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1st2nd Grade

Objective
CCSS Math/Number and Operations in Base 10/Understand
Place Value: 1.NBT.2:
Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special
cases:
a. 10 can be thought of as a bundle of ten onescalled a ten.
b. The numbers from 11 to 19 are composed of a ten and one,
two, three, four, five, six, seven, eight or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one,
two, three, four, five, six, seven, eight or nine tens (and 0
ones).
Materials Needed
A Fair Bear Share by Stuart J. Murphy
Double-Sided Counters [RA522]
Colored Craft Sticks [HL150]
Craft Sticks [FT2496] (plain)
Bundles of 10 recording sheet
Place Value Match-Up cards
Document camera or chart paper [TA3385]
Rubber bands
Best-Buy Scissors [TS547]
Products with item numbers are available at LakeshoreLearning.com.
Introduction
1. Read aloud A Fair Bear Share by Stuart J. Murphy. Pause to point out how the bears count nuts, seeds and
berries by putting them in groups of tens with the extras, or ones, left over.
2. As you point out the bears process, model the way they group nuts, seeds and berries: Use double-sided
counters on a document camera or chart to show how the bundling of tens and ones takes place. (For
example, on page 13, show how the first cub has 21two piles of 10 with 1 left over.)
Procedure
1. Divide the class into six different color groups: red, orange, yellow, green, blue and purple.
2. Tell students that they are going to hunt for something together like the bears in the story. However, instead of
gathering nuts or berries for a pie, they will gather colors to make a rainbow! (Note that the last two colors of a
rainbow, indigo and violet, have been combined into one color group, purple.)
3. Scatter some colored craft sticks on the floor around the room. You will want to count them out ahead of time
to be sure that there are more than 10 but less than 20 of each color. (For example, count 13 red, 15 orange,
17 yellow, 14 green, 18 blue and 19 purple sticks.)
4. Have students quietly walk around the room gathering only the sticks in their designated color.

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5. Once all the sticks are collected, give each group a rubber band and ask students to count out 10 sticks and
bundle them together to make a group of ten. Reinforce that the bundle of 10 sticks represents the tens
place in a number and the leftover single sticks are the ones.
6. Invite one group at a time to share the number of sticks they collected. Prompt students to first share
how many tens and how many ones they have, and then say the numeral that represents their sticks. (For
example, 1 ten bundle and 4 ones = 14 green sticks in all.)
Guided Practice
1. Ask students to remain in their small groups and tell them you would like them to work together to solve
some problems. Set out the plain craft sticks (250 craft sticks per group) and rubber bands and encourage
the groups to use them to solve the problems.
2. Invite students to pretend they work in a craft stick factory. Tell them that craft sticks must be grouped
together in bundles, then placed in a box for shipping.
3. Write the following on a chart or chalkboard:

one bundle = 10 craft sticks

one box = 10 bundles

4. Using the rules you wrote, pose the following questions to the groups and challenge them to work together
to find the answers:
If you have an order for 100 craft sticks, how many boxes should you send? (1)
If a box of craft sticks is missing two bundles, how many craft sticks are in the box? (80)
If a school wants to buy one craft stick for each of 242 students, how many boxes will it need to buy? (3)
5. Provide a Bundles of 10 recording sheet for each group to solve problems and record answers. As students
figure out the answers, invite volunteers from each group to share how they arrived at their solutions.
Discuss the various methods of problem solving to help students explore their thinking.
Independent Practice
1. Print out a set of Place Value Match-Up cards for each student.
2. Have students cut apart the cards and mix them up.
3. Challenge students to match the numbers to their place value by the number picture representation or
place value grid.
4. As a variation, have students play with a partner in a memory-game format. Instruct students to spread
out the cards and turn each card facedown. Students then take turns flipping over two cards at a time to
see if they are a matching pair. If the cards match, the player keeps the pair. If they dont match, the player
turns the two cards facedown again, and the next player takes a turn. The player who collects the greatest
number of matches at the end of the game wins!

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34
63
96
78
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A sample based on our Grab & Match Leveled Place Value Quickies (FF344)

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22
7
15
49
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A sample based on our Grab & Match Leveled Place Value Quickies (FF344)

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tens

ones

5 6
tens

ones

6 0
tens

ones

8 1
tens

ones

5 4
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A sample based on our Grab & Match Leveled Place Value Quickies (FF344)

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60
81
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tens

ones

8 0
tens

ones

7 8
tens

ones

3 8
tens

ones

7 5
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A sample based on our Grab & Match Leveled Place Value Quickies (FF344)

80
78
38
75
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234
605
143
426
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A sample based on our Grab & Match Leveled Place Value Quickies (FF344)

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312
751
589
870
Lakeshore

A sample based on our Grab & Match Leveled Place Value Quickies (FF344)

www.lakeshorelearning.com

If a box of craft sticks is missing two bundles,


how many craft sticks are in the box?

one box = 10 bundles

Bundles of 10 Recording Sheet


one bundle = 10 craft sticks
If you have an order for 100 craft sticks,
how many boxes should you send?

If a school wants to buy one craft stick for each of 242 students, how many boxes will it
need to buy?