The focus of this week’s instruction is to deepen students’ understanding of:
- Use the place value chart to record and name tens and ones within a two-digit number up to 100. Write and interpret two-digit numbers to 100 as addition sentences that combine tens and ones.
- Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number within 100.
- Use the symbols >, =, and < to compare quantities and numerals to 100.
- Represent up to 120 objects with a written numeral.
- Add and subtract multiples of 10 from multiples of 10 to 100, including dimes.
- Student Print Packets for each day
- End of Week Assessment
- Dry erase board with markers
- Sheet protectors for templates
1.NBT.A.1 Count to 120, starting at any number. Read and write numerals to 120 and represent a number of objects with a written numeral. Count backward from 20.
1.NBT.B.2 Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones).
1.NBT.B.3 Compare two two-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
1.NBT.C.4 Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.
1.NBT.C.5 Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.
1.NBT.C.6 Subtract multiples of 10 from multiples of 10 in the range 10-90 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
- Number bonds
- Base ten blocks
- Linking Cubes
- RDW method (Read, Draw, Write)
- Place Value Chart
- Arrow Notation
- Quick Ten
- Tape Diagram
Additional Terms and Symbols
- Count on (count up from one addend to the total)
- Part (e.g., “What is the unknown part? 3 + ___ = 8”)
- Total and whole (use interchangeably instead of sum; e.g., “What is the total when we add 3 and 5?”)
- Label (using letters or words on a math drawing to indicate the referents from the story’s context)
- Addition, equal, and subtraction signs
- Equation and number sentence (used interchangeably throughout the module)
- Number bond (graphic showing part–part–whole)
- Equal sign (=)
- A ten (a group, or unit, consisting of 10 items)
- Ones (individual units, 10 of which become a ten)
- Partners to ten
- Subtract and difference (used interchangeably throughout the module)
- Teen numbers
- 5 group columns
- Place Value way
- Unit way
- Arrow way
- >, Greater than, more than
- <, Less than, fewer than
- Penny, dime
- Cents and cent symbo