Show Me 28! Script

Warm-Up: What's 28? (5 minutes)

Teacher: "Good morning, mathematicians! Today, we're going on a number adventure with the number 28! Take a look at the slide. What do you notice about the number 28? What comes to mind when you see it? Turn and talk to a partner for a moment, then we'll share."

(Allow students to discuss. Call on a few students to share.)

Teacher: "Those are great observations! Some of you noticed it has a 2 and an 8, and some said it's a 'teen' number, or bigger than 20. Today, we're going to become experts at showing 28 in more than one way!"

Explore with Base Ten Blocks (10 minutes)

Teacher: "Alright, everyone, I'm going to give each of you, or your partners, some special blocks called Base Ten Blocks. We have 'tens' sticks and 'ones' cubes. Your first challenge is to use these blocks to show the number 28. How would you represent 28 using these blocks?"

(Circulate and observe. Most students will likely use 2 tens and 8 ones.)

Teacher: "I see many of you have made 28 using two 'tens' sticks and eight 'ones' cubes. That's one excellent way! Now, here's the tricky part: Can you find another different way to show the number 28 using these same blocks? Think about what happens if we break apart one of our 'tens' sticks."

(Guide students to explore breaking a ten into ten ones. Look for representations like 1 ten and 18 ones, or even 28 ones. Encourage those who are stuck by asking, "What if you didn't use a 'tens' stick? How else could you make 10?")

Teacher: "Wow, look at all these different ways! Who can share one of their new ways to show 28? Why is it still 28, even though it looks different?"

(Facilitate a short discussion, emphasizing that the value remains the same even with different groupings of tens and ones.)

Worksheet Practice (10 minutes)

Teacher: "You all did a fantastic job exploring with the blocks! Now, we're going to put your thinking onto paper. I'm handing out a worksheet. On this sheet, you will draw two different ways to show the number 28. You can use circles for tens and small dots for ones, or draw sticks and cubes, just like our blocks."

*(Distribute the Show Me 28! Worksheet.)

Teacher: "Remember the different ways we just made 28 with our blocks? Try to draw two of those ways, or even come up with a new one! I'll be walking around to help if you need it."

(Circulate, provide individual support, and answer questions. Remind students to clearly label or explain their drawings if needed.)

Share and Reflect (5 minutes)

Teacher: "Alright, let's bring our attention back up here. Who would like to share one of the ways they drew 28 on their worksheet? And who has a different way to share?"

(Call on several students to share their drawings. Discuss any unique or creative representations.)

Teacher: "Fantastic work, everyone! You've shown that the number 28 can look different but still have the same value. Why do you think it's important for us to know how to show numbers in different ways? How might this help us in math?"

(Guide students to connect it to adding, subtracting, or understanding bigger numbers.)

Teacher: "Excellent job today, future mathematicians! You are now experts at showing the number 28 in more than one way. Great work! Please turn in your worksheets."

Show Me 28! Worksheet

Name: _________________________
Date: __________________________

Instructions:

Show two different ways to represent the number 28. You can use drawings of tens and ones (sticks and circles, or squares and dots).

Way 1:

Way 2:

Show Me 28! Answer Key

Example Solutions:

Students should demonstrate two different valid representations of the number 28 using place value concepts (tens and ones).

Acceptable representations include:

Way 1 (Standard Representation):

• Drawing: 2 tens (e.g., two sticks or two rectangles) and 8 ones (e.g., eight dots or eight small squares).
• Explanation: This shows 2 tens and 8 ones, which equals 20 + 8 = 28.

Way 2 (Alternative Representations - choose one):

• Drawing: 1 ten (e.g., one stick or one rectangle) and 18 ones (e.g., eighteen dots or eighteen small squares).
• Explanation: This shows 1 ten and 18 ones. Since 10 ones make a ten, 10 + 18 = 28.

OR

• Drawing: 28 ones (e.g., twenty-eight dots or twenty-eight small squares).
• Explanation: This shows 28 individual units, where 28 ones is equal to 28.

Grading Considerations:

• Accuracy: Do the drawings correctly represent the quantity of 28?
• Difference: Are the two representations genuinely different in their grouping of tens and ones?
• Clarity: Are the drawings clear enough to understand the student's intention?
• Understanding: Does the student demonstrate an understanding of place value by showing how tens can be regrouped into ones?