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Quick Images

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The virtual manipulatives from https://www.mathlearningcenter.org/apps are useful to display while students are completing work using their own manipulatives. The “share” option is helpful because teachers can create a specific background ahead of time.

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How many ways can you describe this number?

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Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: On the second ten frame, it fills the entire top row and has 2 more in the next row.

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Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: On the second ten frame, it fills the entire top row.

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Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: On the second ten frame, it fills 3 more spaces.

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Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: On the second ten frame, it fills 8 more spaces.

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Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: On the second ten frame, it fills 1 more space.

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Challenge Problem: Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: There are 6 empty squares in the next ten frame.

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Challenge Problem 1: Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: This number is 1 more than 15.

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Challenge Problem 2: Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: This number is 1 less than 13.

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Challenge Problem 2: Can you guess my number? Use these clues to draw dots on the ten frames.

Clue 1: This number fills the first ten frame.

Clue 2: This number can be solved using the equation 10 + 7.

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Mrs. Dyer is showing her class quick images.

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Mrs. Dyer shows her class some more quick images. Her students want to know if there is always another way to represent the quick images. Use the base 10 blocks to show this quick image a different way.

🍐 This is a Pear Deck Web Slide.

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Questions to ask:

How many tens do you think you will need? How many ones do you think you will need?

How are all of the images with ten frames the same? How are they different?

How are all of the images with base ten blocks the same? How are they different?

How are all of the images the same? How are they different?

Can you write a number for each representation? How is the written number the same as all of the images? How is the written number different from all of the images

What to look for:

Students who recognize that a ten is the same as ten ones without counting all of the ones

Students who count on from ten to make teen numbers

Note: This page can be printed and used as a student hand out.

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Mrs. Dyer shows her class some more quick images. Her students want to know if there is always another way to represent the quick images. Use the base 10 blocks to show this quick image a different way.

🍐 This is a Pear Deck Web Slide.

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Questions to ask:

How many tens did you need for each representation? Why?

How are all of the images with ten frames the same? How are they different?

How are all of the images with base ten blocks the same? How are they different?

How are all of the images the same? How are they different?

Can you write a number for each representation? How is the written number the same as all of the images? How is the written number different from all of the images?

Do you notice a pattern? Do you think this pattern is true for all cases? Why?

What have you learned about teen numbers?

If we made a base ten or ten frame quick image for 19, what do you predict it will look like? Why?

Mathematics ideas to highlight:

A ten is always made of ten ones and does not need to be counted

Teen numbers can be made with all ones or one ten and some ones

It is more efficient to build a teen number with one ten and some ones

Connections between various representations: ten frame, base ten blocks, numerical form

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Mrs. Dyer shows her class some more quick images. Her students want to know if there is always another way to represent the quick images. Use the double ten frame to show this quick image a different way.

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Questions to ask:

How many tens did you need for each representation? Why?

How are all of the images with ten frames the same? How are they different?

How are all of the images with base ten blocks the same? How are they different?

How are all of the images the same? How are they different?

Can you write a number for each representation? How is the written number the same as all of the images? How is the written number different from all of the images?

Do you notice a pattern? Do you think this pattern is true for all cases? Why?

What have you learned about teen numbers?

If we made a base ten or ten frame quick image for 19, what do you predict it will look like? Why?

Mathematics ideas to highlight:

A ten is always made of ten ones and does not need to be counted

Teen numbers can be made with all ones or one ten and some ones

It is more efficient to build a teen number with one ten and some ones

Connections between various representations: ten frame, base ten blocks, numerical form

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Mrs. Dyer shows her class some more quick images. Her students want to know if there is always another way to represent the quick images. Use the double ten frame to show this quick image a different way.

🍐 This is a Pear Deck Drawing Slide

🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar.

Questions to ask:

How many tens did you need for each representation? Why?

How are all of the images with ten frames the same? How are they different?

How are all of the images with base ten blocks the same? How are they different?

How are all of the images the same? How are they different?

Can you write a number for each representation? How is the written number the same as all of the images? How is the written number different from all of the images?

Do you notice a pattern? Do you think this pattern is true for all cases? Why?

What have you learned about teen numbers?

If we made a base ten or ten frame quick image for 19, what do you predict it will look like? Why?

Mathematics ideas to highlight:

A ten is always made of ten ones and does not need to be counted

Teen numbers can be made with all ones or one ten and some ones

It is more efficient to build a teen number with one ten and some ones

Connections between various representations: ten frame, base ten blocks, numerical form

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Let’s practice counting some Ten Frames and draw matching Base Ten Blocks

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1. Count the

Base Ten Blocks

2. Write the number the Base Ten Blocks show

3. Make a matching number on the Ten Frames by drawing dots

Number:

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1. Count the

Base Ten Blocks

2. Write the number the Base Ten Blocks show

3. Make a matching number on the Ten Frames by drawing dots

Number:

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1. Count the

Base Ten Blocks

2. Write the number the Base Ten Blocks show

3. Make a matching number on the Ten Frames by drawing dots

Number:

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Extension: What did you notice about tens and ones for teen numbers? Do you think the same applies to larger numbers? Build the following numbers with base ten blocks and/or ten frames. What did you discover?

27 52 65

34 78 46

90 83 39

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Quick Images Closure

Turn to a partner and describe a double ten frame. Be as specific as possible so they can guess the number you are describing.

“ The first ten frame __________________

The second ten frame _______________”