Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6 Lesson Plan Math
Grade Level: First
Lesson Title: Foundations of Numbers up to 99
Unit: 6 Option 2
Lesson Length: 15 days
Lesson Overview
This unit bundles student expectations that address the understanding of whole numbers up to
99, comparing numbers using place value and ordering these numbers using an open number
line.
During this unit, students extend their knowledge of the base-10 number system using objects
and manipulative to form multiple groups of tens and ones up to 99. Students compose and
decompose numbers through 99 as a sum of so many tens and so many ones using concrete
objects (e.g., proportional objects such as base-10 blocks, non-proportional objects such as
place value disks, etc.), pictorial models (e.g., base-10 representations with place value charts,
place value disk representations with place value charts, etc.), and numerical representations
(e.g., expanded form and standard form). Students use place value relationships in order to
generate numbers that are more or less than a given number using tools such as a hundreds
chart and/or base-10 blocks. Students compare whole numbers up to 99 and represent the
comparison using comparative language and symbols. Students use open number lines to
represent the order of numbers.
Unit Objectives:
Students will…
1.
Compose and decompose numbers up to 99 using concrete objects, pictorial models
and numerical representation: standard, expanded and written form.
2.
Use place value to compare whole numbers up to 99 using comparative language and
symbols.
3.
Use open number lines to represent the order of numbers.
Standards addressed:
TEKS:
1.1A: Apply mathematics to problems arising in everyday life, society, and the workplace.
1.1C: Select tools, including real objects, manipulative, paper and pencil, and technology as
appropriate, and techniques, including mental math, and number sense as appropriate, to
solve problems.
1.1D: Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, and language as appropriate.
1.1E: Create and use representations to organize, record, and communicate mathematical
ideas.
1.1F: Analyze mathematical relationships to connect and communicate mathematical ideas.
1.1G: Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
1.2B: Use concrete and pictorial models to compose and decompose numbers up to 99 in
more than one way as so many tens, and so many ones.
1.2C: Use objects, pictures, and expanded and standard forms to represent numbers up to 99.
1.2D: Generate a number that is greater than or less than a given whole numbers up to 99.
1.2E: Use place value to compare whole numbers up to 99 using comparative language.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
1.2F: Order whole numbers up to 99 using place value and open number number line.
1.2G: Represent the comparison of two numbers to 99 using the symbols >,<, or =.
ELPS:
ELPS.c.1A: Use prior knowledge and experiences to understand meanings in English.
ELPS.c.2C: Learn new language structures, expressions, and basic and academic vocabulary
heard during classroom instructions and interactions.
ELPS.c.2D: Monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed.
ELPS.c.3C: Speak using a variety of grammatical structures, sentence lengths, sentence
types, and connecting words with increasing accuracy and ease as more English is acquired.
ELPS.c.3D: Speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency.
ELPS.c.3H: Narrate, describe, and explain with increasing specificity and detail as more
English is acquired.
Misconceptions:
Some students may think that the digit 1 in the number 120 represents the value 1 instead of
the value 100 ones, 10 groups of 10, or 1 group of 100.
Some students may think that the decomposition of 115 is 1 + 1 + 5 instead of 100 + 10 + 5,
not realizing the importance of the place value in the expanded representation.
Some students may think that a number can only be decomposed one way, when the number
can actually be decomposed multiple ways (e.g., one hundred six could be represented as 10
groups of 10 and 6 ones, 106 ones, 8 groups of 10 and 26 ones, etc.).
Some students may think that the total value of a number changes when the number is
represented using different decompositions, not realizing that the sum of the addends in each
decomposition remains the same.
Some students may think that, when comparing numbers, a number value is only dependent
on the largest digit, regardless of the place value location within the number (e.g., when
comparing 89 and 112, the student may think that 89 is larger because the digits 8 and 9 are
larger than any of the digits in the number 112).
Some students may think numbers are always ordered from smallest to largest rather than
understanding that quantifying descriptors determine the order of numbers as they are read
from left to right (e.g., largest to smallest, smallest to largest, etc.).
Some students may think all number lines or open number lines must begin with zero rather
than being able to visualize a number line or open number line that displays an isolated portion
of a number line or open number line.
Some students may think the less than and greater than comparison symbols are
interchangeable rather than understanding the meaning of each symbol and how to
appropriately read and write each symbol.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Underdeveloped Concepts:
●
Some students may still be in the one-to–one correspondence counting stage making it
difficult to use the base-10 blocks or other manipulative used for representing 10s.
