Unit 7: Number Relationships up to 99
5E Lesson Plan Math
Grade Level: 1
Lesson Title: Number Relationships up to 99
Subject Area: Mathematics
Unit Number: 7
Lesson Length: 10
days
Lesson Overview
This unit bundles student expectations that address relationships and patterns in numbers including the sum of a multiple of 10 and a
one-digit number, reciting numbers, skip counting, and numbers that are 10 more and 10 less than a given number. According to the
Texas Education Agency, mathematical process standards including application, communication, representations, relationships, and
justifications should be integrated (when applicable) with content knowledge and skills so that students are prepared to use
mathematics in everyday life, society, and the workplace.
Prior to this unit, in Kindergarten, students recited numbers by tens to 100. In Grade 1 Unit 6, students explored place value to
understand numbers up to 99.
During this unit, students continue delving deeply into the place value system. Various representations (e.g. linking cubes, straw
bundles, base ten blacks, place value disks, number charts, and open number lines) are used to discover numerical patterns in the
number system. Students used placed value pattern to determine the sum up to 99 using a multiple of 10 and one digit number, as well
as, determining a number that is 10 more or 10 less than a given number. Students continue to develop the understanding of cardinal
number, meaning numbers that name the quantity of numbers in a set, and hierarchical inclusion, meaning each prior number in the
counting sequence is included in the set as the set increases, as they recite numbers up to 99 forward and backwards by ones and
tens in addition to skip counting by 2s, 5s, and 10s.
After this unit, in Unit 9, students will continue to explore place value and numerical relationships up to 120, as well as the relationship
between skip counting patterns up to 120 and counting collections of money up to 120 cents.
Unit Objectives:
Students will…
 Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.
 Recite numbers forward and backward from any given number between 1 and 120.
 Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
 Use relationships to determine the number that is 10 more and 10 less than a given number up to 120
1
Unit 7: Number Relationships up to 99
Standards addressed:
TEKS:
 1.3A: Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.
 1.5A: Recite numbers forward and backward from any given number between 1 and 120.
 1.5B: Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.
 1.5C: Use relationships to determine the number that is 10 more and 10 less than a given number up to 120
ELPS:
 ELPS.c.1A: use prior knowledge and experiences to understand meanings in English
 ELPS.c.1C: use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and
reviewing to acquire basic and grade-level vocabulary
 ELPS.c.5F: write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases,
clauses, and sentences in increasingly accurate ways as more English is acquired
 ELPS.c.2C: learn new language structures, expressions, and basic and academic vocabulary heard during classroom
instruction and interactions
 ELPS.c.2D: monitor understanding of spoken language during classroom instruction and interactions and seek clarification as
needed
Misconceptions:
 Some students may think when increasing or decreasing a number by a multiple of 10, the tens place is increasing or
decreasing by 1 rather than understanding that a change of 1 in the tens place means a change by 1 group of 10.
 Some students may think the pattern used to recite numbers backward is different than the pattern used to recite numbers
forward rather than applying the same place value relationships to reciting forward or backward (e.g., if, when reciting numbers
forward, the digit in the ones place increases by one, then when reciting numbers backward, the digit in the ones place will
decrease by one, etc.).
 Some students may think skip counting numbers in sequence is a memorization task rather than understanding that each
number represents a group of objects and that each group of objects in the skip counting sequence represents a quantity of one
group more than the previous number
Vocabulary:
 Addend – a number being added or joined together with another number(s)
 Counting (natural) numbers- the set if positive numbers that begins at one and increases of one each time {1, 2, 3, ..., n}
 Digit– any numeral from 0 – 9
2
Unit 7: Number Relationships up to 99







