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Count and bundle ones, tens, and hundreds to 1,000.

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Lesson 20

Key Question

What do you notice repeating as we bundle units to make 1 ten, 1 hundred, and 1 thousand?

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Fluency�Add on the Measuring Tape

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Fluency�Counting the Math Way to 10�

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Fluency�Choral Response: Make 10 and Make 100 (1 of 9)�

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[After asking each question, wait until most students raise their hands, and then signal for students to respond.]

Raise your hand when you know the answer to each question. Wait for my signal to say the answer. Include the unit.

[Display: 𝟗 𝒐𝒏𝒆𝒔 𝒂𝒏𝒅_____ 𝒐𝒏𝒆 𝒎𝒂𝒌𝒆 𝟏 𝒕𝒆𝒏.]

9 ones and how many ones make 1 ten?

[Display the completed sentence.]

When I give the signal, read the whole sentence, filling in the blank. Ready?

[Display: 𝟗 𝒕𝒆𝒏𝒔 𝒂𝒏𝒅_____ 𝒕𝒆𝒏 𝒎𝒂𝒌𝒆 𝟏 𝒉𝒖𝒏𝒅𝒓𝒆𝒅.]

9 tens and how many tens make 1 hundred?

[Display the completed sentence.]

When I give the signal, read the whole sentence, filling in the blank. Ready?

[Repeat the process with the following sequence:]

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Fluency�Choral Response: Make 10 and Make 100 (2 of 9)�

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Fluency�Choral Response: Make 10 and Make 100 (3 of 9)�

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Fluency�Choral Response: Make 10 and Make 100 (4 of 9)�

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Fluency�Choral Response: Make 10 and Make 100 (5 of 9)�

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Fluency�Choral Response: Make 10 and Make 100 (6 of 9)�

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Fluency�Choral Response: Make 10 and Make 100 (7 of 9)�

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Fluency�Choral Response: Make 10 and Make 100 (8 of 9)�

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Fluency�Choral Response: Make 10 and Make 100 (9 of 9)�

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Launch�

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Learn�Count and Bundle Ones to Make Tens

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Show me your fingers. (Hold up and wiggle 10 fingers as students do the same.)

Let’s give each finger a value of 1. The value is what it’s worth, or what it stands for.

Count with me. (Count the math way, beginning with the right pinkie. Students begin with their left pinkie.)

[At 10, loudly clap hands together and lace fingers, and have students do the same.]

What do 10 ones make?

[Demonstrate how to count the sticks one at a time as students count chorally the math way.]

[At 10, bundle the 10 sticks with a rubber band. Direct students to clasp hands together to show making a new unit of ten.]

[Hold up the bundle of 10 sticks and direct students to say, “10 ones make 1 ten.”]

Count the sticks by one. Let’s call the sticks ones.

Each time you count 10 ones, bundle them with a rubber band to make a new unit of ten and say, “10 ones make 1 ten.”

[Distribute rubber bands and have students work in groups of three to make bundles of 10. Circulate and consider asking the following questions:

• How many ones do you have?

• How many more ones do you need to make 1 ten?]

[Give students approximately 8 minutes to bundle ones to make as many tens as possible, setting any remaining ones to the side.]

I see many groups have extra ones left over. This group has 3 ones. What can we add to 3 ones to make 10 ones, or 1 ten?

[Direct students to pass the needed ones to make a new unit of ten.]

Let’s say that by using unit language: “3 ones and 7 ones make 1 ten.”

[Repeat the process of making as many units of ten as possible with the remaining ones.]

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Learn�Count and Bundle Tens to Make Hundreds

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Now, we can count by tens. Let’s show that with our fingers first. Give each finger a value of 10.

Count with me. (Count the math way, beginning with the right pinkie. Students begin with their left pinkie.)

[At 100, loudly clap hands together and lace fingers, as students do the same.]

10 tens can be bundled to make 1 hundred. Hundreds are the next larger place value unit after tens.

What do 10 tens make?

[Demonstrate how to count and bundle tens as students count chorally the math way.]

[At 100, bundle the tens with a rubber band. Direct students to clasp hands together to make a new unit.]

(Hold up the bundle of 10 tens.) Say this with me, “10 tens make 1 hundred.”

Each time you count 10 tens, bundle them with a rubber band to make a new unit and say, “10 tens make 1 hundred.”

[Give students approximately 5 minutes to bundle the hundreds, setting any extra tens to the side.]

Tell the group to your right how many you have of each unit—ones, tens, and hundreds.

[Repeat the process of making new units, this time making hundreds with any leftover tens.]

Kevin’s group has 6 extra tens. What can we add to 6 tens to make 10 tens, or 1 hundred?

[Have students pass the needed bundles of ten to make a new unit, a hundred.]

Let’s say that by using unit language: “6 tens and 4 tens make 1 hundred.”

[Repeat the process of making hundreds with all the extra tens.]

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Learn�Count and Bundle Hundreds to Make a Thousand

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How many ones did it take to make a ten?

How many tens did it take to make a hundred?

[Invite students to think–pair–share about how many hundreds they think it will take to make a thousand.]

10 hundreds can be bundled to make 1 thousand. Thousands are the next larger place value unit after hundreds.

[Direct students to confirm by counting by hundreds the math way and clasp hands when they reach 1 thousand.]

[Invite groups, one at a time, to place their hundreds in a central location as the class counts by hundreds.]

[When the class reaches 1,000, bundle the new unit.]

Ten hundreds make the next larger unit, a thousand. (Gesture to the bundle of the new unit, 1,000.)

[Point to each additional hundred and guide students to count.]

[Demonstrate how to draw ones and bundles of tens and hundreds for the Problem Set.]

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Learn�Problem Set (1 of 2)

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Learn�Problem Set (2 of 2)

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Land�Debrief

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Land�Exit Ticket

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