Manipulatives are non-returnable.

Our suggested uses for Interlocking Base Ten Material:

Primary 1

• Illustrate place value
• Show addition by making a 10 or subtracting from 10
• Show addition and subtraction of numbers up to 100. Give the student only tens and 9 ones.
• Make sets to illustrate multiplication.

Primary 2

• Illustrate place value and ordering of numbers to one thousand.
• Illustrate addition and subtraction with and without renaming.
• Make sets and rectangles to illustrate multiplication and division.
• Use the 100-flat to illustrate ways to make 100.
• Let the 100-flat represent the number of cents in $1 and use to illustrate addition and subtraction of money within $10.

Primary 3

• Illustrate part-whole and comparison by subtraction in word problems.
• Illustrate division and multiplication word problems.
• Illustrate quotient and remainder.
• Illustrate multiplication and division of 3-digit numbers by a 1-digit number.
• Show how multiplying and dividing tens and hundreds is related to multiplying and dividing ones. For example, use 9 units and show 9 ones divided by 3 gives 3 ones, then used 9 rods and show 9 tens divided by 3 gives 3 tens.
• Make rods of different lengths to create bar graphs.
• Illustrate addition and subtraction of compound units - the unit cube is 1 cm and the 100-flat is 1 m folded up and the 1000-cube is a km folded up.

Primary 4

• Let the 100-flat represent 1 whole. The 10-rod is one tenth and the unit cube is one hundredth. Use to illustrate decimals to hundredths, ordering of decimal numbers, and the four operations on decimals.

Primary 5

• Let the 100-flat represent 1 whole. The unit cube is 1%. Use to illustrate percentage and the relationship between percentage and fractions and decimals.
• Put ten 10-rods in a row to illustrate word problems using percentage. All ten rods represent the whole, which is a specific number. Use to show whether multiplication or division is needed in such problems as: If the whole is 500, then what value does each 1% piece have? What about 40%. If 40 units, or 40% represents 80, what does 15% represent?