The purpose of this activity is for students to make connections between representations of multiples of 10. Students match cards that show multiples of 10 with pictures, numbers, and words. Each student is given a card. Then they move around the room to find two students that have cards with the same value.

During the Activity Synthesis, the teacher and students create a chart to display the matches. Students discuss the direct connection between the number, the written number of tens, and the representation of towers of 10. When students notice and describe that the first digit in each number matches the written number of tens and the number of towers of 10, they look for and make sense of the base-ten structure (MP7).

• “Examinemos las correspondencias que vimos hoy durante el juego” // “Let’s look at the matches we saw during the game today.”
• Write 10 in the first column of the chart.
• “¿Quién tiene 10? ¿Cómo lo saben?” // “Who has 10? How do you know?”
• Repeat for all multiples of 10. Discuss how students know their cards match for each multiple of 10.

The purpose of this activity is for students to connect written multiples of 10 to base-ten representations. Students notice a connection between how the numbers are said, written, and represented with tens. For example, “70” has the word “seven” as it is said, the digit “7” when it is written, and is represented with seven tens. Each number name is written under the number in this activity. Students are not expected to spell number names.

• Invite previously identified students to share.
• “¿Cómo supieron cuáles representaciones correspondían?” // “How did you know which representations matched?” (I counted by ten and found the number. I said 10, 20, 30, 40, 50, and found 50.)