MD.1 Length Review Warm-Up

Day 1: Longer or Shorter? (5 minutes)

Look at these two objects.

Object A: (Imagine a picture of a short crayon)

Object B: (Imagine a picture of a long pencil)

Which object is longer?

Which object is shorter?

Challenge: Can you think of something in our classroom that is taller than you?

Day 2: Ordering Objects (5 minutes)

Look at these three objects. Can you order them from shortest to longest?

Object 1: (Imagine a picture of a small paperclip)

Object 2: (Imagine a picture of a medium-sized eraser)

Object 3: (Imagine a picture of a long marker)

Order:

Day 3: Estimate & Measure (5 minutes)

Look at the picture. This book is about 5 paperclips long.

(Imagine a picture of a book being measured by paperclips)

About how many paperclips long do you think a student's shoe would be?

Day 4: True or False? (5 minutes)

Read each statement. Is it True or False? Be ready to explain why!

1. A door is shorter than a window. (True / False)
   
   
   
2. Your arm is longer than your leg. (True / False)
   
   
   
3. A desk is taller than a chair. (True / False)
   
   
   

MD.1 Length Review Script

Day 1: Direct Comparison & Sorting

Warm-Up: Longer or Shorter? (5 minutes)

"Good morning, everyone! Let's start our math time with a quick warm-up. Look at the objects on the board (refer to MD.1 Length Review Warm-Up - Day 1). We have Object A, which looks like a crayon, and Object B, which looks like a pencil.

Which object do you think is longer? Raise your hand if you think Object A is longer. Raise your hand if you think Object B is longer.

Now, which object is shorter?

Excellent! Just by looking, you can tell a lot about length. For a challenge, can you think of something in our classroom that is taller than you? Think about it for a moment, and maybe we can share some ideas later!"

Introduction to Length Comparison (5 minutes)

"Today, we're going to become experts at comparing and sorting things by their length. Length tells us how long or short something is. We use special words to describe length, like long and short.

(Refer to MD.1 Length Review Slide Deck - Slide 2: Words We Use)

We can say something is longer or shorter than something else. If something is really tall, like a tree, we might say it's the tallest. And if it's very small, it might be the shortest.

Sometimes, things can be about the same length. What do you think that means? (Pause for student responses) Yes, it means they are almost the same size, even if not exactly!"

Guided Practice: Comparing Objects (10 minutes)

"Now, how do we really know which object is longer or shorter? It's easy! We use something called direct comparison.

(Refer to MD.1 Length Review Slide Deck - Slide 3: Let's Compare! and Slide 4: Direct Comparison Rules)

I have two objects here: a book and a pencil. If I want to compare their lengths, I need to make sure I line them up correctly. I put them side-by-side, making sure one end of both objects starts at the exact same spot. Then, I look to see which one sticks out further.

(Demonstrate with a book and a pencil, aligning them carefully)

Which one looks longer? (Guide students to identify the longer object). Yes, the book is longer than the pencil. That means the pencil is shorter than the book.

Let's try another one. (Hold up a marker and a glue stick). Remember, line them up at one end. Which is longer? Which is shorter? Why? (Encourage students to articulate their reasoning)."

Small Group Activity: Hands-On Sorting (30 minutes)

"Fantastic job comparing! Now it's your turn to be length detectives. I'm going to divide you into small groups. Each group will receive a bag filled with different classroom objects and the Day 1 section of the MD.1 Length Review Worksheets.

Your task in your groups is to sort these objects by their length. You can make categories like 'shortest,' 'medium length,' and 'longest.' Talk to your teammates about how you decide where each object goes. Remember to use our new vocabulary!

After you sort them, on your worksheet, I want you to draw and label at least three of the objects you sorted. Make sure to write whether each object is longer or shorter than another object you drew.

I will be walking around to help and listen to your amazing discussions. If you need help comparing, remember to line up your objects carefully. What questions do you have before we start?"

