• Observe students as they complete the Base-Ten Block Worksheet (M-1-1-1_Base-Ten Block Worksheet and KEY.docx).
• Observe students as they play the Base-Ten Matching Game (M-1-1_Base-Ten Matching Game.doc).
• Observe student responses during the Instructional Procedures section.

Begin the lesson by having the class choral count the following:

• “Start at 10 and count forward by 10s until I tell you to stop.” Stop students at 120. (10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 120)
• “Start at 10 and count forward by 10s until I tell you to stop.” Stop students at 110. (10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110)
• “Now we are going to count by 10s, but when I clap my hands, I want you to start counting by 1s. Let me give you an example. 10, 20, 30, 40, 50.” Clap hands. “51, 52, 53, 54, 55, 56.”
• “Now it’s your turn. Start at 10 and count forward by 10s, but when I clap my hands, stop and count by 1s.” (10, 20, 30, 40) Clap hands. (41, 42, 43, 44, 45, 46, 47) “Stop.”
• “Start at 10 and count forward by 10s, but when I clap my hands, stop and count by 1s.” (10, 20, 30, 40, 50, 60, 70) Clap hands. (71, 72, 73) “Stop.”
• “Start at 10 and count forward by 10s, but when I clap my hands, stop and count by 1s.” (10, 20, 30, 40, 50) Clap hands. (51, 52, 53, 54) “Stop.”

Distribute nine longs and nine cubes to each student. (If necessary, students may work in pairs and share the blocks.) Say, “These are called base-ten blocks.” Instruct students to choose a cube. Hold one up as well and say, “This is a base-ten cube. It represents 1. If we wanted to make the number 2, we would use two cubes. Show me how many cubes we would need to make the number 6.” Repeat with other single-digit numbers. Display six cubes and model counting them. “Each cube represents 1, so let’s count by 1s. 1, 2, 3, 4, 5, 6.” Write the number 6 on the board.

Now instruct students to choose a long. Hold one up as well and say, “This is a long. What do you think it represents?” (It represents 10.) “Why do you think a long represents 10?” (It is made up of ten cubes.) “Correct. One long equals ten cubes. Now show me two longs. How many does that equal?” (20) “Good. It is just like when we count by 10s. Now show me how many longs we need to make 30.” Display three longs and model counting them. “Since each long represents 10, we can count by 10s. 10, 20, 30.” Write the number 30 on the board.

“We can also use cubes and longs together to create a number.” Display three longs and six cubes. Model counting the base-ten blocks. “10, 20, 30, 31, 32, 33, 34, 35, 36.” Write 36 on the board. Have students display this number with their longs and cubes. Ask, “How many tens are in 36?” (3) “How many ones are in 36?” (6) Repeat with the numbers 42 and 75. Have students count with you for the numbers 56, 23, and 79.

Have students play Count and Pass. Put students in collaborative pairs. Give each pair a baggie with a different number of longs and cubes. (Label the baggies so the class can review the answers when all pairs are finished and refer to the baggies by their labels.) Ask students to count the number in their baggie, and then pass the baggie to the next pair. Repeat as time permits.

Give each student a copy of the Base-Ten Block Worksheet (M-1-1-1_Base-Ten Block Worksheet and KEY.docx). Move around the room observing and asking clarifying questions to evaluate which students understand counting base-ten blocks and which students need additional exploration.

Extension:

• Routine: Partners play Base-Ten Matching Game (M-1-1_Base-Ten Matching Game.doc). Links listed under Related Resources can also be used for ongoing learning and practice.
• Small Group: Continue modeling and guiding students who need additional exploration, skip counting by 10s, clapping, and then counting by 1s. In addition, continue to have students display and count base-ten blocks.
• Expansion: Partners play Base-Ten Matching Game with Three-Digit Numbers (M-1-1_Base-Ten Matching Game with Three-Digit Numbers.doc). Links listed under Related Resources can also be used for Expansion activities.