1st Grade
Unit 6
Foundation of Numbers up to 99
5E Lesson Plan Math
Grade Level: 1st
Subject Area: Math Option 1
Lesson Title: Unit 06: Foundations of Lesson Length: 15 Days
Numbers up to 99
THE TEACHING PROCESS
Unit Objectives:
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. According to the Texas Education Agency, mathematical process
standards including application, tools and techniques, 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 Unit 04, students were introduced to the base-10 place value system as
they explored whole numbers up to 20. Students composed and decomposed numbers
through 20 using concrete objects, pictorial models, and numerical representations. In
addition, students used place value relationships and tools, such as a hundreds chart, as
they generated numbers more or less than a given number. Students compared whole
numbers up to 20 using comparison symbols and were introduced to using place value and
open number lines to order whole numbers.
During this unit, students extend their knowledge of the base-10 number system by using
objects and manipulatives 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, nonproportional 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.
Standards addressed:
TEKS:
1.1
Mathematical process standards. The student uses mathematical processes to
acquire and demonstrate mathematical understanding. The student is expected to:
1.1A
Apply mathematics to problems arising in everyday life, society, and the workplace.
1.1C
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
1st Grade
Unit 6
Foundation of Numbers up to 99
1.1D
Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, 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.
1.2
Number and operations. The student applies mathematical process standards to
represent and compare whole numbers, the relative position and magnitude of whole
numbers, and relationships within the numeration system related to place value. 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 to100 using the symbols >, <, or =.
ELPS:
ELPS.c.1A use prior knowledge and experiences to understand meanings
in English
ELPS.c.2C recognize elements of the English sound system in newly
acquired vocabulary such as long and short vowels, silent
letters, and consonant clusters
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
2
1st Grade
Unit 6
Foundation of Numbers up to 99
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.
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.
3
1st Grade
Unit 6
Foundation of Numbers up to 99
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:
• Table 1-Names of Commissioners (RS1)
• “Royal Counting Crew” – Place Value Organizer (RS2)
• “Royal Counting Crew” -Tens and Ones” student task sheet (RS3)
• “Royal Counting Crew - Game” student task sheet (RS4A & B)
• Two 0-9 dice for each pair of students or a 0-9 spinner (RS5)
• Base ten blocks (Tens and ones for partners)
• Large foam dice, if available (if not, they can be made by following directions, here:
http://www.education.com/activity/article/Make_Giant_Dice_kinder/
• The King's Commissioners by Aileen Friedman or similar book
• Chart paper
• Math journal or scratch paper
• 99 Chart (RS6)
• More/Less transparency sheet (each student will need one 5 square reader)(RS7)
• More/Less recording sheet (RS8)
• Clear counters
• 0-9 spinner or 0-9 dice (RS5)
• More than/Less than spinner (RS9)
• Paper clip
• Deck of cards (Ace through 9, A=1)
• pony beads
• pipe cleaners
• plastic bags
• 0-99 chart (RS6)
• place value mat (RS10)
• card set with various numbers from 1-99 or index cards labeled
• deck of cards
• digit dice
4
1st Grade
Unit 6
Foundation of Numbers up to 99
• Place Value Cover Up game board (RS11)
• two different color counters
• The Blast Off Kid by Laura Driscoll or similar book
• Brown Bags of 90-100 objects (colored counters, buttons, ribbons, 1-inch tiles, beans,
noodles: same objects in each bag)
• Silly Signs Recording sheet (RS 12)
• Silly Signs Game Sheet (RS 13)
• Silly Signs Game Board (RS 14)
• Silly Signs (RS 15)
INSTRUCTIONAL SEQUENCE
Phase One: Engage the Learner
Day 1 Activity:
Materials:



The King’s Commissioners by Aileen Friedman or comparable book, can also be
found on YouTube at https://www.youtube.com/watch?v=aD-a6ZJmcWg
Table of Commissioner’s Names
Scratch paper
Read The King's Commissioners by Aileen Friedman or similar book. This book illustrates
counting in different ways. While reading the story, students will manipulate the situations
that occur in the story using tally marks. Pause reading on the page when the daughter
comes in to greet her father. At this point, refer to table 1 in this task. Read off the names
of all 47 commissioners to the students, having them place a tally mark for each
commissioner mentioned (please allow enough time for students to make a tally mark). The
students may use scratch paper to write the tallies. Divide the students into 2 groups. One
group will circle the tallies in groups of two, and the other will circle the tallies in groups of
five. Ask the students to count how many commissioners the king has. Compare answers
and then ask if there is another way that we could count them. Continue reading the book to
discover how the king’s daughter counted the commissioners.
What’s the teacher doing?
What are the students doing?
Read The King’s Commissioners
Listening to the story
Divide students into 2 groups
Counting
5
1st Grade
Unit 6
Foundation of Numbers up to 99
Explain/facilitate task of counting
Comparing
Phase Two: Explore the Concept
Day 2 Activity:
Materials:




Large foam dice, if available (if not, they can be made by following directions, here:
http://www.education.com/activity/article/Make_Giant_Dice_kinder/
base 10 blocks for students
dice for students
The Royal Counting Crew Tens and Ones Student Task Sheet (RS3)
Have a student volunteer to come up and be your partner. If you have large foam dice, this
would work better than regular dice for the demonstration. The teacher will roll one number
die, and the student volunteer will roll the other die. Put the dice together to create a two
digit number. Explain that the digit on the right represents how many ones are in the two
digit number. Select the amount of blocks that represent the ones place value. Put them on
the work mat under the word ONES. Explain that the digit on the left represents how many
groups of ten are in the two digit number. Select that many tens sticks, put them on the work
mat under the word TENS. Students will complete The Royal Counting Crew Tens and
Ones Student Task Sheet (RS3) by rolling two dice to create a 2 digit number, modeling
the number with base 10 blocks, identifying groups of tens and individual ones and drawing
the model. Encourage students to use sticks and dots when drawing the model. Students
may become discouraged when trying to draw an exact image of the base 10 blocks.
Example of what they can do: 34
Ask the following questions,
• What two digit number do we have? (answers will vary according to the )
• What digit is in the tens place? (answers will vary according to the numbers rolled)
6
1st Grade
Unit 6
Foundation of Numbers up to 99
• What digit is in the ones place? (answers will vary according to the numbers rolled)
• What do these digits represent? (number of tens, and number of ones)
• How many groups of tens and ones did we need to represent this number?
(answers will vary according to the numbers rolled)
• How many tens do I have? (answers will vary according to the numbers rolled)
Example of classroom discussion for place value:
• If a student rolls a 3 in the tens place and 4 in the ones place, then the number 34 is
created. Ask a student, “If I count out all the ones in each ten stick, how many will we
have?” (30) “Why did I only write a 3 in the tens place, instead of 30?” (Because while
are more than 30, there are only three groups of ten. There are 4 ones also, so I cannot put
30 in the tens place. 30 in the tens place would actual represent 300(30 groups of 10) and 3
in the tens place is a much smaller amount than 300. We know that the tens place can only
hold the digits 0-9, just like the ones place! I know that the number 34 is a two digit number
and in each place a digit represents a specific value.) “Could I count these tens sticks by
ones?” (Yes) “Then why do I group them by tens?” (Because it is easier to count in
groups, remember the story and the way we counted our objects.) IMPORTANT: The
number 24 can be represented as 24 ones or 2 tens and 4 ones, but is NOT the same as 24
tens.
What’s the teacher doing?
What are the students doing?
Rolling foam dice with volunteer to
demonstrate constructing a two digit
number
Rolling dice to construct two digit numbers
Explain/demonstrate place value and
Complete recording sheet
Modeling numbers with base 10 blocks
Phase Three: Explain the Concept and Define the Terms
Day 3 Activity:
Materials:


Math Journal
2 dice per student
Students should use a math journal or piece of paper to complete this activity. Each student
will roll two dice and create a 2 digit number. Have the students record the number in their
math journal in a variety of ways. For example, the student could write 46 as 40 +6, as well
as 4 tens and 6 ones, as well as 20+ 20 +6, or 16 +30 etc. Provide base ten blocks or cubes
for students to manipulate different representations. Teacher instruction should guide the
students to develop an understanding of various ways to create a 2 digit number. Allow
students time to practice with several numbers. Discuss representation of two digit numbers
in expanded form.
7
1st Grade
Unit 6
Foundation of Numbers up to 99
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}
What’s the teacher doing?
What are the students doing?
Guide students to develop an
Role dice and create a two digit number
understanding of
multiple ways to create/represent a two digit Record number in math journal in a variety of
number
ways
Might use base 10 blocks to manipulate
different representations
Phase Four: Elaborate on the Concept
Day 4 Activity:
Materials:


Royal Counting Crew Game Task Sheet (RS4A & B)
2 dice per student pair
Distribute Royal Counting Crew student task sheets. Demonstrate the task with a student
volunteer. Students will work in pairs but each student will need their own Royal Counting
Crew Game Task Sheet (RS4A & B). For each roll the students will create 2 different
8
1st Grade
Unit 6
Foundation of Numbers up to 99
numbers. Example: student one rolls a 7 and 5. Student one will choose to create
representations for one number and the partner, student two, will complete the other
number. Player 1 will complete 75 and player 2 will complete 57. They are both completing
roll 1 at the same time. Next they start roll 2. Student two will roll the dice and choose the
number to represent. Student one will complete representations for the remaining number.
Students must create a 2 digit number, the tally mark picture, the tens and ones picture, and
an equation for each roll. When students are writing the equation they should express the
total number as a decade number plus individual ones. Example: the number 62 should be
represented as the equation 60+2=62. The teacher should lead a discussion about writing a
2 digit number in expanded form in the previous activity. Allow students several practices of
modeling this concept. As you are walking around asking students about their work, watch
for misconceptions (example: students saying that 53 is “35” – or that the “3” is in the tens
place, 5 in the ones place). Allow 3 or 4 partners to share one of their examples with the
class. The teacher could also assess students individually as needed using the example
questions included.
QUESTIONS:
• What two digits are used to create the number _____? (answer varies depending on
number)
• How many tens and ones are needed to write a given two-digit number? (answers
may vary)
• Can you represent the number _____, using sets of tens and ones? (Offer a variety of
manipulatives such as ten frames, stacks of Unifix cubes, dimes and pennies)
• Can you represent two digit numbers in tally pictures? (answers vary)
• Can you represent a two digit number in an expanded notation? (34, 30+4=34)
What’s the teacher doing?
What are the students doing?
Demonstrate task
Complete task sheet
Observe students and watch for
misconceptions
Practice expanded form of 2 digit numbers
Share examples with class
Facilitate sharing examples with class
Complete formative assessment if necessary
Model expanded form of two digit numbers
Formative assessment if needed
9
1st Grade
Unit 6
Foundation of Numbers up to 99
Phase One: Engage the Learner
Day 5 Activity:
Materials:


99 chart (RS6)
Clear counters
Provide students with a 99 chart (RS6) and a clear counter. Ask the students to cover the
number 17. How can we identify a number that is one more than 17? Allow the students to
share ways to find a number that is one more than a given number. The discussion should
include the visual of using the 99 chart and where a number that is one more can be located.
Students should also make the connection to count on one number. Provide the addition
equation and ask the students if they see a connection with one more. 17+1=18. Practice
writing equations for numbers that are one more than a given number. Have students place
a counter on 69. Write the addition equation for one more than 69. 69+1=70. Next, have the
students cover the number 34. How can we identify a number that is one less that 84?
(the number comes before 84 on the chart and 3 is in the ones place)Students will share
ways to find a number that is one less than a given number. Connect counting back one to
subtraction and show how the equation represents this idea. Have students place the
counter on 50. Count back one number on the 99 chart and develop the equation 50-1=49.
Throughout the discussion, ensure that the same strategies students discussed for one
more are being discussed for one less. Sliding the counter to the left and right on the 99
chart (RS6) can provide additional practice experiences.
What’s the teacher doing?
What are the students doing?
Provide students with 99 chart and clear
counters
Discuss and explore a 99 chart
Discuss and facilitate exploration of 99
chart
Phase Two: Explore the Concept
Day 6 Activity:
Materials:






99 chart (RS6)
Clear counters
5 square counter on transparent paper (RS7)
0-9 spinner (RS5)
10 more/less; 1 more/less recording sheet (RS8)
Paper clip (for spinner)
10
1st Grade
Unit 6
Foundation of Numbers up to 99
Using the 99 chart (RS6), discuss different ways to locate 10 more and 10 less. Explore all
the strategies that students give. Specifically concentrate on the counting on and counting
back strategy. Place a clear counter at the starting number and ending number. What do we
notice about the placement of the two counters? Explore this concept with several
numbers. Repeat the same process with 1 more and 1 less. Ask the students if we can
relate addition and subtraction to more and less. What do these number sentences look
like? Complete multiple examples and have the student create the number sentences that
follow. Example: given number 67. Find: 10 more = 77, 67+10=77; 10 less = 57, 67-10=57.
Pass out one 5 square reader (RS7), copied on clear transparency paper, to each student
and a 99 chart. (there are 6 on a page, copy on transparency paper and cut to give one to
each student) Model for students how you choose a number and place the middle square on
the 5 square reader. Explain how you can use this reader to help with locating 10 more, 10
less, 1 more and 1 less. Model and allow students to explore with these readers using
several different numbers. Ask the students what happens when your reader is on the edge.
Model and explore this concept with your students.
Give each student a 0-9 spinner (RS5) or dice, 99 chart, one 5 square reader and a copy of
the 10 More/Less 1 More/Less recording sheet. Students will work independently for this
activity. The student will need to spin the spinner twice to create a 2 digit number. Write this
number in the middle of the 5 square reader on the 10 more/less; 1 more/less recording
sheet (RS8). Students will then use the 5 square reader on transparency paper to find the
numbers that are 10 more, 10 less, 1 more and 1 less on the 99 chart. Complete all ten
problems on the recording sheet. Although students are working independently, it is
beneficial to allow students to have conversations while completing this activity. The
conversations surrounding the concept of more and less can be very helpful in building a
deeper understanding. While students are working, walk around and ask students to give the
related addition or subtraction sentence to a number on their recording sheet.
What’s the teacher doing?
What are the students doing?
Facilitate a discussion of ways to find 10
more/10 less on a 99 chart (concentrate on
counting on and counting back)
Discuss different ways to locate 10 more and
10 less using the 99 chart
Count on and count back to find 10 more or 10
less
Pass out 5 square reader and 99 chart to
each student
Model how to use 5 square reader
Use 5 square reader to find 10 more/10 less
and 1 more/1less
Walking around asking students to give the
related addition or subtraction sentence to
the sentence on their recording sheet
Create 2 digit number, then use 5 square
reader to locate 10 more/10 less and 1
more/1less and record on recording sheet
11
1st Grade
Unit 6
Foundation of Numbers up to 99
Phase Three: Explain the Concept and Define Terms
Day 7 Activity:
Materials:




More/less spinner (RS9)
Paper clip (for spinner)
Deck of cards
99 chart
Students will complete the More than/Less than activity. Each student will need a more/less
spinner (RS9), paper clip (for the spinner), pencil, deck of cards (A-9, A=1), 99 or hundreds
chart. Students will complete this activity with a partner. Shuffle the cards and place them
face down. Player one picks two cards and lays them down in the order in which they were
drawn. (students should not rearrange the order) Find the number on the 99 chart and cover
with a counter. The player then spins the spinner and moves the counter to change the
number on the 99 chart according to what the spinner lands on. Record the results on paper.
(ex: place the counter on 23, spin and land on 10 more, move the counter to 33) If a player
spins and the result moves him/her off the board then they lose a turn. The other player then
verifies the answer. If the answer is correct the player gets 1 point. If the player is incorrect
they lose 1 point. The cards go on the bottom of the pile. The other players repeat to
continue the game. Play continues until a player gets a predetermined number of points
(example:10 points). This activity can be used in a variety of ways to reinforce this skill.
Provide manipulatives for students that may need assistance in understanding the larger
numbers.
Questions:
 How can you locate a number on a 99 chart? (use benchmark numbers)
 How do benchmark numbers help you use the 99 chart? (help you find numbers
quickly)
 Given the number _____ can you locate 10 more or 10 less on a 99 chart?
(answers vary)
 Given the number _____ can you locate 1 more or 1 less on a 99 chart?
(answers vary)
 What is the addition/subtraction sentence that is related to 10 more/less?
(answers vary)
 What is the addition/subtraction sentence that is related to 1 more/less? (answers
vary)
What’s the teacher doing?
What are the students doing?
Model More/Less activity
Complete More or Less activity with partner
Ask questions
Answer questions
12
1st Grade
Unit 6
Foundation of Numbers up to 99
Phase Four: Elaborate on the Concept
Day 7 Activity (continued):
Materials:
 Math journal
Allow students to write a note to kindergarten students, in their math journal, explaining the
concept of 1 more/less and 10 more/less. Remind students to be very specific with creating
directions for this idea.
What’s the teacher doing?
What are the students doing?
Instruct students to write a note to a
kindergarten student
Write a note to a kindergarten student
Phase Five: Evaluate the Students’ Understanding of the Concept
Performance Assessment
Day 8 Activity:
Materials:
 Counting manipulatives
 Paper
Provide a variety of counting manipulatives. Present the following real-world situation and
tasks:
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 stand and expanded form.
13
1st Grade
Unit 6
Foundation of Numbers up to 99
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.
Standard(s):
1.1A , 1.1C , 1.1D , 1.1E , 1.1F , 1.1G , 1.2B , 1.2C , 1.2D ELPS.c.1A , ELPS.c.2C , ELPS.c.2D , ELPS.c.3D ,
ELPS.c.3H
What’s the teacher doing?
What are the students doing?
Provide counting manipulatives
Perform real-world situations and tasks of
summative assessment
Present situations and tasks as summative
assessment
Phase One: Engage the Learner
Day 9 Activity:
Materials:

The Blast Off Kid by Laura Driscoll
Gather students together. Read aloud The Blast Off Kid by Laura Driscoll or similar text.
While reading, discuss how Jim was going to collect and count enough wrappers to go to
space. Ask questions throughout the story that might help students relate to this type of
experience. How would you collect the wrappers? How would you organize the wrappers to
count them? How would you count the wrappers? What is he doing that is so important
while he is collecting wrappers?
Tell the students that they are going to see how many plastic sporks they can collect in one
week. The students that eat lunch in the lunchroom will bring back their plastic spork each
day (suggestion: only use the sporks from students in your class and wash them after
lunch. This will reduce any sanitation concerns and keep your class from collecting too
many.). Each day you will count and place the sporks collected on a place value mat. This
is a great opportunity to develop/discuss the understanding of the digits used to represent
the amount of sporks. Discuss why we write numbers the way we do and what each digit
and place of the digit means. Example: There may be 8 sporks on Wednesday. We write
the digit 8 in the ones place because it represents 8 individual sporks. On Thursday we add
5 sporks to the place value mat. We count on from the 8 until we have composed a group
of 10. Place a rubber band around the group of ten and then move this group to the tens
place. Continue to count the 2 remaining sporks in the ones place. Record the number 13
and discuss why the digits changed as we added the sporks. Discuss the total number of
sporks after each day of collection. Continue to add the sporks to the place value mat for
an entire week, focusing on why the digits change as you add sporks.
14
1st Grade
Unit 6
Foundation of Numbers up to 99
What is the teacher doing?
What are the students doing?
Read
Listening
Ask guiding questions
Discussing how Jim collected and counted
wrappers
Collecting sporks
Collecting sporks
Phase Two: Explore
Day 10 Activity:
Materials:




Pony beads
Overhead projector
Pipe cleaners
Bags of pony beads
Place 4 pony beads on the overhead projector or document camera. Keep the beads
available for students to see for approximately 5 seconds. Cover them up and have
students tell you how many beads were visible. Repeat the process with 9 beads. Ask the
students about the strategies they are using to count the beads and discuss why these
strategies are effective. Next, show students twenty-two beads scattered or piled closely
together. Ask students if they were able to determine how many beads were displayed.
Most students will not be able to count the beads within 5 seconds. Discuss why this
number is more difficult and possible strategies that would make this number easier to
count. If the conversation does not lead into grouping the beads, present the idea of
grouping the beads into groups of ten. Discuss how this idea could have helped them count
faster. Show students the number 34 with the beads scattered. How can we make this
number easier to count? (possible response: grouping) Allow the students to come up and
demonstrate how to make groups of ten by placing ten beads on a pipe cleaner. This
completes the idea that we have created a set of ten. Continue this concept with the
remaining beads. Now go back and count the amount by how many groups of tens first
then how many ones are left. Allow students to discuss the benefit of grouping objects
when counting.
Show students the pipe cleaners with ten beads already placed on them. Ask students if
this reminds them of any math tools (base-ten blocks) used in the classroom. Draw
connections between beaded pipe cleaners and ten rods.
Next, provide many small plastic baggies filled with different amounts of pony beads. Allow
students to work with partners to practice counting the beads. Students will create sets of
15
1st Grade
Unit 6
Foundation of Numbers up to 99
ten on the pipe cleaners and leave the remaining beads next to the sets of ten. Next they
will count the tens and ones to identify the number. Students will describe the number to
their partner, identifying the digit in the tens and ones place. Rotate or switch bags to allow
several practice opportunities. Begin a class discussion and allow the students to explain
why they chose the digits they did for a particular bag. Pose questions to guide students in
explaining. Did anyone else use these same digits in this same order? (response could
vary) Could we switch the digits and still represent the same amount? (possibly yes) This is
only true with numbers such as the following special cases: 11, 22, 33, 44, 55, etc.
Have students create at least ten beaded pipe cleaners for an activity in an upcoming task.
Students should count out ten beads and then group them together by sliding them onto
the pipe cleaner. Each student will need approximately 100 pony beads and ten pieces of
pipe cleaner. You can cut the pipe cleaners in half and they are still long enough for ten
beads. This will reduce the number of pipe cleaners needed. Students may also work with
a partner to reduce the number of materials needed.
What’s the teacher doing?
What are the students doing?
Showing beads on overhead projector
or camera for students to count
Identify the number of beads
Facilitate a discussion about counting
large number of objects
Discuss idea of grouping to make counting large
numbers easier
Demonstrate the use of grouping to count
Show and discuss beaded pipe
cleaners
Discuss benefit of grouping
Provide bags containing beads
Compare pipe cleaners and base 10 blocks
Facilitate a discussion of why they
Create sets of 10 beads on pipe cleaners from
chose the digits they did for a particular plastic bags
bag
Describe number to partners
Switch bags and practice
Explain why they chose the digits they did for a
particular bag
16
1st Grade
Unit 6
Foundation of Numbers up to 99
Phase Two (continued): Explore
Day 11 Activity:
Materials:


Beaded pipe cleaners
Playing cards
Tell students that they will now work with a partner to complete a place value activity using
their beaded pipe cleaners. Each partner group will need 4 sets of 0-9 cards (deck of cards
without face cards and tens) and their set of beaded pipe cleaners. The beads should not
be glued to the pipe cleaner. They should be loose in the bag to lend students to
developing understanding with creating the sets of tens.
Allow time for additional practice prior to starting the activity. Pass out the pipe cleaners
and pony beads. Have students use their pipe cleaners and loose beads to demonstrate
understanding of how to make 76 and show how that is different from 67. Practice this
concept several times prior to starting the activity.
Each student will draw one card. The students will combine the cards twice to create two
different numbers. For example, the students draw a 4 and 8. They could make the number
48 and the number place value mat. The other student will create 8 sets of 10 with the pipe
cleaners and 4 individual beads on his or her place value mat. They will check each other’s
work and identify the numbers on the 99 chart. Decide which number is larger and which
number is smaller. How does the pipe cleaner and bead representation help us identify
where to find the numbers of the 99 chart? (use the multiples of 10 to find a benchmark
number, then locate the number)
What’s the teacher doing?
What are the students doing?
Pass out beads and pipe cleaners
Practice modeling numbers with beads and pipe
cleaners
Facilitate practice prior to starting
activity
Complete activity with partner
Model and facilitate activity
17
1st Grade
Unit 6
Foundation of Numbers up to 99
Phase Three: Explain the Concepts and Define the Terms
Day 11 Activity (continued):
While students are completing the activity, the teacher should walk around and observe the
students as they create the numbers using the beaded pipe cleaners. Suggested questions
include:
• Which number is larger/smaller? (answers will vary) How do you know? (Compare
number of 10’s and 1’s; locate them on the chart or number line, etc.)
• How many groups of ten are in your number? (answers will vary)
• How many ones are in your number? (answers will vary)
• How did you determine where to place the digits that you selected? (answers will
vary)
• Why did you group ten individual beads on the pipe cleaner? (to represent a group of
10’s)
• Show me how you created the number card using groups of ten and ones? (answers
will vary)
• Can you explain the number representations? (should discuss place value of digits)
• How does the placement of the digits affect the number? (one number will represent
10’s and the other will represent 1’s)
• How did you determine which digits to use to correctly represent the
number/amount? (should discuss the use of 10’s and 1’s and why each number represent
that place value)
Vocabulary of Instruction:





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
Digit – any numeral from 0 – 9
Numeral – a symbol used to name a number
Place value – the value of a digit as determined by its location in a number such as
ones, tens, hundreds, etc
What’s the teacher doing?
What are the students doing?
Observe and question
Complete place value activity and discuss choices
made during activity
18
1st Grade
Unit 6
Foundation of Numbers up to 99
Phase Four: Elaborate on the Concept
Day 12 Activity:
Materials:



Counters (2 different colors)
Digit dice (2 different colors)
99 chart (RS6)
Place Value Cover Up
Place Value Cover Up is a game for partners. Each group will need two different color
counters (one color for player one and one color for player two) and two digit dice. The digit
dice (rather than dot dice) all the students to easily see the numbers created. One die will
represent the tens and one will represent the ones. Roll the two dice, create a two digit
number, build the number using manipulatives and say your number to your partner. Next,
on a 99 chart (RS6), cover the number with a counter. Players rotate turns until one player
gets 4 counters in a row.
What’s the teacher doing?
What are the students doing?
Facilitate place value activity
Complete place value activity
Phase One: Engage the Learner
Day 12 Activity (continued):
Materials:

Class number line
Put the numbers 26 and 61 on the board. Discuss different ways you could represent these
numbers. Let a few students come up to the board and draw different representations.
Have the students look at the representations and decide which number is greater and
which number is less. Display a number line and have the students identify where the
numbers are located. When you are looking at the number line, what do you notice
about the size of the number and the location on the number line? (The greater the
number the further down the number line you find its location.) Have a discussion about
how you can compare the numbers using the terms greater than and less than. (Example:
26 is less than 61 and 61 is greater than 26) Give the students multiple numbers to identify
on the number line and practice orally comparing. The language is very important in
building a deep understanding.
Introduce the symbols that match the words. It is important that students don’t learn a “trick”
when understanding the symbols. The symbols should be closely associated to the words
they represent. Offer several examples on the board making sure the students are
19
1st Grade
Unit 6
Foundation of Numbers up to 99
developing an understanding that the size of the number representation should match the
symbols and language. The number line will help students understand the size of the
number representation and use the language correctly. Discuss the symbols and how they
are written. Allow additional time for students to practice writing the symbols and reading
them properly.
Draw a representation of 36 and 36 and identify this number on the number line. How can
you compare two numbers that have the same representation and live on the same
spot on the number line? (listen for “equal”) Ask the students how they might describe
these two numbers in words. If students do not presents the language of “equal” then you
should introduce it. Discuss ways that show us two numbers are equal and allow students
time to practice writing the symbol and using the words.
What’s the teacher doing?
What are the students doing?
Facilitate a discussion of how to
represent 26 and 61 and comparison
of the numbers
Discuss/draw representations of 26 and 61
Display number line
Locate 26 and 61 on number line
Facilitate locating numbers on the
number line and comparing numbers
Locate other numbers on the number line
Introduce symbols to compare
numbers
Facilitate discussion of numbers that
are equal
Compare 26 and 61
Compare numbers using terms greater than and
less than
Discuss comparisons of two numbers that are the
same
Phase Two: Explore the Concept
Day 13 Activity:
Materials:



Brown Bags of 90-100 objects (colored counters, buttons, ribbons, 1-inch tiles,
beans, noodles: same objects in each bag)
Silly Signs recording sheet (RS12)
Number line
Pass out one bag to each set of partners that were prepared prior to the lesson. Provide a
student number line or remind students of a number line in the classroom for reference.
Instruct students to empty the contents of their bag on their table and separate the objects
into 4 piles (the piles don’t have to be equal). Students will count the number of objects in
the first pile and record that number on the “Silly Signs” recording sheet (RS12). Ask the
students: How are you counting your manipulatives? (answers vary) Is there another
20
1st Grade
Unit 6
Foundation of Numbers up to 99
way? (answers vary) How do you keep track of what has been counted? (answers vary,
but look for grouping of 10’s)
As you observe students counting, look for proficient counting strategies. For example, you
may observe some students counting by 2’s, 3’s, 5’s, 10’s etc. Allow students to choose
their own counting strategy and picture representation. Students will do the same for the
objects in the 2nd, 3rd and 4th pile. Remind students that they need to show that number
using the number and a picture version. The students will then identify where the numbers
live on the number line. The visual location of these numbers on a number line will help
students understand the size of each number when comparing. Next, students will
complete the sentences at the bottom using the symbols. There should be practice with
completing these at the beginning of the lesson. Students can reference the numbers on
the number line when reading the sentences aloud to check their work.
What’s the teacher doing?
What are the students doing?
Facilitate activity to prepare for “Silly
Signs” game
Complete “Silly Signs” activity
Show numbers using the number and picture
version
Identify where the number live on the number line
Compare numbers
Phase Three: Explain the Concept and Define the Terms
Day 14 Activity:
Materials:





Brown Bags of 90-100 objects (colored counters, buttons, ribbons, 1-inch tiles,
beans, noodles: same objects in each bag)
Silly Signs Game Sheet (RS13)
Game board
3 signs
Student number line (optional)
Play the game “Silly Signs”. Students will play the game with a partner. Each pair will need
a Silly Signs Game Sheet (RS13), brown bag with 90-100 objects, game board and the 3
symbols cut out. A student number line may also be provided to aid in comparing numbers.
Player 1 will reach their hand in the bag, pull out a handful and count the number of objects.
Place the objects under player one of the Silly Signs game board. Player 2 will repeat this
same process. The players will decide together which symbol to place in the middle section
to make the number sentence true. The students will then identify where the numbers live
on the number line. The visual location of these numbers on a number line will help
students understand the size of each number when comparing. Both players will then
21
1st Grade
Unit 6
Foundation of Numbers up to 99
record the information on their own game sheet. In the last column, the students will create
an addition sentence combining the two sets for the total sum of pieces. Place the
manipulatives back in the bag and repeat for round 2-10.
After the students have completed this game, gather in a common area. Allow the students
to read some of their number sentences aloud and share their experiences with this game.
Several practice opportunities are needed with reading the symbols aloud for the students
to build a deep understanding. The teacher can gather assessments through informal
observations, conversations with individual students, and the recording sheet responses.
Questions:

How can you check if you have used the correct symbol? (locate the numbers
on the number line)
 How can a number line help you compare two numbers? (where the numbers
live on the number line helps determine which is greater of less)
 How many ways can you compare two numbers? (two ways, or one way if the
numbers are the same)
 How did you find the total number of manipulatives for each round? (answers
vary)
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}
22
1st Grade
Unit 6
Foundation of Numbers up to 99
What’s the teacher doing?
What are the students doing?
Facilitate “Silly Signs” game
Complete “Silly Signs” game
Question
Answer questions
Phase Five: Evaluate the Students’ Understanding of the Concept
Performance Assessment
Day 15 Activity:
Materials:


Counting manipulatives
Digit cards
Provide a variety of counting manipulatives. Using a set of digit cards, demonstrate and
present the following classroom situation and tasks:
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.
1) 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.
2) Using Miguel’s digits create a pictorial model to represent the largest possible
two-digit 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.
3) 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 number and
record the number in standard form.
4) Virginia said her number was larger than Miguel’s because one of his digits is
a one. Use comparisons symbols to represent the comparison of Virginia’s
number and Miguel’s number. Orally explain whether Virginia is correct, and
why or why not.
5) Use an open number line to represent the order of Virginia, Miguel, and
Wanda’s numbers.
Standards:
1.1A , 1.1C , 1.1D , 1.1E , 1.1F , 1.1G , 1.2B , 1.2C , 1.2D ELPS.c.1A , ELPS.c.2C , ELPS.c.2D ,
ELPS.c.3D , ELPS.c.3H
23
1st Grade
Unit 6
Foundation of Numbers up to 99
What’s the teacher doing?
What are the students doing?
Provide counting manipulatives
Complete assessment
Use a set of digit cards to demonstrate
and present the classroom situation
and tasks
24
1st Grade
Unit 6
Foundation of Numbers up to 99
Resource Sheet 1
Names of Commissioners
Commissioner of Spilt Milk
Hiccups
Lost
Homework
Things that
Bump in the
Night
Flat Tires
Chicken Pox
Foul Balls
Scary
Nightmares
Mismatched
Socks
Wrong Turns
Skinned
Knees
Vegetable
Eating
Battery
Charging
Book Bag
Finding
Pencil
Sharpening
Dish Washing
Bug Squishing Trash
Removal
Mosquito
Bed Making
Slapping
Dog Walking
Homework
Checking
Lawn Mowing Lunch Money
Face Wiping
Dirt Removal
Teeth
Brushing
Book
Returning
Snow
Shoveling
Umbrella
Holding
Bedtime Story
Reading
Dog Bathing
Toy Locating
Tree Climbing
Transportation
Recycling
Late Arrivals
Hair Brushing
Card Shuffling Money Counting
Clothes
Folding
Toilet
Scrubbing
Meat Cutting
Nose Blowing
Lunch
Packing
Alarm Clocks
25
Video Games
1st Grade
Unit 6
Foundation of Numbers up to 99
Resource Sheet 2
“Royal Counting Crew” Place Value Organizer
Tens
Ones
Resource Sheet 3
26
1st Grade
Unit 6
Foundation of Numbers up to 99
The Royal Counting Crew Tens and Ones Student Task Sheet
Write the number
that you rolled
(model with base 10 blocks
on your desk)
How many groups
of ten?
How many
ones?
Draw a base 10 model
of the number
Resource Sheet 4A
27
1st Grade
Unit 6
Foundation of Numbers up to 99
Royal Counters Game-Student Task Sheet
Tally Mark Picture
Tens and Ones Model
Equations
Number
made
Tally Mark Picture
Tens and Ones Model
Equations
Number
made
Tally Mark Picture
Tens and Ones Model
Equations
Number
made
Tally Mark Picture
Tens and Ones Model
Equations
Roll 4
Roll 3
Roll 2
Roll 1
Number
made
Resource Sheet 4B
28
1st Grade
Unit 6
Foundation of Numbers up to 99
Tally Mark Picture
Tens and Ones Model
Equations
Number
made
Tally Mark Picture
Tens and Ones Model
Equations
Number
made
Tally Mark Picture
Tens and Ones Model
Equations
Number
made
Tally Mark Picture
Tens and Ones Model
Equations
Roll 8
Roll 7
Roll 6
Roll 5
Number
made
Resource Sheet 7
29
1st Grade
Unit 6
Foundation of Numbers up to 99
5 Square transparency readers
-10
-1
-10
+1
-1
+1
+10
+10
-10
-10
-1
+1
-1
+1
+10
+10
-10
-10
-1
+1
-1
+10
+1
+10
0-99 chartResource Sheet 6
30
1st Grade
Unit 6
Foundation of Numbers up to 99
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
31
1st Grade
Unit 6
Foundation of Numbers up to 99
10 More/Less 1 More/Less Recording SheetResource Sheet 8
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
32
1st Grade
Unit 6
Foundation of Numbers up to 99
More Than / Less Than
Resource Sheet 9
Materials: More than/less than spinner, paper clip, pencil, deck of cards (A-9, A=1), 99 or hundreds chart
Directions:
1. Shuffle the cards and place them face down.
2. Player one picks two cards and lays them down in the order in which they were drawn. (students are not
rearranging the order) Find the number on the 99 chart and cover with a manipulative.
3. The player then spins the spinner and moves the counter to change the number on the 99 chart according to what
the spinner lands on. Record the results on paper. (ex: place the counter on 23, spin and land on 10 more, move the
counter to 33)
4. The other player then verifies the answer. If the answer is correct, the player gets 1 point. If the player is incorrect,
they lose 1 point.
5. The cards go on the bottom of the pile.
6. The other players repeat to continue the game. Play continues until a player gets a predetermined number of
points (example: 10 points).
10 Less
10 More
1More
1 Less
33
1st Grade
Unit 6
Foundation of Numbers up to 99
0-9 Spinner
Resource Sheet 5
2
1
3
0
4
9
5
8
6
7
34
1st Grade
Unit 6
Foundation of Numbers up to 99
Place Value Mat
Tens
Resource Sheet 10
Ones
35
1st Grade
Unit 6
Foundation of Numbers up to 99
Resource Sheet 11
Place Value Cover-up Game
Yellow dice represent the number of tens. Red dice represents the number of ones.
Roll the two dice, build the number using manipulatives, and say your number to your
partner. Next, cover the number with a counter. Players rotate turns until one player
gets 4 counters in a row. They are the winner!
11
21
31
41
51
61
12
22
32
42
52
62
13
23
33
43
53
63
14
24
34
44
54
64
36
15
25
35
45
55
65
16
26
36
46
56
66
1st Grade
Unit 6
Foundation of Numbers up to 99
Silly Signs Recording Sheet
Resource Sheet 12
Pile A
Number: ___________________
Picture:
Pile B
Number: ___________________
Picture:
Pile C
Number: ___________________
Picture:
Pile D
Number: ___________________
Picture:
Use the following signs to complete the sentences below.
Pile isA _____than pile B.
Pile C is _____than pile D.
Pile D is _____ than pile B.
›, ‹, or =
Pile B is _____ than pile A.
Pile D is _____ than pile C.
Pile A is _____ than pile C.
37
1st Grade
Unit 6
Foundation of Numbers up to 99
Silly Signs Game Sheet
Round
Example
Resource Sheet 13
Player 1
Sign
›, =, or ‹
27
‹
Number of Objects
in Handful
Player 2
How many objects
in all?
42
27 + 42 = 69
Number of Objects in
Handful
1
2
3
4
5
6
7
8
9
10
38
1st Grade
Unit 6
Foundation of Numbers up to 99
Silly Signs Game Board
Player 1
Resource Sheet 14
Sign
Player 2
Resource Sheet 15
39
1st Grade
Unit 6
Foundation of Numbers up to 99
Cut signs to use for Silly Signs game. Each pair will need one of each sign.
‹
‹
‹
‹
‹
=
=
=
=
=
40
›
›
›
›
›