(Circulate and provide support. Prompt students with questions like, "How do you know that pencil is longer than the crayon?" or "Can you find something shorter than this book?")

"Alright, let's bring it back together, everyone! Can one group share how they sorted their objects? What was the shortest object you found? What was the longest? How did you make sure your comparisons were accurate? Great work today with comparing length!"

Day 2: Ordering by Length

Warm-Up: Ordering Objects (5 minutes)

"Welcome back, length experts! Let's get our brains ready for more length fun. Look at the objects on the board (refer to MD.1 Length Review Warm-Up - Day 2). We have three objects: a paperclip, an eraser, and a marker. Can you order them from shortest to longest in your mind? Turn and talk to a partner about how you would do it."

Introduction & Guided Practice: Ordering Objects (15 minutes)

"Great discussions! Today, we're going to practice putting objects in order by their length. It's like lining up your height from shortest to tallest.

(Refer to MD.1 Length Review Slide Deck - Slide 5: Ordering by Length and Slide 6: How to Order Objects)

When we order more than two objects, we can use the same direct comparison skill. Let's say I have this short unifix cube, a medium-sized pen, and a long piece of string. First, I'll compare the unifix cube and the pen. The unifix cube is shorter. Now, I'll compare the pen and the string. The pen is shorter than the string. So, if I put them all together, it would be unifix cube, then pen, then string – from shortest to longest.

(Demonstrate with 3-4 objects, modeling the process clearly).

What strategies can you use to make sure you order them correctly? (Listen for responses like 'line them all up' or 'compare two at a time')."

Small Group Activity: Hands-On Ordering (30 minutes)

"Now it's your turn to order! In your groups, you'll get 3-5 classroom objects. Your task is to order them from shortest to longest and then from longest to shortest. Record your findings on the 'Day 2 Ordering' section of your MD.1 Length Review Worksheets.

(Circulate and challenge students: 'Can you find an object in your group that is shorter than your pencil but longer than your eraser?')"

"Time to share! Which group wants to show us their shortest to longest line-up? What was the most challenging part of ordering the objects today?"

Day 3: Non-Standard Measurement

Warm-Up: Estimate & Measure (5 minutes)

"Hello, everyone! Look at our warm-up (refer to MD.1 Length Review Warm-Up - Day 3). We see a picture of a book being measured by paperclips, and it's about 5 paperclips long. If that book is 5 paperclips long, how many paperclips long do you think a student's shoe would be? Take a guess! Talk to your partner."

Introduction & Guided Practice: Non-Standard Units (15 minutes)

"Today, we're going to move beyond just comparing and ordering. We're going to learn how to measure length using things that aren't rulers! We call these 'non-standard units.'

(Refer to MD.1 Length Review Slide Deck - Slide 7: Measuring with Non-Standard Units and Slide 8: Measuring Rules)

I have a marker here. And I have these unifix cubes. I can use the unifix cubes to measure how long the marker is. Watch closely: I place the cubes right next to the marker, starting at one end. I make sure each cube touches the next one without any spaces in between. And I stop when I get to the other end of the marker.

(Demonstrate measuring a marker with unifix cubes. Count them aloud.)

So, this marker is about ______ unifix cubes long. It's important to not leave any gaps and not let them overlap. Why do you think that's important? (Discuss accuracy)."

Small Group Activity: Measure It! (30 minutes)

"Alright, your turn to be measurers! Each group will get a bag of unifix cubes (or paperclips) and some classroom objects. Your job is to measure 3-5 objects using your non-standard units and record your measurements on the 'Day 3 Non-Standard Measurement' section of your MD.1 Length Review Worksheets.

Remember our measuring rules: no gaps, no overlaps, and start at one end!"

(Circulate, check for correct technique, ask: 'How many cubes long is this glue stick? How do you know?')

"Let's share our findings! What was the longest object you measured today? How many cubes long was it? Did anyone get a different number for the same object? Why might that happen? (Discuss consistency of units)."

