

Summary: Students will participate in a variety of activities to learn more about 2digit numbers.
Main Curriculum Tie: Mathematics Grade 1 1.NBT.B Understand place value. 2. Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: Materials:
 Unifix Cubes
 2 Buckets, bins, or other containers
 Math Journals
 Base Ten Stamps
 Ink pad
 Class Math Journal
This Way
Ohhhh – 99!
Wrap it All Up
 Magazine Pictures
 Wrapping paper
 Scrapbook paper
 Visàvis markers
 Sharpie Marker
Silly Out of Order Numerals
BINGO
Place Value Bingo
Additional Resources
Books
 A Place for Zero, by Angeline Sparagna Lopresti; ISBN 9781570911965
Media
 Curious George Flies a Kite and other adventures DVD, PBS, Universal, ASIN B000EW73V8
Attachments
Web Sites
Background For Teachers: The system of numbers we use is a base ten system. Teaching
students to group objects into tens whenever possible, allows
them to quickly sort and count a set of objects. Students should
be familiar with a representation of ten whether using a ten frame,
Unifix Cubes, base ten blocks, beansticks, or other manipulatives.
These activities are designed to be introduced and played as
a whole class and then used in small group settings (such as
centers) throughout the year.
Intended Learning Outcomes: 5. Understand and use basic concepts and skills.
Instructional Procedures: Invitation to Learn
Drop and Check
Each time a student leaves the classroom, he/she drops a cube into
a bucket. At the end of the day (or at lunchtime and again at the end
of the day), the students will sort and count the cubes. Naturally the
students will begin counting by ones. Guide the students to group the
cubes different ways to count more effectively. Grouping by tens is the
fastest, easiest way to complete the Drop and Check activity. Have the
students record the results in their math journals. When recording,
have the students use both forms of expanded notation. For example:
If the total cube count was 45, students would record 40+5, 4 tens + 5
ones. Compare from day to day.
If you find that there are more than 100 cubes on a daily basis,
consider only having the students drop a cube when they leave for the
bathroom, drink, etc. instead of EVERY time they leave the classroom.
This problem may also be solved by counting the cubes at different
intervals during the day.
Of course, students love to figure out that 10 tens is 1 hundred and
are quickly able to group them into tens and then make the trade up to
hundreds. Guide the students through this process numerous times.
As the students catch on, allow a pair (one more capable student with a
less capable student) or small group of students to complete the count,
record the count in a class math journal, and report back to the class.
Students enjoy using Base Ten stamps to record the results of the
daily Drop and Check count. Students are able to use the block, rod,
and cube stamps to visually recreate the total number of cubes from
the Drop and Check count.
Instructional Procedures
This Way
 Give each student a copy of Color it This Way.
 Using an overhead will help with this activity.
 Introduce the 10sided dice to the students and explain that
the dice are labeled with the numerals 09.
 Ask a student to roll 2 dice and arrange them to make a 2digit
number.
 Show the students on the overhead how to color that number
on the Color it This Way worksheet.
 Have students color their page to match.
 Repeat until all of the sections on the worksheet are colored in.
Ohhhh – 99!
 Give each student a copy of the 099 chart.
 Using an overhead will help with this activity.
 Ask a student to roll 2 of the 10sided dice and arrange the dice
to make a 2digit number.
 Color that number on the 099 chart.
 Students will continue to roll and color until the chart is full or
time has run out.
 Remind students that they may use either 2digit number shown
by the dice.
 For a quicker game, have the students color BOTH 2digit
numbers shown by the dice.
Wrap it All Up
 Purchase wrapping paper or scrapbook paper with small
repeated pictures, use magazine pages that have repeated
designs, or create your own using small rubber stamps and ink.
 Cut the paper of your choice into the size you prefer. (8.5x11
seems to work best for storage purposes.)
 If the paper is flimsy, mount it on cardstock or poster board.
 Laminate the pages.
 Hang a laminated page on the board.
 Ask the students what they think would be the easiest way to
count all of the objects in the picture.
 If necessary, lead them to the conclusion that grouping and
then counting by tens and ones is easiest.
 Using a Visàvis marker, have a student circle a group of ten on
the laminated page.
 Repeat until all groups of ten have been circled.
 Ask the students to help you count how many objects are on
the page.
 Count by tens and ones.
 Write the final count somewhere on the page.
