CCSS.Math.Content.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten."
CCSS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Students have been using hands-on manipulatives to help them better understand place value. Sometimes my higher students want to rush through problems and choose to stay away from manipulatives but my lower students really need the hands-on play. When working with my guided math groups students were asking if they could "break" apart the tens into ones and I also found students counting each one of the blocks in their "ten" only to realize every time that it was 10...so they could actually just count by 10s as opposed to counting each cube in the "ten" each time. These are very important experiences for younger students.
|We follow Pearson EnVision for our math curriculum.|
|Students choose from a variety of games that reinforce the skills we are working on in guided math.|
|Task cards are put up all around the room.|
|Students walk around to find each of the task cards.|
|Students count the number of tens and ones.|
|Students record their answers on their recording sheet by each of the numbers.|
My first graders loved these Base 10 Block Task Cards! They are a great fit in my room because they are fun for the kids and the recording sheets help me to better gauge student understanding of the counting base 10 blocks. You can grab these task cards by clicking here.
For more centers and activities, aligned to the common core, that work with base 10 blocks click here or the picture below!