TEN TOWERS OF TEN. Getting Ready. The Activity. Overview. Introducing

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1 TEN TOWERS OF TEN NUMER PROAILIT/STATISTICS Addition Chance Eqations Getting Ready What o ll Need Snap Cbes, 60 of each of 2 colors per pair Die, 1 per pair Ten Towers of Ten game board, 1 per pair, page 101 Ten Towers of Tenrecording sheets 1 and 2, 1 each per pair, pages Overview In this game for two players, children roll a die and choose the corresponding nmber of Snap Cbes in an effort to constrct 10 towers of exactly 10 cbes each. In this activity, children have the opportnity to: work with the varios sms of 10 write simple nmber sentences discover the randomness of a roll of a die The Activity o may wish to have children play in teams of two rather than as individal players. This will reqire fewer materials and provide opportnities for children to commnicate mathematically. Introdcing Have a volnteer roll a die three times. Using one color of Snap Cbes, make three towers having nmbers of cbes eqal to the nmbers rolled. Tell children that yo want each tower to grow taller ntil it has exactly 10 cbes. Have another volnteer roll the die. Ask if the nmber rolled wold help yo make any of yor towers into a tower of ten. Take cbes of a second color to match this roll and add them to the tower children sggest. Contine having volnteers roll the die and add to the towers, switching the colors of cbes for each roll. Explain that if a nmber rolled is too large for any of the towers, it is a missed trn. After all three towers are bilt, point ot the nmber of rolls it took to complete each by conting the color changes. For example, if a tower has 4 yellows, 3 bles, 2 yellows, and 1 ble, the tower was completed in for rolls. Have children help yo write a nmber sentence for each tower sing the total nmber of each color of cbe. For the tower described above, there are 6 yellow cbes and 4 ble cbes, so the nmber sentence wold be either = 10 or = 10.

2 On Their Own Play Ten Towers of Ten! Here are the rles. 1. This is a game where 2 or more teams play together. Each team has 2 players. The object is to complete 10 towers of 10 Snap Cbes. 2. Each team needs a pile of Snap Cbes in 2 colors and a game board that looks like this: 3. Teams take trns rolling a die 10 times. For each nmber that they roll, they begin to bild a tower on one sqare of the game board. All towers shold be the same color. 4. Then, teams take trns rolling the die once. Each team ses the nmber it rolls to add Snap Cbes of the second color to a tower. 5. Teams keep rolling the die and adding to the towers, changing colors each time. 6. If a team rolls a nmber that it can t add to any tower withot going over 10, that team misses a trn. 7. The game ends when all teams get 10 towers of Each team completes 2 recording sheets. Teams color to record each tower. Then they write a nmber sentence for each. For example, if a tower has 7 green cbes and 3 black cbes, the nmber sentence wold be = 10 or = 10. Play the game again. e ready to talk abot how many rolls yo needed to bild yor towers. Tower 1 Tower 2 Tower 3 Tower 4 Tower 5 Tower 6 Tower 7 Tower 8 Tower 9 Tower 10 The igger Pictre Thinking and Sharing Invite children to post their recording sheets, discss their games, and describe some of the strategies they sed to complete their towers. Use prompts sch as these to promote class discssion: What was the least nmber of rolls yo needed to complete one tower of ten? What was the greatest nmber of rolls? What is the greatest nmber of rolls it cold possibly take to complete one tower? What is the least nmber?

3 What was yor team s total nmber of rolls for all yor towers? How mch greater or less is yor team s total than another team s total? Did yo have any rolls in which yo missed a trn? Why? Were there any strategies that helped yo avoid missing trns? How wold it change the game if yo sed a die with only ones and twos on it? How abot a die with all fives? Teacher Talk Where s the Mathematics? This game provides children with practice for working with sms of ten. Children also se nmber recognition as they translate the nmber of dots rolled on a die to the corresponding nmber of Snap Cbes. Finally, they se nmbers greater than ten when they find the grand total of rolls. Some children may do this by adding the nmber of rolls for each of the ten towers. Other children may simply cont the nmber of color changes moving from one tower to the next. Still other children may se both approaches as a check on their work. Children will find that two is the least nmber of rolls needed to complete one tower. They cold complete one tower in two trns by rolling 4 and 6, 5 and 5, or 6 and 4. Many children will have towers made in this way. On the other hand, it cold take ten rolls to complete one tower, since in theory, a 1 cold be rolled repeatedly. In practice, this is not very likely to happen, so children are apt to report that the greatest nmber of rolls it cold take to bild a tower is eqal to the greatest nmber of color changes shown by one of their towers. Children will be exposed to the commtative property of addition when they compare nmber sentences, sch as = 10 and = 10, and towers bilt in the seqences or Children develop ease in adding short colmns of nmbers. This helps to dispel the idea that addition involves finding the sm of only two nmbers. Some children may begin to recognize that the order in which nmbers are added does not matter. This cts the work of learning the addition facts in half! Children apply the associative property of addition when they grop the colored cbes to arrive at the nmber sentence that they will record. For

4 Extending the Activity 1. Have children play the game with a different die. For example, they can se a die with three faces marked 1 and three marked 2, or a decahedron die with faces nmbered 0 throgh Have children play the game with different nmbers of different-sized towers, sch as five towers of twelve cbes each. 3. Have children play the game sing two die one with high nmbers on it and one with low nmbers. Players can choose which die they want to se for each roll. example, for the tower below consisting of 2 yellow, 3 ble, 4 yellow, and 1 ble, like colors are groped as (2 + 4) + (3 + 1), for which children wold write the nmber sentence as = 10. } 2 yellow } 3 ble } 4 yellow } 1 ble When children discss whether they had any rolls that cased them to miss a trn, some may point ot a strategy that they developed to minimize these missed trns. For example, if they had a tower of 7 and a tower of 4 and they rolled a 3, they wold be better off to add the 3 cbes to the 7 tower, thereby completing one tower and leaving room on the 4 tower for any nmber of cbes from 1 to 6 that might be rolled next. Applying this strategy reqires critical thinking, especially early in the game when children mst look at many towers before they decide which tower is the best candidate for receiving the Snap Cbes.

5 TEN TOWERS OF TEN RECORDING SHEET 1 Tower 1 Tower 2 Tower 3 Tower 4 Tower 5

6 TEN TOWERS OF TEN RECORDING SHEET 2 Tower 6 Tower 7 Tower 8 Tower 9 Tower 10

7 TEN TOWERS OF TEN GAME OARD Tower 1 Tower 2 Tower 3 Tower 4 Tower 5 Tower 6 Tower 7 Tower 8 Tower 9 Tower 10