CAPS baseline framework
Lesson 6: Multiples of 10
Teacher’s notes
This lesson is one of the fully planned lessons to be used to cover the Term 1 curriculum CAPS topics: 1.3 Number symbols and number names, 1.5 Place value
Lesson Objective: Representing numbers as multiples of 10.
Lesson Vocabulary: Empty number line, jumps, arrowhead, tens, multiples, multiples of 10.
Resources: 100 board (see Printable Resources), scrap paper.
Date: Week Day
1 MENTAL MATHS (10 MINUTES)
Count forwards and backward from any multiple of 20 in 20s.
2 LESSON CONTENT – CONCEPT DEVELOPMENT (45 MINUTES)
This lesson focuses on multiples of ten. The activities consolidate learners’ knowledge of multiplication, multiples of 10 and the use of the number line to show skip counting and calculations.
Today we are learning to represent numbers as multiples of 10.
Activity 1: Whole class activity
• Tell learners: Sometimes we may not have our base ten kits with us. What would we do then? Would we just not be able to solve problems like we have been doing today?
(We could do something else? We could always try something else. This is a good mathematical habit.)
• Today we’re going to practice looking at numbers using easy drawings instead of our whole base ten kit.
• So let’s start by looking at our base ten kit.
• If we look at one counter – what could we draw that would be nice and quick?
(Learners may provide a variety of answers, but help them to see that a dot is similar to the look of the counter and is quick and easy to draw.)
• Repeat with the printed full ten frame, helping learners to see that a line is similar and easy to draw. (For the learners who draw sticks as ones, let them discuss if it’s good.
Hopefully they will see that it is not such a good idea to draw ones as sticks. We should draw a dot to represent 1 and a line to represent 10. Then we don’t have to draw so many things when we represent numbers pictorially.).
WEEK 2 Lesson 6: Multiples of 10
• Repeat with the printed full hundred frame, helping learners to see that a square is similar and easy to draw.
• Ask learners to show you 870 using their drawings (Learners draw 8 squares, seven lines and zero dots).
• What can you tell me about the hundreds in this number? (There are 8 squares / there are 8 hundreds)
• What can you tell me about the tens in this number? (There are 7 tens / there are 7 lines drawn)
• What can you tell me about the ones in this number? (There are no ones
• How many more 10s do you need to add to get to 900? (3 tens)
• How many 10s must you take away to get to 800? (7 tens)
Activity 2: Learners work in pairs
• Ask learners to draw 17 lines. (It is recommended drawing 17 lines as, 5, 5, 5 and 2 lines for subitising purpose).
• As we learn how to draw tens, what can you tell me about your lines? (I have 17 lines / I have seventeen 10s).
• Let’s find out how many we have altogether (170).
• How did you know it was 170? (We drew 17 tens/ 10 tens is 100 and 7 tens is 70, so 170 in total.)
• What could you do to make it easier to count to 170? (Replace 10 lines with a printed hundred, and then only have 7 lines. Then we say we have 1 hundred and 7 tens).
• How many 10s are there in the number 350? Encourage learners to draw lines (35).
• How did you know there were thirty-five 10s in 350? (We counted in tens 35 times / we know that there are 3 hundreds in 350, and 10 tens in a hundred, so 3 sets of tens is thirty tens, and 5 extra tens to add on.)
• Repeat with other numbers. (e.g. 490, 600, 910)
Activity 3: Whole class activity
• Tell the learners: We are going to use a number line to add in tens.
• The number line you will use is called an empty number line. It is called an empty number line because it has no numbers and no markings. We write the numbers on it as we go along.
• Draw an empty number line on the board.
• Demonstrate that if you want to start at 504, you need to write 504 on the number line.
504
• Ask the learners to help you fill in the numbers on the number line in jumps of 10.
• Draw jumps and write the 10 above the number line and the multiples of 10 below the number line as you take each jump of 10.
• Repeat this demonstration starting at 456, 720, and 218.
3 CLASSWORK ACTIVITY AND CORRECTION OF HOMEWORK (25 MINUTES) 1 Complete these patterns of 10:
a 670,680 ___, ___, ___, ___, 730 ( 690, 700, 710, 720)
b 483, 493, ___, ___, ___, ___, 543 (503, 513, 523, 533)
c 670,680___, ___, ___, ___, ___, 740 ( 690, 700, 710, 720, 730)
d 634, 624, ___, ___, ___, ___, ___, 564 (614, 604, 594, 584, 574)
2 Use your numbered counters to complete the following:
There are (18) tens in 180 There are (25) tens in 250 There are (32) tens in 320 There are 14 tens in (140) There are 21 tens in (210) There are 36 tens in (360)
For an empty number line the jumps don’t need to be perfect so feel free to draw free hand. It does not matter if all the jumps are not the same size!
504 514 524 534 544 554 564 574 584
10 10 10 10 10 10 10 10
WEEK 2 Lesson 6: Multiples of 10
3 Draw a number line starting at 600 and going to 700. On the number line show how you would count in tens from 600 up to 700.
4 HOMEWORK ACTIVITY (5 MINUTES) Complete the table:
There are (15) tens in 150 There are (23) tens in 230 There are 19 tens in (190) There are 29 tens in (290)
5 REFLECTION AND SUMMARY OF LESSON (5 MINUTES)
Call the whole class to attention and summarise the key concepts of the lesson:
Today we have learnt to work with numbers up to 999.
• Make sure learners are able to tell you how many tens there are in 3-digit numbers (e.g.
there are 15 tens in 150.)
• Learners need to be able to read and write numbers up to 999.
• Make sure that learners understand the place value of digits in 3-digit numbers.
600 610 620 630 640 650 660 670 680 690 700