Level D | Unit 1 | Number Sense Within 100

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 WEEK
Visualizing and Constructing Whole Numbers
4
Lesson 1
Find the Math

You can make 10 in different ways.

PHOTO: ©Brand X Pictures/PunchStock

1. There are 6 cookies on the left and 4 cookies

on the right. How many cookies do you see
altogether?

2. What would happen if I took one cookie from

the right and placed it on the left? How many
cookies would there be in all?

3. If I put all the cookies together in one group,

how many cookies would there be?

Week 4 Visualizing and Constructing Whole Numbers • Lesson 1 41

Week 4 • Visualizing and Constructing Whole Numbers

Lesson 1
Key Idea
There are several ways to make 10 with three
numbers.

3 and 5 and 2 make 10. 6 and 2 and 2 make 10.

Try This
Fill in the blanks to show your answer.
1. 2.

and and and and

make 10. make 10.

Practice
Add enough math-link cubes to make 10. Color
each new cube with a second or third color. Then
fill in the blanks.
3.

5 and and make 10.

4.

3 and and make 10.

42 Level D Unit 1 Number Sense within 100

Find the missing number or numbers.
5. 1 and 6 and make 10. 6. 2 and 2 and make 10.

7. 1 and 4 and make 10. 8. 4 and and 2 make 10.

9. 8 and and 1 make 10. 10. and 7 and 1 make 10.

11. 7 and 1 and make 10. 12. and 3 and 2 make 10.

Use math-link cubes to decide if these numbers

together make 10.
13. 1, 2, 7 14. 7, 3, 2

15. 7, 2, 1 16. 3, 3, 3

17. 4, 2, 5 18. 4, 4, 2

19. 5, 5, 1 20. 6, 3, 2

Reflect
There are 10 people riding in 3 vehicles. One
vehicle holds up to 8 people. The other vehicles
hold up to 4 people, each. Write three possible
ways the 10 people can be arranged in the
vehicles.

Week 4 Visualizing and Constructing Whole Numbers • Lesson 1 43

Week 4 • Visualizing and Constructing Whole Numbers

Lesson 2
Key Idea
When you have 10 ones, you can trade them
for 1 ten.
10 ones = 1 ten
=

Try This
Count how many groups of 10 there are.
1. 2.

Practice
Combine each set of numbers. Write the number
of tens and ones you get.
3. 5 and 6 tens ones

4. 6 and 8 and 7 tens ones

5. 7 and 9 tens ones

6. 2 and 5 and 9 tens ones

7. 3 and 4 and 8 tens ones

8. 3 and 3 and 6 and 8 tens ones

44 Level D Unit 1 Number Sense within 100

Look at each group. How many trades for 1 ten can
you make?
9.

10.

11.

12. 14 ones

13. 21 ones

14. 6 ones

Reflect
Do 1 one and 1 ten have the same value? If not,
which has the greater value?

Week 4 Visualizing and Constructing Whole Numbers • Lesson 2 45

Week 4 • Visualizing and Constructing Whole Numbers

Lesson 3
Key Idea
36 41
Two-digit numbers can be
shown with tens and ones.

Try This
Write the number each set of blocks shows.

1. 2.

Practice
Look at the candles from two birthday parties. What
number do the candles show? Write the number of
tens and ones there are, and then name the number.
3. Jaden

tens and ones

make candles.

4. Brittany
tens and ones make

candles.

46 Level D Unit 1 Number Sense within 100

Circle the value that is greater.
5. 0 tens and 9 ones OR 1 ten and 3 ones

6. 2 tens and 5 ones OR 1 ten and 8 ones

7. 1 ten and 2 ones OR 3 tens and 3 ones

8. 2 tens and 1 one OR 0 tens and 4 ones

9. 4 tens and 6 ones OR 3 tens and 7 ones

Draw the numbers using stacks of 10 cubes and

single cubes.
1 ten 5 ones
10. 15

tens ones
11. 47

Reflect
Explain how to name the number shown by 5 tens
and 14 ones.

Week 4 Visualizing and Constructing Whole Numbers • Lesson 3 47

Week 4 • Visualizing and Constructing Whole Numbers

Lesson 4
Key Idea
=1 = 10
To find the value of a group To find the value of a group of
of unit blocks, count by ones. rods, skip count by tens.

Try This
Name each number shown.
1. Tens Ones

2. Tens Ones

3. Tens Ones

4. Tens Ones

48 Level D Unit 1 Number Sense within 100

Practice
Make a model of each number by drawing
base-ten blocks.
5. 27 Tens Ones

6. 32 Tens Ones

Reflect
Fill in the blanks to name the number shown.

tens ones

Explain how to find the value of the rods and unit

blocks.

What number do the blocks show?

Week 4 Visualizing and Constructing Whole Numbers • Lesson 4 49

Week 4 • Visualizing and Constructing Whole Numbers

Lesson 5 Review
This week you explored whole numbers. You learned how
to represent whole numbers using base-ten blocks. You
also looked at many ways to make 10 using two numbers
and three numbers.

Lesson 1 Fill in the blanks to name the number

that makes 10.

1.

6 and and make 10.

2. 4 and and 2 make 10.

3. 1 and 4 and make 10.

4. 3 and and 6 make 10.

Lesson 2 Combine the numbers. Then write how

many tens and ones each total has.

5. 2 and 9 and 1 ten(s) and one(s)

6. 7 and 2 and 1 and 6 ten(s) and one(s)

7. 7 and 3 and 6 and 4 ten(s) and one(s)

8. 4 and 4 and 2 and 3 ten(s) and one(s)

50 Level D Unit 1 Number Sense within 100

Lesson 3 Write the number the blocks show.

9.

10.

Make trades and write the new number of tens and

ones.
11. 3 tens and 21 ones 12. 5 tens and 30 ones

tens one tens ones

Lesson 4 Name each number shown.

13. Tens Ones

14. Tens Ones

Reflect
Write two ways you could express the number 18.

Week 4 Visualizing and Constructing Whole Numbers • Lesson 5 51

Week 4 • Visualizing and Constructing Whole Numbers

Project
Bundling Blooms in the Park
Use 25 counters to show how many sets of ten
flowers can be given to each table.
1. Draw another picnic table in your park picture.
How many flowers did each table get?

2. Put all 25 flowers on the tables. Each table must

get at least one set of ten. How many sets of ten
did each table get?

3. How many ones does each table have?

4. Place a stack of counters on each table in your

picture. Each counter equals one flower. Above
each table, write the number of flowers on it.
5. Remove the counters from your picture. Draw
the number of flowers shown on the tables in
your picture.

Reflect
How did you know how many flowers to give each
table?

52 Level D Unit 1 Number Sense within 100

 Level D | Unit 1 | Number Sense Within 100

Student Workbook
Engage with your
mathematics program!
PLAY interactive online games and activities.

SOLVE complex math problems with digital math tools.

COLLABORATE with classmates in project-based learning.

www.mheonline.com
SE640495