Place+Value-+Tens+and+Ones

**Topic:**Place Value Ones and Tens **Pretest**: 20 and 61; 75 and 85; 40 and 50,60 and 70

**TEKS:** 1.1B Create sets of tens and ones using concrete objects to describe, compare and order whole number

**Core Components:**
 * Builds and compares sets of 10’s or 1’s (Build 22, 34, 57)
 * Uses Base 10 Blocks to create groups of tens and ones.
 * Uses Base 10 Blocks to solve real world problem solving situations
 * Uses terms greater than, less than and equal to in identifying numbers and object

**Vocabulary:** ones, tens, whole numbers, greater than, less than, equal to, number chart, position of a number, compare, order, ten frame

**Whole Group Mini Lesson:** Ten is a benchmark number for students for place value. Use place value blocks, ten frames and snap cubes to help develop this concept. Give each child a ten frame and 12 counters. Ask the question, How can you use a ten frame to make 12? Give them time to come to a conclusion. Have the children fill their ten frame and see how many are left. This shows one ten and two ones.

This is an example of a ten frame- ** Total Ten – Making Combinations of ten ** ** Game is from Origo- **

** Before the Game: ** Have students place their hands in front of them with the palms facing out. Next, they should close their hands to make fists. Say a number, such as 3, to the class. Tell them to show that number of fingers starting with their “little” finger on their left hand. Invite a volunteer to say the 2 numbers they see, for example, **//I see 3 fingers up and 7 fingers down. 3 plus 7 is 10.//** Repeat this for other combinations of 10. Call upon 2 students to demonstrate how “Total Ten” is played. As the players place their first number of counters on the board, ask the class how many more is needed to total ten. Envision Digital Stories: ** During the Game: ** <span style="color: windowtext; font-family: 'Comic Sans MS',cursive; font-size: 13px;">Watch for students who may not have developed the concept of one-to-one correspondence. These students will not be matching one counter to one square. Watch also for students who are not filling their boards from left to right. <span style="color: windowtext; font-family: 'Comic Sans MS',cursive; font-size: 13px;">As you move around the class, ask players how many more they need to make ten. For example, **//I see you have 5 counters, how many more do you need to make 10?//** <span style="color: windowtext; font-family: 'Comic Sans MS',cursive; font-size: 13px;">Invite volunteers to tell how their game evolved. For example, a student may say, **//I rolled 3 first so I put on three reds. Then I rolled 2, so I put on two yellows. That made 5 in all, so I needed five more. Next I rolled 6. That was too big, but then I rolled 5, so I put on 5 greens and that made 10. I won!//** <span style="font-family: 'Comic Sans MS',cursive;">** Independent Activity ** //(during this time teacher is giving pre-assessment rapids//): <span style="font-family: 'Comic Sans MS',cursive; font-size: 13px;">The students are playing in pairs “Total Ten Again” on the game board numbered 1-10.
 * After the Game: **

<span style="font-family: 'Comic Sans MS',cursive;">** Questioning: **
 * <span style="font-family: 'Comic Sans MS',cursive;">What do numbers tell us?
 * <span style="font-family: 'Comic Sans MS',cursive;">How can we tell if a number is less than another number?
 * <span style="font-family: 'Comic Sans MS',cursive;">How can we tell if a number is greater than another number?
 * <span style="font-family: 'Comic Sans MS',cursive;">How can we tell if a number is equal to another number?
 * <span style="font-family: 'Comic Sans MS',cursive;">How does the place or position of a digit determine its value?
 * <span style="font-family: 'Comic Sans MS',cursive;">How do number charts help us?
 * <span style="font-family: 'Comic Sans MS',cursive;">How do patterns in numbers help us think efficiently?
 * <span style="font-family: 'Comic Sans MS',cursive;">How can we use concrete objects to model a number?

<span style="font-family: 'Comic Sans MS',cursive;">**Math Stations/Independent Activities:** <span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">

<span style="font-family: 'Comic Sans MS',cursive;">**Snap It**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">Students play in pairs. One student has 10 unifix cubes. They “snap” the stick in half at any point and put one of the 2 parts behind their backs. Their partner must determine how many cubes are behind their backs by counting how many are being shown. Provide students with wipe off boards/magna doodles to record their answer and do any work they may need to determine answer.

<span style="font-family: 'Comic Sans MS',cursive;">**Counters in a Cup** (Investigation Unit 3 page 119)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">Each pair of students has a cup and 10 counters. Students take turns taking out a few counters and other student must determine how many counters are still in the cup. Students record on their

<span style="font-family: 'Comic Sans MS',cursive;">**Part-Part-Whole**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">Each student has a cup with 10 2-colored counters (red/white or yellow/red). Students shake the counters in cup and place on board. Students divide the counters based on color into the 2 boxes. Students then must write a number sentence below of the part + the part = the whole.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 15px;">How Many Counters **

<span style="font-family: 'Comic Sans MS',cursive;">Place Value Pocket and Digit Cards are in the team bucket ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Activity 1:
 * <span style="font-family: 'Comic Sans MS',cursive;">Primary Place Value Pocket and Digit Cards – teacher will say a number and the students will make that number using the digit cards and the Place Value Pocket. An extension – increase the number by a certain amount or decrease the number by a certain amount.
 * <span style="font-family: 'Comic Sans MS',cursive;">Activity 2:
 * <span style="font-family: 'Comic Sans MS',cursive;">What Comes Before? – have students use a dry erase board and a marker. Teacher says a number and the students will write that number, box it in, and write the number before it. ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Activity 3:
 * <span style="font-family: 'Comic Sans MS',cursive;">What Comes After? – have students use a dry erase board and a marker. Teacher says a number and the students will write that number, box it in and write the number after it. ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Activity 4:
 * <span style="font-family: 'Comic Sans MS',cursive;">What Comes Before and After? Have students use a dry erase board and a marker. Teacher says a number and the students will write that number before and after. ||

<span style="font-family: 'Comic Sans MS',cursive;">**Literature Connections:**

<span style="font-family: 'Comic Sans MS',cursive;">**Technology Integration:** <span style="font-family: 'Comic Sans MS',cursive;">**KLRU: Math Investigations Part 01 (26:00)** <span style="font-family: 'Comic Sans MS',cursive;">**Math Monsters: Counting and Symbolizing (15:00)** <span style="font-family: 'Comic Sans MS',cursive;">**Song on Youtube Called [|Ones, Tens, Hundreds]** <span style="font-family: 'Comic Sans MS',cursive;">**Song on Youtube** []

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<span style="font-family: 'Comic Sans MS',cursive;">**Common Assessment:**