Number sentence- a mathematical statement composed of numbers, and/or an unknown(s), and/or an operators, and an equal
or inequality symbol
Place value– the value of a digit as determined by its location in a number such as ones, tens, etc.
Recite– to verbalize from memory
Skip counting– counting numbers in sequence forward or backward by a whole number other than 1
Strip diagram– a linear model used to illustrate number relationships
Sum – the total when two or more addends are joined
Whole numbers– the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
List of Materials:
Base ten blocks
Teacher Resource: Part-part whole math
Math Journals
Teacher Resource: How many pieces?
Teacher Resource: Problem Set 2
Teacher Resource: Problem Set 3
Teacher Resource: Problem Solving Checklist
Teacher Resource: Skip Counting by 2s
Teacher’s Resource: Table Template
Teacher’s Resource: What’s Missing
Teacher Resource: Skip Counting by 10s
Teacher’s Resource: Base-Ten Number Patterns
Teacher’s Resource: Modeling Number Strings
Teacher’s Resource- Bingo Game
INSTRUCTIONAL SEQUENCE
Phase One: Engage the Learner
Day 1
List of Materials:
 Base Ten blocks
 Part-Part-Whole Mat
 How Many Pieces
3
Unit 7: Number Relationships up to 99
Activity:
1. Present the lesson by modeling the following word problem to the class, “Molly has 60 sea shells saved, and her grandmother
gave her 7 more sea shells for her birthday. How many sea shells does Molly have now?”
2. Instruct the other students to generate the word problem using their math manipulatives (base ten blocks, unit cubes, etc.) at
their desks in order to answer the problem.
3. Have students to model the problem using base ten blocks to make the appropriate amount of tens.
4. How many sea shells Molly started off with? 60 sea shells
5. How could we represent the number of sea shells that Molly had at the beginning of the word problem using our base
ten blocks? With 60 unit cubes, 6 tens.
6. How many more sea shells did she receive from her grandmother? 7 more seashells
7. How could we model the part of the problem? By counting out 7 unit cubes
8. Instruct the students that they are now going to use a Part-Part-Whole Mat to help find out the answer.
9. Let the students know that both 60 and 7 are the two part of our problem, and we need to combine them in order to find out
what is the “whole” or the sum.
10. Encourage the student to model the problem using ten longs and unit blocks on their part-part whole mat by placing the 6 ten
base blocks in one of the part square and the 7 unit cubes in other part square.
11. Instruct the students that in order to figure out the sum to our problem, we need to combine or add what we have together. Can
everyone please put all of your base ten blocks and your unit cubes into the bottom portion named the whole?
12. Can anyone tell me what is our answer? 67
13. How would I find that out? By first counting all of the ten base blocks, then after you reach 60, count by ones until you get to
67.
14. Point out that 67 is the biggest number which goes into the biggest section (the “whole” section).
15. Model how to create this problem using pictorial form by drawing 6 ten sticks in one of the “part” sections, 7 dots in the other
“part”, and 67 in the “whole” section.
16. How could I make a number sentence for this word using what we have already found out? 60+7=67
17. Instruct the students that a part-part whole mat could be used for numbers as well. Which numbers do you think belongs
where? Both the 60 and the 7 belong in the “part” sections. And the 67 belong in the whole section.
18. Make the correlation between the numbers and pictorial form being the same.
19. Hand the students the handout How many pieces?
20. Allow students to work in pair on the worksheet.
What’s the teacher doing?
What are the students doing?

Teacher observation


Using unit manipulatives to model problems.
Finishing worksheet in pairs
4
Unit 7: Number Relationships up to 99
Phase 2: Explore/ Explain
Day 2
List if Materials:
 Problem Set 2
 Dry erase board
 Counters
 Dry erase markers
Activity:
1. Distribute Problem Set 2, counters to each pair of students, and a dry-erase board to each pair of students. .
2. Launch the first problem to the whole class:
"Cassandra drew fifty purple flowers. Then she drew some pink flowers. Now she has 53 flowers on her paper. How many
pink flowers did she draw?"
3.
4.
5.
6.
Using the counters, go through the problem situation and model the problem to the class.
Then, have students record a sketch of the model as they go through the problem again.
Finally, have them come up with the number sentence that helps to solve it.
Explain to students that they will work in pairs to model each problem using their counters, record a sketch of their model and
the corresponding number sentence on the boards, and write the answer to the problem with an appropriate label.
7. Read the problems to the class and have students come up with their solutions. As they work in pairs, monitor and assess
students to check for understanding. Facilitate individual discussions to clarify any misunderstandings and allow students to
explain their strategies. Invite students to share their models and explain their solution strategies and number sentences.
What’s the teacher doing?
What are the student’s doing?


