  Place Value Workstations for Building Understanding of Numbers to 100    K - 2nd, Homeschool
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
31 pages

Description

Students explore place value and adding multiples of 10 with NINE different workstation activities.

INCLUDES:

☀️ Teacher notes

☀️ Student instruction cards, game cards, and game boards for 9 different activities

• Number line representations of combinations for 10
• Memory game, matching base-10 representation with description
• War game using base-10 representation and description
• Build a number; students choose cards representing tens and ones and build the number using manipulatives
• Show a number; students choose cards representing tens and ones and match cards showing base-10 block representation
• Students place 2-digit numbers on a number line
• Adding tens; two-player game includes a game board and a spinner for adding 10, 20 or 30
• Adding tens on a 100 chart; students draw cards (ex., 20 more than 35) and fill in the appropriate squares on a 100 chart

☀️ Monkey themed 100 chart

☀️ 5 printables for practicing skills or for assessment

DOWNLOAD THE PREVIEW FOR TEACHING NOTES AND DESCRIPTIONS OF ALL THE ACTIVITIES!

WHAT TEACHERS ARE SAYING...

⭐⭐⭐⭐⭐ "My kids were so excited to work together on these activities. I loved the reinforcement of the use of the hundred board. The graphics were adorable." Laura K.

⭐⭐⭐⭐⭐ "Visuals are key to teaching math concepts for my students with special needs. This kit just worked!" Racheal B.

⭐⭐⭐⭐⭐ "I like how this breaks down tens and ones and gives the kids the support they need when working with a sometimes overwhelming number grid. Thanks for quality math resources!" Stacie C.

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STANDARDS ALIGNMENT

TEKS MA.K.2.I—Compose and decompose numbers up to 10 with objects and pictures.

TEKS MA.1.2.C—Use objects, pictures, and expanded and standard forms to represent numbers up to 120.

TEKS MA.1.2.E—Use place value to compare whole numbers up to 120 using comparative language.

TEKS MA.1.3.A—Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.

CCSS K.OA.A.4—For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation

CCSS 1.OA.C.6—Add and subtract within 20, demonstrating fluency for addition and subtraction within 10

CCSS 1.OA.D.8—Determine the unknown whole number in an addition or subtraction equation relating three whole numbers

CCSS 1.NBT.B.2—Understand that the two digits of a two-digit number represent amounts of tens and ones

CCSS 1.NBT.B.3—Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <

CCSS 1.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

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For personal and single-classroom use only.

Total Pages
31 pages
N/A
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ▯ - 3, 6 + 6 = ▯.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
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.
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.