TouchMath Table of ContentsTouchMath Table of Contents Module 1 Activity Sheets 1–25 Introducing Place Value: Tens and Ones Have you read the Implementation Guide? Th e Implementation

TouchMath Table of ContentsModule 1 Activity Sheets 1–25 Introducing Place Value: Tens and Ones

Have you read the Implementation Guide?Th e Implementation Guide provides a complete program overview, helpful tips, and all the resources you need to unleash the full potential of the TouchMath First Grade Program and change your students’ understanding of math forever.

Page Activity Sheet

Module OverviewOverview of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Common Core State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Instructional Strategies for Student Activity SheetsIntroducing Place Value with Models (Activity Sheets 1–12) • Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Practice

• Number 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 2• Number 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 3• Number 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 4• Number 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 5• Number 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 6• Review 10–14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 7• Numbers 15–16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 8• Numbers 17–18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 9• Numbers 19–20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 10• Review 15–18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 11• Review 17–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 12

Using Place Value Models to Represent Numbers 10–20 (Activity Sheets 13–18)• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7• Practice

• Numbers 10–13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 13• Numbers 14–17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 14• Numbers 17–20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 15• Review 10–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 16–18

Comparing Numbers Using Place Value Charts (Activity Sheets 19–24)• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10• Practice

• Compare 10–20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11–12 19–23• Review Comparing Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 24

• Objective Review Comparing Numbers Using Place Value Charts . . . . . . . . . . . . . . . . . . . . . . . .13

Module Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 • Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 25

Module Closure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Parent/Guardian Communication Letters. . . . . . . . . . . . . . . . . . . . . . . . . 16–17Progress Monitoring Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Teacher Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1 © 2011 First Grade Unit 2 Module Guide 1

TouchMath Module Overview

Overview of Content

Th is module focuses on Introducing Place Value: Tens and Ones. Pictorial representations are used in conjunction with concrete models to build the association of numbers and their base ten values. Place value charts are used for showing the values. Bundles of straws, beads on strings, and connecting cubes are used for introducing the concept. Reviews include matching numbers to the quantities represented by the models. Students progress to comparing numbers in place value charts without the pictorial representations. TouchMath FlipCards Place Value Cards 10–20 are provided for additional reinforcement. When students fi nish this module, they will have experienced concrete, pictorial, and abstract approaches to understanding place value.

First Grade Common Core State Standards

• 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 ones—called a “ten.” b. Th e numbers from 11 to 19 are composed of a ten and one, two, three, four, fi ve, six, seven, eight, or nine ones. c. Th e numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, fi ve, six, seven, eight, or nine tens (and 0 ones).

• 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Objectives

1. To introduce place value with models

2. To use place value models to represent numbers 10−20

3. To compare numbers using place value charts

Prerequisites

• Write and compare numbers 1–20 and associate them with quantities

Vocabulary

place value • place value chart • model • tens • ones • bundle • extra

MaterialsIncluded TouchMath:

• TouchMath PLUS• TouchMath FlipCards Place Value

Cards 10–20

Optional:

• Touch2Learn TouchNumerals• Touch2Learn Math Fans

Classroom:

Crayons, markers, connecting cubes, several small objects (e.g., pennies, paper clips, rocks, counters), a whiteboard, and paper

Module 1 Activity Sheets 1–25 Introducing Place Value: Tens and Ones

1© 2012 FGASW20

Name

Pretest: Introducing Place Value: Tens and Ones

10 11 12 13 14 15 16 17 18 19 20

tens ones tens ones tens ones

1 8 2 0tens ones tens ones

13 10 17

1

© 2011 First Grade Unit 2 Module Guide 1 2

TouchMath Instructional Strategies: Activity Sheets 1–12

Activity Sheets 2–12

Anticipatory Set

Teacher Input/Teacher Modeling

Introducing Place Value with Models

Show the class a group of 13 connecting cubes in a pile. Ask students to guess how many cubes are in the pile. After acknowledging all guesses, group the objects into one pile of 10 and another pile of 3. Ask again how many connecting cubes you have. Elicit from children which way was easier to count the number of cubes. Lead them to see that if you have many objects, the easiest way to count them is in groups, or bundles, not individually.

Place a pile of small objects (e.g., beans, rocks, counting bears) on the table, and show that it is easier to count them in groups of 10. Make groups of 10. Count the groups and the individual rocks separately. Count out groups of 10 objects and say, “Ten,” each time a group of 10 is made.

Say, “You will see that placing objects into groups, or bundles, of 10 will make counting easier.