Day 4: Length Challenges & Review

Warm-Up: True or False? (5 minutes)

"Good morning, future engineers and architects! Let's wrap up our length review with a 'True or False' challenge (refer to MD.1 Length Review Warm-Up - Day 4). I'll read a statement, and you tell me if you think it's true or false, and be ready to tell me why!

1. 'A door is shorter than a window.' (Poll students, ask for reasoning)
2. 'Your arm is longer than your leg.' (Poll students, ask for reasoning)
3. 'A desk is taller than a chair.' (Poll students, ask for reasoning)

Great thinking!"

Introduction & Guided Practice: Length Problem Solving (15 minutes)

"Today is all about putting everything we've learned about length together to solve some tricky problems!

(Refer to MD.1 Length Review Slide Deck - Slide 9: Length Challenges! and Slide 10: Thinking About Length)

Let's look at this challenge: 'If the red ribbon is longer than the blue ribbon, and the blue ribbon is longer than the green ribbon, which ribbon is the longest?'

How can we figure this out? We can imagine them, or even draw them! If red is longer than blue, I know red is bigger. If blue is longer than green, I know blue is bigger than green. So, red is the longest, then blue, then green. The red ribbon is the longest!

(Draw it out on the board to visualize if helpful. Do another example: 'If a tree is taller than a house, and a house is taller than a car, what is the order from tallest to shortest?')"

Small Group Activity: Length Challenges (30 minutes)

"You're ready for the ultimate length challenge! In your groups, you will work on the 'Day 4 Challenges' section of your MD.1 Length Review Worksheets. These challenges might ask you to draw things in order, solve length riddles, or compare objects in new ways. Work together, discuss your ideas, and use all the length vocabulary we've practiced."

(Circulate, support problem-solving, encourage collaboration.)

"Wow, I saw some incredible thinking today! Let's have each group share one of their solutions or a drawing they created. How did you work together to solve these challenges? What was your favorite length activity from this week? Fantastic work, everyone! You are true length experts!"

MD.1 Length Review Worksheets

Name: ________________________

Day 1: Length Detectives!

Part 1: Sorting Fun!

Work with your group to sort your classroom objects by length. When you are done, draw 3 objects from your collection below and label them. Then, write a sentence comparing their lengths.

Object 1:

Draw your object here:





This object is ___________________ than ___________________.

Object 2:

Draw your object here:





This object is ___________________ than ___________________.

Object 3:

Draw your object here:





This object is ___________________ than ___________________.

Part 2: Quick Comparisons!

Circle the object that is longer in each pair.

1. A crayon or a marker
   
   
   
2. A paperclip or a pencil
   
   
   
3. Your hand or your arm
   
   
   

Day 2: Ordering Objects!

Part 1: Group Order

With your group, order 3-5 objects from shortest to longest. Draw and label them below.

1. Shortest:
   
   
   
   
   
2. Next Shortest:
   
   
   
   
   
3. Medium Length:
   
   
   
   
   
4. Next Longest:
   
   
   
   
   
5. Longest:
   
   
   
   
   

Part 2: My Own Order

Find three objects near you. Draw them and order them from longest to shortest.

1. Longest:
   
   
   
   
   
2. Medium Length:
   
   
   
   
   
3. Shortest:
   
   
   
   
   

Day 3: Measuring with Non-Standard Units!

Part 1: Estimate First!

Look at each object. Estimate how many unifix cubes long you think it is. Then, measure it carefully with cubes and write the actual length.

1. Pencil
   My Estimate: __________ cubes long
   Actual Length: __________ cubes long
   
   
   
2. Eraser
   My Estimate: __________ cubes long
   Actual Length: __________ cubes long
   
   
   
3. My Shoe
   My Estimate: __________ cubes long
   Actual Length: __________ cubes long
   
   
   

Part 2: Draw and Measure

Draw an object from our classroom. Then, measure it using paperclips and write its length.

Draw your object here:





This object is about __________ paperclips long.

Day 4: Length Challenges!