Vocabulary:
●
Compare numbers – to consider the value of two numbers to determine which number
is greater or less or if the numbers are equal in value
●
Compose numbers – to combine parts or smaller values to form a number
●
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
●
Decompose numbers – to break a number into parts or smaller values
●
Digit – any numeral from 0 – 9
●
Expanded form – the representation of a number as a sum of place values (e.g., 119
as 100 + 10 + 9)
●
Numeral – a symbol used to name a number
●
Open number line – an empty number line where tick marks are added to represent
landmarks of numbers, often indicated with arcs above the number line (referred to as
jumps) demonstrating approximate proportional distances
●
Order numbers – to arrange a set of numbers based on their numerical value
●
Place value – the value of a digit as determined by its location in a number such as
ones, tens, hundreds, etc.
Standard form – the representation of a number using digits (e.g., 118)
● Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
●
Related Vocabulary:
●
Base-10 place value
system
● Comparative
language
● Comparison
symbols
● Decrease
●
●
●
●
Equal to (=)
Greater than (>)
Increase
Landmark (or
anchor) numbers
●
●
Less than (<)
Magnitude (relative
size)
● Ones place
● Tens place
List of Materials:
Base-ten blocks
Linking cubes
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
zip-lock bags
12” x 18” construction paper
Handout: Place Value Mat 1
Handout: Place Value Recording Sheet 1
Handout: Describing Place Value 2
Handout: Ordering Numbers Recording Sheet
Handout: Place Value Comparison 2
Handout: 99 Chart
Handout: Value Order 2
Handout: Comparing Place Value 2
INSTRUCTIONAL SEQUENCE
Phase Engage Day 1
Students examine modeling numbers using base-ten blocks to practice place value concepts
and unitizing.
Activity:
1.
Prior to instruction, create a set of base ten blocks for each student and a set of baseten blocks for each teacher by placing 9 10-longs and 10 units in a plastic zip bag.
2. Pair students in groups of 4.
3. Place a bin of 30 linking cubes and a 12” x 18” piece of construction paper.
4. Ask:
● How could the number twenty-eight be represented using linking cubes? Have
students explore with linking cubes to model number 28. Answers may vary. You can
snap cubes together to make sticks of ten and place 8 cubes to represent the ones in
the number 28; etc.
Facilitate a class discussion comparing all student representations of the number 28.
5.
Distribute base-ten blocks to students.
Ask:
● How can you use the base-ten blocks to represent the same quantity of 28 that
was modeled with the linking cubes? (You could use 2 10-longs and 8 units.)
● What blocks did you use to represent the tens in the number 28? (2 10-longs)
● Who can explain why you selected the 10-long to represent the tens? Answers
may vary. The digit in the tens place tells how many 10-longs could be used; each 10long equals 10 units, each 10-long is the same as the sticks of 10 made with our linking
cubes; etc.)
● What blocks did you use to represent the ones in the number 28? (8 units)
● Explain why you selected that block to represent the ones. Answers may vary.
The digit in the ones place tells us how many units could be used; the units are the
same as the extra linking cubes in our linking cube models; etc.
6.
Repeat activity using numbers up to 99. Have students practice modeling concrete
representations of numbers up to 99.
What’s the teacher doing?
1.
2.
Prior to lesson, teacher prepares bins of linking cubes and base-ten blocks for students
and groups of 4. Students should have their place value mats from Unit 4.
Instruct students to create the number 28 using linking cubes.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
3.
Facilitate a class discussion on their representations using both linking and base-ten
blocks.
What’s the student doing?
1.
Use formal language when describing the base-ten blocks.
2. Use base-ten blocks to create models of numbers up to 99.
3. Cooperatively working in groups of 4 to conduct explorations of numbers.
Phase: Day 2 Explore/Explain
Activity:
Students work independently to represent quantities up to 99 using base-ten blocks and record
the quantity in expanded and standard forms.
1.
2.
3.
4.
●
●
●
●
●
●
Prior to instruction, add number cards up to 99 using a hundred chart, cutting apart, and
placing in a paper lunch sack from Unit 4, 1 set per 4 students. Additionally create a set
for the teacher.
Place students in groups of 4. Distribute base-ten blocks. Have students pull out their
place value mats from Unit 4 and their personal white board and dry erase markers.
Explain that today you will be constructing models to represent quantities up to 99.
Display the number 54 from Teacher number sack. Instruct students to represent the
number 54 on their place value mats by using their base-ten blocks. Allow time for
students to complete their model. Monitor and assess students to check for
understanding.
Ask:
How many tens are in the number 54? (5 tens)
What block did you use to represent the tens? (a 10-long)
How many 10-longs did you use? (five 10-longs)
How many ones are in the number 54? (4 ones)
What block did you use to represent the ones? (a unit)
How many units did you use? (4 units)
5.
Create an anchor chart displaying modeling, standard and expanded form. Model how
to record the base-ten model of 54 on the smartboard.