CHECK FOR UNDERSTANDING: Hold up a large number card with the number 10 on it. Have a volunteer stand up and hold the card. Say a number such as 12, and have two more students stand by the ten student to be extras. Have the class say the number shown—12. Repeat with students taking turns being the ten card and extras. [ If some students do not demonstrate understanding, repeat the modeling using another quantity of objects.]

Module 1 Pretest

Pretest: Activity Sheet 1Verbal directions to students:

• Use the place value models. Write how many.

• Compare the place value charts. Ring the correct symbol: >, <, =.

Objective

To introduce place value with models

Name

2© 2012 FGASW20 Number 10

10 11 12 13 14 15 16 17 18 19 20

tens ones

0

tens ones

1 0tens ones

0 10

1 2 43 5 76 8 9 10

10

Name


10 11 12 13 14 15 16 17 18 19 20

tens ones

tens ones

1 1tens ones

11

1 2 43 5 76 8 9 10 11

11

Name


10 11 12 13 14 15 16 17 18 19 20

1 2 43 5 76 8 910 tens ones

tens ones

1 2tens ones

12

1112

12


TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 2• Direct children’s attention to the fi rst box with 10 straws. Have students point to

each of the 10 straws as they count them aloud together, “One, two, three. . .,” until all 10 straws are counted. Ask, “How many straws did we count?” Th en say, “Next to these 10 straws, we have two more ways to represent, or show, 10 straws. First, we have a bundle of 10 straws.” Count them with the students so they can see that there are 10 straws in the bundle. Say, “10 ones equals one ten.” Next, direct students’ attention to the place value chart, and explain that it also shows that 10 is made up of one bundle of 10 and no (or zero) ones.

• In the second row, there are three representations of the number 10. Guide students as they discuss each one. Ask, “How many bundles of 10 are in the tens place?” Elicit there is one bundle of 10. Model sliding your fi nger across to the 1 in the tens place in the place value chart, saying “One ten.” Th en have children do the same. Ask, “How many extras, or straws, are not in the bundle of 10?” Elicit that there are no, or zero, extra straws not in the bundle of 10. Model sliding your fi nger across to the 0 in the ones place in the place value chart, saying “Zero ones.” Th en have children do the same. Lastly, have students trace the number 10, and say together, “10 is one ten and zero ones.”

Guided Practice: Activity Sheet 3• Have students ring the number 11 in the number line at the top of the page. Count

together the number of straws in the fi rst box, and say the number—11. Th en tell students to slide their fi nger to the fi rst place value chart. Have a volunteer say what they see—one bundle of 10 and one extra. Direct their attention to the last place value chart in the row. Explain that the number 11 is one bundle of 10 and one one. In the second row, again ask, “How many tens and ones?” Have children point to the middle place value chart, and explain that it shows that the number 11 is made up of one ten and one one. Have students trace the number 11. Say together, “11 is one ten and one one.”

Guided Practice: Activity Sheet 4• Have students ring the number 12 in the number line at the top of the page. Count

together how many straws are in the fi rst box, and say the number—12. Th en tell students to slide their fi nger to the fi rst place value chart. Have a volunteer tell what they see—one bundle of 10 and two extras. Next, direct their attention to the last place value chart in the row. Explain that this shows that the number 12 is one bundle of 10 and two ones. In the second row, again ask, “How many tens and ones are shown in the fi rst place value chart?” Th en have children point to the middle place value chart and explain that it shows that the number 12 is made up of one ten and two ones. Have students trace the number 12, and say together, “12 is one ten and two ones.”

[ Help children who may be having trouble connecting the word names for the numbers 11 to 20. Some children may see one ten and one or two extra, or left over, and must learn to name it eleven or twelve. These names do not fi t the pattern for numbers 20 and higher.]

Additional activities for introducing place value with Math Fans are found in TouchMath PLUS.

Module 1 Activity Sheets 2–4 Introducing Place Value with Models

2

3

4

Name


10 11 12 13 14 15 16 17 18 19 20

1 2 43 5 76 8 910 tens ones

tens ones

1 3tens ones

13

111213

13

Name


10 11 12 13 14 15 16 17 18 19 20

1 2 43 5 76 8 910 tens ones

tens ones

1 4tens ones

14

11121314

14

Name

7© 2012 FGASW20 Review 10–14

Directions: Draw lines to match the place value to the number. Draw lines to match the number to the quantity.

tens ones

11tens ones

14tens ones

13tens ones

12



Guided Practice: Activity Sheet 5• Repeat the process used on pages 2–4, this time showing the place value of

13. Lead students through counting the individual 13 straws, to representing the number as one bundle of 10 and three extras, to the place value chart showing 13 as one ten and three ones. Say together, “13 is one ten and three ones.”

