Place Value:
Tens and Ones
Objective To provide experiences with place-value concepts
ffor tens and ones.
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ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
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]
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
1 2
4 3
Playing the Digit Game
per partnership: 4 each of number
cards 0–9 (from the Everything Math
Deck, if available)
Children practice comparing numbers.
Math Boxes 5 1
Math Journal 1, p. 83
Children practice and maintain skills
through Math Box problems.
Home Link 5 1
Key Activities
Children 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.
Curriculum
Focal Points
Math Masters, p. 120
Children practice and maintain skills
through Home Link activities.
Differentiation Options
READINESS
Reading and Writing Numbers to 99
slate
Children practice reading and writing 1- and
2-digit numbers.
ENRICHMENT
Guessing My 2-Digit Number
Math Masters, p. 121
Children determine an unknown number
by using clues that describe its digits.
EXTRA PRACTICE
Reading About Place Value
Math Masters, p. 305
Children read The Warlord’s Beads
to practice place-value concepts.
Ongoing Assessment:
Recognizing Student Achievement
Use an Exit Slip (Math Masters,
page 305). [Number and Numeration Goal 3]
Ongoing Assessment:
Informing Instruction See page 360.
Key Vocabulary
base-10 blocks longs cubes tens place ones place
Materials
Math Journal 1, pp. 81 and 82
Math Masters, p. 119 (optional); p. 305
transparency of Math Masters, p. 318
(optional) base-10 blocks (12 longs and
25 cubes) overhead coins (optional)
Advance Preparation
You 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
358
Unit 5
Place Value, Number Stories, and Basic Facts
Interactive
Teacher’s
Lesson Guide
Mathematical Practices
SMP1, SMP2, SMP5, SMP6
Getting Started
Content Standards
1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c
Mental Math and Reflexes
Math Message
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 items.
Line up cubes next to a
long. How many cubes
equal the length of a long?
Draw 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.
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 $1.00. 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 $1.00. What
would you estimate to be the cost of a large box of crayons?
NOTE You may wish to make several copies
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
DISCUSSION
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 blocks.
Check 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
with Base-10 Blocks
Interactive whiteboard-ready
ePresentations are available at
www.everydaymathonline.com to
help you teach the lesson.
WHOLE-CLASS
ACTIVITY
ELL
(Math Journal 1, p. 81)
Children place 3 longs and 4 cubes on their
Tens-and-Ones-Mats (Math Journal 1,
page 81, or Math Masters, page 318).
Student Page
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.
Date
LESSON
5 1
Tens-and-Ones Mat
Tens 10s
Ones 1s
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. 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 ones.
Math Journal 1, p. 81
Lesson 5 1
359
Exit Slip
Ongoing Assessment:
Recognizing Student Achievement
Use 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
NOTE Everyday Mathematics uses base-
WHOLE-CLASS
ACTIVITY
Base-10 Blocks
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.”
(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.
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 exchange.
Adjusting the Activity
Have children use pennies and dimes as another model of 10-for-1
exchanges when making two-digit numbers on their Tens-and-Ones Mats.
Student Page
Date
LESSON
5 1
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
V I S U A L
Tens-and-Ones Riddles
Solve the riddles. Use your base-10 blocks to help you.
Example: 2
and 3
What am I?
1. 6
and 5
What am I?
65
2. 7
and 2
What am I?
72
Naming Numbers for Collections
23
of Base-10 Blocks
(Math Journal 1, p. 82)
3. 6 longs and 4 cubes. What am I?
64
4. 7 longs and 0 cubes. What am I?
70
Children solve riddles using base-10 blocks. When most children
have finished the page, volunteers can read their riddles aloud for
classmates to solve.
Try This
Trade to find the answers.
5. 1 long and 11 cubes. What am I?
6. 2 longs and 14 cubes. What am I?
INDEPENDENT
ACTIVITY
21
34
Ongoing Assessment: Informing Instruction
7. Make up your own riddle.
Ask a friend to solve it.
Watch for children who confuse the tens and ones places when solving the
riddles. 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 cubes.
Answers vary.
Math Journal 1, p. 82
081-107_EMCS_S_G1_MJ1_U05_577279.indd 82
360
3/11/11 4:51 PM
Unit 5 Place Value, Number Stories, and Basic Facts
Student Page
Date
2 Ongoing Learning & Practice
LESSON
Math Boxes
5 1
1. Solve the riddles.
Playing the Digit Game
PARTNER
ACTIVITY
47
What am I?