Ask:
● How many 10-longs did you use to represent the number 54? (five 10-longs)
Explain to students how to use a line to represent a 10-long on their recording sheet. Instruct
students to replicate the model on their whiteboard. Have students choraly skip count each 10long with you to confirm that they have represented the quantity of 50 on their whiteboards.
Ask:
● How many units did you use to represent the number 54? (4 units)
Explain to students how to use a dot to represent a single unit from the concrete base-ten
model of 54. Instruct students to replicate the model on their whiteboards. Have students to
choraly skip count each 10-long and unit with you to confirm that they have represented the
quantity of 54 on their whiteboards.
6.
Using the displayed anchor chart , demonstrate how to record the number of tens,
ones, the number 54 and in expanded form.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
7.
Repeat the process to model another two digit number from their sack of numbers from
1-99.
What’s the teacher doing?
1.
Prior to instruction, add number cards up to 99 using a hundred chart, cutting apart, and
placing in a paper lunch sack from Unit 4, 1 set per 4 students. Additionally create a set
for the teacher.
2. Model how to record base-ten models.
3. Create an anchor chart illustrating modeling, standard and expanded form.
What is the student doing?
1.
2.
Students will compose and decompose numbers using models, illustrations, standard,
expanded and written form.
Students will practice using numbers to 99 by pulling numbers out of their Number Card
Sack and number cards 1-99.
Phase Day 3: Elaborate
Students demonstrate the reading and writing of numbers to 99 using base-ten models,
recording the model with a sketch, and naming the set using written notation, expanded
notation, and standard form.
Instructional Procedures:
1. Place students in pairs. Distribute a set of base-ten blocks, and 2 copies of handout:
Describing Place Value 2 to each student and a Number Card Sack to each pair.
2. Display the top of teacher resource: Describing Place Value 2.
3. Display the card 62 from Number Card Set. Instruct students to represent the number
62 on their Place Value Mat by using their base-ten blocks. Allow time for students to
complete their model. Monitor and assess students to check for understanding.
Ask:
● How many tens are in the number 62? (6 tens)
● How many 10-longs did you use to represent the tens in the number 62? (6 10longs)
● How many ones are in the number 62? (2 ones)
● How many units did you use to represent the ones in the number 62? (2 units)
Instruct students to record the model as a pictorial sketch and the number of tens and ones on
their handout: Describing Place Value 2.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
4. Instruct students to examine the next two rows of the displayed teacher resource:
Describing Place Value 2.
Ask:
● How did you count the total number of tens? (10, 20, 30, 40, 50, 60)
● How is the value of the tens written? (60)
Record the number 60 in the first blank of the expanded notation number sentence.
● How did you count the total number of ones? (1, 2)
Record the number 2 in the second blank of the expanded notation number sentence.
● What is the sum of 60 + 2? (62)
● Does this sum match the number represented with the base-ten blocks? (yes)
Record the number 62 beside the label Standard Form.
Instruct students to replicate the expanded notation number sentence and standard form on
their handout: Describing Place Value 2. Explain to students that writing the value of each
place in a number as a number sentence is called expanded form.
5. Instruct students to examine the last row of the displayed teacher resource: Describing
Place Value 2.
Ask:
● What is the total of 60 + 2? (62)
● How do I write the number in words? (sixty-two)
Display the number word card sixty-two from Number Card Set . Model using the number word
card to write the number in word form on teacher resource: Describing Place Value 2,
verifying the spelling. Instruct students to replicate the written form on their handout.
6. Explain to students that they will be repeating this process to complete both copies of
handout: Describing Place Value 2. Instruct each student to draw a matching set of cards
from their Number Card Sack (a number represented in both numerals and words). Students
will create a concrete model of the number using base-ten blocks on their Place Value Mat 1,
record model, expanded form, standard form, and written form on their handout: Describing
Place Value 2, and then trade their recording sheet and number cards with their partner. The
students will evaluate each other’s work for accuracy, provide feedback, and allow their partner
to make corrections if necessary. Once both students have an accurate model on their
handout: Describing Place Value 2, they will repeat the process until they have recorded four
number models. Allow time for students to complete the activity. Monitor and assess students
to check for understanding.
__________________________________________________________________________
What’s the teacher doing?
1.
Monitor and assess students to check for understanding.
What’s the student doing?
1.
Students create numbers using Number Cards, base-ten blocks, Place Value Mat 1,
and Handout: Describing Place Value 2.
2. Students model, illustrate, and write in standard, expanded and written form numbers up
to 99.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Phase: Day 4: Evaluate
Students will compose and decompose numbers to 99 using standard, expanded and written
form.
1.
2.
Prior to the lesson, teacher will make 2 copies of Handout: Describing Place Value 2
for each student.
Teacher will instruct students to pull a number from their Number Card Sack and model
it, illustrate it, write it in standard, expanded and written form. Students will do this 4
times for a grade.