Part 1: Length Riddles

Read the riddle and draw the objects to help you solve it!

1. The blue string is shorter than the red string. The red string is shorter than the yellow string.
   Which string is the longest?
   
   Draw them here (label each color):
   
   
   
   
   
   
   
   

2. A crayon is longer than a paperclip. A crayon is shorter than a glue stick.
   Order these objects from shortest to longest:
   
   
   
   
   
   

Part 2: Design a Length Scene

Draw a picture that shows at least three different objects of different lengths. Label each object and use words like longer, shorter, tallest, shortest to describe them in your drawing.

Building Numbers 0-19 Script

Warm-Up: MD.1 Length Review (Day 1) (5 minutes)

"Good morning, mathematicians! Let's start our day with a quick check-in on our length skills. (Refer to MD.1 Length Review Warm-Up - Day 1). Look at Object A (crayon) and Object B (pencil). Which is longer? Which is shorter? Take a moment to think and then share with your elbow partner.

Great! It sounds like you're all becoming length experts!"

I Do: Introduce Base Ten Blocks & Building 0-19 (7 minutes)

"Today, we're going on an exciting adventure to build numbers! We'll be using some very special tools called base ten blocks. Has anyone seen these before? (Allow for quick responses).

(Refer to Building Numbers 0-19 Slide Deck - Slide 1: Meet Our Blocks!)

These little single blocks are called unit cubes, and they represent ones. So, if I have one of these, it means 1. If I have three, it means 3 ones.

And then we have these longer blocks. These are called tens rods, and guess what they represent? If you line up 10 unit cubes, you'll see they are the exact same length as one tens rod! So, one tens rod is actually a group of ten ones!

(Refer to Building Numbers 0-19 Slide Deck - Slide 2: Ten Ones Make One Ten)

This is super important: 10 ones make 1 ten.

Now, watch me closely. I want to build the number 13. Hmm, 13. I know 13 is made up of a group of ten and some ones. So, I need one tens rod for the '10' part. (Place one tens rod on the board or projector). And I need three unit cubes for the '3' part. (Place three unit cubes next to the tens rod). Look! I built 13! I have 1 ten and 3 ones. That makes 13. My turn to think out loud: 'I need to build 13. The '1' in 13 means one group of ten, so I take a tens rod. The '3' means 3 ones, so I take three unit cubes.'"

We Do: Guided Practice Building Numbers (8 minutes)

"Alright, your turn to try with your base ten blocks! Let's build the number 15 together.

(Refer to Building Numbers 0-19 Slide Deck - Slide 4: We Do: Build 15)

How many tens do you think we need for 15? (Wait for responses, guide to 'one tens rod'). Yes, one tens rod because 15 has one group of ten. And how many ones do we need? (Guide to 'five unit cubes'). Excellent! Show me 15 with your blocks.

(Circulate, check student blocks, help as needed). Let's count them together: 10, 11, 12, 13, 14, 15! Great job!

Let's try another one. (Refer to Building Numbers 0-19 Slide Deck - Slide 5: We Do: Build 11)

How about 11? How many tens? How many ones? Build it with your blocks now!

(Circulate, check, provide feedback). Remember, if it's just a number like 7, do we need any tens rods? No, because it's only ones! We would just use 7 unit cubes. If it's 18, we need one ten and eight ones. You're getting good at this!"

You Do: Small Group Activity & Independent Practice (30 minutes)

"You are all becoming master builders! Now it's time for you to work independently in your small groups. Each group has a set of base ten blocks and a Building Numbers 0-19 Worksheet.

(Refer to Building Numbers 0-19 Slide Deck - Slide 6: You Do: Your Turn!)

On your worksheet, you will see different numbers. Your task is to build each number using your base ten blocks. After you build it, you will draw the blocks you used right on your worksheet. Make sure your tens rods look like tens rods and your unit cubes look like little squares!

I'll be walking around to see your amazing work and help if you get stuck. Remember to think: 'How many groups of ten do I need? How many ones do I need?'

