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Introducing the Counter

Focus
Becoming familiar with the Counter

n this section children learn how to load blocks onto the Counter and to set the dials and use the whiteboard to record 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 three places on the Counter correspond to hundreds, tens, and ones. To prepare a Counter for use, put a holder on the rack of each placea small holder in the ones place, a larger holder in the tens place, and the largest holder in the hundreds 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. After children load blocks onto the Counter, they can set the dials to show the number of blocks in each holder or place.

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

A holder for tens or ones 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 reserves a space for blocks of each size, 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 can record the number in each place.

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Exploring the Counter
As you introduce the Counter, have blocks and empty holders of all sizes 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 and the largest holder for blocks-of-100. Tell the children that the holders are an integral part of the Counter. That is, when working at the Counter, they must begin with a holder in each place, and if a holder is ever taken off, a new one must replace it. Show the children 4 single blocks. Ask a volunteer to put the blocks in a holder on the Counter so that they stand upright and fit snugly. Once the blocks are placed correctly, point to the holder in the tens place and ask,

Who can find 6 blocks that will fit snugly in this holder?
Repeat, having children place 3 blocks-of-100 in the remaining holder. When children have placed 3 blocks-of-100, 6 blocks-of-10, and 4 single blocks on the Counter, point to each holder in turn as you ask,

How many blocks-of-100 are there? 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 number on the whiteboard, writing each digit directly beneath the corresponding holder. Children can identify the amount by reporting the number of each kind of block: 3 blocks-of-100, 6 blocks-of-10, and 4 ones. To help children learn the order, emphasize that they should tell about larger blocks first. Many classrooms using the Digi-Block materials have called this way of reporting numbers Digi-language. Children seem to like this term and use it easily.

The Counter can represent a number in three ways: with the blocks in their holders, with the dials, and with digits written on the whiteboard.

Have children load another group of single blocks, blocks-of-10, and blocksof-100, then set the dials and record the digits on the whiteboard. Repeat this
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activity many times. Be sure to include a collection that contains blocks-of10 and no single blocks, or one with blocks-of-100 and singles but no blocks-of-10, to emphasize the importance of setting a dial to zero when the corresponding holder is empty. When children become familiar with representing three-digit numbers on the Counter and thus setting three dials, they may set the dial for blocks-of-100 at zero when representing a two-digit number. This is an opportunity to discuss why a zero in the left-most place doesnt really tell us anything that we dont already know, and thus we can agree to always cover such a zero.

Practicing Key Ideas

Load and Set
Children work in pairs with a Counter, 9 blocks-of-100, 9 blocks-of-10, and 9 single blocks. One child loads some blocks-of-100, blocks-of-10, and single blocks on the Counter. The other child then sets the dials and writes the digits on the whiteboard. As a variation, do the reverse: One child first sets the dials to any number (or writes the digits on the whiteboard), and the partner then loads the corresponding number of blocks.

Assessing Learning
1. Show the child 2 blocks-of-100, 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 3 blocks-of-100, no blocks-of-10, and 8 single blocks. Does the child place each block in the appropriate holder? set the dials correctly for three non-zero digits? use zero when appropriate? report the number of each kind of block correctly? 2. Record a two-digit number on the whiteboard. Ask the child to place the appropriate number of blocks on the Counter and set the digits. Does the child represent the number correctly? set the dials for only two places?

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