<p>Students depict two-digit numbers in this unit in a variety of ways. Students are going to:&nbsp;<br>- assign a number using base-ten blocks.&nbsp;<br>- find out ways&nbsp;to draw base-ten blocks in a basic manner.&nbsp;<br>- match base-ten block displays with numbers.</p>

<p>- How are mathematical representations of relationships made?&nbsp;<br>- How can the study of mathematics aid in clear communication?<br>- How can identifying regularity or repetition help with problem-solving efficiency?<br>- How do we represent, compare, quantify, and model numbers using mathematics?&nbsp;<br>- What does it mean to analyze or estimate a numerical quantity?&nbsp;<br>- What qualifies a tool or approach as suitable for a particular task?</p>

<p>- Digit: A number used to make a larger number. The digits we use to write numbers are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.&nbsp;<br>- Ones: The digit all the way on the right. In the number 35, the digit 5 is in the ones place.&nbsp;<br>- Place Value: The value of the place of a digit in a number.&nbsp;<br>- Tens: The place next to the ones place. In the number 35, the digit 3 is in the tens place.</p>

<p>- I Have, Who Has Base Ten cards (M-1-1-2_I Have, Who Has Base Ten)&nbsp;<br>- Number Cards (M-1-1-2_Number Cards)&nbsp;<br>- base-ten blocks, sets for each student&nbsp;<br>- Place-Value Mat (M-1-1-2_Place-Value Mat)&nbsp;<br>- Base-Ten Matching Game (M-1-1_Base-Ten Matching Game)&nbsp;<br>- Base-Ten Matching Game with Three-Digit Numbers (M-1-1_Base-Ten Matching Game with Three-Digit Numbers)&nbsp;<br>- whiteboards&nbsp;<br>- whiteboard markers&nbsp;<br>- whiteboard erasers: felt or sock&nbsp;<br>- Drawing Numbers with Base-Ten Blocks (M-1-1-2_Drawing Numbers with Base-Ten Blocks and KEY)</p>

<p>- As students work through the Drawing Numbers with Base-Ten Blocks worksheet (M-1-1-2_Drawing - Numbers with Base-Ten Blocks and KEY), keep an eye on them.&nbsp;<br>- Watch the students as they play the game I Have, Who Has Base Ten (M-1-1-2_I Have, Who Has Base Ten).&nbsp;<br>- Watch how the students respond in the section on instructional procedures.</p>

<p>Explicit instruction, modeling, scaffolding, and active engagement&nbsp;<br>W: Explain to the students that because our system of writing numbers is based on grouping items by tens, it is also known as the base-ten system. Tell them that you can represent numbers with base-10 blocks.&nbsp;<br>H: Let's Play: Who Has Base Ten?&nbsp;<br>E: Students will represent two-digit numbers with base-ten blocks.&nbsp;<br>R: Students will be able to evaluate their grasp of base-ten block representation of numbers by answering the pre-, in-, and post-lesson questions.&nbsp;<br>E: To assess understanding of expanded form, use the Drawing Numbers with Base-Ten Blocks worksheet and the answers to the questions asked throughout the lesson.&nbsp;<br>T: You can modify the lesson by implementing the ideas mentioned in the Extension section.&nbsp;<br>O: The lesson's goal is to reinforce the idea of representing numbers with base-ten blocks. Students are required to illustrate numbers with drawings after representing them with base-ten blocks.&nbsp;</p>

<p>Students form a circle. Distribute the I Have, Who Has Base Ten cards (M-1-1-2_I Have, Who Has Base Ten) until all&nbsp;the cards are gone. Some students may have multiple cards. Allow one student to read his or her card first. Keep going until every card is read.<br><br><strong>"We represented numbers with base-ten blocks in the previous lesson. You were shown base-ten blocks, and you had to count them and identify the number that each base-ten block represented. In this lesson, you will use base-ten blocks to represent a two-digit number that I will display using numeral cards."</strong><br><br><strong>"Using pictures instead of actual blocks may be more efficient. Additionally, pictures can be used to document and clarify a problem-solving process."&nbsp;</strong>Teach students how to sketch a long cube. Encourage them to sketch a simple line for a long and a dot or square for a cube to save time.<br><br><img src="https://storage.googleapis.com/worksheetzone/test-upload/1708340806857.jpeg" width="419" height="111"><br><br>Show the number 63 using the Place-Value Mat (M-1-1-2_Place-Value Mat) and Number Cards (M-1-1-2_Number Cards).<strong>&nbsp;"To show this number, use your base-ten blocks."&nbsp;</strong>(Students should present three cubes and six longs.) Now have students use pictures of longs and cubes to draw the number on their whiteboards.<br><br>Repeat using the subsequent digits:<br><br>54<br>72<br>20<br>8<br>49<br><br>Each student should receive a copy of M-1-1-2_Drawing Numbers with Base-Ten Blocks and Key, the worksheet drawing numbers using base-ten blocks. Examine which students understand the concept of using base-ten blocks to represent two-digit numbers and which ones require more explanation by moving around the room and asking clarifying questions (like the ones below).<br><br><strong>“What made you choose to use the blocks you had there?”</strong><br><strong>“What would happen if a long was added or removed?”</strong><br><strong>"What would happen if a cube was added or removed?"</strong><br><br><strong>Extension:</strong><br><br><strong>Routine: </strong>Partners play the Base-Ten Matching Game (M-1-1_Base-Ten Matching Game). You can use the links under "Related Resources" for practice and continuing education.<br><br><strong>Small Group: </strong>Show the number 27 using the Place-Value Mat (M-1-1-2_Place-Value Mat) and Number Cards (M-1-1-2_Number Cards).&nbsp;<strong>"To display this number, use your base-ten blocks."&nbsp;</strong>(Students should present seven cubes and two longs.) Now instruct the students to draw 27 base-ten blocks on their whiteboards.<br><br>Repeat using the subsequent digits:<br><br>52<br>7<br>40<br>81<br><br><strong>Expansion: </strong>Use the three-digit numbers in the Base-Ten Matching Game (M-1-1_Base-Ten Matching Game with Three-Digit Numbers) between partners.<br><br>Encourage your students to draw and use base-ten blocks to represent three-digit numbers. You can utilize the links under Related Resources to carry out expansion tasks.</p>