What’s the teacher doing?
1.
2.
3.
Make copies of Handout: Describing Place Value 2 (2 copies for each student).
Monitor and check for understanding.
Evaluate students work for a grade.
What’s the student doing?
1.
Students will pull 4 numbers out of their Number Card Sack to compose and
decompose numbers to 99.
2.
Model numbers up to 99 using tens and ones, Handout: Place Value Mat 1 and baseten blocks.
3.
Students will write number using standard, expanded and written form.
Phase Day 5: Explore/Explain
Explore/Explain
Students represent two numbers using base-ten blocks and record a comparison statement
using formal mathematical language.
Instructional Procedures:
1. Display teacher resource: Place Value Comparison 2 and number cards 64 and 71 from
Number Card Sack for the class to see.
2. Invite two students to model sketching base-ten blocks to represent the two numbers.
Instruct students to record the number of tens and ones and the number in standard form on
teacher resource: Place Value Comparison 2.
Ask:
● How many tens are in the number 64? (6 tens)
● How many ones are in the number 64? (4 ones)
● How many total blocks are used to model 64? (10 blocks)
● How many tens are in the number 71? (7 tens)
● How many ones are in the number 71? (1 one)
● How many total blocks are used to model 71? (8 blocks)
● Which number is less, 64 or 71? (64) Explain. Answers may vary. The number 64 is
less because it has fewer tens; the number 64 is less because the number 71 has more
tens; etc.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
● When comparing two digit numbers, do you need to compare the ones or tens
place first? (You compare the tens first. The more tens a number has, the larger the
number, but if the tens are the same, then you would compare the number of ones for
each number.)
3. Based on the numbers 64 and 71, model how to complete the comparison statement on
handout: Place Value Comparison 2.
4. Place students in pairs. Distribute a set of base-ten blocks, and handout: Place Value
Comparison 2 to each student and Number Card Sack to each pair.
5. Instruct each student to draw a number card from their Number Card Sack, model the
quantity on their Place Value Mat 1 using base-ten blocks, and complete the first table on
handout: Place Value Comparison 2.
6. Instruct students to trade number cards with their partner, model their partner’s quantity on
their Place Value Mat 1 using base-ten blocks, complete the second table on handout: Place
Value Comparison 2, and record the comparison statement that reflects the quantities in their
tables. Allow time for students to complete the activity. Monitor and assess students to check
for understanding. Facilitate a discussion with individual pairs of students to ensure
understanding of manipulative models and how to complete a comparison statement.
Ask:
● Will the comparison statement on your partner’s recording sheet be the same as
yours? Why or why not? (No, because our numbers are recorded in a different order.)
7. Facilitate a class discussion about the models and comparisons statements generated.
Ask:
● Did anyone draw a number that did not have any ones? Answers may vary.
● Would you and your partner share how you completed your recording sheet if the
number did not have any ones? My recording sheet would have only tens/longs and
no ones/units.
8. Allow students to change partners and repeat the activity using the remaining tables on
handout: Place Value Comparison 2. Remind students to record their number in the first table
and their partner’s number in the second table.
9. Distribute another copy of handout: Place Value Comparison 2. Allow students to repeat
the activity two more times, totaling four comparisons.
What is the teacher doing?
1. Prior to lesson, teacher needs to make copies of Handout: Place Value Comparison 2 (2
per students).
2. Monitor and check for understanding.
What’s the student doing?
1.
Modeling, sketching and comparing numbers using Number Card Sack, Place Value
Mat and base-ten blocks.
2. Work with a partner to complete assignment.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Phase Day 6: Explore/Explain
Students work in small groups to represent and compare two quantities up to 99.
Instructional Procedures:
1. Place students in groups of 4. Distribute set of base-ten blocks, and 2 copies of
handout: Comparing Place Value 2 to each student and a Number Card Sack to
each group.
2. Explain to students that they will be comparing numbers using base-ten blocks.
The process will be similar to yesterday’s activity. Instruct each student to draw a card
from the sack, create a concrete model using base-ten blocks on their Place Value
Mat 1 record the model of their number and their partner’s number, and then write a
comparison statement on the handout: Comparing Place Value 2. Students will
switch partners and repeat the process until they have recorded four models and
comparison statements.
3. Monitor and assess students to check for understanding. Facilitate small group
discussions to encourage students to justify and explain their comparison statements.
____________________________________________________________________
What’s the teacher doing?
1.
Prior to lesson, make 2 copies of Comparing Place Value 2 for each student.
2.
Explain how students will be comparing numbers.
3. Monitor and assess students for understanding.
What’s the student doing?