 The final number could be recorded on the back using a Sharpie
to make the activity selfchecking.
Silly Out of Order Numerals
 Call each student over to a workstation to create a number
list on the Random Numeral Strips. Encourage the student to
tell you any numeral 09 in any order.
 When each student’s strip is complete, laminate the strips for
durability.
 Place 2 Random Numeral Strips next to each other. This
will create a series of 2digit numbers. For example: Anne’s
Random Numeral Strip has the numbers 3, 4, 6, 5, 9, 7, 2, 8 and
Nick’s Random Numeral Strip has the numbers 3, 1, 8, 4, 6, 5, 2,
7. When these two strips are placed side by side, the series of 2
digit numbers created will be: 33, 41, 68, 54, 96, 75, 22, 87.
 Students will record the 2digit numbers in their math journals
along with the expanded notation for each number created. In
the case of Anne and Nick’s Random Numeral Strips, the journal
entry could be:
33 3 tens 3 ones 30+3
41 1 one 4 tens 40+1
68 6 tens 8 ones 8+60,etc.
 Students may also create the numbers using Unifix Cubes,
beansticks, base ten stamps, or other manipulatives.
BINGO
 Teach the students this new BINGO song:
There was a farmer had a dog and BINGO was his nameo.
BINGO had a lot of spots,
BINGO had a lot of spots,
BINGO had a lot of spots the farmer wanted covered!
 Show the students the BINGO cards that have been
programmed with 2digit numbers.
 Tell the students in order to get “bingo,” they have to cover
all of BINGO’s spots!
 Give each student a BINGO card and enough counters to
cover all of the spots.
 Use the Tens and Ones calling cards, or 10sided dice. Create a
number and sing:
BINGO has _______ tens _______ ones,
BINGO has ______ tens ______ ones,
BINGO has ______ tens ______ ones – what is that number?
 Students that have the newly created number on their BING
O cards will cover it with a marker.
 Create a new number and sing again.
 Play until someone has covered all of BINGO’s spots and
shouts out BINGO!
Place Value Bingo
 Give each student a copy of Numeral Cards 09 and Place Value Bingo.
 Instruct students to cut out the numeral cards along the lines.
 Students will place a numeral card in each square of the Place
Value Bingo game board.
 Use the Tens and Ones Calling Cards. Instruct the student which
number to cover. You'll only read one card each turn.
 To get a bingo, the student must have a 2digit number covered
and be able to tell you what the actual number is.
 When a student gets a bingo, have everyone clear their boards
and rearrange the numeral cards to create new 2digit numbers.
Extensions:
 Advanced learners enjoy trying to get a “bingo” on the 099
chart using the 10sided dice.
 Programming the BINGO cards using only numbers within
a certain range will make the game move more quickly. For
example – using a green background, program all of the cards
using only numbers with a 2 in the tens place. When you
play, take out all of the Tens and Ones calling cards that have
something other than 2 in the tens place. Creating the cards on
different background colors will make them easier to sort.
 Include ideas for integration for other curricular areas (use
appropriate subject area headings).
Family Connections
 Any of these games are fun for families to play. Simply copy
the directions and send the directions and all materials home
with the student. Teaching the family to play is a great way to
strengthen student skills.
Assessment Plan:
 Allow students to be the “caller” for the bingo games.
 During the activities, observe the students to gauge their
understanding.
 Check math journals on a regular basis.
Bibliography: Research Basis
Willingham, D. T., (2004). How we learn. Ask the cognitive scientist. American Educator.
The author states, “It is difficult to overstate the value
of practice. For a new skill to become automatic or for new
knowledge to become long lasting, sustained practice, beyond
the point of mastery, is necessary.” The article points out that
through sustained practice past the point of mastery, students
have a better chance of meeting three important goals of
instruction: acquiring facts and knowledge, learning skills, and
becoming an expert.
Megnin, J. K., (1995). Combining memory and creativity in teaching math. Teaching Pre K8, March 1995.
By using free choice (students learning on their own from a
variety of learning materials), group learning (students working
together to practice or problem solve), and children’s choice
(students choosing their own practice materials), students are
more likely to improve their skills. Creativity is encouraged and students are taught in a real life situation how to communicate
with each other.
Author: Utah LessonPlans
Created Date : Jun 26 2007 10:58 AM
