Moving From a Handful of Cubes to Tall Towers

Learning Resource Type

Learning Activity

Subject Area

Mathematics

Grade(s)

1

Overview

This learning activity will build students' understanding of place value. The students will work with a partner to play a game to build two-digit numbers in hopes of being the first to build a tower. This activity will lead to students' understanding of math and place value while being actively engaged in the activity.

This activity results from the ALEX Resource Development Summit.

Phase

During/Explore/Explain
Mathematics (2019) Grade(s): 1

MA19.1.11

Explain that the two digits of a two-digit number represent amounts of tens and ones.

UP:MA19.1.11

Vocabulary

  • Base ten
  • Decompose

Knowledge

Students know:
  • how to decompose numbers 11-19.

Skills

Students are able to:
  • Use place value models or mental strategies to decompose numbers.

Understanding

Students understand that:
  • a two-digit number represents amounts of tens and ones.
  • Ten things can be represented as one ten or as ten ones.
Mathematics (2019) Grade(s): 1

MA19.1.12

Compare pairs of two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words “is greater than,” “is equal to,” and “is less than.”

UP:MA19.1.12

Vocabulary

  • Equalities
  • Inequalities

Knowledge

Students know:

  • how to compare quantities using the terminology "greater than", "equal to", and "less than".

Skills

Students are able to:

  • compare 2-digit numbers.

Understanding

Students understand that:

  • numbers can be decomposed to determine if the amount is greater than, equal to, or less than, how that can be done.

Learning Objectives

  • The student will build numbers showing how many tens and ones compose a given number up to 99.
  • The student will understand that two digits of a two-digit number represent amounts of tens and ones.
  • The student will use mathematical words to compare the values of two numbers.
  • The students will compare numbers up to 99.
  • The students will record the results of comparisons with the symbols >, =, and < and orally with the words “is greater than,” “is equal to,” and “is less than.”

Activity Details

  1. The teacher will model with the class how to draw two number cards and make the greater number. Example: If 1 and 5 are drawn the student could make a 15 or 51. 51 has 5 tens and 1 one and 15 has 1 ten and 5 ones. 51 is greater than 15 so 51 is the number to use. The two players agree that the greater number has been made.
  2. The teacher will discuss with the class the procedures for building the number with "tens cubes" to show tens and "ones cubes" to show ones.
  3. The teacher will draw two number cards and the students will reply with the greatest number that can be made with the two number cards. Then repeat for understanding.
  4. The teacher will model the "math talk" for comparing the two numbers. Example of a "math talk":  Partner 1 says, "I have 61.  61 is 6 tens and 1 one."  Partner 2 says, "I have 67.  67 has 6 tens and 7 ones."  Partner 1 says, "We both have 6 tens."  Partner 2 says, "But I have 7 ones and you have 1 one.  So 67 is greater than 61.
  5. The teacher will then send students to their assigned groups.
  6. The teacher will make sure each pair of players has a deck of number cards that have been shuffled and snap cubes for building towers.
  7. Player 1 draws two number cards and shows the number that is greater after having a "math talk" with his/her partner.
  8. Player 1 uses "tens cubes" to represent the number showing tens and "ones cubes" showing ones.
  9. Player 2 repeats what player 1 did and "tens cubes" and "ones cubes" to represent his/her number.
  10. The players will decide which number is greater and write the of comparisons with the symbols >, =, and < on a sheet of paper.  The player with the greater number takes a cube to start his/her tower. 
  11. As students work, the teacher should circulate and make notes about how students solve the task.
  12. The first player to earn 10 snap cubes on his/her tower is the winner.

Assessment Strategies

As students play the game ask these questions to determine student progress and understanding of the standards:

  • How do you know the number you made with your number cards is the greater number?
  • What strategy did you and your partner use to determine which number is greater?
  • Who won, and how did you determine that?

Variation Tips

  • The teacher could allow the students to draw three cards instead of two.
  • The teacher could use a number line if students have misconceptions about making the greater number with the two number cards.
  • The teacher could use a smaller range of numbers if a student is struggling to compare numbers.
  • The teacher could use 120 boards to compare numbers to increase rigor.

Background / Preparation

The teacher will need to:

  • prepare 20 snap cubes for each pair of students to build their towers.
  • prepare enough "tens cubes" and "ones cubes" for each pair of students.
  • reproduce a deck with three sets of cards numbered 0-9 for each pair of players.
  • prepare a list of names for working pairs of students prior to the lesson.
  • Students will need a sheet of paper to write their of comparisons with the symbols >, =, and <.
  • Assess the students' mathematical understanding of the values of two-digit numbers before playing the game.
http://www.numeracycd.com/contents/main/numbercards/0to9/0to9small.pdf

Approved Date

Owner (Author)

kimhenderson
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