Guided Practice: Activity Sheet 6• Repeat the process used on pages 2–4, this time showing the place value of 14.

Lead students through counting the individual 14 straws, to representing the number as one bundle of 10 and four extras, to the place value chart showing 14 as one ten and four ones. Say together, “14 is one ten and four ones.”

Take Home: Activity Sheet 7• Have students take this page home to work on independently, reinforcing what

they have learned (using place value models to represent numbers 10−14). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

• Go over the directions, and work the fi rst problem together. Th e fi rst place value model shows one bundle of 10 and four ones. Direct children to trace the line to connect the place value model for 14 to the number 14. Th en have students draw another line to match the number 14 to the quantity, one bundle of 10 straws and four extra straws.

STOP: If students have not demonstrated understanding, provide additional practice or remediate.


5

6

7

Name

8© 2012 FGASW20 Numbers 15–16

10 11 12 13 14 15 16 17 18 19 20tens ones

tens ones

1 6tens ones

tens ones

1 5

15

16

15

16

Name


10 11 12 13 14 15 16 17 18 19 20tens ones

tens ones

1 8tens ones

tens ones

1 7

17

18

17

18




8

Guided Practice: Activity Sheet 8• Introduce students to another place value model, beads on a string. Tell them

that like the bundle of 10, strings of beads also represent groups of tens and ones.

• Direct students’ attention to the fi rst box. Have them point to each bead on the fi rst string, and count together to fi nd how many beads there are. Elicit that there are 10 beads on the string—one group of 10. Lead children to see that this is just like the bundle place value model—one bundle of 10 straws has the same value as one string of 10 beads.

• Have students count the beads on the second string—5. So, this model shows one ten and fi ve extras, or 15 in all. Th is is represented in the place value charts that follow—one string of 10 and fi ve extras equal one ten and fi ve ones, or 15. Have students trace the number 15, and say together, “15 is one ten and fi ve ones.”

• Direct students’ attention to the second row where the place value for 16 is represented. Count together the number of beads on each string to fi nd 10 and 6 more, or 16 in all—one ten and six ones. Say together, “16 is one ten and six ones.”

Additional activities for introducing place value are found in TouchMath PLUS.

Guided Practice: Activity Sheet 9• Introduce students to another place value model, connecting cubes. Tell them

that like the bundle of 10 and the strings of beads, connecting cubes can also be used to represent groups of tens and ones.

• Tell students that the fi rst set of connecting cubes represents the number 17. Have them point to and count the cubes in the fi rst group to fi nd that there are 10 connecting cubes. Ask students what this represents. Elicit that it represents one group of 10, or one ten. Have them point to the group of 10 connecting cubes in the tens column of the place value model. Now, count together the extra single cubes, 7, and elicit that they represent seven ones. Have students point to the seven cubes in the ones column of the place value model. As students look at the third place value chart, say, “You use one ten and seven ones to show 17.” Say together, “17 is one ten and seven ones.” Instruct the class to trace the number 17 below the models.

• Continue in the same manner for the number 18, counting the groups of cubes (one ten and eight extras) and then the tens and ones that represent 18. Finish by saying together, “18 is one ten and eight ones.”

[ You may want to give students a pile of connecting cubes and let them make their own models to represent numbers 11–17.]

9

Name


10 11 12 13 14 15 16 17 18 19 20tens ones

tens ones

2 0tens ones

tens ones

1 9

19

20

19

20

Name

11© 2012 FGASW20 Review 15–18


tens ones

17tens ones

15tens ones

16tens ones

18

Name

12© 2012 FGASW20 Review 17–20

Directions: Draw lines to match the place value to the quantity. Draw lines to match the quantity to the number.

tens ones

19tens ones

20tens ones

17tens ones

18

2 0

1 9

1 8

1 7




10

Guided Practice: Activity Sheet 10• Tell children that on this page, connecting cubes represent the number 19 and

strings of beads represent 20. Guide students through the three representations of 19—one group of 10 connecting cubes and nine single cubes, to one ten and nine ones. Say together, “19 is one ten and nine ones.”

