In this online game, students will be building numbers using Base 10 blocks.  Students decide if they want to select ones, tens, or hundreds.  Students also get to choose if they want to read the number, listen to the number, or if they want to count the blocks given and deterine the number being represented.

I used The Hungry Catepillar lesson from this link.

https://www.illustrativemathematics.org/content-standards/tasks/1150

However I did an extension off this lesson using this resource to allow teachers to work on the skills of addition, the precise language of tens and some extra ones, and seeing groups of ten.

This activity is a great way to include Language Arts along with Mathematics. Using The Very Hungry Catepillar, we used based-ten blocks to place onto a ten frames. Each time the catepillar eats something, we add to the ten frame. At the end of the story, we look at how much the catepillar has eaten. However, I took this activity a step further to continue strengthening the use of addition. Students and I then had a variety of situations at the end of the story where the catepillar ate 4 more leaves. The students then add four more, either in a group of 4 or counting out 4 individual items. We then look again at using our language of, "I have a 3 groups of ten and 4 extra ones."

Challenges with this lesson is making sure the students have added a cube onto their ten frame for each item they ate. As well, students would have to also understand how to use a ten frame before the start of the lesson. As well, if you are working to be precise with the language of tens and extra ones, you want to nudge your students to use this language. You will want to model this multiple times.

This resource contains lessons and activities for counting collections and subitizing. It was inspired by learning within The Power of Early Mathematics, 2024, a WISELearn Innovation Grant funded WI Department of Public Instruction learning series.

In this math lesson, learners examine pennies and dimes and model subtraction as they listen to a childrenäóťs book ("Alexander Who Used to Be Rich Last Sunday" by Judith Viorst). Learners model amounts to 60 cents with coins, use coin rubbings of pennies and dimes, and make a chart comparing the two coins.

In this task, a group of children sit around a table. Without peeking, they figure out how many feet are under the table. They can use mathematical tools, such as cubes or drawings, that will help them.

I extended off of this to add it to our development of place value, groups of ten, and extra ones. I added an additional material of a tens frame to help students see the grouping of ten and extra ones. After we worked through all the steps (1-6) I added an additional step of scenarios where additional students were added to continue working with larger numbers with groupings of tens and extra ones. As well, students who needed to work with counting on from larger two digit numbers, this activity also helped to increase that knowledge.

This google slide show will be used by first grade teachers with their students as a numeracy routine. Students should be given time to notice and wonder about each slide. Multiple opportunities to count objects exist within each slide's photo. The slides build upon the counting collections strategy, which involves multiple ways to count collections of physical objects.

The purpose of this task is to give students practice representing two digit numbers with concrete objects to reinforce the meaning of the tens digit and the ones digit. This task works best in partners, however it can played individually. The teacher should show the students how to play using an overhead projector or the white board before the students start.