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In this unit, children investigate place value concepts for tens and ones. they use place value to compare and add 2-digit numbers. They also explore path measurement.The following big ideas will be covered in this unit:
- Quantities up to 120 may be compared, counted, and represented in multiple ways, including grouping, pictures, words, number line locations, and symbols.
- Collections can be separated into equal groups of ten objects and can be counted by tens.
- Numbers larger than 10 can be represented in terms of tens and ones.
- Two numbers may be compared by examining the amount of tens and ones in each number using words, models, and symbols greater than (>), less than (<), and equal to (=).
- Addition and subtraction can be used to solve word problems involving situations such as “comparing”.
- The equal sign is a symbol in an equation that shows that one amount is the same as another.
- Concrete models, drawings, and place value strategies can be used to add and subtract within 100.
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Operations & Algebraic Thinking
1.OA.A. Represent and solve problems involving addition and subtraction.
1.OA.A.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
1.OA.C. Add and subtract within 20.
1.OA.C.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
1.OA.D. Work with addition and subtraction equations.
1.OA.D.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Number & Operations in Base Ten
1.NBT.A. Extend the counting sequence.
1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
1.NBT.B. Understand place value.
1.NBT.B.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
1.NBT.B.2a. 10 can be thought of as a bundle of ten ones — called a “ten.”
1.NBT.B.2b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
1.NBT.B.2c. 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.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.>
1.NBT.C. Use place value understanding and properties of operations to add and subtract.
1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
1.MD.A. Measure lengths indirectly and by iterating length units.
1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Students will have opportunities to:
- Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs and concrete objects. (MP.2)
- Make sense of the representations they and others use. (MP.2)
- Make connections between representations. (MP.2)
- Explain their mathematical thinking clearly and precisely. (MP.6)
- Use an appropriate level of precision for their problem. (MP.6)
- Use clear labels, units, and mathematical language. (MP.6)
- Think about accuracy and efficiency when they count, measure and calculate. (MP.6)
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Addend, cube, digits, exchange, long, ones place, teen number, tens place, bundle, group, regroup, compare, greater than, less than, equals, true, false, represent, unknown, length, count, add, subtract
Bold: Listed in teacher's EDM4 edition
Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations
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