1. Comparing numbers using base-ten blocks and Place Value Mat 1.
2. Work in groups of 4.
Phase Day 7: Explore/Explain
Students compare and order whole numbers up to 99 and communicate their models
using mathematical language.
Instructional Procedures:
1. Distribute a set of base-ten blocks whiteboard, and dry erase maker to each
student.
2. Explain to students that they will be participating in an activity called “Show Me
the Number” where an arrangement of base-ten blocks or a number will be displayed,
and students must either record the two-digit number on their whiteboard or build a
concrete model of the two-digit number in their Place Value Mat using base-ten
blocks.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
3. Display 7 10-longs and 8 units for the class to see. Instruct students to record the
quantity of the concrete model displayed on their whiteboards.
Ask:
● What number is represented by this arrangement of base-ten blocks?
Explain? (78) Answers may vary. The number is 78 because the digit 7 is in
the tens place; which is being represented by seven 10-longs, the digit 8 is in
the ones place, which is being represented by the eight units; etc.
● How could you count this model to make sure the quantity is correct?
Answers may vary. Skip count the 10-long by ten and then count on the units
or ones; etc.
Allow students to choraly count with you to ensure the quantity is correct.
4. Display the number card 80 from Number Card Set 99. Instruct students to build
a concrete model of the two-digit number displayed in their Place Value Mat 1 using
base-ten blocks.
Ask:
● What blocks did you use to represent the number 80? (eight 10-longs)
● Did you use any units or ones? Explain. (No; the number eighty does not
have any ones, only eight tens.)
Note, students could use 7 10-longs and 10 units. If that is their representation, ask
them if there are enough units to create 1 more 10-long.
● How could you count the base-ten blocks to make sure you modeled the
number 80 correctly? Answers may vary. Skip count the 10-long by tens and
stop; etc.
● What is different about this number compared to the first number
modeled, 78? Answers may vary. There are no ones; there is a zero in the
ones place; no units were used in the model; etc.
5. Repeat this activity several times by displaying various base-ten models, twodigit number cards, and number word cards, being sure to include some numbers that
end with zero.
6. Collect the Place Value Mat 1, whiteboard, and dry erase marker from each
student. Place students in pairs. Distribute Handout: Ordering Numbers Recording
Sheet. Display teacher resource: Ordering Numbers Recording Sheet. Explain to
students that the game “Show Me the Number” will continue, except this time 5
number cards will be displayed and partners will build a concrete model of each of the
numbers displayed using base-ten blocks and record the pictorial representation of
each model on their handout.
7.
Display 5 two-digit numbers from Number Card Set 99 for the class to see.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Instruct student pairs to build a concrete model for each number using base-ten
blocks and record a pictorial representation of each number on handout: Ordering
Numbers Recording Sheet. Allow time for students to complete their models.
Monitor and assess students to check for understanding. Facilitate a class discussion
examining the base-ten models created.
Ask:
● How could you describe these models using comparative language?
Answers may vary.
● Which number is larger? Answers may vary.
● Which number is smaller? Answers may vary.
● Which number has the least amount of blocks? Answers may vary.
● Is the number with the least amount of blocks also the smaller number?
Why or why not? Answers may vary.
● How could you record these numbers from greatest to least? Answers
may vary. I could record the greatest and least numbers first, and then record
the last one in the middle; I could record the greatest number first, then the
next number will be the greater of the two remaining numbers; etc.
● What number would you record as the greatest? Answers may vary.
● What number would you record in the middle? Answers may vary.
● What number would you record as the least? Answers may vary.
8. Using the displayed teacher resource: Ordering Numbers Recording Sheet,
demonstrate how to record each of the displayed numbers. Allow time for students to
make self-corrections as needed.
9. Display three new number cards from Number Card Set. Instruct students to
complete the second handout: Ordering Numbers Recording Sheet by recording
the numbers in order from greatest to least. Allow time for students to complete the
activity. Monitor and assess students to check for understanding.
Ordering Numbers Recording Sheet to each pair.
What’s the teacher doing?
1.
Monitor and assess students to check for understanding.
What’s the student doing?
1.
Order numbers from greatest to least and least to greatest.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Phase Day 8: Elaborate
Students will identify numbers based on clues given. Students will compare numbers
up to 99.
Teacher will instruct students to listen carefully to below clues to discover numbers
given clues. Students may use base-ten blocks and Place Value Mat 1 to help
identify/discover number.
Mystery Number Clues
Mystery Number 1:
Clue 1: My number is greater than 50.
Clue 2: My number is less than 70.
Clue 3: The digit in the ones place is a 4.
Clue 4: You will use exactly ten base ten blocks to build my number.
Clue 5: What’s the mystery number?
The Mystery Number is 64.
Mystery Number 2:
Clue 1: My number is between 20 and 30.
