‘10 of these is equal to 1 of those’ helps us to make sense of the place value patterns that occur when counting in 1s, 10s, and 100s.
Numbers can be represented using standard base-ten groupings and non-standard groupings. These different representations of the same number are equivalent in value.
Whole class
Lolly Shop PowerPoint
A large quantity of Unifix or interlocking cubes
Each group
Counting lollies Number cards, ideally printed on A4 paper or card
Each student
Counting lollies Student sheet
Task
Use the Lolly Shop PowerPoint to continue telling the story of Ms Fizz:
Ms Fizz is counting the lollies in her shop.
She counts 1 for each loose lolly.
She counts 10 for each roll.
She counts 100 for each box of lollies.
Students will be helping Ms Fizz count the lollies in her shop by counting as a class, using the numbers shown on Ms Fizz’s clipboard.
Click on Ms Fizz’s clipboard (the mouse will change to a hand). Each mouse click will change the screen to a new number.
In this task, the PowerPoint uses a macro to randomly show numbers.
Based on your computer's settings, PowerPoint macros may be disabled by default. You may need to click the "enable content" button in PowerPoint for this macro to work.
You can find more information about enabling macros on the Microsoft Support website.
An alternative is to use the Counting lollies Number cards with your class instead. Show the cards in a random order.
Skip count as a class according to the numbers shown on Ms Fizz's clipboard. Stop counting after an appropriate point, such as 1,000.
Repeat the counting activity two or three times. On the final count, record the total on the board.
Pose the question: We counted to [total]. How many boxes, rolls and loose lollies might be in Ms Fizz’s shop?
Choral Counting
This task makes an abstract leap. Students no longer see all the lollies represented by physical cubes; the lollies are now represented by numbers on cards. We have used a choral counting activity to start this task. This supports students who might struggle to make this abstract leap. Everyone can participate in choral counting. If one student is not immediately sure of the answer they can listen and learn from others.
This task makes an abstract leap. Students no longer see all the lollies represented by physical cubes; the lollies are now represented by numbers on cards. We have used a choral counting activity to start this task. This supports students who might struggle to make this abstract leap. Everyone can participate in choral counting. If one student is not immediately sure of the answer they can listen and learn from others.
Invite students to work in pairs to determine how many boxes, rolls and loose lollies may have been in Ms Fizz’s collection. Provide students with Counting lollies Student sheet and ask them to record their solution/s.
As students complete the task, they can generate new numbers to explore using Counting lollies Number cards.
- What are some other combinations of 100s, 10s and 1s that could have been on Ms Fizz’s cards?
- Can you use one of your solutions to find another possible solution?
- For example, 10 tens can be grouped to form 1 hundred, or 1 ten could be ungrouped to form 10 ones.
- What if there were ten 100s cards? What number would Ms Fizz have counted to?
- This introduces the idea that 10 hundreds is equal to a unit of 1 thousand.
Observe students’ activity:
- Not grouping and ungrouping - Prompt these students to think about how they could group 10 of these to make 1 of those to find multiple answers.
- Grouping and ungrouping - Do students make groups of 10 of these and exchange it for 1 of those? Do students take 1 of these and exchange it for 10 of those? Prompt these students to consider if they have found all answers.
Differentiation
All students should be allowed to start with cards and offered access to cubes if needed. Each card represents a quantity, for example 1 card is used to represent 10 lollies. This is an abstraction for students.
If students find this abstraction too difficult, allow students access to the cubes so they can model the numbers.
All students should be allowed to start with cards and offered access to cubes if needed. Each card represents a quantity, for example 1 card is used to represent 10 lollies. This is an abstraction for students.
If students find this abstraction too difficult, allow students access to the cubes so they can model the numbers.
Select pairs of students to share the different numbers that Ms Fizz could have shown to get to the total in the count. Record the different combinations that these students found.
Discuss:
- Which of the solutions use the greatest number of cards?
- Students who used more than 10 of any one number will have the most.
- Which option uses the least number of cards?
- The least number of cards will always be the collection of cards that represents the place value neatly without needing regrouping. For example, 987 is most efficiently represented using nine 100s, eight 10s and seven 1s.
- Does each different combinations of cards show the same number? How do we know?
Connect phase
This Connect consolidates the learning from this sequence. It focuses on two key ideas:
‘10 of these is equal to 1 of those’ helps us to make sense of the place value patterns that occur when counting in 1s, 10s, and 100s.
Numbers can be represented using standard base-ten groupings and non-standard groupings. These different representations of the same number are equivalent in value.
This Connect consolidates the learning from this sequence. It focuses on two key ideas:
‘10 of these is equal to 1 of those’ helps us to make sense of the place value patterns that occur when counting in 1s, 10s, and 100s.
Numbers can be represented using standard base-ten groupings and non-standard groupings. These different representations of the same number are equivalent in value.