“Start at 10 and count forward by 10s until I tell you to stop.” Stop students at 110.“Start at 10 and count forward by 10s until I tell you to stop.” Stop students at 120.Students move from skip counting by 10s and switching to 1s to counting base-ten blocks and writing the number they represent.īegin the lesson by having the class choral count the following: The lesson was designed to help students gain a better understanding of representing two-digit numbers using base-ten blocks. The lesson may be tailored using the suggestions in the Extension section. Use the Base-Ten Block Worksheet and the responses to questions throughout the lesson to determine understanding of using base-ten blocks to represent two-digit numbers. The questions asked before, during, and after the lesson will enable students to reflect on their understanding of using base-ten blocks to represent two-digit numbers. Students will count base-ten blocks and write the number they represent. Students will skip count by 10s and switch to 1s. Inform students that they will be using these materials to help them represent numbers. Inform them that base-ten blocks can be helpful in representing numbers.ĭisplay the base-ten blocks. Inform students that our system for writing numbers is called the base-ten system because it is based on grouping things by tens. ![]() Scaffolding, Active Engagement, Modeling, Explicit Instruction W:
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