Place value, teen numbers and ten and some more are all concepts that can be a bit challenging for our students. But when you use giant base ten manipulatives, it makes a challenging skill a bit easier.
Making the giant base ten blocks is super easy. I used bright neon cardstock or but any cardstock or paper or construction paper will work.
First, I cut the squares that I would need to make the tens and ones. I cut my squares 5 inches by 5 inches.
Next, I taped the squares together to make a tens unit. I did not overlap the pieces but simply taped them edge to edge. This prevents any flapping or drooping.
Finally I added some fun eyes and a smile to make place value peeps! The eyes and mouth aren’t necessary but they’re funny and we laugh and when we laugh we learn more!
And then we introduced place value in class using the tens and ones. For the lesson, students came up and picked up their samples and held them. Then we counted by tens and ones to figure out the number. We also determined how many tens and ones we had for each number. After the lesson we did a quick assessment and 90% of the students got all of the assessment correct!
Check out the lesson in this video!
Also check out our other Place Value creation!
For more math lessons, check out these posts:
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12 comments
This is such a fun way to teach place value! They were really catching on! What did you use for the assessment at the end of the lesson?
Greg, I love this lesson. This is such a great and simple way to practice place value. It is such a hard concept for little ones to grasp. You definitely brought place value alive!
Excelente tu clase
Hello,
I love the way you presented your lesson and you recognized when students were catching on. Is there a way that you conduct formative assessment during your lesson? What kind of assessment do you do after your lessons to see if your class is catching on? Love your page!
The assessment during this lesson is just observation. We do some cut and paste activities for assessment as well as an assessment on ESGI.
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