2-2

Introducing the Two-Place Counter

Focus
Becoming familiar with the two-place Counter

n this section children learn how to load blocks onto the Counter and to use the dials and the whiteboard (as appropriate) to tell the number of blocks in each place. In the next section, children learn to load a number of single blocks onto the Counter in order to find that numbers base ten representation. The two places on the Counter correspond to tens and ones. To prepare a Counter for use, place a holder on the rack of each placea small holder in the ones place, and a larger holder in the tens place. An empty holder is a place holder, equivalent to zero. It is essential, therefore, to start with an empty holder on each rack before loading any blocks. Children load blocks onto the Counter by placing them in the appropriate holders. When all the blocks are loaded, the children can set dials to show the number of blocks in each holder or place. A holder will stay in the rack on the Counter only if it is empty or partly full. As soon as a holder is completely full of blocks, it is automatically released and slides off the rack. Through these design features, the Digi-Block Counter:

There must always be a holder in each place on the Counter. An empty holder stands for zero.

reserves a space for each size of block, even if none of that size is present. guarantees that there will be no more than 9 blocks in any one place. arranges the places from right to left, from smallest to largest blocks. These properties of the Digi-Block Counter correspond to the essential organizing principles of our number system. By working with the Counter, the child naturally assimilates these concepts. Beneath the holders is a whiteboard on which you, or children who are able, can record the number in each place.

36

2-2
Exploring the Counter
As you introduce the Counter, have single blocks, blocks-of-10, and empty holders available. Present the Counter and show the holder that is used to collect single blocks. Ask,

Where do you think this holder goes on the Counter?

Call on a volunteer to place the holder. Repeat for the larger holder that is used to collect blocks-of-10. Next, show the children 4 single blocks. Ask a volunteer to put the blocks in a holder so that they stand upright and fit snugly. Once the blocks are placed correctly, point to the holder used to collect blocks-of-10 and say,

See if you can find 6 blocks that will fit snugly in this holder.
When children have placed 6 blocks-of-10 and 4 single blocks on the Counter, point to each holder in turn as you ask,

How many blocks-of-10 are there? How many single blocks are there?
Direct attention to the dials on the Counter, and ask for volunteers to set the dials to the appropriate digits. You or a child can also record the digits on the whiteboard, directly beneath the holders. (For children who find writing difficult, this step can be introduced later.) Initially, children can identify the amount by reporting the number of each kind of block: 6 blocks-of-10 and 4 ones. Many classrooms using the DigiBlock materials have called this way of reporting numbers Digi-language. Children seem to like this term and use it easily. It is important to emphasize that, when using Digi-language, children should always tell the number of largest blocks first. Have children load another group of single blocks and blocks-of-10 and set the dials on the Counter. Repeat this activity many times. Be sure to include a collection that contains several blocks-of-10 and no single blocks, to demonstrate and emphasize the importance of setting the ones dial to zero.

Practicing Key Ideas

Load and Set
Children work in pairs with a two-place Counter, 9 blocks-of-10, and 9 single blocks. One child loads some blocks-of-10 and some single blocks on the Counter. The other child then sets the dials and, as appropriate, writes the two digits on the whiteboard.

37

2-2
As a variation, do the reverse: One child first sets the dials to any number (or writes the digits on the whiteboard), and the other then loads the corresponding number of blocks.

Assessing Learning
1. Show the child 4 blocks-of-10 and 8 single blocks. Ask the child to load these on the Counter, set the dials, and tell the number using Digi-language. Repeat, using a collection consisting of 6 blocks-of-10 and no single blocks. Does the child place each block in the appropriate holder? set the dials correctly for two non-zero digits? use zero when appropriate? report the number of each kind of block correctly? 2. Set the dials to a two-digit number or write two digits on the whiteboard. Ask the child to place the appropriate number of blocks on the Counter. Does the child represent the number correctly?

38