(Circulate. Ask questions like: 'How many tens are in 17? How many ones?' 'Can you show me a number with zero ones?' For early finishers, challenge them: 'Can you try to build 23? How would you do that?')"

"Alright, everyone, time to wrap up our building! Great work using your base ten blocks to show those numbers. What was one number that was easy to build today? What was one that made you think a little harder? Fantastic job, mathematicians!"

Building Numbers 0-19

Name: ________________________

Part 1: Build & Draw!

Use your base ten blocks to build each number. Then, draw the tens rods and unit cubes you used. Remember: a tens rod is a long stick, and a unit cube is a small square.

1. Build & Draw: 12

How many tens? ____
How many ones? ____

Draw your blocks:

2. Build & Draw: 8

How many tens? ____
How many ones? ____

Draw your blocks:

3. Build & Draw: 17

How many tens? ____
How many ones? ____

Draw your blocks:

4. Build & Draw: 10

How many tens? ____
How many ones? ____

Draw your blocks:

5. Build & Draw: 19

How many tens? ____
How many ones? ____

Draw your blocks:

6. Build & Draw: 5

How many tens? ____
How many ones? ____

Draw your blocks:

Part 2: Quick Check!

Circle the correct number of tens and ones.

1. 14 is made of:
   1 ten and 4 ones OR 4 tens and 1 one

2. 6 is made of:
   1 ten and 6 ones OR 0 tens and 6 ones

3. 16 is made of:
   1 ten and 6 ones OR 6 tens and 1 one

Building Any Number Script

Warm-Up: MD.1 Length Review (Day 2) (5 minutes)

"Good morning, everyone! Let's get our brains warmed up with some length ordering. (Refer to MD.1 Length Review Warm-Up - Day 2). Look at the paperclip, eraser, and marker. Can you order them from shortest to longest? Turn and talk to a partner about how you would do it.

Excellent! It sounds like you're experts at ordering by length!"

I Do: Review Base Ten Blocks & Build Larger Numbers (7 minutes)

"Yesterday, we learned how to build numbers from 0 to 19 using our amazing base ten blocks. Today, we're going to use those same skills to build any two-digit number, all the way up to 99!

(Refer to Building Any Number Slide Deck - Slide 1: Review: Our Building Blocks)

Remember our unit cubes are ones (show a unit cube), and our tens rods are tens (show a tens rod). And the super important rule: 10 ones make 1 ten! (Refer to Building Any Number Slide Deck - Slide 2: The Big Idea: 10 Ones = 1 Ten). This rule is key because it helps us build big numbers without using a million little cubes!

Now, watch me closely. I want to build the number 24. What do you hear first in 'twenty-four'? 'Twenty!' That sounds like two tens! So, I need two tens rods. (Place two tens rods on the board or projector). And what's next in 'twenty-four'? 'Four!' So, I need four unit cubes for the ones. (Place four unit cubes next to the tens rods). Look! I built 24! I have 2 tens and 4 ones. My thinking out loud: 'The '2' in 24 tells me I need 2 tens. The '4' tells me I need 4 ones.'

Let's try another one. What if I want to build 30? Hmm, 'thirty.' That's three groups of ten! So, I need three tens rods. (Place three tens rods). Do I hear any 'ones' in 'thirty'? No! So, I need zero unit cubes. (Emphasize that you don't add any unit cubes). This is super important: sometimes we have zero ones!"

We Do: Guided Practice Building Numbers (up to 99) (8 minutes)

"Alright, your turn to be master builders with your base ten blocks! Let's build the number 32 together.

(Refer to Building Any Number Slide Deck - Slide 4: We Do: Build 32)

How many tens do you hear in 'thirty-two'? (Guide to 'three tens rods'). Yes, three tens rods! And how many ones? (Guide to 'two unit cubes'). Excellent! Show me 32 with your blocks.

(Circulate, check student blocks, help as needed). Let's count them together: 10, 20, 30, 31, 32! Great job!

