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Halloween Place Value Race
Students will be able to trade in ones and tens until they get to 100 using maths manipulatives.
- Explain to students that you are going to play a maths game that will help them understand how numbers are made by putting together tens and ones.
- Relate Base-ten blocksTo Halloween candies by explaining that for this game the ones will represent candies, the tens will represent broomsticks, and the hundreds flat will represent pumpkins.
- Tell them the goal is to be the first person to trade ten broomsticks (i.e., ten rods) in for a pumpkin (i.e., a flat).
Explicit Instruction/Teacher modeling(7 minutes)
- Model the game by playing against the class using separate Pumpkin Race Board worksheets for Player 1 and Player 2.
- As Player 1, roll two dice and add the two numbers together (e.g., 4 + 5 = 9). Collect nine “candies” (i.e., units) and place them on your board in the ones column.
- Say, “Can I trade my candies in for a broomstick? How do you know?”
- Roll the two dice again as Player 2 to model trading in “candies” for “broomsticks.” Use different addition strategies, like using base-ten blocks or drawings to find the sum.
Guided practise(10 minutes)
- Choose students to continue to play the game you started using the same Pumpkin Race Boards as you guide their language and correct any misconceptions.
- Continue to play with new students until someone reaches 100. The person who reaches 100 (i.e., a pumpkin) wins the game.
Independent working time(20 minutes)
- Divide students into partners to play the game using two Pumpkin Race Board worksheets (one per student).
- Pass out a set of base-ten blocks to share between each pair.
- Start with trying to get five broomsticks (tens) with the Five Broomsticks Race Board worksheet before trying to create a pumpkin (hundred) with the Pumpkin Race Board worksheet.
- Allow students to complete the Who Got the Pumpkin? worksheet for homework to practise the day’s skill.
- Have students write down the addition sentence that represents their rolls of the dice.
- Challenge them to write down the number sentence that reaches 100.
- As you walk around and observe students, look for the following student behaviors:
- Are students trading ones and tens accurately?
- When a student rolls a number larger than 10 (e.g., 12), are they counting out each one or do they know it is a “broomstick” (i.e., one ten) and two “candies?”
- Can students write the corresponding number sentence?
- Listen carefully for the language students are using to communicate their maths learning.
Review and closing(5 minutes)
- Bring students back to the rug and debrief. Ask the following questions:
- “What was hard about the game at first?"
- “Did you get more efficient with your numbers as you played?”
- Use the worksheet Who Got the Pumpkin? as an assessment after students are familiar with the game. Allow students to use the base-ten blocks if needed to complete the activity.