# ALEX Learning Activity

## Moving From a Handful of Cubes to Tall Towers

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: 2611 Title: Moving From a Handful of Cubes to Tall Towers Digital Tool/Resource: Number Cards 0-9 Web Address – URL: http://www.numeracycd.com/contents/main/numbercards/0to9/0to9small.pdf Overview: This learning activity will build students' understanding of place value. The students will work with a partner to play a game to build two-digit numbers in hopes of being the first to build a tower. This activity will lead to students' understanding of math and place value while being actively engaged in the activity.This activity results from the 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). Mathematics MA2019 (2019) Grade: 1 12. Compare pairs of two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than." Unpacked Content Evidence Of Student Attainment:Students: Use place value terminology and concepts to explain and justify the use of <, =, > to compare the numbers and create true equalities and inequalities.Teacher Vocabulary:Equalities Inequalities Knowledge:Students know: how to compare quantities using the terminology "greater than", "equal to", and "less than".Skills:Students are able to: compare 2-digit numbers.Understanding:Students understand that: numbers can be decomposed to determine if the amount is greater than, equal to, or less than, how that can be done.Diverse Learning Needs: Essential Skills:Learning Objectives: M.1.12.1: Define greater than, less than and equal to. M.1.12.2: Demonstrate greater than, less than, and equal to using manipulatives, object drawings or numbers 0 to 10. M.1.12.3: Use comparison vocabulary. Examples: greater than, equal to, and less than. M.1.12.4: Recognize symbols for greater than, less than and equal to. M.1.12.5: Determine the value of the digits in the ones and tens place. M.1.12.6: Identify sets with more, less or equal objects. M.1.12.7: Imitate creating sets of a given size. 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. Define greater than, less than, and equal to. Count to 20 by ones. Count objects up to ten. Understand amount words, such as more, less, and another. Begin to understand that parts of an object can make a whole. Become more interested in the concept of some and all. Be interested in who has more or less. Understand the concept of "less than." Mimic counting by ones. Recognize numbers from one to ten. Become interested in how many objects she/he has. Understand the concept of size and amount. Given a set number of objects one through ten, answer the question "how many?" Pair the number of objects counted with "how many?" Understand that the last number name tells the number of objects counted. Alabama Alternate Achievement Standards AAS Standard: M.AAS.1.12 Using vocalization, sign language, augmentative communication, or assistive technology, compare two groups of 10 or fewer items using appropriate vocabulary (e.g., more, less, equal) when the number of items in each group is similar.
Learning Objectives:

• The student will build numbers showing how many tens and ones compose a given number up to 99.
• The student will understand that two digits of a two-digit number represent amounts of tens and ones.
• The student will use mathematical words to compare the values of two numbers.
• The students will compare numbers up to 99.
• The students will record the results of comparisons with the symbols >, =, and < and orally with the words “is greater than,” “is equal to,” and “is less than.”
Strategies, Preparations and Variations