Let's try another one. (Refer to Building Any Number Slide Deck - Slide 5: We Do: Build 47)

How about 47? How many tens? How many ones? Build it with your blocks now!

(Circulate, check, provide feedback). Remember to look at the first digit for the tens and the second digit for the ones. What about 50? How many tens? How many ones? Five tens and zero ones! You're all doing an amazing job breaking these numbers apart into tens and ones."

You Do: Small Group Activity & Independent Practice (30 minutes)

"You are all becoming super builders! Now it's time for you to work independently in your small groups. Each group has a set of base ten blocks and a Building Any Number Worksheet.

(Refer to Building Any Number Slide Deck - Slide 6: You Do: Be the Master Builder!)

On your worksheet, you will see different two-digit numbers. Your task is to build each number using your base ten blocks. After you build it, you will draw the blocks you used right on your worksheet. Make sure your tens rods look like long sticks and your unit cubes look like small squares!

I'll be walking around to see your amazing work and help if you get stuck. Remember to think: 'How many groups of ten do I need? How many ones do I need?'

(Circulate. Ask questions like: 'How many tens are in 53? How many ones?' 'Can you show me a number with zero ones, like 70?' 'What does the '6' in 61 mean?')"

"Alright, everyone, time to wrap up our building! Great work using your base ten blocks to show those numbers. What was the biggest number you built today? What was one number that used a lot of tens rods? Fantastic job, mathematicians! You are experts at building numbers!"

Building Any Number with Base Ten Blocks

Name: ________________________

Part 1: Build & Draw Two-Digit Numbers!

Use your base ten blocks to build each number. Then, draw the tens rods and unit cubes you used. Remember: a tens rod is a long stick, and a unit cube is a small square.

1. Build & Draw: 28

How many tens? ____
How many ones? ____

Draw your blocks:

2. Build & Draw: 41

How many tens? ____
How many ones? ____

Draw your blocks:

3. Build & Draw: 50

How many tens? ____
How many ones? ____

Draw your blocks:

4. Build & Draw: 63

How many tens? ____
How many ones? ____

Draw your blocks:

5. Build & Draw: 77

How many tens? ____
How many ones? ____

Draw your blocks:

6. Build & Draw: 90

How many tens? ____
How many ones? ____

Draw your blocks:

Part 2: What Number Am I?

Look at the blocks drawn. Write the number they represent.

1. (Draw two tens rods and five unit cubes)
   
   
   What number? _________
   
   
   

2. (Draw four tens rods)
   
   
   What number? _________
   
   
   

3. (Draw one tens rod and nine unit cubes)
   
   
   What number? _________
   
   
   

Multiples of 10 (10-50) Script

Warm-Up: MD.1 Length Review (Day 3) (5 minutes)

"Good morning, everyone! Let's get ready for math with a quick measurement warm-up. (Refer to MD.1 Length Review Warm-Up - Day 3). Look at the picture of the book being measured by paperclips. It's about 5 paperclips long. About how many paperclips long do you think a student's shoe would be? Make a guess and discuss with a partner!

Great thinking! It's fun to estimate!"

I Do: Introduce Multiples of 10 (10-50) (7 minutes)

"Today, we're going to become experts at building special numbers called multiples of 10. These are numbers we get when we count by tens, like 10, 20, 30, and so on.

(Refer to Multiples of 10 (10-50) Slide Deck - Slide 1: Counting by Tens!)

We'll be using our tens rods from our base ten blocks again. Remember, each tens rod is a group of ten! (Hold up a tens rod). And for multiples of 10, we don't have any loose unit cubes, because all the ones are already bundled into tens!

(Refer to Multiples of 10 (10-50) Slide Deck - Slide 2: Building with Tens Rods)

Watch me build some. I want to build 10. How many tens rods do you think I need for 10? (Wait for response). Yes, just one tens rod! (Place one tens rod). One ten makes ten.

Now, let's build 20. The number 20 sounds like 'two tens', so I need two tens rods. (Place two tens rods). Look, 10, 20! Two tens rods make twenty.

