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Whole Numbers Between 10-100 as Tens and Ones

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Whole Numbers Between 10-100 as Tens and Ones

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  1. You may have noticed that Unit 14’s GCG’s look different from the previous units. Unit 14 was provided as a way to strengthen student understanding of the critical area place value. Your student’s performance on the Unit 7 Assessment and Performance Task will be your guide for the activities you select as you progress through this unit. Whole Numbers Between 10-100 as Tens and Ones Unit of Study: Strengthening Critical Area: Place Value Global Concept Guide: 2 of 3

  2. Content Development • Students in first grade explore the idea that the teen numbers (11 to 19) can be expressed as one ten and some leftover ones. Ample experiences with ten frames will help develop this concept. • Students will also practice representing numbers flexibly and with multiple representations.

  3. Day 1 Day 1 will reinforce the concepts of building teen numbers with tens and ones with math centers. • Example: For the number 12, do you have enough to make a ten? Would you have any leftover? If so, how many leftovers would you have? • Student1: I filled a ten frame to make one ten and had two counters left over. I had enough to make a ten with some leftover. The number 12 has 1 ten and 2 ones. • Student 2: I counted out 12 place value cubes. I had enough to trade 10 cubes for a ten-rod (stick). I now have 1 ten-rod and 2 cubes left over. So the number 12 has 1 ten and 2 ones. • Independent Practice: • Splitting Up Teen Numbers

  4. Day 1: Center Ideas • Teen Number Scramble: Place the number cards on the table or rug with two numbers switched. Students will decide which numbers are scrambled and need to be switched. You can also have one student scramble two number cards while the rest of the group closes their eyes. After they open their eyes, ask them to figure out which numbers are scrambled. • Multiple Representations of Teen Numbers: Challenge students to represent with at least two representations of a variety of teen numbers using variety of manipulatives such as: ten frames, base ten blocks, dot cards, snap cubes, etc. Students should record their work in their math journals. • Teen Blitz: One student selects a teen ten frame card from the stack. Student flashes card to group. The first student to quickly identify the teen number without counting receives a point. Continue playing till one person reaches 10 points.

  5. Day 2 • Building Numbers with Tens and Ones • Allow opportunities for students to practice building and recognizing representations. • Concentration – Match number to base ten model • 5 Number Bingo – Try to get 5 numbers in a row using place value clues. • Trading Ones and Tens (From Everyday Math game kit) • I have…Who Has… - Students listen for their number through statements of how many tens and ones.

  6. Day 3 Ideas for Flexibly Representing Numbers • Different Ways Poster In groups, students will create a poster representing all the different ways to model a given number in tens and ones. • More Than One Way Students will work with base ten blocks and quick models to decompose numbers into tens and ones in multiple ways • What Number Am I? Activity where students use clues to find a mystery number. Could be used in small groups or whole class.

  7. Monitoring Progress • Gathering Data Through Observation • Frequently move through the room observing students as they model various numbers. Listen to their discussions to gain insight into their understanding and mastery. Jot down observations (Classroom Observation log)to help plan interventions, adjustments to lessons, or task modifications. • Exit Tickets/ and hands-on tasks can be used to monitor progress each day. Take opportunities to look at students responses and conference with students about their thinking. • Task 1.NBT. 2a • Task 1.NBT. 2b • Task 1.NBT. 2c • Exit Ticket 1

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