Clue 2: The digit in the tens place is smaller than the digit in the ones place.
Clue 3: You will use exactly eleven base-ten blocks to build my number.
Clue 4: What’s the mystery number?
The Mystery Number is 29.
Mystery Number Clues
Mystery Number 3:
Clue 1: My number is greater than 30 but less than 40.
Clue 2: The digit in the ones and tens place is the same.
Clue 3: You will use exactly six base-ten blocks to build my number.
Clue 4: What’s the mystery number?
The Mystery Number is 33.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Mystery Number 4:
Clue 1: My number is greater than 30 and less than 50.
Clue 2: The sum of the digits in the tens place and the digits in the ones place is 4.
Clue 3: What mystery number did you find?
Clue 4: Did anyone get a different number?
The Mystery Number could be 31 or 40.
What’s the teacher doing?
1.
2.
Instruct students to use base-ten blocks and Place Value Mat 1 to identify
numbers up to 99.
Monitor and check for understanding
What’s the student doing?
1. Listen carefully to clues given by teacher.
2. Utilize base-ten blocks and Place Value Mat 1 to compare numbers up to 99.
Phase Day 9: Evaluate
Students will compare numbers to 99 using comparative language and symbols.
1.
2.
Students will pull 2 numbers from their Number Card Sack model, illustrate and
compare numbers using symbols to represent greater than, less than or equal
to.
Students will repeat process 5 times for a grade.
What’s the teacher doing?
1. Prior to lesson teacher will have students fold a 12 x 18 manila construction
paper. Provide each table or student pair with Number Card Sack and Number
Cards up to 99.
2. Instruct students to model, illustrate and compare
What’s the student doing?
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
1.
2.
Students will pull 2 numbers from their Number Card Sack model, illustrate and
compare numbers using symbols to represent greater than, less than or equal
to.
Students will repeat process 5 times for a grade.
Phase Day 10: Explore/Explain
Students individually demonstrate the comparing and ordering of numbers up to 80
using base-ten models and write a comparative statement using formal mathematical
language.
Instructional Resources:
1. Place students into groups of four. Distribute base-ten blocks, handout: Value
Order Mat, and two copies of handout: Value Order 2 to each student. Distribute a
Number Card Sack to each group.
2. Explain to students that they will each draw 3 number cards from their Number
Card Sack and construct a model of each number using base-ten blocks on handout:
Value Order 2. Students will then record the number symbolically and sketch a
pictorial of their model on handout: Value Order 2. Once all three numbers have been
recorded, students will write the numbers on the second row of the recording chart in
order from greatest to least. Allow time for students to complete this portion of the
recording chart.
3. Invite a student to share their recording chart. Display the student’s recording
chart for the class to see.
Ask:
● What numbers does your model represent? Answers may vary.
● What comparative statement represents your numbers from greatest to
least? Answers may vary.
Note, all comparative statements should include “greater than.” Allow the student time
to write the comparison statement from greatest to least.
● Using the same three numbers, how could you list them in order from
least to greatest? Answers may vary. I could write my first list backward; I
could start with the least, then the middle, then the greatest; etc.
● How could you write a statement comparing all three numbers from least
to greatest? Answers may vary.
Note, all comparative statements should include “less than.” Allow the student time to
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
write the new comparison statement from least to greatest.
4. Invite several students to share how they would write comparison statements for
the numbers on their recording sheets. Instruct the class to complete the remaining
parts of their chart.
5. Instruct students to replace the number cards, draw 5 new cards, and repeat the
process until they have completed four charts.
6. Allow time for students to complete the activity. Monitor and assess students to
check for understanding. While monitoring groups, ask students to orally justify and
explain how they are ordering the numbers.
What’s the teacher doing?
1. Monitor and assess students to check for understanding.
What’s the student doing?
1. Order numbers to 99 and use comparative language.
2. Students orally justify and explain how they are ordering the numbers.
Phase Day 11: Explore/Explain
Students represent and compare three quantities up to 99.
Instructional Resources:
1. Place students into groups of four. Distribute a set of base-ten blocks, a Place
Value Mat 1, and 2 copies of handout: Value Order 2 to each student. Distribute a
Number Card Sack 1 – 99 to each group.
2. Explain to students that they will each draw 3 number cards from their Number
Card Sack 1 – 99. For each number, students will create a model of the number using
base-ten blocks and a Place Value Mat 1. Students will then record a sketch of the
model on handout: Value Order Mat 2 in the section labeled 1st Draw. Students will
repeat the process for the other 2 number cards drawn. Once all three numbers have
been recorded, students will write the numbers on the second row of the recording
chart in order from greatest to least and write an appropriate comparison statement.
Students will then list the numbers from least to greatest and write an appropriate
comparison statement.
