Block Builder Slides Block Builder
Building Numbers from the Ground Up
Lesson 1: Concrete Foundation
ONES
A single cube.
TENS
A rod of 10 cubes.
HUNDREDS
A flat square of 100.
Hook: Can you build 365 using only your blocks?
1
Let's Build: 123
Hundreds
1
Tens
2
Ones
3
One Hundred Twenty-Three
The Zero Trap!
405
Four Hundred Five
What's missing?
Build 4 Hundred Flats
0 Tens = NO Rods! Keep it empty.
Build 5 Ones Cubes
Don't let the zero trick you into putting a ten rod there!
Number Builder Worksheet Number Builder Workshop
Site Report: Base-Ten Construction
CREW MEMBER:
DATE:
Listen to the teacher's number. Build it with your blocks first, then record your work below by drawing tally marks or simple shapes for each block.
Zone 01 Total Built: _________
Hundreds (Flats)
Tens (Rods)
Ones (Cubes)
Zone 02 Total Built: _________
Hundreds (Flats)
Tens (Rods)
Ones (Cubes)
Zone 03 Total Built: _________
Hundreds (Flats)
Tens (Rods)
Ones (Cubes)
Final Inspection
What happens if you have 10 ones? How could you trade them in for a better building material?
Place Value Facilitation Guide Place Value Facilitation Guide
Lesson 1: Concrete Foundation (Building Numbers)
Phase
CRA - C
Learning Objective
Students will physically represent 3-digit numbers using base-ten blocks, correctly identifying the quantity of hundreds, tens, and ones needed for any given value.
The Hook
"Can you build 365 (the number of days in a year) using only these plastic blocks?"
Purpose: To demonstrate that large numbers can be simplified into smaller, manageable chunks (3 groups of 100, 6 groups of 10, 5 units).
Common Misconceptions
The Zero Trap: Students often want to put a ten rod in the tens place even if the digit is 0 (e.g., building 405 as 4 hundreds, 1 ten, 5 ones).
Column Confusion: Placing rods in the hundreds place or flats in the tens place.
Counting Fatigue: Losing track when counting out individual ones (encourage groups of 5).
VAKT Support Strategies (SPED Focus)
Visual
Color-code your place value chart on the board (H=Blue, T=Green, O=Yellow).
Auditory
Use rhythmic chants: "Flat is 100, Rod is 10, Cube is 1, let's start again!"
Kinesthetic
Have students "jump" into huge hula-hoops on the floor representing H, T, and O.
Tactile
Ensure blocks have distinct textures (ridges on rods, smooth on ones).
Mastery Scripting
TEACHER:
"I'm building the number 240. I see 2 in the hundreds place. How many flats do I grab?"
STUDENT:
"Two flats!"
TEACHER:
"Correct. Now look at the tens. I see a 4. What building material do I need?"
PROMPT:
If a student struggles, ask: "Which digit is in the [Tens] house?" then "Point to the rod."
Great Exchange Slides The Great Exchange
Welcome to the Classroom Bank!
The Banker's Rule:
In this bank, you can NEVER have more than 9 ones in your hand.
"If you reach 10, it's time to trade!"
Hook: Who can make the fastest trade?
!
How to Trade
10 ONES
EXCHANGE
1 TEN ROD
The value stays the same, but the shape changes!
Addition in Action
15 + 7 = ?
Step 1: Build Both
15
+ 7
Step 2: Collect & Trade
Count your ones... 12 ONES!
Trade 10 ones for 1 new ten rod.
Final Count: 2 TENS, 2 ONES
22
Great Exchange Ledger Great Exchange Ledger
Official Transaction Record
TELLER:
VAULT DATE:
BUILD BOTH NUMBERS
TRADE 10 ONES FOR 1 TEN
COUNT THE TOTAL
01
26 + 8
H: ____
T: ____
O: ____
TOTAL SUM
02
45 + 17
H: ____
T: ____
O: ____
TOTAL SUM
03
138 + 5
H: ____
T: ____
O: ____
TOTAL SUM
Banker's Challenge
If you have 10 tens,
Verified by the Classroom Vault Authority • Use blocks for all transactions
Banker Facilitation Guide Banker's Facilitation Guide
Lesson 2: The Great Exchange (Addition Regrouping)
Phase
CRA - C
Learning Objective
Students will physically exchange 10 ones for 1 ten rod during addition problems, identifying that the total value remains constant despite the change in physical form.
Game Mechanics
The teacher acts as the "Central Bank." Students start with a small amount of ones. As they "earn" more ones (addition), they must immediately visit the bank to trade for rods once they hit 10.