Next, 30. How many tens rods for thirty? (Guide to three). That's right, three tens rods! (Place three tens rods). 10, 20, 30! Three tens make thirty.

(Refer to Multiples of 10 (10-50) Slide Deck - Slide 3: I Do: Building 10, 20, 30)

I can see a pattern here! The number of tens rods matches the first digit of the multiple of ten. And notice, for all these numbers, we have zero unit cubes!"

We Do: Guided Practice Building Multiples of 10 (8 minutes)

"You're ready to try building! Get your tens rods out. Let's build 40 together.

(Refer to Multiples of 10 (10-50) Slide Deck - Slide 4: We Do: Build 40)

How many tens rods do you think we need for 40? (Wait for responses, guide to 'four tens rods'). Yes, four tens rods! Show me 40 with your blocks.

(Circulate, check student blocks, help as needed). Let's count them together: 10, 20, 30, 40! Great!

Now for 50! (Refer to Multiples of 10 (10-50) Slide Deck - Slide 5: We Do: Build 50)

How many tens rods for 50? (Guide to five). That's right, five tens rods! Build it!

(Circulate, check, provide feedback). Remember, multiples of ten are just groups of ten put together. They always end in a zero because all the ones are in a full ten rod."

You Do: Small Group Activity & Independent Practice (30 minutes)

"You are all becoming incredible builders of tens! Now it's your turn to work independently in your small groups. Each group has a bag of tens rods and a Multiples of 10 (10-50) Worksheet.

(Refer to Multiples of 10 (10-50) Slide Deck - Slide 6: You Do: Building Multiples!)

On your worksheet, you will see different multiples of 10 from 10 to 50. Your task is to build each number using only your tens rods. After you build it, you will draw the tens rods you used right on your worksheet. Make sure your drawings clearly show the tens rods!

I'll be walking around to see your amazing work and help if you get stuck. Remember to think: 'How many groups of ten do I need for this number?'

(Circulate. Ask questions like: 'How many tens rods did you use for 50? Why do we not use unit cubes for these numbers?')"

"Alright, everyone, time to bring it back together! What was one multiple of ten that was easy to build today? What was a helpful trick you used to remember how many tens rods to use? Fantastic job, mathematicians! You are mastering multiples of 10!"

Building Multiples of 10 (10-50)

Name: ________________________

Part 1: Build & Draw!

Use your tens rods to build each multiple of 10. Then, draw the tens rods you used. Remember: a tens rod is a long stick, and we don't need any unit cubes for these numbers!

1. Build & Draw: 10

How many tens rods? ____

Draw your blocks:

2. Build & Draw: 30

How many tens rods? ____

Draw your blocks:

3. Build & Draw: 50

How many tens rods? ____

Draw your blocks:

4. Build & Draw: 20

How many tens rods? ____

Draw your blocks:

5. Build & Draw: 40

How many tens rods? ____

Draw your blocks:

Part 2: How Many Tens?

Write how many tens rods you need to build each number.

1. For 20, I need ____ tens rods.
   
   
   
2. For 40, I need ____ tens rods.
   
   
   
3. For 10, I need ____ tens rods.
   
   
   
4. For 50, I need ____ tens rods.
   
   
   
5. For 30, I need ____ tens rods.
   
   
   

Multiples of 10 (60-90) Script

Warm-Up: MD.1 Length Review (Day 4) (5 minutes)

"Good morning, everyone! Let's get our brains fired up with some length challenges. (Refer to MD.1 Length Review Warm-Up - Day 4). I'll read a true or false statement, and you tell me what you think and why!

1. 'A door is shorter than a window.' (Discuss)
2. 'Your arm is longer than your leg.' (Discuss)

Great thinking! It's important to explain our ideas!"

I Do: Review & Introduce Multiples of 10 (60-90) (7 minutes)

"Yesterday, we built multiples of 10 up to 50, like 10, 20, 30, 40, 50. What comes after 50 when we count by tens? (Wait for responses). That's right, 60! Today, we're going to keep building those multiples of 10, all the way up to 90!

