2-8 Exploring Equivalent Representations

Focus
Recognizing that the number of single blocks does not change when they are packed, unpacked, or partially packed
n the Counter, a number can be represented in one and only one way. There is more flexibility off the Counter. It is important for children to realize that the number of single blocks does not change when they are organized in different ways. That is, for a given collection of blocks, the number represented is always the same. In previous sections, children have explored collections of single blocks or collections that have been packed as much as possible. Here, they also investigate partially packed and unpacked collections in order to further develop their sense of number. Exploring equivalent representations of number helps prepare children for later work with addition and subtraction. Recognizing that 3 blocks-of-10 and 12 singles represents the same number as 4 blocks-of-10 and 2 singles, and conversely, that 2 blocks-of-10 and 4 singles represents the same number as 1 block-of-10 and 14 singles, is important in the regrouping process. With this in mind, you may want to give particular attention to the packing or unpacking of one of the blocks-of-10 within a given representation.

Packing Up and Down

Provide single blocks and empty holders to children working in pairs. Have each pair identify a group of 27 single blocks. Then have them pack 1 blockof-10. Ask,

What number do your blocks show?

Note that children may reply, 1 block-of-10 and 17 ones. If so, ask,

If you unpacked the block-of-10, how many single blocks would there be in all?
Some children may immediately recognize that the answer is the same, 27. Others may need to unpack and count, or remove the cover and count. Over time, children will understand that 1 block-of-10 and 17 single blocks is the same as 27 single blocks. Now have the children show a group of 45 single blocks. Ask,

How else can you show this number of blocks?

It is not essential that children find all of the ways, but rather that they realize that the number of single blocks stays the same, even when they are partially packed. They can represent their findings using drawings or stamps. You may want the children to share their findings and summarize the different ways in a class table.
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Next, have children start with 3 blocksof-10 and 4 single blocks. Ask,

What number do your blocks show?

Children can unpack the blocks to check. Have children begin again with 3 blocksof-10 and 4 singles, and have them unpack 1 block-of-10. Ask,

What number do your blocks show?

Again, if the children answer that there are 2 blocks-of-10 and 14 singles, ask,

If we unpacked all of the blocks-of-10, how many single blocks would there be?

A class table might show five different ways to make 45 with blocks-of-10 and ones.

As a final activity, give each group of children 9 blocks-of-10 and 4 single blocks and tell them to unpack when you say Go. Start each group a few seconds after the preceding group. When you say Stop, children leave the collection as is. Have each group identify the blocks in their collection, e.g., 6 blocks-of-10 and 34 single blocks. Record their answers in a table. Then ask each group,

What number do your blocks show?

Have children discuss their ideas and both pack and unpack to show that the number is the same. Over time, make sure the children understand that the number of single blocks, and thus the number represented, is always the same, whether it is shown unpacked (all single blocks), packed as much as possible, or partially packed.

Practicing Key Ideas

Show a Different Way
Children work in pairs or small groups with single blocks, blocks-of-10. One child names a two-digit number. The other children represent that number with single bocks and blocks-of-ten in any way they choose, trying to find a variety of ways to do so. Children record their work and then make sure that there are the same number of single blocks within each representation.

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Assessing Learning
1. Show 3 blocks-of-10 and 5 single blocks in one group. Show 2 blocks-of10 and 15 single blocks in another group. Ask,

Are there more, less, or the same number in each group? How do you know?
Does the child identify the amounts as the same? predict the answer or pack (or unpack) to check? explain his or her thinking clearly? 2. Offer single blocks, blocks-of-10, and holders. Say,

Show me 25. Show me 25 another way.

Does the child represent the number correctly once? show more than one correct representation?

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