Critical Checkpoints
The Over-Count: Students may have 12 ones and only trade 10, leaving 2. Ensure they recognize they still have a ten-group hidden in their hand.
The Disappearing Ten: Students sometimes give the 10 ones to the bank but forget to take the rod. Emphasize the "fair trade."
Placement: After trading, ensure the new rod is moved to the tens column/side of their mat.
Prompting for Independence
Level 1: Observation
"How many ones are in your hand right now? Is that more than 9?"
Level 2: Directional
"You have 13 ones. Take 10 of them. Where should those 10 go?"
Level 3: Corrective
"Stop! Rule of the Bank: 10 ones MUST be traded for a rod. Let's make the swap together."
Visual Anchor
Tape a "10 Ones = 1 Ten" card directly onto the student's desk as a permanent reference during the game.
Motor Support
Use "Ten-Frame" mats to help students organize their ones. If a ten-frame is full, it's trade time!
Secret Code Slides The Artist Code
Solving Math with Just a Pencil
H
SQUARE
100
STICK
10
DOT
1
Hook: What if we didn't have blocks? This code works anywhere!
?
How to Sketch 243
Hundreds
2
Tens
4
Ones
3
"It's like taking a photo of your blocks with your pencil!"
The Sketch Method
1
Draw BOTH numbers in stacks.
2
Circle 10 dots to make a new stick.
3
Count what is left over!
Sketch Pad Example
33
Shorthand Sketch Worksheet Shorthand Sketchpad
Secret Math Artist: ________________________
100
10
1
Draw your "Secret Code" for both numbers.
38 + 5
Hundreds
Tens
Ones
SUM: ________
47 + 14
Hundreds
Tens
Ones
SUM: ________
126 + 9
Hundreds
Tens
Ones
SUM: ________
Artistic Masterpiece in Progress
Decomposing Tens Slides Breaking the Bar
Subtraction with Regrouping
?
The Hook:
"I need to pay you 5 ones, but I only have one ten rod. How can I pay you?"
Solution: Break the Ten!
!
The Big Break
1 TEN ROD
DECOMPOSE
10 LOOSE ONES
Now you have enough ones to GIVE AWAY (subtract)!
Subtraction in Action
32 - 5 = ?
Step 1: Start with 32
Can we take away 5? NO!
Step 2: Break & Subtract
Now subtract 5 ones...
Final Count: 27
Debt Destroyer Lab Debt Destroyer Lab
Official Subtraction Site Report
Field Agent:
Sector:
Your Mission:
You owe a debt! If you don't have enough ones to pay, you must DECOMPOSE a ten rod into 10 ones.
Transaction 001
STATUS: OPEN
Starting Amount
42
Debt to Pay
8 ONES
Did you break a ten?
YES
NO
FINAL TOTAL: ________
Transaction 002
STATUS: OPEN
Starting Amount
35
Debt to Pay
17 TOTAL
Did you break a ten?
YES
NO
FINAL TOTAL: ________
End of Lab Report • All Debts Must Be Resolved via Block Manipulation
Math Bridge Slides The Math Bridge
Connecting Art to Numbers
The Artist Code
1
28
The Numeric Algorithm
Hook: Numbers are just a faster secret code!
!
Where did the '1' go?
In your drawing:
You circle 10 dots and trade them for a NEW STICK in the tens place.
In your numbers:
You write a LITTLE 1 at the top of the tens column.
They are the SAME THING!
1
-
Decomposing Subtraction
In your drawing:
You cross out a stick and draw 10 new dots.
In your numbers:
You cross out the tens digit and write 10 more in the ones.
3
2
2
12
Algorithm Architect Worksheet Algorithm Architect
Building Numerical Solutions
PHASE: ABSTRACT
CONNECTING SKETCHES TO NUMBERS
Architect Name:
Project Date:
Blueprints (Sketch)
Structure (Algorithm)
1
36 + 15
36
Work Area
2
54 - 18
54
Final Blueprint Check
Draw an arrow from the trade in your blueprint to the new digit in your algorithm.
Regrouping Mastery Assessment Regrouping Mastery Check
Unit Certification
EXPERT:
DATE:
Show your mastery! You can use shorthand drawings OR the standard algorithm to solve these problems. Circle your trade if you draw!
1 45 + 16
SUM: ________
2 32 - 7
DIFFERENCE: ____
3 128 + 9
SUM: ________
4 54 - 26
DIFFERENCE: ____
How do you feel about regrouping?
🤩
Master Architect
🙂
Steady Builder
🤔
Needs Materials