Partners play the Digit Game with a set of number cards 0–9,
4 cards of each number.
2. Fill in the rule and the missing numbers.
Rule
3
Count by 3s
Directions
6
3. Add. Use a ten frame.
1. The deck is shuffled and placed number-side down
between the partners.
8+3=
14
2. Each player draws 2 cards from the deck and uses them
to make the larger 2-digit number.
21
What am I?
12
9
15
4. How many tallies?
11
////\ ////\ ////\ ///
18
=9+5
tallies
Odd or even?
7
+8
6
+9
15
15
even
3. The player with the larger number takes all 4 cards.
4. The game is over when all of the cards have been used.
5. The player with more cards wins.
Math Journal 1, p. 83
081-107_EMCS_S_G1_MJ1_U05_577279.indd 83
3/11/11 4:51 PM
Have partners play several rounds of the game.
Math Boxes 5 1
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 83)
Mixed Practice Math Boxes in this lesson are paired
with Math Boxes in Lesson 5-3. The skills in Problem 4
preview Unit 6 content.
Writing/Reasoning Have children draw, write, or
verbalize an answer to the following question: How do you
find a missing rule? A reasonable answer should describe
a strategy to identify the number pattern, such as skip counting or
using a number grid.
Home Link Master
Name
Date
HOME LINK
Tens-and-Ones Riddles
51
䉬
Family
Note
We have begun to work on place value using base-10 blocks. The blocks shown in the tens
columns are called longs and the blocks shown in the ones columns are called cubes. It
takes 10 cubes to make 1 long. On this page, your child is writing numbers shown with
longs and cubes.
Please return this Home Link to school tomorrow.
Example:
Tens
Ones
1.
What number am I? 28
2.
Tens
Tens
Ones
What number am I?
Ones
3.
Tens
56
Ones
One child’s work in response to the Writing/Reasoning prompt
What number am I?
Home Link 5 1
INDEPENDENT
ACTIVITY
(Math Masters, p. 120)
Home Connection Children record numbers represented
by base-10 blocks.
73
What number am I?
12
Practice
4. Fill in the missing numbers.
Rule
Count back
by 10s
70
60
50
40
Math Masters, p. 120
Lesson 5 1
361
Teaching Master
Name
Date
LESSON
51
䉬
Guessing My 2-Digit Number
1. Think of a 2-digit number. Write it in a “secret” place.
3 Differentiation Options
2. Ask your partner to guess your number.
3. Record each guess.
Guess
0 digits
correct
1 digit
correct
SMALL-GROUP
ACTIVITY
READINESS
4. Use an X to give clues about your number.
2 digits
correct
Reading and Writing
5–15 Min
Numbers to 99
To provide experience reading and writing 1- and 2-digit numbers,
have children write and identify numbers to 99. Tell children to
write each number you name aloud on a slate. Begin by naming
1-digit numbers and progress to 2-digit numbers. Then reverse
roles. Write a number on your slate, and ask children to name
the number. Again, begin with 1-digit numbers and progress to
2-digit numbers.
PARTNER
ACTIVITY
ENRICHMENT
Math Masters, p. 121
Guessing My 2-Digit Number
5–15 Min
(Math Masters, p. 121)
To apply children’s understanding of place-value, have one partner
think of a 2-digit number and write it in a “secret place.” The
other partner tries to guess the number. The first partner records
each guess and places an X in the column that describes the guess.
The second partner uses the information in the table to continue
guessing until he or she guesses the correct number. Partners
switch roles and repeat the activity. Have extra copies of Math
Masters, page 121 available for children to repeat the activity.
Example:
Guess
0 digits correct
37
X
1 digit correct 2 digits correct
71
X
78
X
74
EXTRA PRACTICE
Reading About Place Value
X
SMALL-GROUP
ACTIVITY
15–30 Min
(Math Masters, p. 305)
Literature Link To provide practice with place-value
concepts, read The Warlord’s Beads by Virginia Walton
Pilegard (Pelican Publishing Company, 2001). On an Exit Slip
(Math Masters, page 305), have children draw base-10 blocks for a
number they choose.
362
Unit 5 Place Value, Number Stories, and Basic Facts