Ask:
● What words should be included in comparison statements? (greater than,
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
less than, equal to)
3. Instruct students to replace the number cards, draw 4 new cards, and repeat the
process until they have completed four comparison charts.
4. Encourage students to share their comparison charts with others in their group to
evaluate accuracy and provide feedback.
5. While students are working with their group, teacher monitors and checks for
understanding.
What’s the teacher doing?
1.
Monitor and assess students to check for understanding.
What’s the student doing?
1.
Students in groups pull 4 numbers out of Number Card Sack to compare and
order numbers.
2. Students evaluate accuracy and provide feedback in groups.
Phase Day 12 & 13: Elaborate
Activity:
Students compare and order whole numbers up to 99 and communicate their models
using mathematical language.
1. Distribute a set of base-ten blocks, whiteboard, open number line and dry erase
markers. Have students pull out Place Value Mat 1.
2. Explain to students that they will be participating in an activity called “Show Me the
Number” where an arrangement of base-ten blocks or a number will be displayed,
and students must either record the one or two-digit number on their whiteboard or
build a concrete model of the two-digit number in their Place Value Mat 1 using baseten blocks.
3. Display 5 tens and 3 ones for the class to see. Instruct students to record the
quantity of the concrete model displayed on their whiteboards.
Ask:
* What number is represented by this arrangement of base-ten blocks?
Explain. (53) Answers may vary. The number is 53 because the digit 5 is in the tens
place; which is being represented by 5 tens, the digit 3 is in the ones place, which is
being represented by the 3 ones.
* How could you count this model to make sure the quantity is correct? Answers
may vary. Skip count the tens by tens and then count the ones by ones; etc.
4. Display the number card 90 from Number Card sack. Instruct students to build a
concrete model of the two-digit number displayed in their Place Value Mat 1 using
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
base-ten blocks.
Ask:
* What blocks did you use to represent the number 90? (9 tens)
* Did you use any ones? (The number ninety does not have any ones, only 9 tens).
* How could you count the base-ten blocks to make sure you modeled the
number 90 correctly? Answers may vary. Skip count the tens by tens and stop; etc.
* What is different about this number compared to the first number modeled,
53? Answers may vary. There are no ones; there is a zero in the ones place; no ones
were used in the model; etc.
5. Repeat this activity several times by displaying various base-ten models, and
Number Cards sack being sure to include numbers that end with zero.
6. Collect the Place Value Mat 1, whiteboard, and dry erase marker from each
student. Place students in pairs. Distribute handout: Ordering Numbers Recording
Sheet to each pair.
7. Display teacher resource: Ordering Numbers Recording Sheet. Explain to
students that the game “Show Me the Number” will continue, except this time 3
number cards will be displayed and partners will build a concrete model of each of the
numbers displayed using base-ten blocks and record a pictorial representation of
each model on their handout.
8. Display 3 numbers from Number Cards sack for the class to see. Instruct students
pairs to build a concrete model for each number using base-ten blocks and record a
pictorial representation of each number on handout: Ordering Numbers Recording
Sheet.
Allow time for students to complete their models. Monitor and assess students to
check for understanding. Facilitate a class discussion examining the base-ten models
created.
Ask:
* How could you describe these models using comparative language? Answers
may vary.
* Which number is larger? Answers may vary.
* Which number is smaller? Answers may vary.
* Which number has the least amount of blocks? Answers may vary.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
* Is the number with the least amount of blocks also the smaller number? Why
or why not? Answers may vary.
* How could you record these numbers from greatest to least? Answers may
vary.
I could record the greatest and least numbers first, and then record the last one in the
middle. I could record the greatest number first, then the next number will be the
greater of the two remaining numbers; etc.
* What number would you record as the greatest? Answers may vary.
* What number would you record in the middle? Answers may vary.
* What number would you record as the least? Answers may vary.
9. Using displayed teacher resources: Ordering Numbers Recording Sheet,
demonstrate how to record each of the displayed numbers in an open number line.
Allow time for students to make self-corrections as needed.
10. Display three new number cards from Number Card 1-99 sack. Instruct students
to complete the second handout: Ordering Numbers Recording Sheet by recording
the numbers in order from greatest to least. Allow time for students to complete the
activity.
Monitor and assess students to check for understanding.
__________________________________________________________________
What is the teacher doing?
1. Model and conduct classroom discussion in process of ordering numbers.
2. Teacher will demonstrate placing sets of numbers in an open number line.
3. Teacher will also provide each student with a number line for reference.
4. Monitor and assess students for understanding.
What is the student doing?
1. Students will participate in classroom discussion in ordering 5 numbers.
2. Students will create an open number line to represent their sets of numbers in
order from greatest to least and least to greatest.