Monitoring the class.
Assisting those in need.


Phase 3: Elaborate/Evaluate
Solving the problems using part-part strategy and using
counters.
Coming up with the appropriate number sentence to match the
word problems.
Day 3
5
Unit 7: Number Relationships up to 99
List of Materials:
 Problem Set 3
 Problem Solving Checklist
 20 base ten blocks
 Dry Erase boards
Activity:
1. Give each pair of students the Problem Set 3, 20 base-ten blocks, and a dry-erase board.
2. Explain to students that they will model each problem using base-ten blocks, record a sketch of their model, record a
corresponding number sentence, as well as write the answer to the problem with an appropriate label.
3. Present each problem to the students and have them work using the same routine as the previous day. Monitor and assess
students to check for understanding.
4. Facilitate individual or small group discussions to clarify any misunderstandings and allow students to explain their strategies.
5. Allow time for students to complete the problems. Monitor and assess students to check for understanding. Record your
observations on Problem Solving Checklist.
What’s the teacher doing?
What are the students doing?



Facilitating discussion
Checking comprehension
Using Problem Solving Checklist to Assess
Comprehension
Phase 1: Engage

Solving Problem Set 3 to reflect understanding
Day 4
List of Materials:
 Number Line Counting to 20
 Skip Counting by 2s
Activity:
1. Present the following problem situation:
Say:
 Mrs. Smith decided to count how many cherries she bought at the store today. If the cherries come in pairs of 2, how
many cherries did Mrs. Smith have in 4 pairs?
2. Explain that when you are skip counting by 2s, you are counting every other number starting with 2.
6
Unit 7: Number Relationships up to 99
3. Display the Number Line Counting to 20.
4. Ask the students to place their fingers on the number 2.
5. Instruct the students to skip the number 3 and place their fingers on the number afterwards.
6. What number did you land on? 4
7. Instruct the students to count 2 jumps, or jump twice with their numbers, in order to land on the next even number after 4. Ask what
number did they land on this time? 6
8. What numbers they have landed on so far? 2, 4, 6
9. Repeat the process until you have reach the seventh pair.
10. What number did they land on? 14
11. Instruct the students to pay attention to the numbers as they count to 30 by 2s.
12. Do you notice any patterns? All numbers in the ones repeat themselves. All numbers are even. Answers may vary.
13. Show the students how 0, 2, 4, 6, 8 repeat themselves, only the number in the tens place changes.
14. Use Skip Counting by 2s to check comprehension.
What’s the teacher doing?
What are the students doing?
 Facilitating discussion
 Modeling skip counting by 2s on the number line.
 Checking comprehension
 Completing Skip Counting by 2s
Phase 2: Explore
Day 5
List of Materials:
 Table Template
 What’s Missing
 20 color tiles
 30 unit cubes
Activity:
Present the following problem situation:
 Shelbie’s favorite sticker is a strawberry sticker. The cost of each strawberry sticker is 5 pennies. Shelbie’s mother
gave her enough pennies to buy 5 strawberry stickers. How many pennies did Shelbie’s mother give her?
2. Place students in pairs. Distribute 20 color tiles, 30 unit cubes, and the handout (laminated) Table Template to each student pair.
3. Instruct students to label the first row of their handout Table Template “Number of Stickers” and the second row “Cost.”
1.
7
Unit 7: Number Relationships up to 99
Number of
Stickers
Cost
 How many stickers will Shelbie be able to buy? (5 stickers)
4. Instruct student pairs to use color tiles to represent the number of stickers Shelbie can buy in the first row of their handout Table
Template.
Number of
Stickers
Cost

