Building Numbers

1. Students need to learn to make groups of 10 items and then count the groups as a single unit.
2. Base-ten number knowledge results from an ability to count , to make groupings, and to understand place-value at a deeper level than simply naming places.
3. Use of concrete materials facilitates grouping and ungrouping by Tens.
4. Students should recognize that the word "Ten" can represent one unit or ten single units.

Uncovering Student Thinking in Mathematics

Number and Operations assessment probes

Focus through Instruction.

Pay careful attention to children's ability to ccount.

Help students shift representations when counting to numerals.

Give practice in instant recogniton of small quantities.

Connect numbers with their use as real world quantities.

Build up students' intuitive sense of "which has more".

Lead students to compare the quantities represented.

Make direct comparisions between quantities and size by asking students about the relationship.

Provide opportunities for students to have conversations about their conjectures about quantity.

Use explicit language during instruction to refer to the comparison of collection of objects in terms of quantity.