ESSENTIAL QUESTION

How does place value help us to solve problems using addition and subtraction? How can you represent the same number different ways?

Primary - Math - Grade 1 - Unit 5
Numbers to 120 and Place Value
Students will explore numbers to 120 and place value.
OVERVIEW Show All | Hide All | Top

Students will explore numbers to 120 by: reading, writing, counting, determining 10 more and 10 less.  Students will be able to identify tens and ones in 2-digit number, write a 2 digit number in expanded form, determine the number that is greater, less than, or equal to by using tens and ones, compare 2 digit numbers, and use symbols >, <, = to compare 2 digit numbers.

COMMON CORE STANDARDS Show All | Hide All | Top

1.NBT.1:

Count and represent numbers.

a.  Count forward to and backward from 120, starting any number less than 120.

b. In thos range, read and write numerals and represent a number objects with a written numberal.

1.NBT.5:

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.OA.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.NBT.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.2.a 10 can be thought of as a bundle of ten ones - called a "ten."

1.NBT.2.b 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.2.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.3:

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

STUDENT LEARNING TARGETS Show All | Hide All | Top

I can write the number for a given number of objects to 120.

I can count to 120.

I can count to 120 starting at any number less than 120.

I can read numbers to 120.

I can write numbers to 120.

I can count backwards starting at any number less than 120.

I can find and explain 10 more than a number without having to count.

I can find and explain 10 less than a number without having to count.

I can fluently subtract by memory. (within 10)

(Facts -4 and -5 to 10 for fluency included in this unit)

I know that a bundle of ten ones is called a ten.

I can identify how many tens and ones are in a 2-digit number.

I can identify the number of tens and ones in a numbers that are multiples of ten.

I can identify the number that is greater using tens and ones.

I can identify the number that is less using tens and ones.

I can compare two 2-digit numbers using the tens and ones.

I can use the symbols >, <, and = to compare two 2-digit numbers.

Supporting:

I can fluently subtract by memory. (within 10)

(Facts -4 and -5 to 10 for fluency included in this unit)

COMMON ASSESSMENTS Show All | Hide All | Top Numbers to 120 Formative (45.34KB) Place Value Formative (28.69KB) Numbers to 120 formative (45.34KB) Numbers to 120-Place Value Summative (310.5KB)
CRITICAL VOCABULARY Show All | Hide All | Top

more/less

tens/ones

bundle

expanded form

greater than >

less than <

equal to =

LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics) Numbers to 120 Plans (20.23KB) Place Value Plans (181.5KB) Expanded form powerpoint (813.27KB)
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LITERACY STRATEGIES Show All | Hide All | Top

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THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top

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