PDE SAS Using Base-Ten Blocks to Name Two-Digit

Numbers Lesson Plan

Grade Level: 1st Grade
Related Academic Standards:
CC.2.1.1.B.1 Extend the counting sequence to read and write numerals to
represent objects.
CC.2.1.1.B.2 Use place value concepts to represent amounts of tens and
ones and to compare two digit numbers.
Objectives:
Students will count base-ten blocks and write the number they represent.
Students will:
count by 10s and switch to 1s.
name a number represented by base-ten blocks.
match numbers and displays of base-ten blocks.
use base-ten blocks to represent numbers.
Big Ideas:
Mathematical relationships among numbers can be
represented, compared, and communicated.
Mathematical relationships can be represented as
expressions, equations, and inequalities in
mathematical situations.
Numerical quantities, calculations, and
measurements can be estimated or analyzed by
using appropriate strategies and tools.
Patterns exhibit relationships that can be extended,
described, and generalized.
Essential Questions:
How is mathematics used to quantify, compare,
represent, and model numbers?
Concepts:
Numerical Sequence
Place Value
Competencies:

Compare two two-digit numbers based on meanings

of the tens and ones digits, recording the results of

comparisons with the symbols >, =, and <.

Count to 120, starting at any number less than 120.
Read and write numerals up to 120 and represent a
number of objects with a written numeral.
Subtract multiples of 10 in the range 10-90, using
concrete models or drawings. Relate the strategy to a
written method and explain the reasoning used.

Vocabulary:
Digit: A number used to make a larger number. The
digits we use to write numbers are 0, 1, 2, 3, 4, 5, 6,
7, 8, and 9.
Ones: The digit all the way on the right. In the
number 35, the digit 5 is in the ones place.
Place Value: The value of the place of a digit in a
number.
Tens: The place next to the ones place. In the
number 35, the digit 3 is in the tens place.
Duration:
45-60 minutes
Materials:
base-ten blocks
Base-Ten Block Worksheet (M-1-1-1_Base-Ten Block Worksheet and
KEY.docx)
base-ten matching game cards, one set for each partnership (M-11_Base-Ten Matching Game.doc)
Base-Ten Matching Game with Three-Digit Numbers (M-1-1_Base-Ten
Matching Game with Three-Digit Numbers.doc)
Related Unit and Lesson Plans:
Representing Numbers in Different Ways
Using Base-Ten Blocks to Represent Two-Digit Numbers
Comparing and Ordering Two-Digit Numbers

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Instructional Procedures:
Begin the lesson by having the class choral count the following:
Start at 10 and count forward by 10s until I tell you to stop. Stop
students at 120. (10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120)
Start at 10 and count forward by 10s until I tell you to stop. Stop
students at 110. (10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110)
Now we are going to count by 10s, but when I clap my hands, I
want you to start counting by 1s. Let me give you an example. 10,

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20, 30, 40, 50. Clap hands. 51, 52, 53, 54, 55, 56.
Now its your turn. Start at 10 and count forward by 10s, but when
I clap my hands, stop and count by 1s. (10, 20, 30, 40) Clap hands.
(41, 42, 43, 44, 45, 46, 47) Stop.
Start at 10 and count forward by 10s, but when I clap my hands,
stop and count by 1s. (10, 20, 30, 40, 50, 60, 70) Clap hands. (71, 72,
73) Stop.
Start at 10 and count forward by 10s, but when I clap my hands,
stop and count by 1s. (10, 20, 30, 40, 50) Clap hands. (51, 52, 53, 54)
Stop.
Distribute nine longs and nine cubes to each student. (If necessary, students
may work in pairs and share the blocks.) Say, These are called base-ten
blocks. Instruct students to choose a cube. Hold one up as well and say,
This is a base-ten cube. It represents 1. If we wanted to make the
number 2, we would use two cubes. Show me how many cubes we
would need to make the number 6. Repeat with other single-digit
numbers. Display six cubes and model counting them. Each cube
represents 1, so lets count by 1s. 1, 2, 3, 4, 5, 6. Write the number 6
on the board.
Now instruct students to choose a long. Hold one up as well and say, This
is a long. What do you think it represents? (It represents 10.) Why
do you think a long represents 10? (It is made up of ten cubes.)
Correct. One long equals ten cubes. Now show me two longs. How
many does that equal? (20) Good. It is just like when we count by
10s. Now show me how many longs we need to make 30. Display
three longs and model counting them. Since each long represents 10,
we can count by 10s. 10, 20, 30. Write the number 30 on the board.
We can also use cubes and longs together to create a number.
Display three longs and six cubes. Model counting the base-ten blocks. 10,
20, 30, 31, 32, 33, 34, 35, 36. Write 36 on the board. Have students
display this number with their longs and cubes. Ask, How many tens are
in 36? (3) How many ones are in 36? (6) Repeat with the numbers 42
and 75. Have students count with you for the numbers 56, 23, and 79.
Have students play Count and Pass. Put students in collaborative pairs. Give
each pair a baggie with a different number of longs and cubes. (Label the
baggies so the class can review the answers when all pairs are finished and
refer to the baggies by their labels.) Ask students to count the number in
their baggie, and then pass the baggie to the next pair. Repeat as time
permits.
Give each student a copy of the Base-Ten Block Worksheet (M-1-1-1_Base-Ten
Block Worksheet and KEY.docx). Move around the room observing and asking
clarifying questions to evaluate which students understand counting baseten blocks and which students need additional exploration.
Extension:
Routine: Partners play Base-Ten Matching Game (M-1-1_Base-Ten
Matching Game.doc). Links listed under Related Resources can also be used

for ongoing learning and practice.

Small Group: Continue modeling and guiding students who need
additional exploration, skip counting by 10s, clapping, and then counting by
1s. In addition, continue to have students display and count base-ten blocks.
Expansion: Partners play Base-Ten Matching Game with Three-Digit
Numbers (M-1-1_Base-Ten Matching Game with Three-Digit Numbers.doc).
Links listed under Related Resources can also be used for Expansion
activities.
Formative Assessment:
Observe students as they complete the Base-Ten Block Worksheet (M1-1-1_Base-Ten Block Worksheet and KEY.docx).
Observe students as they play the Base-Ten Matching Game (M-11_Base-Ten Matching Game.doc).
Observe student responses during the Instructional Procedures section.
Suggested Instructional Supports:
Active Engagement, Scaffolding, Modeling, Explicit Instruction
W: Inform students that our system for writing numbers is called the baseten system because it is based on grouping things by tens. Inform them that
base-ten blocks can be helpful in representing numbers.
H: Display the base-ten blocks. Inform students that they will be using these
materials to help them represent numbers.
http://www.pdesas.org/module/content/resources/4634/view.ashx