I have included all the slides (100) in one presentation for convenience, however, I suggest that you use the slides to create smaller activities based on level and teaching goals. The cards can be used as visuals for virtual and in-person instruction, group-work centers, individual practice, assessment, homework, and more. Work together as a class to show 44 fingers. Ask students whether or not it is possible for just one student to show 44 fingers. The cards can be used as visuals, for virtual and in-person instruction, group-work centers, individual practice, assessment, homework, and more.īelow are some samples of the printable and digital activity cards. Gather students on the rug and ask them to show you a number of fingers less than 10. Three printable and digital posters are also included in the package.10 different types of activities to introduce decimal numbers, to offer meaningful practice, and to challenge your students.Show strategies for comparing decimal numbers.Discuss how placing zeros before the leftmost digit does not change the number’s value.Provide visuals to show equivalent decimals.Discuss how the decimal point always separates the ones from the tenths and hundredths.Explain that the decimal part refers to a fraction of a whole dollar as opposed to a whole number of nickels, dimes, or quarters. Use money and discuss how the coins represent ones, tenths and hundredths.Use base ten blocks and grids to represents the decimal fractions and decimal numbers.Money is a great way to practice decimals as well. Grids of 10, 1 also allow the students to visualize the decimal numbers and understand equivalence. Using number lines is very important as it allows students to compare decimal numbers. Begin with counting squares, find the volume of L -blocks, and compound shapes by adding or subtracting volumes of decomposed shapes. Expansion: Use the activities in the links listed under Related Resources for additional practice and extension with larger numbers.Make sure that your students understand that decimal numbers are just numbers the come between whole numbers (integers) just like fractions and express part of the whole.Students may need to use all cubes or exchange 10 cubes for a long at first if they have difficulty starting to count at 10. For example, the thousand unit cube can represent the ones place and the single unit cube can. Students use base-ten blocks to represent the number. Base Ten Blocks can also be used to model decimals. Small Group: Use base-ten blocks and number cards ( M-K-2-1_Number Cards 11-20.docx).Routine:Students draw a number card ( M-K-2-1_Number Cards 11-20.docx) and use base-ten blocks to represent the number drawn.Move around the room observing and asking clarifying questions to evaluate which students understand place value and which need additional exploration. Give each student a copy of the Place-Value Worksheet ( M-K-2-2_Place-Value Worksheet and KEY.docx). “Read the number on the board.” (Seventeen) “In 17, which digit is in the ones place? (7) “The tens place?” ( 1) “Use your number cards to show the number with a 3 in the ones place, and a 1 in the tens place.” (13) “Show the number 12 with base-ten blocks.” (1 long, 2 cubes) Write numbers in the range of 11–20 on the board and ask the students to show the number by placing base-ten blocks on their place-value mats.Ĭontinue with a series of procedures using base-ten blocks, number cards, written numbers, and spoken numbers. This will allow students to sort the blocks mentally into ones and ten. After a few examples, display the base-ten blocks at random without the mat. All JavaScript config examples in our docs use the CommonJS format. Repeat with other numbers in the range of 11–20. This guide is for Cypress 10+ and the new JavaScript configuration file format. “ Show the number 15 by putting your cards on your place-value mat.” ( Students show 15 by putting the card for 1 in the tens place and the card for 5 in the ones place.) “How many tens?” (1) “How many ones?” (5) “Read the number.” (Fifteen) Display 1 long and 5 cubes on a place-value mat. Give each child a set of number cards (11–20) and a place-value mat ( M-K-2-2_Place-Value Mat.docx). Base-ten blocks can be used to help understand numbers and solve problems.” ![]() “Our system for writing numbers is called the base-ten system because it is based on grouping things by tens. Why do you think a long represents ten?” (It is made up of ten cubes.) “These are called base-ten blocks.” Hold up a cube. Have students count from 10 several times, having them stop at 16, 20, and 17. For example, “Count forward starting at 10 until I tell you to stop.” Stop students at 18. Begin the lesson by doing choral counting from 10 to prepare students for work with base-ten blocks.
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