Connecting+jumping+on+the+number+line+to+tens


 * 1) Have a number line on the floor, made out of masking tape, at least up to 60.
 * 2) Have a place value board with a box for tens and a box for ones, drawn on a piece of paper or a white board, on the floor, with digis or base ten blocks.
 * 3) Ask one student to put a little animal on a number. For example, 4. Ask another student to put 4 ones on the place value board in the ones place. Ask: How many digis do we have? Where are we on the number line? Are they the same?
 * 4) Ask the student with the animal to add 10. She can count by ones, or take one big jump of 10, which ever she needs to do. Ask what number she is at (14).
 * 5) Ask a student to add 10 to the place value mat. He or she should add a group of ten to the tens place, not ones, although if he needs to add ones, let him, then ask him to trade them for a ten. Ask how many are on the place value mat. (14) "Where are we on the number line? How many digis do we have? Is it the same?"
 * 6) Keep going, keep adding tens on the number line and to the digis. Repeat until the student can take the jump without counting by ones.
 * 7) Try adding multiples of ten instead of just ten. Also try subtracting. As you do it more, ask students: if we add, which way are we jumping on the number line? If we subtract, which way are we jumping? Have them point up or down the number line.
 * 8) As they do this, demonstrate jumping on the number line without drawing the ones -- just drawing an arc and writing 10 above it and the total. Ask if they need to draw all the ones, or if they just know that when you add ten, you land here.
 * 9) If you are adding multiples of ten, ask how many groups of ten there are in that number. For example if you are at 24 and you are adding 30, how many tens are in 30? Okay, let's add one 10. How many did we add? How many more tens do we need to add?
 * 10) Do this activity every day for awhile. Add in a hundreds chart as well -- have one student jumping a little creature on the hundreds chart so kids see as many possible models.
 * 11) As they become fluent with this, start to solve story problems using the number line, hundreds chart, and tens and ones to model the problem. You may also use a part-part-whole board.

ALTERNATIVE PLAN

Put students in groups of 3

Each group has:
 * one person with a number line
 * one person with a hundreds chart
 * one person with digis or base ten blocks

Start with a single digit number. Have everyone find it and mark it. The student with digis makes it.

Add 10 to the number. Everyone does it. Record the total. (One student can be a recorder on the board.)

Continue adding 10 to the number, start over, see who notices a pattern.

Ways to make it harder:
 * subtract 10 instead of adding
 * add multiples of 10