(Refer to Multiples of 10 (60-90) Slide Deck - Slide 1: Counting On By Tens!)

Remember, a multiple of 10 means we have only full groups of ten, and zero unit cubes! We only use our tens rods.

(Refer to Multiples of 10 (60-90) Slide Deck - Slide 2: More Building with Tens Rods)

Watch me build 60. The number 60 tells me I need six groups of ten. So, I need six tens rods. (Place six tens rods on the board or projector). Let's count: 10, 20, 30, 40, 50, 60! Six tens make sixty.

(Refer to Multiples of 10 (60-90) Slide Deck - Slide 3: I Do: Building 60)

Notice again, for 60, there are no loose ones. It's just tens! This will be the same for all the multiples of 10 we build today."

We Do: Guided Practice Building Multiples of 10 (8 minutes)

"Alright, your turn to be the builders! Get your tens rods ready. Let's build 70 together.

(Refer to Multiples of 10 (60-90) Slide Deck - Slide 4: We Do: Build 70)

How many tens rods do you think we need for 70? (Guide to 'seven tens rods'). Yes, seven tens rods! Show me 70 with your blocks.

(Circulate, check student blocks, help as needed). Let's count them together: 10, 20, 30, 40, 50, 60, 70! Fantastic!

Now for 90! (Refer to Multiples of 10 (60-90) Slide Deck - Slide 5: We Do: Build 90)

How many tens rods for 90? (Guide to nine). That's right, nine tens rods! Build it!

(Circulate, check, provide feedback). What about 80? How many tens rods would that be? Eight tens rods! You're all doing a great job connecting the number to the tens rods."

You Do: Small Group Activity & Independent Practice (30 minutes)

"You are all becoming master builders of multiples of 10! Now it's your turn to work independently in your small groups. Each group has a bag of tens rods and a Multiples of 10 (60-90) Worksheet.

(Refer to Multiples of 10 (60-90) Slide Deck - Slide 6: You Do: Building Bigger Multiples!)

On your worksheet, you will see different multiples of 10 from 60 to 90. Your task is to build each number using only your tens rods. After you build it, you will draw the tens rods you used right on your worksheet. Remember, clear drawings of tens rods only!

I'll be walking around to see your amazing work and help if you get stuck. Think: 'How many groups of ten do I need for this big number?'

(Circulate. Ask questions like: 'How many tens rods did you use for 80? What does the zero in 70 tell us about unit cubes?')"

"Alright, everyone, time to bring it back together! What was the biggest multiple of ten you built today? How many tens rods did you use for it? You are all so skilled at building numbers with tens! Fantastic work, mathematicians!"

Building Multiples of 10 (60-90)

Name: ________________________

Part 1: Build & Draw!

Use your tens rods to build each multiple of 10. Then, draw the tens rods you used. Remember: only tens rods, no unit cubes!

1. Build & Draw: 60

How many tens rods? ____

Draw your blocks:

2. Build & Draw: 80

How many tens rods? ____

Draw your blocks:

3. Build & Draw: 90

How many tens rods? ____

Draw your blocks:

4. Build & Draw: 70

How many tens rods? ____

Draw your blocks:

Part 2: Count the Tens!

Look at the tens rods drawn. Write the multiple of 10 they represent.

1. (Draw six tens rods)
   
   
   What multiple of 10? _________
   
   
   

2. (Draw nine tens rods)
   
   
   What multiple of 10? _________
   
   
   

3. (Draw seven tens rods)
   
   
   What multiple of 10? _________
   
   
   

4. (Draw eight tens rods)
   
   
   What multiple of 10? _________
   
   
   

Part 3: Fill in the Blanks!

1. For 60, I need ____ tens rods.
   
   
   
2. For 90, I need ____ tens rods.
   
   
   
3. For 70, I need ____ tens rods.