1 Dot Nbt Dot B 2 Additional Ideas

Grade 1 Number Concepts (1.NBT.B.2)
Print Resources and Lesson Seeds

 

  • Have students use base ten blocks, ten frames, digi blocks, and other concrete materials to represent whole numbers. Be sure to stress the connection between the model and place value.
  • Demonstrate how you can set up values in different ways. I can show 3 tens and 6 ones, or 2 tens and 16 ones and still have the same amount of objects. This leads into trading values for addition and subtraction, and exchanging coins while keeping the same value.
  • Ask the students to show 89 in two different ways. I can see that 89 is made of 5 tens, 3 tens, and 9 ones or that is simply 1 one away from 90, or 7 tens and 19 ones, or it is 50 and 39 more. Being able to decompose numbers and building the concept that each representation is indeed the same value aides in efficient and affective mental computation.
  • Ten and Some More (VandeWalle, K-3, p 55). Use a simple two-part mat Links to an external site., and have children count out ten counters onto one side.
    Next have them put five counters on the other side. Together count all of the counters by ones. Chorus the combination, "Ten and
    five is fifteen." Turn the mat around, "Five and ten is fifteen." Repeat with other numbers in a random order but without changing the
    10 side of that mat.

  • Groups of 10 (Van de Walle, K-3, 130) Prepare bags of counters of different types. Bags may have toothpicks, buttons, beans, plastic chips, connecting cubes, craft sticks, or other items. The bags can be placed at stations around the room, or each pair of children can be given one. Children dump out the contents, groups sets of ten, then determine the total. The students record the contents by indicating the number of tens and singles. Bags are traded or children move to another station after returning all counters to the bag.

  • Patterns on A Hundreds Chart (Van de Walle, K-3, p 57). Have children work in pairs to find patterns on the hundreds chart. Solicit ideas orally from the class. Have children explain patterns found by others to be sure that all understand the ideas that are being suggested. Here are some of the patterns they may point out:

    • The numbers in a column all end with the same number, which is the same as the number at the top row of the chart. In a row, one number "counts" (the ones didgit goes 1, 2, 3, ...9, 0); the "second" number goes up by ones, but the first number (tens digit) stays the same.
    • In a column, the first number (tens digit) "counts" or goes up by ones.
    • You can count by tens going down the columns.
    • If you count by fives, you get two columns, the last column that ends in "0" and the "5" column.

  • Rich Problems:1. Give the students unfiix cubes, digi-blocks, or base ten blocks and show them a two-digit number such as 53. Ask them to represent this number using the manipulatives. Watch to see if the student shows five tens and three ones. Often times students who do not understand place value will show 5 ones and 3 ones as a representation of 53.
    2. Ask the students to show you a number that is between 42 and 62. Watch to see if the students understand the values of those numbers.
    3. Tell me about the number 23. Look for responses such as it is less than 30. It is more than 20. It is 10 more than 13.
    4. What numbers can you make below 100 that have a 4 in the tens place?
    5. What numbers can you make with a 6 and 2. Explain your thinking.
    6. What numbers can you make that are less than 100 and have a 6 in the tens place?
    7. I'm thinking of a number between 10 and 100. It has only one 9 in it. What might my number be?
    8. What two-digit numbers contain exactly one 4?
    9. Using base 10 blocks how many ways can you show the number 25?

    Journal Prompts:

    • How many different "teen" numbers can you show on your double ten frame? Draw a picture and write a number sentence to show how many more than ten each number is.
    • Mario used 6 base ten blocks to make a number. What numbers could he have made? Explain you answer. Draw a picture to match.
    • How many different ways can you show the number 43 using base 10 blocks? Use pictures, number and words to show your thinking.
    • Choose a number that is greater than 10 but less than 100. Represent that number using sticks of 10 unifix cubes and single cubes. Record your thinking. Select another number and repeat.
    • Choose a number that is greater than 10 but less than 100. Represent that number using base 10 blocks. Record your thinking. Select another number and repeat.

 

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