• Direct students’ attention to the two strings of beads in the fi rst box. Count together to fi nd that each string has 10 beads for a total of 20 beads. Ask, “How many groups of 10 do you have?” Elicit that there are two groups of 10. Ask, “Are there any extra beads?” Elicit that there are no extra, or leftover, beads. Lead children to see that a quantity of 20 beads is represented in the middle place value chart, with two strings of beads in the tens column and zero beads in the ones column. Have children point to the last place value chart as they say together, “20 is two tens and zero ones.”

Additional activities for introducing place value are found in TouchMath PLUS.

FLIPCARDS: At this point, you may want to have students use FlipCards Place Value 10–20 cards to practice identifying values represented by place value models.




• Go over the directions and work the fi rst problem together. Th e fi rst place value model shows one string of 10 beads and fi ve extras. Direct children to trace the line to connect the place value model for 15 to the number 15. Th en have students draw another line to match the number 15 to the one string of 10 beads and fi ve extra beads.




• Go over the directions and work the fi rst problem together. Th e fi rst place value model shows two tens and zero ones. Direct children to draw a line to connect the place value model for 20 to the correct quantity of beads—two strings of 10 beads each. Th en have students draw another line to match the quantity of 20 to the number 20.


FLIPCARDS: Have students practice TouchMath FlipCards Place Value 10–20 before continuing.

11

12


TouchMath Instructional Strategies Activity Sheets 13–18


Anticipatory Set


Using Place Value Models to Represent Numbers 10–20

Give students a group of 10 unconnected connecting cubes. Ask them to connect the cubes and tell how many they have. Elicit that they have a group of 10. Tell children to take apart the cubes, and give them each a handful more, 1–5 cubes. Ask students if they can tell how many they have now. Elicit that it is diffi cult to tell without grouping them. Have them connect a group of 10 and then count how many are left. Ask, “How many cubes do you have altogether?” Have students say the number.

Use connecting cubes or base 10 blocks to show groups of tens and ones for students, and relate them to written numbers. Model 10 using connecting cubes. Th en add 3 more. Write the number 13 on the whiteboard. Tell students that the number as written, 13, represents the quantity of connecting cubes, 10 plus 3 more or 13. Say together, “13 is 10 and 3.”

CHECK FOR UNDERSTANDING: Write the number 14 on the whiteboard. Have students model it by connecting 10 cubes to make a group of 10 and 4 leftovers. Have them fi ll in this sentence: 14 is 10 and____. If some students do not demonstrate understanding, repeat the modeling using another -teen number of cubes.

Objective

To use place value models to represent numbers 10–20

Name


10 11 12 13 14 15 16 17 18 19 20tens ones tens ones

tens ones tens ones

12tens ones

13 10

12 11

12

Name



tens ones tens ones

15tens ones

17 14

15 16

15

Name



tens ones tens ones

18tens ones

17 20

19 18

18



Module 1 Activity Sheets 13–15 Using Place Value Models to Represent Numbers 10–20

13

14

Guided Practice: Activity Sheet 13• Have students point to the fi rst place value model and talk about what they see—

one string of 10 beads in the tens column and one string of three beads in the ones column. Ask, “How many tens and ones are shown?” Th en ask, “What value does this represent, and how do you know?” Elicit that the model represents the number 13—one ten and three ones.

• Direct students to look at the place value model to the right. Ask, “How many tens and ones are shown? What number does this model represent?” Lead students to see that there is one ten and zero ones. So, this model represents the number 10.

• Continue in the same manner for the next two models, leading students to identify that the place value models represent the numbers 12 and 11.

• In the box at the bottom of the page, have students trace the number 12 and then draw the correct number of beads on the string in the ones column to represent the number of ones in 12. Say together, “12 is one ten and two ones.”

Guided Practice: Activity Sheet 14• Draw students’ attention to the number line at the top of the page. Have children

point to and say the numbers 14, 15, 16, and 17. Tell them that they will be deciding which models on the page represent each of these numbers.

• Refer the class to the fi rst place value model, and ask, “How many tens and ones are there?” After counting together the one bundle in the tens column and single straws in the ones column, elicit that there are one ten and seven ones. Have a volunteer say what number this represents. Direct students to point to the number 17 in the number line at the top of the page. Th en have them write the number 17 on the line.

• Continue in the same manner for the next three place value models, each time asking how many tens and ones there are and writing the number represented by the model.

• In the box at the bottom of the page, have students trace the number 15 and then draw the correct number of straws in the ones column to represent the number of ones in 15. Say together, “15 is one ten and fi ve ones.”

Guided Practice: Activity Sheet 15• Draw students’ attention to the number line at the top of the page. Have children

point to and say the numbers 17, 18, 19, and 20. Tell them that they will be deciding which models on the page represent each of these numbers.

