Relating Single Blocks to Packed Blocks

Focus
Predicting how a group of single blocks will appear when packed, and predicting the total number of single blocks in a packed group

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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-of10 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 number 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, some empty 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 predicted answers and then cover the dials. (The reason for covering the dials is to avoid distracting the children during the next step.) Children then load the single blocks (or pack first and then load them) on the Counter. Make sure everyone agrees that there are, in Digi-language, 2 blocks-of-10 and 5 single blocks. 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 represented on the Counter. When their initial predictions are incorrect, the children can simply 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 the singles. Have children repeat this process several times. For numbers less
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than 30, children can identify the number of single blocks by placing them along 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 and place the blocks to check. Children need many opportunities to find the total number of single blocks in a packed group. Over time, they may develop a variety of approaches for doing so. Have children demonstrate and describe their techniques. For the number 24, for example, you may see the following techniques: Some children may unpack the blocks-of-10 and count all the single blocks 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, 4 ones, is 24). When children have had plenty of experience with packing and unpacking, say:

We have 2 blocks-of-10 and 4 single blocks. How do we write this number? What do you notice about the number of blocks and the way we write the number?
With many repetitions, children realize that the number of single blocks does not change when they are packed as tens and ones. They also begin to connect the number of blocks in each place with the two digits of the written numeral.
Children may see 24 blocks as 24 ones along a number line or as 2 blocks-of-10 and 4 ones.

Connecting Number Names to Tens and Ones

Children may need many repetitions before they realize the connection between 3 blocks-of-10 and 6 ones and the everyday number name thirtysix. Through packing and unpacking, children begin to make this association.

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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 and ones and the everyday number name, or total number of ones. Some children find 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, present a new challenge:

Suppose you couldnt 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 a basket. 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 tell me how many blocks there are in the basket?
If not everyone is certain of the answer, distribute the blocks and have the children count around the circle again, holding up their blocks as they do so. Ask each child to again 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?

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After children have made their predictions, have them take turns placing the blocks on the Counter one at a time. Ask them to name the number of tens and ones. Finally, ask children to tell you again the total number of blocks and the number of children present. Repeat this process daily, encouraging children to predict the number of tens and ones there will be before they load the blocks onto the Counter. Establish a special place to leave these packed blocks for the day in order to show how many children are present. If your class has a daily helper, that child could use Digi-Block rubber stamps or draw blocks to make a poster showing the number of blocks-of-10 and ones. Or, the child could write the numeral.

How Many in a Handful?

Each child takes a handful of blocks-of-10 and a handful of single blocks, then uses Fill-In Paper (Activity Sheet 5) to represent the number of each type of block. Together, you and the children can use the representations to make a table showing the different amounts. Children then determine the total number of single blocks in each collection.

Partners
Children work in pairs. One child takes a collection of blocksof-10 and single blocks. The other child makes a collection of single blocks to predict the number in the first childs collection when it is unpacked. Together the pair unpacks the blocks-of-10 and lines up the single blocks in two groups, comparing one for one to check.

Children use fill-in paper to represent the tens and ones.

Number Line Pack

Children work in teams of two. One team places some single blocks on the number line. The other team sets the dials to predict how those blocks will look when they are packed, then covers the dials. The children load the blocks on the Counter, uncover the dials to check their predictions, and correct the dials if necessary. Teams can repeat the activity many times, reversing roles.

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Assessing Learning
1. Ask the child to show 23 on the number line. Say,

Set the dials to show me how these blocks will look on the Counter. Then load the blocks to check.
Does the child predict correctly? self-correct if necessary? load the blocks onto the Counter one at a time? pack and then place the blocks on the Counter? 2. Set out 2 blocks-of-10 and 6 single blocks. Ask the child,

If you unpacked these blocks and put them on the number line, where would they end? Place this marker on the line to show me. Then unpack the blocks to check.
Does the child predict correctly? self-correct if necessary? 3. Ask the child to show the number 48 with blocks. Does the child count out single blocks, one at a time? count out single blocks and then pack them? directly count out 4 blocks-of-10 and 8 singles? 4. Show 6 blocks-of 10 and 5 single blocks and ask the child to name the number, first in Digi-language and then in everyday language. Does the child correctly identify that there are 6 blocks-of-10 and 5 ones? correctly give the number name, sixty-five?

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