Base Ten Blocks

Manipulative Portfolio - Entry 4

Aurora Turmelle
Description
Grades:Kindergarten through 3rd

Base ten blocks are small cubes grouped together to represent

place-value (i.e. representing the ones, tens, hundreds, and
thousands). Sometimes, these place-value groups are different
colors, to help student distinguish the difference between
the groups. Base-Ten blocks can be used from anything as
basic counters to helping students understand more
complicated division and subtraction as they begin addition
and subtraction with three to four-digit numbers.
Pictures
Connection to Research
Using manipulatives to teach elementary mathematics

This article describes the advantage of allowing students the opportunity to explore
manipulatives [like base-ten blocks] in a recreational way, and then integrating them into
the curriculum. “These opportunities allow the children the chance to explore their own
questions and generate a variety of answers… [they] help children think about their world
in alternative ways and help them understand that there are multiple ways to solve
problems.” By giving students the opportunity to explore what the manipulative does before
integrating it into the mathematics curriculum, teachers are better able to guide students
in their understanding of mathematical concepts, as students can reflect on their
experiences. Further, because students are familiar with the manipulative, the student’s
math-anxiety is decreased, as they have a better understanding of the purpose of the
manipulative, which allows them to better grapple with mathematical property attached to
it. Specifically, with base-ten blocks being an interesting toy that, when coupled with
quality mathematics instructions (specifically related to place value), allow students to
explore the concept in a way that they can physically interact with, which leads to deeper
understanding of what comprises a tens or hundreds-value.
Common Core STate Standards
CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out
situations, verbal explanations, expressions, or equations.

CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to
represent the problem.

CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of
objects with a written numeral.

CCSS.MATH.CONTENT.1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple
of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to
compose a ten.
CCSS cont.
CCSS.MATH.CONTENT.1.NBT.C.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using
concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written method and explain the reasoning used.

CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7
hundreds, 0 tens, and 6 ones.

CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand
that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and
ones; and sometimes it is necessary to compose or decompose tens or hundreds.

CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1
Instructional Procedure
1. Begin by introducing students to the manipulative, and explaining the purpose of
using them in math class.
2. Demonstrate in front of the class of how to properly use the manipulative (by showing
an example of how to represent a number and how to determine the number being
represented).
3. Have students break into pairs to work on a set of problems that the teacher writes
on the board (begin by representing numbers). Once the students have gone through a
couple of examples of representing numbers, using the board set of base-ten blocks as
the students to work together to determine what number is being represented.
4. After students demonstrated a solid understanding of how to use the manipulative, the
teacher will put a set of problems on the board for students to independently create
using the base-ten blocks (problem types should include both addition and
subtraction, representing and then determining what is being represented).
5. As students work on creating these shapes and angles, the teacher should be floating
around the room checking in with students to monitor understanding.
Technology Applications
Assessment Methods
Base ten blocks could be used as both a formative and a summative assessment:

For formative assessments, the teacher could prompt the class as a whole, or
break students into pairs to use the base-ten blocks to represent a number
written on the board. While students recreate the number, the teacher could
wonder around the room while checking in with students to gauge understanding
and to check the students’ work for accuracy.

For a summative assessment, the teacher could provide the students a worksheet
with both pictorial representations of the base ten blocks and with numerals.
Students could then be prompted to recreate the numeral using the base ten
blocks which the teacher could then check, and students could be tested over
their conceptual understanding of what each block type means, and produce the
number that is being represented by the blocks.
Personal Experience
I vaguely remember using base-ten blocks in first and second grade
as I was learning my basic additions facts (but I do not remember
using them when I was learning my subtraction facts).

While I know I used them in my math class, I remember more using the
blocks as a recreational toy to try to build things out of. I feel
that when I was at the age where I was using them, my teacher did
not describe the purpose of them (i.e representing place value and
being a counting aid), so I used them more as a toy than for their
intended purpose of teaching place value and counting skills.
References
Boggan M., Harper S., Whitmire A. (2010). Using manipulatives to teach
elementary mathematics. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1096945.pdf