Global Concept Guides: Recognizing the Counting Sequence,Whole Numbers Between 10-100 as Tens and Ones, Compare Numbers to 120
Prior Learning: “Developing understanding of whole number relationships and place value, including grouping in tens and ones” has been listed as a critical learning area for Grade 1. These concepts have been weaved throughout multiple units throughout the year and were explicitly addressed during Unit 7. Students in grade 1 are expected to show mastery on the critical area concepts by the end of the year.
Progressions Document Link
Show What You Know Task:Results of Unit 7 Assessment and Performance Task
Common Core State Standards for Mathematical Content :
1.NBT.1Count to 120 (99), starting at any number less than 120 (99). In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.2Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.3Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. / Comments:
The Critical Areas are not in addition to the standards; rather, they help by grouping and summarizing the most critical skills at each grade level, those around which teachers should plan much of their instructional time throughout the year. The instruction of these areas should form a firm foundation on which to build concepts and procedures in later years.
Notes on Assessment:
See Common Performance Task link below
Unpacking the Standards for this Unit:
Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of10. They compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes.
Common Performance Task with Rubric for this Unit:
Students show their understanding through use of a hundreds chart, problem solving and comparison of numbers.
Click herefor performance task and rubric.
Future learning:
At Grade 2, students extend their base-ten understanding to hundreds by viewing 10 tens as forming a new unit called a “hundred”. This lays the groundwork for understanding the structure of the base-ten system. They will add and subtract within 1000, with composing and decomposing, and they understand and explain the reasoning of the processes they use. They become fluent with addition and subtraction within 100. (Progressions Document)
1st / Global Concept (1 of 3) for this Unit of Study: Recognizing the Counting Sequence
Students will fluently find 10 more or 10 less without manipulatives or counting / Projected Time Allotment:
2 days
Essential Questions:
Day 1:How can I model ten more or ten less?
Day 2: How can I mentally find ten more or ten less?
Related Go Math Chapter Test Questions: NA
Instructional
Manipulatives:
- Hundreds Chart- students will use the hundreds chart to complete various activities listed in the PowerPoint
- Hundreds Board Pictures Activity-Riddles that lead students to create pictures on a Hundreds Chart
- Scrambled Hundreds Board- Cut apart a hundreds board and have students put it back together
- iTools- Number Chart- Virtual Hundred Chart. (Select numbers 1-100 or the chart will include 0)
Sample HOT Questions:
- Start at ___ and count up to ___. (By ones or tens)
- How is counting from 101 to 120 similar to counting from 1 to 20?
- What do you notice about each number in a row/column as you count? (Using the hundred or 120 chart)
- What is the number after 21? Is it less than or greater than 21? How do you know?
- Without counting, how can you tell me what number is ten more than __? Explain your thinking
- Is 33 greater or less than 43? How do you know?
Our students are better able to…
- Mentally find ten more or ten less than any given number up to 100. (SMP 1, 8)
- Describe a pattern for finding ten more or ten less than a number using appropriate terminology. (SMP 7, 6)
- Count from any given number to 120 by ones and tens. (SMP 7)
- Emphasize use of correct vocabulary: Column, row, greater than, less than, unit, digit (SMP 6)
- Provide opportunities for students to find counting patterns when using tools such as the hundred chart, 120 chart, and number lines. (SMP 7)
1st / Global Concept (2 of 3) for this Unit of Study: Whole Numbers Between 10-100 as Tens and Ones
Students will show mastery of flexibly representing numbers through 100 / Projected Time Allotment:
3 days
Essential Questions:
Day 1:How can you use place value to describe teen numbers?
Day 2:How can you model numbers as tens and ones?
Day 3:How can I show multiple ways to decompose a number into tens and ones?
Related Go Math Chapter Test Questions: NA
Instructional
Manipulatives:
- Base Ten Blocks- compose and decompose numbers in multiple ways
- Tens and Ones Mat, Place Value Mat- can be used to organize student thinking when using base ten blocks or to record quick pictures
- Ten Frames- can be used during day one when focusing on teen numbers
- Counters/Snap Cubes- use to model and flexibly represent numbers
- For Teen Numbers Center Ideas: Click here to go to the PowerPoint
- Skill Builder Options in PowerPoint
- iTools- Base Ten Blocks
- Virtual Manipulatives- Base ten blocks
Sample HOT Questions:
- What is the value of the 1 in the number 14? Explain your thinking
- Alana thinks you can only model the number 24 with 2 tens and 4 ones. Do you agree with Alana’s thinking? Why or why not?
- Robby thinks that you can only model the number 60 with ten rods. Do you agree with Robby’s thinking? Why or why not?
- How can you prove that 6 tens and 4 ones is the same as 4 tens and 24 ones?
Our students are better able to…
- Compose (create through different combinations) and decompose (break apart in different ways) two digit numbers flexibly. Example: 25 can be made up of 1 ten and 15 ones or 2 tens and 5 ones or 25 ones. (SMP 5)
- Use precision when explaining how numbers can be represented in more than one way using tens and ones. (SMP 6)
- Give students opportunities to explore different representations of the same number. (SMP 5)
- Facilitate student discussion on the similarities and differences in various representations of the same number. (SMP 3)
- Emphasize use of correct vocabulary: decompose, compose, similar, different, reasonable, representation (SMP 6)
1st / Global Concept (3 of 3) for this Unit of Study: Compare Numbers to 120
Students will compare numbers using comparison symbols and through understanding the relative magnitude of numbers / Projected Time Allotment:
4 days
Essential Questions:
Day 1:How can base ten models help you compare numbers?
Day 2:How can your understanding of place value help you compare numbers?
Day 3: How do the comparison symbols help you compare numbers efficiently
Day 4:Why would you need to compare numbers in real life?
Related Go Math Chapter Test Questions: NA
Instructional
Manipulatives:
- Base Ten Blocks-Build models of numbers to compare the value of the numbers
- Number Lines-Students can mark numbers on a number line to help compare the values of numbers
- Place Value Mats-Can help student organize base ten blocks and numbers to help them compare values
- Balance of Values Lesson- In this lesson students will actually use pan balances or balance scales but students should also be making connections to and using the comparison symbols
- Skill Builder Options in PowerPoint
- iTools- Base Ten Blocks
- Virtual Manipulatives- Base ten blocks
Sample HOT Questions:
- Why would you need to compare numbers in real life?
- Amaya has more than 23 stickers but less than 31 stickers. How many stickers could she have? Explain your thinking
- What are 3 numbers greater than 65? How can you use place value to justify your answer?
Our students are better able to…
- Are using models (base tens, place value charts, number lines, etc…) to compare numbers. (SMP 4)
- Students are selecting the most efficient tools/strategies to compare numbers. (SMP 5)
- Solving real world word problems that involve number comparison. (SMP 1)
- Providing opportunities for students to model numbers to compare values. (SMP 4 & 5)
- Facilitating conversations amongst students about what the most efficient strategies are. (SMP 3)
- Provide students with word problems and probe their thinking. (SMP 1 & 3)
- Emphasize use of correct vocabulary: Place Value, Digit, Greater Than, Less Than, Equal to (symbols >, <, and =) (SMP 6)