Students make connections between different representations of multiples of 10. In the first activity, students work together to find the three representations (a number, ___ tens, and drawings of towers of 10) that show the same value. Students then show how they know the values are equivalent. In the second activity, students match numbers to towers of 10. Throughout the lesson, when students explain how they know different representations match based on the their understanding of tens, the count sequence, or connections they make to the digits in the numerical representations, they look for and make use of structure and express regularity in repeated reasoning (MP7, MP8).

Reflect on how students work with ten as a unit, rather than 10 ones. Are students counting the connecting cubes in each tower to confirm there are ten? How can you provide opportunities for students to develop an understanding of ten as 10 ones at their own pace?