AuSable Primary Math Resources

• Understand Numbers
• Understand Operations
• Compute Fluently

 The primary goal of this activity is for students to learn the impact of adding and subtracting base 10 blocks (100s, 10s, or 1s) in order to reach a desired number.  We expect students to use multiple models to develop initial understandings of place value and the base-ten number system, and this activity allows them to do that, while still getting positive feedback for achieving the desired result.

What mathematical content is being learned (or intended to be learned)?

• Whole numbers
• Place value
• Fractions
• Addition
• Subtraction
• Multiplication
• Division

 The blocks are clearly associated with the whole numbers, and students understanding how to add and subtract base 10 blocks to get a desired number is the goal.  They use their understanding of place value to do this.

Is the focus on instrumental or relational understanding?

• instrumental understanding (carrying out procedures)
• relational understanding (understanding the meaning of mathematical words and symbols; connections among ideas)

This activity is helpful to students because it takes an exploratory stance to learning the values of base 10 blocks.  As a student adds a block, they see the number change, learning to associate the values with the blocks and understanding how they can be used together to compose numbers.

What role does technology play?

 

The technology allows students instant feedback on their actions, such as adding or subtracting a 10.  This helps build their understanding of how adding and subtracting the blocks work in more efficient ways than recounting the physical blocks. (Which is still a useful classroom activity.)

What instructional function(s) does the resource serve?

• practice (i.e., practicing skills or knowledge already learned)
• direct instruction/explanation (i.e., explaining or presenting content to students)
• learning through exploration (i.e., provides context in which students can see new relationships; come to new understandings)

While this activity seems to be mostly an exploration, it could certainly be used as practice once students have learned some of the content.

What kinds of representations of the mathematics are used?

• symbolic (i.e., numerals, symbols)
• graphical (i.e., standard graphical notation such as Cartesian (X-Y) coordinate system, bar graph, pie chart)
• visual/spatial (e.g., circles or squares with lines to show fractions)
• concrete or real-world objects (e.g., images of base-10 blocks, puppies, or jars)
• dynamic (mathematical ideas represented through motion or sound)

The symbols used are numbers that match the base 10 blocks.  The real world objects are the base 10 blocks that students use for manipulation during the activity.