• Refer the class to the fi rst place value model of counting cubes, and ask, “How many tens and ones are there?” After counting together the one bundle of cubes in the tens column and single cubes in the ones column, elicit that there are one ten and seven ones. Have a volunteer say what number this represents. Direct students to point to the number 17 in the number line at the top of the page. Th en have them write the number 17 on the line. Say together, “17 is represented by one ten and seven ones.”

• Continue in the same manner for the next three place value models, each time asking how many tens and ones there are and writing the number represented by the model. Each time, say together, “____ is represented by ____ ten and ____ ones.”

• In the box at the bottom of the page, have students trace the number 18 and then draw the correct number of connecting cubes in the ones column to represent the number of ones in 18. Say together, “18 is one ten and eight ones.”

15

© 2012 FGASW20

Name

16Review 10–20

tens ones

14tens ones

10tens ones

12tens ones

17 14

1 7

10 11 12 13 14 15 16 17 18 19 20

Name

17© 2012 FGASW20 Review 10–20

tens ones

13tens ones

15tens ones

18tens ones

10

18

1 0

10 11 12 13 14 15 16 17 18 19 20

Name

18© 2012 FGASW20


Review 10–20

tens ones

16tens ones

19tens ones

11tens ones

20

20

1 1

10 11 12 13 14 15 16 17 18 19 20



Module 1 Activity Sheets 16–18 Using Place Value Models to Represent Numbers 10–20

16

17

18

Independent Practice: Activity Sheet 16 [ On this page, students review place value models for numbers 10–20. They match the various representations of the numbers.]

• Work the fi rst problem together. Have students point to the fi rst place value model showing a bundle of straws. Ask, “How many tens and ones are represented by the model?” After eliciting that there are one ten and two ones, ask a volunteer to tell what number that represents. Have students ring the number and draw a line from the model to the number, in this case 12. Th en ask students to fi nd the quantity that matches the number and draw a line to it. Lead them to understand that they have matched the model for 12 to the number 12 and to the quantity 12.

• Instruct them to continue in the same manner for the remaining three models. First, have students draw a line to match the place value model to its number. Th en, ask them to draw a line to match the number to the quantity.

Guided Practice: Activity Sheet 17• Tell students that they will review place value models for numbers 10–20 by

matching the various representations of the numbers.

• Lead students to tell what number is modeled by the connecting cubes in the fi rst picture. Ask them how many tens and ones are in the number. Elicit that there are one ten and fi ve ones. Ask, “Can someone tell us how they know?” A volunteer may suggest that there is one bundle of 10 connecting cubes, so one ten, and there are fi ve extras, or fi ve ones. Now ask, “What number is represented by one ten and fi ve ones?” Have students ring the number 15 and then draw a line to connect the place value model with the number 15. Now lead students to identify the quantity represented by the model and the number 15. Ask, “Which picture represents 15?”





TouchMath Instructional Strategies Activity Sheets 19–24


Anticipatory Set


Comparing Numbers Using Place Value Charts

Show the class two piles of connecting cubes, one with 14 cubes and the other with 15. Ask students to guess which pile has more cubes. After acknowledging all guesses, group the objects in each pile into one bundle of 10 and any extras. Ask again which pile has more. Elicit that it was easier to compare the number of cubes in each group when they were bundled in tens and ones. Lead them to see that the easiest way to compare a large number of items is in bundles or groups, not individually.

Place a number of small objects (e.g., beans, rocks, counting bears) into two piles on the table, and show that it is easier to compare them by making bundles of tens and ones. For example, show a group of 11 objects and a group of 12 objects. Say, “Let’s see which group is larger.” Count out 10 objects from the fi rst group, and say, “One bundle of 10 and one extra.” Th en do the same with the second group of objects, and say, “One bundle of 10 and two extras.” Ask, “Which group is larger? How do we know?”

CHECK FOR UNDERSTANDING: Have two children come to the front of the room and each hold up a large card with the number 10 written on it. Th en call on two students to stand next to the fi rst ten student and three children to stand next to the other ten student. Say each number aloud—12, 13. Ask students which number is greater. If they think 12 is greater, have them hold up a thumb. If they think 13 is greater, ask them to raise a hand. If they don’t know, have them fold their hands in their laps. [ If some students do not demonstrate understanding, repeat the modeling using other quantities of objects.]

