Description
Students in my class use this activity mat when practicing how to subtract multiples of ten. (Common Core Standard 1.NBT.C.6)
To play:
Partner 1 selects a number and writes it in the first box. Partner 1 also should represent that number with place value rods beneath it.
Partner 2 selects a number smaller than the first to write in the second box. Partner 2 then crosses out that many place value rods and writes the correct answer.
Students roles can alternate each problem.
This game could also be altered and number cubes could be used. Students would need to make the number a multiple of ten to work. (Example: 4=40) A ten sided number cube would be best.
This activity could be adapted to work for numbers 0-20 as well.
To play:
Partner 1 selects a number and writes it in the first box. Partner 1 also should represent that number with place value rods beneath it.
Partner 2 selects a number smaller than the first to write in the second box. Partner 2 then crosses out that many place value rods and writes the correct answer.
Students roles can alternate each problem.
This game could also be altered and number cubes could be used. Students would need to make the number a multiple of ten to work. (Example: 4=40) A ten sided number cube would be best.
This activity could be adapted to work for numbers 0-20 as well.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Digital downloads
Grades
K - 4th
Subjects
Standards
CCSS1.NBT.C.4
CCSS1.NBT.C.6
Tags
Pages
4
Description
Students in my class use this activity mat when practicing how to subtract multiples of ten. (Common Core Standard 1.NBT.C.6)
To play:
Partner 1 selects a number and writes it in the first box. Partner 1 also should represent that number with place value rods beneath it.
Partner 2 selects a number smaller than the first to write in the second box. Partner 2 then crosses out that many place value rods and writes the correct answer.
Students roles can alternate each problem.
This game could also be altered and number cubes could be used. Students would need to make the number a multiple of ten to work. (Example: 4=40) A ten sided number cube would be best.
This activity could be adapted to work for numbers 0-20 as well.
To play:
Partner 1 selects a number and writes it in the first box. Partner 1 also should represent that number with place value rods beneath it.
Partner 2 selects a number smaller than the first to write in the second box. Partner 2 then crosses out that many place value rods and writes the correct answer.
Students roles can alternate each problem.
This game could also be altered and number cubes could be used. Students would need to make the number a multiple of ten to work. (Example: 4=40) A ten sided number cube would be best.
This activity could be adapted to work for numbers 0-20 as well.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
This product has not yet been rated.
Questions & Answers
Loading
Standards
to see state-specific standards (only available in the US).
CCSS1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
CCSS1.NBT.C.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Loading
