Discussion in 'Primary' started by star17, Jun 26, 2011.

1. ### star17

Anybody able to help? Thanks x

2. ### impulce

As my first step I use base 10 equipment (rods of 10 and unit cubes) and we make numbers, so if we're doing 16 I show them that there is a 1 in the tens column which means there's 1 ten (so we take a stick of ten), and 6 in the units column (so we take 6 unit cubes) then we count to check it makes 16.
I then add a unit, and show them how it changes to 17 (still 1 ten, but one more unit).
Then move to adding more tens (So if we've got 2 sticks of 10 that is 10..20...and then 3 units is 21, 22, 23)
You can then start asking things like what would the number be if I added 1 more ten? Do I need to count or can I spot the pattern?
Partitioning numbers into their tens and units would come after that, and thats when I use the arrow cards, but I think the physical manipulation of cubes in tens and units to make numbers is the very first set.
Model bridging 10 too - at the moment ive got 1 ten and 9 units..if I add more, this becomes a stick of 10 so I now have 2 tens and 0 units - 20.

3. ### star17

Thanks a lot. That was very helpful.