How many color tiles would be placed in the first box to represent the number of stickers that can be bought for 5
pennies? (1 color tile)
5. Reread the problem again.
 How much does each sticker cost? (5 cents or 5 pennies)
6. Instruct student pairs to use counters to represent the cost in pennies for each sticker in the second row of their handout Table
Template.
 How many counters would be placed in the first box to represent the cost of one sticker? (5 counters)
Number of
Stickers
8
Unit 7: Number Relationships up to 99
Cost
7. Instruct student pairs to use color tiles and counters to show the number of pennies needed to buy 2 stickers on their handout
Table Template. Allow time for students to complete the representations. Monitor and assess student pairs to check for
understanding.
Number of
Stickers
Cost
8. Instruct students to use color tiles and counters to complete the remainder of the table on their handout: Table Template. Allow
time for students to complete the representations. Monitor and assess student pairs to check for understanding.
Number of
Stickers
Cost
9. Instruct students to look for a pattern in the counters on their handout Table Template, record the number path beneath the table,
and identify the skip count pattern.
10. Facilitate a class discussion to compare the two story situations and the odd/even number patterns created.
9
Unit 7: Number Relationships up to 99




When counting by an odd number, such as 1 or 3, was the pattern in the numbers even? (no)
What type of odd/even pattern was created? (The numbers alternated between odd and even.)
When counting by an even number, such as 4, was the pattern in the numbers even? (yes)
What pattern would you expect if you were to skip count by 5? (alternating odd and even) Explain. (Five is an odd number,
so the pattern will alternate from odd to even.)
 What pattern would you expect if you were to skip count by 10? (all even) Explain. (Ten is an even number, so all of the
numbers in the pattern will be even.)
11. Have students complete the What’s Missing Worksheet
What’s the teacher doing?


Facilitating discussion
Checking comprehension
Phase 3: Explain/Elaborate
What are the students doing?


Practicing skip counting with Table Template
Complete What’s Missing worksheet
Day 6
List of Materials:
 What’s Missing
 Skip Counting by 10s
Activity:
1. Present the following problem situation:
 Terry counted 10 bowling pins in each lane at the bowling alley. If there are 3 lanes open, how many bowling pins will
Terry count in all the lanes together?
2. Explain that when you are skip counting by 10s, you are counting only the numbers ending with a zero.
3. Display the What’s Missing.
4. Ask the students to place their fingers on the number 10.
5. Instruct the students to count 10 times in order to get to the next 10.
6. What number did you land on? 20
7. Instruct the students to repeat the steps once more. What number did they land on this time? 30
8. What numbers have they landed on so far? 10, 20, 30
9. Instruct the students to pay attention to the numbers as they count to 30 by 10s.
10. Do you notice any patterns so far? Answers may vary. (Possible answers are: only the number in the tens place change. There
are always 0 in the ones place.) Show the students how each number ends with a zero, only the number in the tens place changes.
10
Unit 7: Number Relationships up to 99
11. Use Skip Counting by 10s to check comprehension.
What’s the teacher doing?


Facilitating discussion
Checking comprehension
Phase 5: Evaluate
Activity:
1.
What are the students doing?


Modeling skip counting by 10s on the hundred charts.
Completing Skip Counting by 10s
Day 7
Assess student understanding of related concepts and processes by using the Performance Indicator(s) aligned to this lesson.
Performance Indicator(s):
Visually display numerical patterns, such as the following:
 25, 30, 35, 40 …
 40, 50, 60, 70…
 6, 8, 10, 12…
Create a concrete or pictorial model of one of the number strings. Orally identify the type of patterns that the number string represents.
Orally explain the process of the pattern, and extend the number string to include the next 2 numbers.
What’s the teacher doing?

Displaying the numbers on the board.
Phase 1: Engage
What are the student’s doing?
 Students are extending the patterns with the next two possible
answers.
Day 8
11
Unit 7: Number Relationships up to 99
List of Materials:
 Modeling Number Strings
 Base ten blocks

Activity:
1. Display the following pattern of base-ten blocks for the class to see.