Objective

To compare numbers using place value charts

Name

19© 2012 FGASW20 Compare 10–20

10 11 12 13 14 15 16 17 18 19 20tens ones

tens ones

tens ones

tens ones

1 1

1 7

1 3

1 2

tens ones

tens ones

tens ones

tens ones

1 0

1 5

1 4

1 6

True

False

True

False

True

False

True

False

© 2012 FGASW20

Name

20Compare 10–20

10 11 12 13 14 15 16 17 18 19 20tens ones

tens ones

tens ones

tens ones

1 9

1 6

1 0

1 8

tens ones

tens ones

tens ones

tens ones

1 7

1 4

2 0

1 5

True

False

True

False

True

False

True

False

Name

21© 2012 FGASW20

True

False

True

False

True

False

True

False

Compare 10–20

Directions: Compare the place value charts. Fill in the bubble for the answer.

tens ones

tens ones

tens ones

tens ones

1 4

10 11 12 13 14 15 16 17 18 19 20

1 1

1 0

1 9

tens ones

tens ones

tens ones

tens ones

1 3

1 1

1 6

2 0



Module 1 Activity Sheets 19–21 Comparing Numbers Using Place Value Charts

Guided Practice: Activity Sheet 19• Help students understand how they can use their knowledge of place value to

compare numbers.

• Direct students’ attention to the place value charts in the fi rst row. Read together, “17 is greater than 15.” Direct them to ring the greater than (>) symbol. Tell children that they must decide if this statement is true or false. Ask, “How many tens are in 17? How many tens are in 15?” Lead children to see that 17 and 15 have the same quantity of tens—one ten each—so they must now compare the quantity of ones. Ask, “How many ones are in 17? How many ones are in 15? Which number has more ones?” Elicit that since there are 2 more ones in 17, 17 is greater than 15. So, the answer is true. Direct students to fi ll in the bubble next to True.

• In the second row, have students point to each place value chart and the less than (<) symbol as they read together, “11 is less than 10.” Tell them that they must again decide if this statement is true or false. Elicit suggestions as to how they can do this. One way is to compare the tens and ones in each number. Guide children as they notice that the tens are the same for both numbers—one ten in each—so they must compare the ones—one one in 11 and zero ones in 10. Ask, “Which number is greater?” Lead students to see that since 11 is greater than 10, the statement, “11 is less than (<) 10,” is not true, so they must fi ll in the bubble in front of False.

• Continue in the same manner for the next two problems. Compare the tens and ones for each number, and then decide if the comparison statement is true or false.

Independent Practice: Activity Sheet 20• Read the fi rst statement together, “16 is less than 14.” Discuss how students can

check if this is true or false. Elicit that they can compare the numbers by using place value. Ask, “How many tens are in 16 and 14?” When they determine that the numbers have the same quantity of tens, direct children to compare the quantity of ones, 6 ones and 4 ones. Since 6 ones is greater than 4 ones, 16 is greater than 14. Th e statement is false.

• Have students continue in the same manner for the next three problems.

Take Home: Activity Sheet 21• Have students take this page home to work on independently, reinforcing what they

have learned (comparing numbers using place value charts). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

19

20

21

Name

22© 2012 FGASW20 Compare 10–20

10 11 12 13 14 15 16 17 18 19 20tens ones

tens ones

tens ones

tens ones

1 4

1 5

1 2

2 0

tens ones

tens ones

tens ones

tens ones

1 7

1 3

1 2

1 8

© 2012 FGASW20

Name

23Compare 10–20

10 11 12 13 14 15 16 17 18 19 20tens ones

tens ones

tens ones

tens ones

1 1

1 4

1 7

1 9

tens ones

tens ones

tens ones

tens ones

1 0

1 6

1 5

2 0

Name

24© 2012 FGASW20 Review Comparing Numbers

Directions: Compare the place value charts. Fill in the bubble for the answer.

10 11 12 13 14 15 16 17 18 19 20

True

False

tens ones

1 9tens ones

1 7

True

False

tens ones

2 0tens ones

1 8

tens ones

tens ones

1 2

1 1

tens ones

tens ones

1 0

1 4



Module 1 Activity Sheets 22–24 Comparing Numbers Using Place Value Charts

Guided Practice: Activity Sheet 22• Read the fi rst statement together, “15 is greater than, less than, equal to 13.” Discuss

how students can determine which symbol will make this statement true. Elicit that they can compare the numbers by using place value. Ask, “How many tens are in 15 and 13?” When they determine that the numbers have the same quantity of tens, direct children to compare the quantity of ones, 5 ones and 3 ones. Since 5 ones is greater than 3 ones, 15 is greater than 13. Ask, “Which is the correct symbol to make this statement true?” Elicit that they should fi ll in the bubble in front of the greater than (>) symbol. Th en read together, “15 is greater than 13.”

