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6514465-470535Revision DateApril 20, 202000Revision DateApril 20, 2020Department of Curriculum & InstructionFirst Grade Math Unit1-6 Tens and OnesTime Frame11/30-12/17Big IdeasSets of 10 can be perceived as single entities. When objects are grouped in sets of 10 and leftovers/ones, counting the groups of ten and adding the ones tells how many there are in all. Numbers greater than 10 can be represented as the sum of the tens and the ones. Essential QuestionsHow can you count and add using tens and ones? What ways can numbers greater than 10 be named? Which digit changes when adding ones to a multiple of 10? How can numbers greater than 10 be represented and named? How can a list of outcomes be generated and organized to solve a problem so that all outcomes are accounted for? TEKS / Student ExpectationsSkillsConcepts(Readiness TEKs) 1.2(C) use objects, pictures, and expanded and standard forms to represent numbers up to 120 useObjects, pictures, and expanded and standard forms to represent numbers up to 120 (Supporting TEKs) 1.2(B) 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 1.3(A) use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99 useuseConcrete 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 Concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99 (Process Skill) TEKS 1.1(A) apply mathematics to problems arising in everyday life, society, and the workplace 1.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 1.1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 1.1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 1.1(E) create and use representations to organize, record, and communicate mathematical ideas 1.1(F) analyze mathematical relationships to connect and communicate mathematical ideas 1.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. ApplyUseSelect Communicate Create Analyze Display Explain Justify Mathematics to problems arising in everyday life, society, and the workplace Problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution Tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems Mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; Representations to organize, record, and communicate mathematical ideas Mathematical relationships to connect and communicate mathematical ideas Mathematical ideas and arguments using precise mathematical language in written or oral communication. Tier I Instructional Strategies – Classroom Instruction for All Students Pearson Envision 8In this unit, students learn to count tens and ones conceptually by using place-value blocks, place value discs and place-value mats. Students learn that the number system is based on groups of ten; that 10 ones make 1 ten, and 10 tens make 1 hundred by using models to count and show the tens, then the ones. This process allows students to use place-value concepts to represent numbers. In this unit, students learn to group objects into groups of tens with leftovers/ones. Students will also use those groups to add groups of tens to a 2-digit number. 1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to 120. ?Khan Academy Video Anchor Charts ?Assessment Demonstrate that are multiple ways to represent a number. Students need to be represent a number when given any presentation. Example Pictures into standard form, objects into expanded form, etc 640270531178500562398331220800Conceptual understanding of numbers and number sense is critical. 661458313186800o Utilize manipulatives and visual aids until students have a solid foundation of these concepts Pictorial Models include place value blocks, place value discs and open number lines INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page3image16176208" \* MERGEFORMATINET With place value blocks, 116 is represented as: INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page3image16179952" \* MERGEFORMATINET 1905-825500 INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page3image16186400" \* MERGEFORMATINET Partition a cookie sheet into three sections, and glue magnets onto the back of disks INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page3image16179120" \* MERGEFORMATINET 1.3(A) use concrete and pictorial models to determine the sum of a multiple of 10 and a digit number in problems up to 99 Misconceptions- In the number 24, the digit in the tens place does not represent the numeral 2. It Hence, 24=20+4 not 2+4 18137724572000 INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page5image16172048" \* MERGEFORMATINET 1905-444500 INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page5image16182032" \* MERGEFORMATINET 1.2(B) 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?Envision 8-6 Stations/CentersStations provide students the opportunity to practice skills that have introduced or taught in whole group or Guided Math lessons. Partnering students in stations allows them the opportunity to talk about their mathematical thinking, apply academic vocabulary, and hear how their peers think about math. When students visit math centers, the teacher has the opportunity to meet with Guided Math groups for small group instruction. Once stations are created and introduced, they can be spiraled back and utilized in any unit. Fluency- Students can use clips or counters to indicate their answer on cards. If students are struggling with this concept, provide counters and a 10-Frame. Missing Parts of 10 Hands On o Students can roll 2 dice to create 2 digit numbers. Using a Place Value Mat, students can practice representing the number with base-ten blocks and in Expanded Form.o To create large Place Value Mats, use painter’s tape on 3 sections of the floor or tri fold large construction paper and laminate for repeated use. Teacher can also laminated the provided Place Value Mats, or place in sheet protectors. o Place Value Mat o Place Value Mat with Expanded Formo Students can use Base Ten blocks to write their name. tens on the “straight” letters and ones on the “curves”. After students have determined the correct number of blocks needed, they can use the craft template proved to display their results. This activity can be repeated throughout the year with spelling words, sight words, or classmates’ names. o Place Value Names Recording SheetMemory gameStrategies for Struggling Students (S3)1.2C If students have trouble identifying groups of 10, have them make cube trains for each group of 10, then count the leftover ones. Using number cards and cubes, give students 2 number cards to form a 2 digit number. They build that number with cubes. Then reverse the numbers and re-build. (See. p. 419A in Envisions Teacher Edition). Using linking cubes to help students conceptualize the number. Prior to writing a number in expanded form, have students represent it with objects. Separate the tens from the ones. Demonstrate that expanded form is simply putting a plus sign between the two groups. INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page7image16038736" \* MERGEFORMATINET INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page9image16180576" \* MERGEFORMATINET VocabularyDigitOnesTensHundreds Standard Form Expanded Form Place Value Compose Decompose Sample STAAR or STAAR-Like Assessment Items *The following sample questions are one of many ways to assess the TEKS student expectation. Unit Assessment (click link to download) Resources*The suggested resources are one of many ways to address the TEKS student expectation. TEA Stations and Small Group Activities Grade 1 Kindergarten TEA vertical alignment chart ................
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