Whole Numbers Between as Tens and Ones Unit of Study: Strengthening Critical Area: Place Value Global Concept Guide: 2 of 3

You may have noticed that Unit 15’s GCG’s look different from the previous units. Unit 15 was provided as a way to strengthen student understanding of the critical area place value. Your student’s performance on the Units 6 & 7 Assessments and Performance Tasks will be your guide for the activities you select as you progress through this unit.

Content Development  Students will also practice representing numbers flexibly and with multiple representations.  For example…. 52 can be represented as 5 tens 2 ones, 4 tens 12 ones, 3 tens 22 ones, 2 tens 32 ones, 1 ten 42 ones, and 0 tens 52 ones.  It is critical students have ample experiences with thinking flexibly about numbers. It serves as a foundation for future place value standards and supports computational fluency.

Day 1 Essential Question: What are different ways I can represent the same number?  Each table will receive a chart paper. On the chart paper, students will represent the number in one or two ways. Then the teams will rotate to another table’s chart paper and record an additional one or two ways to represent the number. The goal is for students to find different ways to represent the same number and work with other students. After this activity, the teachers should facilitate a discussion about multiple representations for the number.

Day 1 Essential Question: What are different ways I can represent the same number?  Base Ten Blocks: Students will complete a game where one of the students flip one of the provided cards. The card will display a base ten block representation. Using the base ten representation, students could draw the model, write the standard form, expanded form, word form, and base ten language. Students can also compare their ways of representing the provided number. Base Ten Blocks  Depending on the students’ needs in the class, the teacher can pull a small group or complete the base ten blocks with a smaller grouper of students.  See Progress Monitoring Slide (slide 7) for possible exit ticket ideas. By the end of Day 1, students should be able to represent a number in different ways, such word form, expanded form, base ten representations, standard form, pictorial models, base ten language, or addition/subtraction number sentences.

Day 2 Essential Question: How can you model numbers using tens and ones?  Allow opportunities for students to practice building and recognizing representations of numbers. Emphasize the place value of tens and ones within a number.  Engage: I have…Who Has…: Students listen for their number through statements of how many tens and ones. Each student will receive an I have card and a Who has card. This way students are able to connect the number and base ten representation.I have…Who Has…  Concentration: Students will play a concentration game to match a number with the base ten model. To extend this concentration game, have students record another way to represent the number. Concentration  Model and Show More than One Way: Students will draw two different base ten models for a given number. Model and Show More than One Way:  See Progress Monitoring Slide (slide 7) for possible exit ticket ideas. By the end of Day 2, students should be able to model numbers using tens and ones. Students should be able to communicate the value of a number in either the tens or ones.

Day 3 Essential Question: How can I show multiple ways to represent a number using tens and ones?  Students will think flexibly about numbers and represent the number using more than one ways.  What Number Am I?: Students will use clues (such as 1 ten and 28 ones) to determine a number. Students will use their knowledge about place value and understanding of different ways to represent tens and ones for a number. This task could be used as a whole group, What Number Am I?  Different Ways Poster: Similar to Day 1, students can create a poster representing all the different ways to model a given number in tens and ones. Facilitate a discussion about how the base ten models show the given number. This can be done as a whole group, small groups of students, or teacher directed small group.  Multiple Ways: Students choose a numeral card. Then the student will draw all the base ten representations for the number. If needed, students can use base ten blocks with a teacher directed small group. However, it is expected students understand use the base ten model as it is the end of first grade. Multiple Ways  See Progress Monitoring Slide (slide 7) for possible exit ticket ideas. By the end of Day 3, students should be able to represent a given number in multiple ways using the base ten system.

Monitoring Progress  Gathering Data Through Observation  Frequently move through the room observing students as they model various numbers. Listen to their discussions to gain insight into their understanding and mastery. Jot down observations (Classroom Observation log)to help plan interventions, adjustments to lessons, or task modifications.Classroom Observation log  Exit Tickets/ and hands-on tasks can be used to monitor progress each day. Take opportunities to look at students responses and conference with students about their thinking.  Task 1.NBT. 2a Task 1.NBT. 2a  Task 1.NBT. 2c Task 1.NBT. 2c  Exit Ticket 1 Exit Ticket 1