Halloween Place Value Race

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Students will be able to trade in ones and tens until they get to 100 using maths manipulatives.

(3 minutes)
• 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).
(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.
(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.
(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.

Support:

• 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.

Enrichment:

• 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.
(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.

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