3. Students will orally writing explain process in ordering sets of numbers.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Phase Day 14: Evaluate
Provide a variety of counting manipulative. Present the following real-world situation
and tasks:
1) Billy, Sara, and Ann went on a rock hunt. At the end of their hunt, they each
counted the number of rocks they had collected. Ann had collected 56 rocks. She
decomposed this number into tens and ones two different ways.
a) Use concrete objects to represent one way Ann could have decomposed her
number of rocks. Represent her decomposition using expanded form.
b) Use a pictorial model to represent a different way Ann could have decomposed her
number of rocks. Represent this decomposition using expanded form.
c) Orally describe why it is possible for Ann to decompose the same number two
different ways.
d) Billy counted his rocks and found he had collected more rocks than Ann. Determine
a number that could have been the number of rocks that Billy collected. Record this
number in standard and expanded form.
e) Sara counted her rocks and found that she had collected fewer rocks than Billy but
more than Ann. Determine a number that could have been the number of rocks that
Sara collected. Record this number in standard and expanded form.
What’s the teacher doing?
1. Evaluating and checking for understanding.
2. Provide tutorials to students who struggle with assessment based on their
performance.
What’s the student doing?
1.
Complete performance assessment as instructed by teacher.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Phase Day 15: Evaluate
Provide a variety of counting manipulative. Using a set of digit cards, demonstrate and
present the following classroom situation and tasks:
1) Virginia, Miguel, and Wanda are playing a game using a set of digit cards. They
each select a card, record the digit, return the card to the stack, and then select and
record a second digit. Virginia selected the digits 3 and 6. Miguel selected the digits 1
and 8. Wanda selected the digits 6 and 6.
a) Using Virginia’s digits create a concrete model to represent the largest possible
two-digit number Virginia could have composed. Use expanded form to represent the
value of each digit in Virginia’s number and record the number in standard form.
b) Using Miguel’s digits create a pictorial model to represent the largest possible twodigit number Miguel could have composed. Use expanded form to represent the value
of each digit in Miguel’s number and record the number in standard form.
c) Using Wanda’s digits create either a concrete or pictorial model to represent the
largest possible two-digit number Wanda could have composed. Use expanded form
to represent the value of each digit in Wanda’s number and record the number in
standard form.
d) Virginia said her number was larger than Miguel’s because one of his digits is a
one. Use comparison symbols to represent the comparison of Virginia’s number and
Miguel’s number. Orally explain whether Virginia is correct, and why or why not.
e) Use an open number line to represent the order of Virginia, Miguel, and Wanda’s
numbers.
What’s the teacher doing?
1. Instruct students using problems on the Performance Assessment.
2. Provide students with tools to describe, compare and order numbers.
3. Monitor and assess students for understanding.
What’s the student doing?
1.
Completing Performance Assessment.
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
22
Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6: Foundations of Numbers up to 99
99 CHART
1
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5
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99
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6: Foundations of Numbers up to 99
Describing Place Value 2 - Day 3
Tens
Ones
_____ tens
_____ ones
Expanded Form:
____ + ____
Standard Form:
Written Form:
Tens
Ones
_____ tens
_____ ones
Expanded Form:
____ + ____
Standard Form:
Written Form:
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6; Foundations of Numbers up to 99
Place Value Mat 1
TENS
ONES
25
Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6: Foundations of Numbers up to 99
Comparing Place Value 2
Sketch of Model:
Sketch of Model:
Number in Standard Form:
Number in Standard Form:
Number in Words:
Number in Words:
Comparison Statement:
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6 : Foundations of numbers up to 99
Ordering Numbers Recording Sheet – Day 7
tens
ones
tens
ones
tens
ones
____ tens ____ ones
____ tens ____ ones
____ tens ____ ones
______
______
______
_______, _______, _______
greatest
least
27
Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6: Foundations of Numbers up to 99
Place Value Comparison 2
tens
ones
tens
ones
____ tens
____ ones
____ tens
____ ones
_____
_____
_________
is greater than
__________
is less than
tens
ones
tens
ones
____ tens
____ ones
____ tens
____ ones
_____
_________
_____
is greater than
__________
is less than
28
Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
Unit 6: Foundations of Numbers up to 99
Place Value Recording Sheet 1
Tens
Ones
____ tens
____ ones
______
Tens
Ones
____ tens
____ ones
______
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Unit 6 Option 2 : Foundations of Numbers up to 99 First Grade
st
1 Draw
Value Order 2
2nd Draw
3rd Draw
_______ , ______ , ______
Greatest
Comparison Statement:
Least
Comparison Statement:
1st Draw
Least
_______ , ______ , ______
Greatest
2nd Draw
3rd Draw
_______ , ______ , ______
Greatest
Comparison Statement:
Least
Comparison Statement:
Least
_______ , ______ , ______
Greatest
30