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The ideas in this place value lesson are taken from the place value ebook that I sell at MathMammoth.com. Only a few examples of each problem type are shown; you should make more problems of each kind for the student. Counting in groups of 10
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The names of the numbers with whole tens are:
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Practice
1. Counting game. You need matches or rocks. Place initially 10 matches on the table. In the game, each player adds one more match to the common pile on the table, and says the name of the number. Whenever a whole ten is fulfilled, those ten matches are bundled together with a rubber band.
a) In the first version, the rule is that you can ONLY use words one to ten when you count. In other words, don't use words like eleven, thirteen, twenty, etc. For example eleven is said as "ten and one", twelve is "ten and two", twenty is "two tens", twenty-five is "two tens and five", etc.
b) Modify the game so that on their turn, each player adds two matches to the pile instead of one. Or, each player adds three matches. Great practice for skip-counting!
c) Then, play it so players name the number both in the usual way and in the broken down form.
d) Lastly, play 'subtracting'. Start with a big pile, say 100 or 66 or something. Each player takes away two matches (or three) and says the remaining number.
3. Use the rocks/matches and make the following numbers. Arrange them so the groups of ten and the ones are separately. Fill in the table as you go.
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4. Give a name for these numbers.
| 5 tens 6 ones
7 tens 0 ones 2 tens 1 one 1 ten 1 one 9 tens 4 ones |
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______________________ ______________________ ______________________ ______________________ |
2. Study the number chart. Look at the row that starts with 30. What can you say about the first digits of those numbers? How is the row at the 30's similar to the row on top of the chart? Look at the column that starts with 5. How are those numbers alike? How are they different from each other? For each number in gray, find the number that is exactly ten more. For each underlined number, find the number that is exactly ten less. |
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6. Again, encircle ten dots, count the ten-groups and count the ones. How many dots are there? Use the names twenty, thirty, forty, etc. when naming the amount. Notice how quick it is to count the dots this way.
thirty-five |
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______________ |
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4. Now, draw the dots yourself - make groups of ten like above.
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thirty-eight |
sixty-six |
fifty-three |
The ideas in this place value lesson are taken from the place value ebook that I sell at MathMammoth.com. Only a few examples of each problem type are shown; you should make more problems of each kind for the student.
The fast, FUN, and easy way to learn multiplication. Learn the upper times tales in two sittings using mnemonic stories.
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