Introduce Base-Ten Pieces
Estimated Class Sessions: 3–4
Students are introduced to the base-ten pieces as a way to represent two-digit numbers. They estimate and then count a collection of "bits" (ones). They compare "bits" and "skinnies" (tens) and discover the 10 to 1 relationship. Students play a game and represent numbers in different ways.
Content in this Lesson
- Estimating the number of objects in a group using 10 and 100 as
benchmarks [E6] . - Grouping and counting a collecting of objects by ones, tens, and hundreds.
- Understanding place value.
- Representing 2-digit numbers using base-ten pieces [E1].
- Partitioning numbers into tens and ones and modeling with base–ten pieces and number sentences [E2].
- Recognizing that different partitions of the same number have the same total [E5].
- Recognizing different partitions of numbers using base-ten pieces and number sentences [E3].
- Making connections between place value concepts and base-ten pieces [E4].
Daily Practice and Problems C–H
Materials for Students
| Daily Practice and Problems | Lesson | Homework | Assessment | ||
|---|---|---|---|---|---|
Student Books |
Student Activity Book |
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Teacher Resources |
Teacher Guide - digital |
Supplies for Students
1 self-adhesive note
centimeter ruler
calculator, optional
Supplies for Student Pairs
1 self-adhesive note
base ten pieces (about 30 bits and 10–15 skinnies)
clear plastic spinner or pencil with a paper clip
Materials for the Teacher
Display of Collection of Bits Master (Teacher Guide)
Display of Show Me the Number Spinners (Student Activity Book) Page 276
Display of Show Me the Number Recording Sheet (Student Activity Book) Page 277
Unit 6 Assessment Record
collection of base-ten bits, about 500
2 referent bags of 10 and 100 connecting cubes from Unit 5. See Materials Preparation.
2 referent bags of 10 and 100 base-ten bits. See Materials Preparation.
collection of about 50 skinnies placed in a "Skinnies Bank." See Materials Preparation.
resealable bags. See Materials Preparation.
chart paper
one larger or different-colored self-adhesive note
Materials Preparation
Prepare a Skinnies Bank. Gather a bag or box and about 30 skinnies for a Skinnies Bank.
Prepare Referent Bags of Bits. Place ten loose bits in a resealable bag and 100 loose bits in another resealable bag.
Prepare Referent Bags of Connecting Cubes. If you do not have the referent bags from Unit 5, place ten loose connecting cubes in a resealable bag and 100 loose connecting cubes in another resealable bag.
Prepare an Interval Chart. Draw an interval chart on a display. Students will place self-adhesive notes with their estimates on this chart. See Figure 1.
Figure 1: Interval Chart
TIMS Tip
Modify Interval Chart. If space is limited, you may omit the smaller or larger intervals on the Interval Chart. Make sure that the total number of bits in the collection you are using will fall within the intervals you list. If you decide to do this activity with a larger or smaller number of bits, change the interval chart accordingly.
Prepare Sets of Base-Ten Pieces. Before Part 2, prepare sets of base-ten pieces for each student pair. Place about 30 bits and 10–15 skinnies in each container.
Prepare Spinners. Gather spinners or materials for spinners. If you do not have clear plastic spinners, students can use paper clips and pencils. Straighten out one end of the paper clip, and place a pencil through the curved end. Then put the point of the pencil on the center of the spinner, and spin the paper clip around the pencil, using the straightened end as the pointer. See Figure 2.
Figure 2: Using a pencil and paper clip as a spinner
Assessment in this Lesson
| Assessment | Expectation Assessed |
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Observe Show Me the Number Student Activity Book Pages 275–278 |
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How Many Bits with Feedback Box Student Activity Book Pages 279–280 |
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