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Relating Single Blocks to Packed Blocks

# Relating Single Blocks to Packed Blocks

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Lesson 2-4 of Comprehensive Teacher's Guide Gr. K
Lesson 2-4 of Comprehensive Teacher's Guide Gr. K

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06/29/2013

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43
2-4
Relating Single Blocks
to
Packed Blocks
2-4
I
n earlier sections,children have discovered that a particular group of blocks can be seen in two ways:as single blocks,and as “packed”blocks-of-10 and ones.Eventually,children should be able to connect these two views.That is,they come to realize that 23 single blocks represents the same num-ber as 2 blocks-of-10 and 3 ones.Because this idea takes a long time to form,children need repeated opportunities to pack and unpack groups of blocks.
®
Predicting How Blocks Will Group into Tens and Ones
Give each small group a Counter, a bag filled with 25 single blocks, someempty holders, and a number line. Have children determine the number of blocks by counting them or placing them along the number line. Once they agree that there are 25, ask,
How would these blocks look on the Counter? How many blocks-of-10 and how many ones will there be?
Have the children set the dials on the Counter to show their predictedanswers and then cover the dials. (The reason for covering the dials is to avoiddistracting the children during the next step.) Children then load the singleblocks (or pack first and then load them) on the Counter. Make sure every-one agrees that there are, in Digi-language, 2 blocks-of-10 and 5 singleblocks. Children uncover the dials to check their predictions.Children should have many opportunities to predict how single blocks, whether seen as a group or placed along a number line, will be representedon the Counter. When their initial predictions are incorrect, the children cansimply reset the dials to show the actual number of blocks on the Counter.Frequently emphasize that everyone makes mistakes when making predictions,that we get better with practice, and that the blocks allow us to self-correct.
®
Predicting the Number of Ones in a Packed Group
Have children place 1 block-of-10 and 6 single blocks on the Counter. Ask,
If you unpacked all the single blocks, how many would there be in all?
Provide time for children to unpack the block-of-10 and count all of thesingles. Have children repeat this process several times. For numbers less
Focus
Predicting how a group of single blocks willappear when packed,and predicting the totalnumber of single blocks in a packed group

44
than 30, children can identify the number of single blocks by placing themalong the number line. For children whom you want to challenge, use larger numbers and the paper number lines.Show 2 blocks-of-10 and 4 single blocks and ask,
If we unpack and place all the single blocks along the number line, where will they end?
Children can place markers to show their predictions and then unpack andplace the blocks to check.Children need many opportunities to find the total number of single blocksin a packed group. Over time, they may develop a variety of approaches for doing so. Have children demonstrate and describe their techniques. For thenumber 24, for example, you may see the following techniques:Some children may unpack the blocks-of-10 and count all the singleblocks or place them on a number line.Some children may count the blocks-of-10 by tens, and then count on by ones (“10, 20, 21, 22, 23, 24”).Some children may count both the blocks-of-10 and the single blocks by ones, and then say the number name (“1, 2, blocks-of-10, and 1, 2, 3, 4ones, is 24”). When children have had plenty of experi-ence with packing and unpacking, say:
We have 2 blocks-of-10 and 4 single blocks. Howdo we write this number? What do you noticeabout the number of blocks and the way we writethe number?
With many repetitions, children realizethat the number of single blocks does notchange when they are packed as tens andones. They also begin to connect thenumber of blocks in each place with thetwo digits of the written numeral.
®
Connecting Number Names to Tens and Ones
Children may need many repetitions before they realize the connectionbetween “3 blocks-of-10 and 6 ones” and the everyday number name
thirty- six
. Through packing and unpacking, children begin to make this association.
2-4 2-4
Children may see 24 blocks as 24 ones along a number line oras 2 blocks-of-10 and 4 ones.

45
Further practice with counting blocks-of-10 by ones (1, 2, 3, . . . ) and by tens(10, 20, 30, . . . ) will also help children to connect these ideas. Eventually,children should recognize the relationship between the number of tens andones and the everyday number name, or total number of ones. Some childrenfind it helpful to remove the covers on blocks-of-10 during these counts. You can also have children discuss the names they say when they count by tens. Ask,
How does
eight
sound like
eighty
? What number less than 10 sounds like
seventy
?
Set out a collection of blocks, for example, 4 blocks-of-10 and 7 single blocks.Have one child tell the number of tens and another child tell the number of ones. Say,
We have 4 blocks-of-10 and 7 ones. In everyday language, we tell the total number of single blocks there would be if we unpacked all the blocks. What would that number be?
When the children agree that the everyday number name is
forty-seven
, presenta new challenge:
Suppose you couldn’t remember the everyday name for 9 blocks-of-10 and 2 ones
(show these blocks)
. What could you do?
Children might suggest several options:
“I could unpack the blocks-of-10 and count all the single blocks.”“I could count the blocks-of-10 by tens and then say the ones.”“I could think about which name for tens sounds like nine.”
Practicing Key Ideas
Attendance Blocks
As the children enter the classroom for the day,each one places a single block in abasket.After the children have all arrived and settled in,gather them in a circle.Ask them to count off to find out how many are present.Next,draw childrens attention to the basket.Say,
When you came in this morning, each of you placed a block in this basket. Can anyone tellme how many blocks there are in the basket?
If not everyone is certain of the answer,distribute the blocks and have the childrencount around the circle again,holding up their blocks as they do so.Ask each child toagain place his or her block in the basket.Again ask,
How many blocks are in the basket? How many of you are here today?
When everyone agrees on the number of blocks,ask,
How many blocks-of-10 do you think we can make?
2-4 2-4