• Continue in the same manner for the remaining three problems, comparing 14 and 17, 12 and 12, and 20 and 18. Each time, have students use place value to compare numbers.

Independent Practice: Activity Sheet 23 [ You may want to work the fi rst problem together before having students work independently on the page.]

• Students can check each comparison statement to see which is correct. Read the fi rst statement together using the less than (<) symbol, “14 is less than 16.” Discuss how students can determine if this is correct by comparing the place values of the numbers. Since the tens are the same, compare the ones, 4 ones and 6 ones. Since 4 ones is less than 6 ones, the less than symbol is correct. Direct students to ring the less than (<) symbol. Th en say together, “14 is less than 16.”

• Have students continue in the same manner for the next three problems, comparing 11 and 10, 17 and 15, and 19 and 20.

Take Home: Activity Sheet 24• Have students take this page home to work on independently, reinforcing what they

have learned (comparing numbers using place value charts). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.


22

23

24


TouchMath Review: Activity Sheets 19–24

Module 1 Objective Review Comparing Numbers Using Place Value Charts

Say, “You know how to compare numbers using their place values.”

• On the whiteboard, draw two place value charts with space between them. In the fi rst one, write 1 in the tens column and 5 in the ones column. In the other, write 1 in the tens column and 3 in the ones column. Ask students which symbol to write in the space between the charts, greater than (>), less than (<), or equal (=).

25© 2012 FGASW20

Name

Posttest: Introducing Place Value: Tens and Ones

10 11 12 13 14 15 16 17 18 19 20

tens ones tens ones tens ones

1 9 1 7tens ones tens ones

20 11 16


TouchMath Review: Activity Sheets 2–25

Module 1 Review Introducing Place Value: Tens and Ones

Module 1 Test

Posttest: Activity Sheet 25Verbal directions to students:

• Use the place value models. Write how many.

• Compare the place value charts. Ring the correct symbol: >, <, =.

25

Say, “You know how to represent the value of two-digit numbers through 20 using place value models.”

• Show two tens bundles of connecting cubes, and ask students what number they represent (20).

Say, “You know how to compare numbers using place value charts.”

• Draw two place value charts on the whiteboard with space between them. Write 1 ten and 3 ones in the fi rst one and 1 ten only in the other one. Draw a less than (<) symbol in the space between them. Ask students if the statement is true or false, and elicit why.


TouchMath Module ClosureDifferentiated Instruction Introducing Place Value: Tens and Ones

• Send Parent/Guardian Communication Letters. (Use school letterhead. Spanish version available on TouchMath PLUS.)

• Document results on Progress Monitoring Record. (Make multiple copies as needed.)

Final Tasks

Literature Connections

• One Hundred Hungry Ants by Elinor J. Pinczes

• Warlord’s Beads by Virginia Pilegard

• Big Numbers by Edward Packard

• One is a Snail, Ten is a Crab by April Pulley Sayre

Real World Connections

• At home, look for numbers from 10 to 20. Each time a number is found, write and draw a picture showing it as a bundle of 10 and how many more.

• While on the playground or going to or coming from school, look for things that are in groups of tens and ones, and count how many there are in all (e.g., 10 children waiting for the bus and 3 more, so 13 in all).

Remediate

• Have students draw 10–20 objects or dots on a piece of paper. Tell them to ring a group of 10 (or groups in the case of 20) and then write the number represented by the dots. Ask students to say how many tens and ones there are (e.g., draw 11 dots, ring 10, write 11, say 1 ten and 1 one).

• Help students make a tens and ones workmat out of paper folded once and then labeled on each of the halves. Th en have them use bundled and loose straws, craft sticks, or connecting cubes to represent tens and ones.

Use the TouchMath FlipCards Place Value Cards 10–20 for additional activities.

Reinforce

• Give students 20 connecting cubes. Say a number from 10 to 20. Tell them to make a bundle of 10 and use single cubes, if necessary, to make the number. For the number 13, for example, students will make a bundle of 10 and 3 single cubes, while for 20 they will make 2 bundles of 10.

• Give children a large number of small objects (e.g., beans, macaroni, rocks, paper clips). Say a number from 10 to 20. Have children make a group of 10 and singles (if necessary) to show the number.

