Building Blocks-of-100

Focus
Making a block-of-100 from 10 blocks-of-10 or 100 ones and becoming familiar with the three-place Counter

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n this section children pack 10 blocks-of-10 into a larger holder to create a block-of-100. The fact that these various-sized blocks have the same shape encourages children to think of them as similar things. Thus, the way in which tens and ones were counted is simply expanded, remaining essentially the same: Tell the number of each kind of block starting with the largest block.

Making Larger Blocks with Tens

If children have not yet discovered blocks-of-100, give small groups of children a container of blocks-of-10 and a few larger holders. Say,

See if you can make a larger block using these blocks and holders.
Children will naturally mimic the way in which they packed single blocks to make a block-of-10. That is, they place blocks in the holder in an upright position. When the holder is full, they place another holder on top as a cover. As with the blocks-of-10, if the holder isnt full, the cover slides off or the block falls apart, signaling that the block is not complete. Ask,

How many blocks-of-10 are there in one of these larger blocks?

Encourage the children to remove the cover to count. Children will need to do this repeatedly, over time, before they realize that the answer is always the same: 10. A few children may know that 10 tens is equal to 100, but many will not. Encourage all children to unpack and count the single blocks. Identify the name of the block as a block-of-100. Children should also have the opportunity to make a block-of-100 from a collection of single blocks. Some children may ask whether they can create even larger blocks. When appropriate, bring out the largest holders, and have 10 children bring their blocks-of-100 to build a block-of-1000. Safety Note: A block of a thousand weighs 18 pounds! Young children should not attempt to carry it without adult supervision. Dropping this much weight could cause injury.

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Exploring the Three-Place Counter
The three-place Counter has all of the features of the two-place Counter; it has just been expanded to include a rack and dial for the hundreds place. Show children the three different-sized holders and ask for volunteers to place the holders on the appropriate racks. Then present a collection of blocks, no more than 9 of any one kind. Ask,

Where should we put the single blocks? the blocks-of10? the blocks-of-100?
Once the blocks are shown on the Counter, have volunteers set the dials to tell the number of blocks in each holder. As appropriate, have them write the digits on the whiteboard as well.

With the three-place Counter, children can load blocks to represent a three-digit number.

Packing Blocks-of-10 to Make Hundreds

Show 10 blocks-of-10 on a white mat or other workspace. Have the children count the blocks (by ones) as you move them to one side. Say,

Now lets see how we could use the Counter to count these blocks.
One by one, have a child take one of the blocks, put it on the three-place Counter, and set the dials accordingly. When the tenth block-of-10 is placed, the holder will slide down. Because of their familiarity with the two-place Counter, most children will recognize that this means that the holder is full, needs a cover, and should be moved to the next place on the Counter. Then a new holder to collect tens is placed on the rack. Once again, children may look for a 10 on the dial beneath the blocks-of-10. Remind them that each dial corresponds only to the blocks in the holder directly above it. Repeat this process until all children have participated in using the Counter to count 10 blocks-of-10. You may want children to count aloud as they place the blocks. Sometimes they might count by tens (10, 20, 30, and so on) and sometimes they might count the tens by ones (1 block-of-10, 2 blocks-of-10, and so on). To emphasize the fact that the dial for the ones place didnt change, ask

Why have you never had to change the dial for the single blocks?
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Next give each child a block-of-10 and a single block. Have children take turns loading their blocks on the Counter and setting the dials. When all blocks are on the Counter, have children name the number in Digi-language (e.g., 2 blocks-of-100, 7 blocks-of-10, and 5 ones). Over time, children should load and name many different collections of blocks. Be sure to include an example with no tens, such as 4 blocks-of-100 and 5 singles, to emphasize the importance of setting the dial for the tens place at zero. Once the larger blocks and Counter have been introduced, you may want to set up a learning center for children to explore the materials further. For children who are ready for this work, many activities in previous sections can be explored again, but expanded to include three-digit numbers.

Practicing Key Ideas

Whats in the Jar?
Set up a variety of jars holding different numbers of single blocks and label the jars A, B, C, and D. Children load the blocks onto the Counter in order to determine the number in each jar. They record the jar letters and write the numbers (or use Digistamps or make drawings) to show how many blocks are in each jar.

How Many Days in School?

Use blocks to keep track of the number of days in school. Each day, have children place another single block on the Counter and set the dials. Place the packed collection of blocks in view, along with a sign showing the number.

We found 121 blocks in jar C.

Assessing Learning
1. Show the child a block-of-100 and ask,

How many blocks-of-10 are inside? How many single blocks are inside?
Does the child identify the number of blocks-of-10 correctly? identify the number of single blocks correctly?

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2. Ask the child to load a collection of 2 blocks-of-100, 6 blocks-of-10, and 8 single blocks on the Counter and set the dials. Does the child place each block in the appropriate holder? set the dials correctly? 3. Set the dials, write a number on the whiteboard, or show a numeral and ask the child to load the appropriate number of blocks onto the Counter and tell the number in Digi-language. Does the child load correctly? load by ones or use larger blocks to match the number? correctly identify the number in Digi-language?

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