At a Glance...

Activity 1: Number Chart (Composing a Number)

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Directions

Distribute a 100 or 200 number chart and some tokens to students. Prepare the same chart on the interactive whiteboard. Tell students that they will be doing a number hunt on their chart.

Write codes such as: 23 🡡🡡🡠

Explain to students that the number written is the starting number (23). The arrows indicate the direction of movements.

Example

23 🡡🡡🡠

• the starting square is 23;
• 🡡 indicates to move up one square (13);
• 🡡 indicates to move up one square (3);
• 🡠 indicates that the next number is in the left box (2).

So, the finish number is 2.

Once students have found the number, model the path on the projected chart. To get them to see the relationships, have them observe how the number changes when the arrows point in different directions; for example, when the arrows point up, the number decreases by 10; when they point to the left, the number decreases by 1, etc.

Source: L'@telier - Ressources pédagogiques en ligne (atelier.on.ca).

Activity 2: A Corn Roast

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Directions

Ask students the following question.

• If a farmer asked you to bring 42 corn cobs, how many ways could you present them?

Group students into pairs.

Have students represent the 42 corn cobs in different ways using the manipulatives.

Gather the students and share the results.

Ask teams to identify different ways to represent the 42 corn cobs.

Highlight the different possibilities in a chart that looks like a place value mat.

Re-emphasize how a number can be represented in different ways.

Repeat the activity using another number. Predict the number of ways to represent it using the base 10 material. Check answers in small groups.

Source: L'@telier - Ressources pédagogiques en ligne (atelier.on.ca).

Activity 3: Heads or Tails

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Materials

• Appendix 2Rep.4 (two copies per team)

Group students into teams of two. Provide each team with two copies of Appendix 2Rep.4, two 6- or 10-sided dice, or number cards from 1 to 9 and a coin.

Explain to students the rules of the game:

• One student on the team rolls the two dice or draws two cards, decides which two-digit number to create, represents it on the place value mat and verbally identifies it. The second student then proceeds in the same way.
• Team members take turns using the coin to determine who will receive 10 points. If it's heads, the student who represented the highest number on the place value mat gets the points and if it's tails, the student who represented the lowest number gets the points. Students record their own points on a sheet of paper, counting by 10s.

The game continues until a student reaches 200 points.

Source: Guide d’enseignement efficace des mathématiques de la 1^re à la 3^e année, p. 17.