How is the pattern of base-ten blocks changing with each step? (One 10-long is being added to each step.)
What is repeating in each step? (The 3 units are repeating.)
What base-ten blocks would be used for step 4? (4 10-longs and 3 units)
Display step 4 of the pattern.
2. Explain to students that the patterns in the base-ten blocks can also be represented numerically. Explain to students that a pattern
of numbers is called a number string.
 What number string could be written to describe the pattern of base-ten blocks? (13, 23, 33, 43)
Record the number string for the class to see. Instruct students to chorally count the number string as a class.
 Is the number string 13, 23, 33, 43 an additive pattern or a repeating pattern? Explain. Answers may vary. (The digit 3 is
repeating in each step, however the numbers are growing, so the pattern is an additive pattern; etc).
 When 1 10-long was added to each step of the pattern, what changed in the number string? (The first digit of each
number in the number string increased by 1.)
 Is the number string 13, 23, 33, 43 an odd pattern or an even pattern? (odd) Explain. (All of the numbers in the number
string are odd numbers, so the pattern is odd.)
3. Distribute handout: Base-Ten Number Patterns to each student. Explain to students that the pictures in each problem represent
12
Unit 7: Number Relationships up to 99
base-ten blocks. The lines represent 10-longs, and the squares represent units. Instruct students to determine the pattern in each
sequence of base-ten blocks, record the number string below each step of the pattern, and then answer the questions to describe
the pattern.
Allow time for students to complete the activity. Monitor and assess students to check for understanding.
4. Distribute a set of base-ten blocks for students having difficulty determining the pattern in the pictorial models.
Facilitate a class discussion allowing students to share their answers and explain their reasoning.
What’s the teacher doing?


Leading Class Discussion
Monitoring for comprehension
Phase 2: Explore/ Explain
What are the students doing?
 Responding to prompts
 Recording models in journal
 Completing Base-Ten Number Patterns
Day 9
List of Materials:


Modeling Number Strings
Base ten blacks
Activity:
1. Distribute a set of base-ten blocks to each student. Display the following number string for students to see: 12, 22, and 32.
2. Instruct students to build a model of the number string using base-ten blocks. Monitor and assess students to check for
understanding.
 How is the pattern increasing with each step? (The numbers are increasing by 10, or 1-10 long, with each step.)
 Is the pattern an odd pattern or an even pattern? (even) How do you know? (All of the numbers end in an even number, 2.)
3. Display a new number string for students to see: 22, 24,?, 28.
4. Instruct students to build a model of the number string using base-ten blocks. Monitor and assess students to check for
understanding.
 How is the pattern increasing with each step? (The numbers are increasing by 2, or 2 units, with each step.)
 Is the pattern an odd pattern or an even pattern? (even) How do you know? (All of the numbers end in even numbers.)
 What number is missing from the number string? (26) How could you represent the number using base-ten blocks? (2
10-longs and 6 units)
13
Unit 7: Number Relationships up to 99
5. Distribute handout: Modeling Number Strings to each student. Explain to students that for each number string, they will create a
model of each number using base-ten blocks and draw the model on their handout. Students will then determine the number
missing in the sequence and draw a model of the missing number on their handout. Next, students will extend the pattern and draw
models of the next number in the sequence. Students will then record the complete number string and answer the questions to
describe the pattern.
6. Allow time for students to complete the activity. Monitor and assess students to check for understanding.
7. Facilitate a class discussion allowing students to share their answers and explain their reasoning.
What’s the teacher doing?

Classroom Observations
Phase 3: Elaborate/Evaluate
What are the students doing?


Recording Answers on Worksheets
Analyzing Patterns
Day 10
Activity:
1. Explain to the children that they are going to play a game called “10 more, 10 less bingo edition”
2. Pass out the Teacher’s Resource- Bingo Game.
3. Call out numbers such as “10 more than…” and “10 less than…”
4. Repeat the game as often as necessary to gauge understanding.
What’s the teacher doing?


Calling out numbers.
Checking on comprehension
What are the students doing?

Answer the teacher’s questions through the bingo game.
14