# ALEX Learning Activity

## Handful of Cubes

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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This learning activity provided by:
 Author: Kimberly Henderson System: Elmore County School: Wetumpka Elementary School
General Activity Information
 Activity ID: 2609 Title: Handful of Cubes Digital Tool/Resource: Ten Frame Work Mat Web Address – URL: http://lces.wpusd.org/subsites/First-Grade/documents/double%2010%20frame.jpg Overview: This engaging learning activity will help students understand that the two digits in two-digit numbers represent the number of ones and tens. It will give the students opportunities to have hands-on experience making two-digit numbers using snap cubes. The students will visually see the numbers to begin comparing two-digit numbers.This activity results from ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2019 (2019) Grade: 1 11. Explain that the two digits of a two-digit number represent amounts of tens and ones. a. Identify a bundle of ten ones as a "ten." b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Unpacked Content Evidence Of Student Attainment:Students: Use a variety of representations (symbolic: 10+8. pictorial: one line and 8 dots. physical: place value blocks, bundles of sticks, or groups of fingers, etc.) to show and explain the decomposition of the number into groups of 10 and ones.Teacher Vocabulary:Base ten Decompose Knowledge:Students know: how to decompose numbers 11-19. Skills:Students are able to: Use place value models or mental strategies to decompose numbers.Understanding:Students understand that: a two-digit number represents amounts of tens and ones. Ten things can be represented as one ten or as ten ones.Diverse Learning Needs: Essential Skills:Learning Objectives: M.1.11.1: Match the number in the ones and tens position to a pictorial representation or manipulative of the value. M.1.11.2: Represent numbers with multiple models. Examples: models—base ten blocks, number lines, linking cubes, straw bundles. M.1.11.3: Count to 100 by tens. M.1.11.4: Count 10 objects. M.1.11.5: Count to 10 by ones. M.1.11.6: Name numerals 0 to 19. Prior Knowledge Skills:Define ones and tens. Match the number in the ones and tens position to a pictorial representation or manipulative of the value. Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks. Count objects up to 10. Notice same/different and some/all. Recognize numbers from 1-50. Add one to a set of objects (up to 10 objects). Given small groups of objects, create larger groups by combining the small groups. Understand ten and 1 (ten 1's =10). Put together two small groups of objects to create a larger group. Understand number words. Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects. Rote count to 10. Alabama Alternate Achievement Standards AAS Standard: M.AAS.1.11 Recognize and create sets of ten (limit to three sets).
Learning Objectives:

• The student will understand that the two digits in a two-digit number represent the number of ones and tens.
• The student will unitize a collection of 10 objects.
• The student will represent a numeral with objects in groups of tens and ones.
Strategies, Preparations and Variations