Grade 1 Mathematics, Quarter 1, Unit 1.

Introduction to Place Value and Comparing to 30

Overview
Number of Instructional Days: Content to Be Learned
Count to 120, starting at any number less than 120. Read and write numerals to 30. Represent number of objects with written numerals. Understand that the two digits of a two-digit number are made up of tens and ones. Understand that 10 is a bundle of 10 ones called a ten. Understand that the numbers 1119 are composed of a ten and ones. Understand that the decade numbers (10, 20, 30, 40 ) refer to 1, 2, 3, 4 tens and zero ones. Compare two 2-digit numbers using various strategies including place value.

15

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

Make sense of problems and persevere in solving them. Continually ask themselves, Does this make sense? Use concrete objects or pictures to help conceptualize and solve problems. Understand the approaches of others.

Look for and make use of structure. Recognize the structure of two-digit numbers (understand two-digit numbers as composed of tens and ones). Detect the pattern in a counting sequence. Detect patterns in word names and their numeral representations.

Essential Questions
Starting at ______, how far can you count? What patterns do you notice? What is this number (shown by this amount of objects)? How many ____ (objects) do you see? How do you write this number? How can you use tens and ones to describe the number ____? (1119 and 10, 20, 30?) Which number is more? Which number is fewer? How do you know?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Number and Operations in Base Ten
Extend the counting sequence. 1.NBT.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

Understand place value. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. b. c. 1.NBT.3 10 can be thought of as a bundle of ten ones called a ten. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 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).

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Common Core Standards for Mathe matical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 7 Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In kindergarten, students counted to 100 by 1s and 10s. They began at any given number within the known sequence. Students also wrote numbers 020 and represented a number of objects with a written numeral 020. Students began to build the foundation for place value by composing and decomposing numbers from 1119 into ten ones and some further ones by using objects or drawings or equations. Students compared the number of objects in one group to the number of objects in another group. Students also compared two numbers between 1 and 10 presented as a written numeral. Current Learning This is a critical area of learning in Grade 1. In first grade, students generalize their understanding by counting to 120 starting from any number less than 120. In this unit, students read and write numerals and represent a number of objects with a written numeral up to 30. By the end of the year, students represent, read, write, and compare numbers to 120. This is taught at the reinforcement level for numbers 020 and the developmental level for numbers 21 30. Place value is a critical area of instruction in first grade. Students understand that the two digits of a 2digit number represent bundles of tens and some ones. This is taught at the developmental level. They understand that 10 is a bundle of ten ones called a ten. Students understand the teen numbers (1119) are composed of a ten and additional ones, and the decades (10, 20, 30, etc.) refer to a number of tens and no additional ones. This is taught at the reinforcement level. Students compare two 2-digit numbers. This is taught at the developmental level. At this time of year, students need to develop this understanding by using bundles, such as snap cubes and linking chains, that are easy to count and separate into ones. Students are at the discrete stage of development and solid place-value rods may promote confusion. As students gain experience with countable bundles, they may be able to transition to place-value rods and other more abstract visuals and models. Later in the year, students record the results of these comparisons using <, >, and =, and increase the number range to 120. Students will use their understanding of place value to compute sums within 100. (1.NBT.4) Future Learning In second grade, students will learn that 100 is a bundle of ten 10s. The numbers (100, 200, 300, etc.) refer to the number of hundreds (and 0 tens and 0 ones). They will count within 1,000. Students will skip count by 5s, 10s, and 100s. Students will read and write numbers to 1,000 using base-ten numerals, number names, and expanded form. They will compare 2- and 3-digit numbers and use symbols <, >, and = to record results.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Additional Findings
Learning Progression K5, Number and Operations in Base Ten (pp. 56): See the number-bond diagram, 5 and 10 frames, place value cards, numeral list, and visual supports as teacher resources to highlight the base-ten structure of numbers. The number words continue to require attention at first grade because of their irregularities. The decade words, twenty, thirty, forty, etc., must be understood as indicating 2 tens, 3 tens, 4 tens, etc. Many decade number words sound much like teen number works. For example, fourteen and forty sound very similar (p. 6) Principles and Standards for School Mathematics, students should recognize that the word ten may represent a single entity (1 ten), and, at the same time, ten separate units (10 ones) and that these representations are interchangeable. (p. 81) A Research Companion to Principles and Standards for School Mathematics, As with the teens words, the English number words between twenty and one-hundred complicate the teaching and learning processes for multi-digit addition and subtraction.(p. 78) Children view numbers as single digits side by side: 827 is functionally eight two seven and not 8 groups of one hundred, 2 groups of ten, and 7 single ones.(p. 79)

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014