Unit 4

Numbers and Operations in Base Ten

Grade 1

Math

Unit Length and Description:

4 weeks

This unit will build an understanding of place value for numbers between 10 and 100.

Standards:

 CCSS for Mathematical Content CCSS # CCSS Text Numbers and Operations in Base Ten 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.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. 1.NBT.3 Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Standards for Mathematical Practice (MP) MP.2 Reason abstractly and quantitatively MP.6 Attend to precision MP.7 Look for and make use of structure MP.8 Look for and express regularity in repeated reasoning CCSS for ELA Content CCSS# CCSS Text Writing W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Speaking and Listening SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a.   Follow agreed-upon rules for discussion (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b.   Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c.   Ask questions to clear up any confusion about the topics and texts under discussion. Standards:  Instructional Outcomes 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. I can write numerals up to 120. I can write a numeral to represent a number of objects. I can count to 120 starting with a given number. I can read the numerals up to 120.   1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones.  I can explain what each digit of a two-digit number represents. I can identify a bundle of 10 ones as a “ten”. I can represent numbers 11 to 19 as a 10 and ones. I can represent numbers 20 to 90 as tens and zero ones.   1.NBT.3: Compare two two-digit numbers based on meaning of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. I can identify the value of each digit in a two-digit number. I can explain what each symbol means (>, <, =). I can compare two 2 digit numbers. I can use >, <, = symbols to compare two 2 digit numbers.

Enduring Understandings:

·         I can represent numbers as amounts of tens and ones.

·         I can use the digits of a two-digit number to represent the number of tens and ones.

·         I can compare two two-digit numbers based on the meanings of the tens and ones digits, and will record the results with the symbols >, =, and <.

Essential Questions:

·         How do we show that numbers work together?

·         How does the position of a number affect its name and value?

·         How can I use the position of a numeral to compare two numbers?

·         How can I tell about a number in different ways?