MBT Sampler Flipbook

30 Count by 10s from10 to 90 Match number models, numerals, and word names for multiples of 10 Level A Page 29 29 ©MathTeachersPress, Inc. Reproduction by anymeans is strictlyprohibited Count by 10s from 10 to 90 _________, _________, _________, _________ Write the numeral and the word name. Numeral Word 5 tens ___________ ____________________ 3 tens ___________ ____________________ 8 tens ___________ ____________________ 2 tens ___________ ____________________ 9 tens ___________ ____________________ 7 tens ___________ ____________________ 1 ten ___________ ____________________ 6 tens ___________ ____________________ _________, _________, _________, _________, _________, Objective: To match number models, numerals, and word names for multiples of 10. Materials: Interlocking cubes (100 for each student or pair), adding machine or register tape, colored markers Counting to 10 and 100 in Different Ways Distribute 100 interlocking cubes (10 of each of 10 colors), and one foot of register tape. Tell the students you are going to give them one minute to see how many single cubes they can snap together. When the time is up, have students look at their train and estimate the number of cubes. Then count to find the actual number. Now take apart your cubes so that you have separate cubes. Put the cubes of the same color together in small groups. When I say “Begin,” snap the cubes together, one at a time. Put all the cubes of one color together before beginning the next color. Raise your hand when you have finished. If students are working in groups, have them take turns snapping the cubes together with each student adding all the cubes of one color and the second student adding all the cubes of another color. How many cubes are there in your whole set? (100) How do you know? (Students may say they counted by ones or tens, or they could see 10 color trains of 10.) Ask a volunteer to demonstrate, adding 2 cubes at a time until there are 10 cubes. (2, 4, 6, 8, 10, 10 cubes in all) Have the rest of the class skip count aloud by twos to 10. Is there any other way you could count to 10 more quickly than counting by ones or twos? (You could count by fives.) Ask a volunteer to use their cubes to show how they skip count by fives to ten. (5, 10, 10 cubes) Now think about finding quicker ways to count to 100 than counting by ones. Put your cubes together so that they form one long line or train. Howmany cubes in the whole train? (100) What pattern do you see in the colors of the cubes? (There are 10 different colors of cubes and there are 10 in each “car.”) Snap apart your long train into 10 smaller cars, each car having the same number of cubes. Howmany cubes in each car? (10) Count by tens to 100 as you place one car of 10 at a time in front of you. (10, 20, 30, 40, 50, 60, 70, 80, 90, 100) Push your train cars together so the sides of the cubes are touching. If you pretend that the little notches sticking out from the cubes are not there, what shape is formed by 10 sticks of 10? (a square) Now we will record how to count by tens to 100 on the adding machine tape. Fold your tape in the middle lengthwise. What name should we write at the top of each column? (tens, ones) Refer to the adding machine tape number line on the wall (made on page 49) showing how the class counted by ones from 1 to 100. If we were going to count by tens, which of these numbers would we say? Ask a volunteer to point to each number on the tape. (10, 20, 30, …, 100) Use a colored marker to mark each landing point. Now use your train cars of 10 to count to 100 again. This time, record each group of 10 on your tape. What numbers are recorded on your tape? (10, 20, 30, 40, 50, 60, 70, 80, 90, 100) Direct attention to the top of the page. Ask a volunteer to use the pictured trains of 10 cubes to count from 10 to 100. Explain that each group of tens is added to the previous tens. Have students complete the example on their own. Have students use their train card of 10 to first say the number and then write the number they hear in each blank. Look at problem 1. Show 5 tens with cubes. Count 5 tens. Write the numeral and the work in the blanks. Students can refer to page 28 for the spelling of the word names. Have students complete the page on their own or with a partner. Answer Key Top box: 20, 30, 40, 50, 60, 70, 80 50, fifty; 30, thirty; 80, eighty; 20, twenty; 90, ninety; 70, seventy; 10, ten; 60, sixty - Hammer to 100 Game for 2 players. Use base ten blocks in a pile: 1 hundred flat, 20 tens and 30 ones. Each player spins and removes the number spun from the pile. Each time a player gets 10 ones they are exchanged for 1 ten. The first player to get exactly 10 tens on a spin exchanges it for the 100 flat and is the winner. Level A Sample Lesson Plan Lesson Uses: Unifix Cubes