Base Ten Blocks
When we educate young children about actions it's helpful to use concrete objectives to model what's happening when we lend or subtract so that boys can see what's really going on, that students know what action is associated with each of these mathematical operations. In this lesson we're going to use Base Ten Blocks and I have units, and I have poles, and that I have a Place Value Chart in order to solve an assignment with an addition in regrouping. For the problem, we're thinking about Erica who plays basketball. She orchestrated 18 phases in the first half of the game and then 5 points in the second half of the game.
How many points did she value wholly? Use your Base Ten Blocks to figure it out. We use addition and may be required to regroup in order to solve this problem. I'm assuming for the simulate assignment now that students once know how to take ten units and exchange them for one 10 s rod. They have an understanding of that equivalents and we're not going to give that understands into addition. To solve the problem I'm gonna start by modeling. Erica orchestrated 18 phases in the first half so I have one 10 and eight 1s to represent that composition and then she orchestrated an additional 5 phases in the second largest half for the game, so I lend to my matted or I met five more units to represent the five points in that second half the game.
In dictate to contribute I know I've got a mix these. It looks like I've got a lot more than 10 so I'm gonna line them up on my 1s place and I see that I can exchange those 10 units for a second rod and when I do that I know that the responses to my question are that she orchestrated 23 phases wholly. There are a number of things we need to talk to students about when they resolving a question like this and I'm gonna move to a virtual based Ten Block image like you might operation on an interactive whiteboard in order to talk about some of those ideas.
I'll start the problem the same access where I have 18 represented as her composition in the first half and I have 5 represented as her composition in the second largest half. If I don't want youths to line up their fragments I can have the group or halo ten( 1s) that they can exchange for a 10. "There's going to be" ages though as students develop that we want them to work without Base Ten blocks at all and in this case I'll preserve my Place Value Mat I'm gonna glean an image. I'll operation a line segment and eight scatters to represent the 18 phases she orchestrated in the first half and then I'll lend five more scatters to represent the 5 points that she orchestrated in the second largest half. I can create my group of 10 by clique it draw second text segment and my 10 places to represent that that is one 10 and by realising what's outside the halo three 1s and another 20 for my two 10 is
As students get comfy with these images I wanna move even one step further and write the problem in a traditional access where I would say 18 plus 5 and I know 5 plus 8 is 13 and represent regrouping in a more traditional format. This helps with the ability of students to ascertaining advanced math because they know that what they're writing down is what they built when they obligated their trade.
They've seen 5 plus 8 equates 13 and how that becomes one 10 and three 1s and now I'm just coaching them using Base Ten Blocks to teach math concepts.
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