## Reflection: Routines and Procedures Each Number Has a Place: Tens and Ones - Section 2: Develop the Concept

My students have desks and we spend a good amount of time thinking about how we can organize our materials.  I explain to the students that it is helpful to have our materials organized so that we can access them quickly, not wasting time looking for our things.  It helps us spend more time learning.  Mathematical Practice 5 requires students to use appropriate tools strategically.  Showing the students how to use these tools, from the beginning, helps them in the future when we continue to use these materials for addition and subtraction with two and three digits.

I also make sure to explain to the students that these supplies are "tools, not toys."  However, it is always helpful to remember that they are children, and children like to play.  In order to avoid any "playing" during math time, I give my students one 10 minute period for them to get it out of their system.  I explain to the students that this is the only time that they will be allowed to play with the place value blocks, and that from this point on the students will be expected to use them as tools.

Whenever I use place value blocks, or any math manipulatives, I have the students organize the tools on their name tag at the top of their desk.  It allows them the opportunity to work with the supplies they need on their desktop, while keeping the others in their "bank."  This seems to help the students keep track of the supplies that they are using without getting confused or mixing up the materials.

Place Value Reflection
Routines and Procedures: Place Value Reflection

# Each Number Has a Place: Tens and Ones

Unit 4: Each Number Has a Place
Lesson 1 of 6

## Big Idea: The big idea of this lesson is that the base-ten number system uses models to show numbers. The ones digit represents how many ones, and the tens digit represents how many groups of ten.

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60 minutes

### Kristen O'Connor

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