cubes.[Number and Numeration Goal 3] Making Exchanges with WHOLE-CLASS ACTIVITYBase-10 Blocks(Math Journal 1, p. 81) Place 2 longs and 15 cubes on your Tens-and- ones Mat. Children do the same on journal page 81. (Or, they can use a copy of Math Masters, page 318.) What number is shown? 35 If children do not come up with the answer right away, have them discuss the problem among themselves. Someone might suggest trading 2 longs for 20 cubes and then counting the total number of cubes.

9 If needed, demonstrate the following exchange: Trade 10 cubes for 1 long and Place the long in the tens column. As you make this trade, emphasize to children that you are composing a new ten (1 long) from 10 ones (10 cubes). Point out that there are now 3 longs and 5 cubes. What number is shown? 35 Repeat this routine with other combinations of longs and cubes that require an children use pennies and dimes as another model of 10-for-1 exchanges when making two-digit numbers on their Tens-and- ones KINESTHETIC TACTILE VISUAL Naming Numbers for Collections INDEPENDENTACTIVITYof Base-10 Blocks(Math Journal 1, p. 82)Children solve riddles using base-10 blocks. When most children have finished the page, volunteers can read their riddles aloud for classmates to Assessment: Informing InstructionWatch for children who confuse the tens and ones places when solving the riddles.

10 Remind them that the tens digit, or the number on the left, is represented by the number of longs; and that the ones digit, or the number on the right, is represented by the number of 3603/14/11 8:28 AM1. Solve the riddles. What am I? What am I? 3. Add. Use a ten frame. 8 + 3 = = 9 + 5 4. How many tallies? ////\ ////\ ////\ /// tallies Odd or even? Math Boxes LESSON5 1 Date 2. Fill in the rule and the missing + 86+ 9472118even1215 Count by 3s 15 833/11/11 4:51 PMMath Journal 1, p. 83 Student PageWe have begun to work on Place value using base-10 blocks. The blocks shown in the tenscolumns are called longsand the blocks shown in the ones columns are called cubes. It takes 10 cubes to make 1 long.