Challenge

• Play the One to Ten Counting Game. Start with a pile of toothpicks. Th e fi rst player picks up a toothpick, places it on the table, and says, “One.” Each player in turn adds one more toothpick to the common pile on the table and says the name of the number in place value form, using only the words one to ten to count. For example, don’t use words like eleven, twelve, thirteen and so on; 11 is ten and one, 12 is ten and two, 13 is ten and three.

• Play a Place Value Guessing Game. Have partners make up clues to a number, and have the other partner guess the number. For example, I have one ten. I have one more than four ones. What number am I? (15)

Dear Parent/Guardian,

In the second unit of the TouchMath program, your child will learn to add and subtract within 20. As preparation for this skill, Module 1 focuses on place value for numbers 10–20, showing how they are composed of tens and ones. Place value models your child will encounter include straws in a bundle, beads on a string, and connecting cubes. Th is variety of representations allows students to choose what works best for them if they gain more understanding from one of the models than from the others.

After your child learns place value and understands how to show the place value for numbers 10–20, we will begin to compare these numbers to decide which is more or less. Terms your child will learn include place value, place value chart, model, tens, ones, bundle, and extra. Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is to see numbers 10–20 as one or two tens and individual ones. Integrate talking about this into your daily activities. At home, look for numbers from 10 to 20. Each time a number is found, have your child write the number and draw a picture showing it as a bundle of 10 and some extras. Have fun. See it! Say it! Hear it! Touch it! Model it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

If you have questions, please contact me.

Sincerely,

Help your child see numbers according to their place values. While running errands, have your child look for things that are in groups of tens and ones and count how many there are in all (e.g., 10 people waiting for the bus and 3 more, so 13 in all).

w w w . t o u c h m a t h . c o m

Parent/Guardian Tip:

Dear Parent/Guardian,

Your child has completed Unit 2, Module 1 of the TouchMath program, mastered the test, and demonstrated understanding regarding place value for numbers 10–20.

In Module 2, the focus will be on adding within 13. Classroom activities are designed to connect adding with place value and reinforcing this idea with place value models and charts. In addition sentences, TouchPoints on the smaller numbers are included to help students count on from the larger numbers. Terms we will focus on include addends (the numbers being added together), missing addend, unknown, and count on. Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is to become comfortable adding up to 13. Integrate talking about this into your daily activities. When out walking, look for things that come or arrive. Have your child make up and solve an addition story about what is seen. For example, “I see six buses at the bus stop. I see four more buses drive up. How many buses do I see?” See it! Say it! Hear it! Touch it! Add it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

If you have questions, please contact me.

Sincerely,

At home, help your child become more fl uent with addition facts up to 13. Divide 2–13 small objects (e.g., pennies, toy cars, blocks, etc.) into two piles. Have your child count the number of objects in the larger pile and then count on the number of objects in the second pile to determine how many objects there are in all. For example, if given a pile of 8 pennies and a pile of 4 pennies, your child would count the 8 pennies and then count on, “Nine, ten, eleven, twelve,” to fi nd that there are 12 pennies in all.

w w w . t o u c h m a t h . c o m

Parent/Guardian Tip:

Pretest: Introducing Place Value: Tens and Ones

Skill

s

Posttest: Introducing Place Value: Tens and Ones

Intr

oduc

ing

Plac

e Va

lue

and

Mod

els

Usi

ng

Plac

e Va

lue

Mod

els

to R

epre

sent

Num

bers

10

–20

Com

pari

ng

Num

bers

U

sin

g Pl

ace

Valu

e C

hart

s

Number 10

Number 11

Number 12

Number 13

Number 14

Review 10–14

Numbers 15–16

Numbers 17–18

Numbers 19–20

Review 15–18

Review 17–20

Numbers 10–13

Numbers 14–17

Numbers 17–20

Review 10–20

Review 10–20

Review 10–20

Compare 10–20

Compare 10–20

Compare 10–20

Compare 10–20

Compare 10–20

Review Comparing Numbers

Act

ivity

She

ets

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

25

Stud

ent N

ame

Com

men

ts

Touc

hMat

h Pro

gres

s M

onitor

ing

Rec

ord

Firs

t G

rade

Uni

t 2, M

odul

e 1

Intro

ducin

g Pl

ace

Valu

e: Te

ns a

nd O

nes


TouchMath Teacher Notes

Documents

TouchMath Table of ContentsTouchMath Table of Contents Module 1 Activity Sheets 1–25 Introducing Place Value: Tens and Ones Have you read the Implementation Guide? Th e Implementation