Second Grade
CFISD First Grade Math
Understanding Place Value (Comparing & Ordering to 120)
| |Teacher Notes |Page # |
|Unit Title |Understanding Place Value (Comparing & Ordering to 120) | |
| | | |
| |Making Tens | |
| |Using Base Ten Blocks | |
| |Naming Values of Numbers to 99 | |
| |Comparing Numbers to 99 (Concrete) | |
| |Comparing Numbers to 99(Pictorial) | |
|TEKS |The student is expected to: | |
| |1.2B use concrete and pictorial models to compose and decompose numbers up to 120 in more than | |
| |one way as so many hundreds, so many tens, and so many ones. | |
| |1.2C use objects, pictures, and expanded and standard forms to represent numbers up to 120. | |
| |1.2D generate a number that is greater than or less than a given whole number up to 120. | |
| |1.2E use place value to compare whole numbers up to 120 using comparative language. | |
| |1.2F order whole numbers up to 120 using place value and open number lines. | |
| |1.2G represent the comparison of two numbers to 100 using the symbols >, to show that 53 > 45. It is a symbol that I read by saying the words, “greater than”.
I can use the symbol < to show that 41 < 45. I can read this symbol < by saying “less than”.
We know that the symbol = means “equal to or equals”. We can also read this symbol = by saying 45=45, 45 is the same as 45. Both numbers on each side are the same.
Practice:
Group 1: Independent-
Practice problems pages 31-34
Group 2: Partners-
Count sets of items from whole group table lesson and compare larger/smaller numbers using vocabulary cards and symbol cards.
Group 3: Teacher Directed-
Who Has More? Activity
Sample Problems
Which set shows 54?
A
C.
Look at these numbers.
32 23 33
Which is greatest?
A. 32 B. 23 C. 33
Which set is larger than 52?
A.
C.
How many ?
A. 1 ten 2 ones
B. 2 tens 3 ones
C. 3 tens 3 ones
D. 3 tens 2 ones
-----------------------
How many shells?
A. 0 tens and 0 ones B. 3 tens and 3 ones
C. 3 tens and 0 ones D. 0 tens and 3 ones
How many paper clips?
A. 3 tens and 3 ones B. 3 tens and 6 ones
C. 6 tens and 6 ones D. 1 ten and 8 ones
How many pieces of candy?
A. 4 tens and 4 ones B. 4 tens and 8 ones
C. 8 tens and 8 ones D. 8 tens and 4 ones
53
Way 1
Way 2
80
30
place label
standard form
place label
standard form
base ten (build with rods and units)
base ten (with words)
places label
standard form
base ten (build with blocks)
base ten (with words)
expanded form (values)
+
How many crayons?
A. 7 tens and 2 ones B. 6 tens and7 ones
C. 2 tens and 7 ones D. 1 ten and 2 ones
sketch or picture
Unifix cubes
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