Unit 7
Number Relationships up to 99
First Grade
5E Lesson Plan Math
Grade Level: First
Subject Area: Math
Lesson Title: Unit 7-Number
Lesson Length: 10 days
Relationships up to 99
THE TEACHING PROCESS
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.
During this unit, students continue delving deeply into the place value system.
Various representations (e.g., linking cubes, straw bundles, base-10 blocks, place
value disks, hundreds charts, and open number lines) are used to discover
numerical patterns in the number system. Students use place value patterns to
determine the sum up to 99 of a multiple of 10 and a 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 numbers, meaning numbers that
name the quantity of objects 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 backward by ones and tens in
addition to skip counting by 2s, 5s, and 10s.
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 99.
 Skip count by twos, fives, and tens to determine the total number of
objects up to 99 in a set.
 Use relationships to determine the number that is 10 more and 10 less
than a given number up to 99.
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Standards addressed:
TEKS:
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.
1.1E 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.
1.3A 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 99.
1.5B Skip count by twos, fives, and tens to determine the total number of objects
up to 99 in a set.
1.5C Use relationships to determine the number that is 10 more and 10 less than a
given number up to 99.
ELPS:
ELPS.c.1A use prior knowledge and experiences to understand meanings in
English
ELPS.c.1B monitor oral and written language production and employ selfcorrective techniques or other resources
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing
ease
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
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an
awareness of different language registers (formal/informal) using
vocabulary with increasing fluency and accuracy in language arts and
all content areas. ELLs may be at the beginning, intermediate,
advanced, or advanced high stage of English language acquisition in
speaking. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all
instruction delivered in English must be linguistically accommodated
(communicated, sequenced, and scaffolded) commensurate with the
student's level of English language proficiency. The student is
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First Grade
expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long
and short vowels, silent letters, and consonant clusters to pronounce
English words in a manner that is increasingly comprehensible
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:
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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.
Underdeveloped Concepts:
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Some students may be confused about the counting sequence for the
numbers 11 – 15 and recite these numbers as “one-teen, two-teen, threeteen, four-teen, five-teen” rather than “eleven, twelve, thirteen, fourteen,
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First Grade
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fifteen.”
Although some student may be able to correctly recite numbers forward
from 0 – 99, they may have difficulty beginning with a number other than 0.
Some students may have difficulty remembering which multiple of 10
follows a number with a 9 in the ones place (e.g., 40 comes after 39, 30
comes after 29, 20 comes after 19, etc.).
Vocabulary:
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Addend – a number being added or joined together with another number(s)
Counting (natural) numbers – the set of positive numbers that begins at
one and increases by increments of one each time {1, 2, 3, ..., n}
Digit – any numeral from 0 – 9
Number sentence – a mathematical statement composed of numbers,
and/or an unknown(s), and/or an operator(s), and an equality 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}
Related Vocabulary:
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Decrease
Greater than, more than
Increase
Increments
Less than, fewer than
Multiple of 10
Ones place
Relationship
Sequence
Tens place
Total
List of Materials:
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Arithmetic Rack (1 per teacher)
Wall Calendar (1 per teacher)
linking cubes (100 per teacher)
construction paper (12” x 18”) (1 sheet per teacher)
base-ten blocks (8 10-longs, 10 units) (1 set per student, 1 set per teacher)
plastic zip bag (quart sized) (1 per student, 1 per teacher)
Base-Ten Blocks Model Cards (optional) (1 set per student, 1 set per teacher)
cardstock (optional) (2 sheets per student, 2 sheets per teacher)
scissors (optional) (1 per teacher)
paper lunch sack (1 per 2 students)
base-ten blocks (8 10-longs, 10 units) (1 set per student, 1 set per teacher)
Math Journal
Number Card Sack 51 – 99 (1 per 4 students) (previously created)
whiteboard (student sized) (1 per student)
dry erase marker (1 per student)
Place Value Mat
Day 1
INSTRUCTIONAL SEQUENCE
Phase 1: Engage the Learner
Materials:
100 linking cubes
base-ten blocks (8 10-longs and 10 units)(set for teacher and each student)
Number Card Sack 51 -99 for every 2 students
Math Journal
Topics:
 Unitizing groups of 10
 Base-ten blocks
 Quantities up to 99
Students work independently to represent quantities up to 99 using base-ten
blocks and record the quantity in a variety of ways.
Activity:
Students examine modeling of numbers using base-ten blocks to practice place
value concepts and unitizing.
Instructional Procedures:
Prior to instruction, create a set of base-ten blocks for each student and a set of
base-ten blocks for each teacher by placing 8 10-longs and 10 units in a plastic zip
bag.
Gather students in a large circle on the floor.
Place a bin of 100 linking cubes and a 12” x 18” piece of construction paper in
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First Grade
front of you.
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How could the number twenty-eight be represented using linking
cubes? Answers may vary. You can snap linking cubes together to make
sticks of ten and place eight loose linking cubes to represent the ones in the
number 28; etc.
Facilitate a class discussion comparing all student representations of the
number 28.
Distribute base-ten blocks to students.
 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 two 10longs and 8 units.)
 What blocks did you use to represent the tens in the number 28? (two
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 10-long 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?
(eight units)
 Who can 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 model; etc.)
Instructional Procedures:
Prior to instruction, create a Number Card Sack 51 -99 for every 2 students by
copying card set:
Number Cards 51 – 99, cutting apart, and placing in a paper lunch sack, 1 set per
2 students. Additionally create a Number Card Set 51 – 99 for each teacher by
copying teacher resource: Number Cards 51 – 99 on cardstock, cutting apart, and
laminating.
Place students in pairs. Distribute base-ten blocks and handout: Place Value
Recording Sheet to each student and a Number Card Sack 51 – 99 to each pair.
Explain that today they will be constructing models to represent quantities up to
99.
Display the number 54 from Number Card Set 51 – 99 for the class to see. Instruct
students to represent the number 54 on their journal using their base-ten blocks.
Allow time for students to complete their model. Monitor and assess students to
check for understanding.
 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)
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What block did you use to represent the ones? (a unit)
How many units did you use? (4 units)
Display teacher resource: Place Value Recording Sheet for the class to see.
Model how to record the base-ten model of 54 on the recording sheet.
 How many 10-longs did you use to represent the number 54? (five 10longs)
Explain to students how to use a line to represent a 10-long on their
recording sheet. Using the displayed teacher resource: Place Value
Recording Sheet, demonstrate how to draw lines to represent the 10-longs
from the concrete base-ten model of 54. Instruct students to replicate the
model on their handout: Place Value Recording Sheet.
tens
__
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ones
tens
__
ones
Instruct students to chorally skip count each 10-long with you to confirm that
they have represented the quantity of 50 on their recording sheet.
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 handout: Place Value Recording Sheet.
tens
__
ones
tens
__
ones
Instruct students to chorally skip count each 10-long and unit with you to confirm
that they have represented the quantity of 54 on their recording sheet.
Using the displayed teacher resource: Place Value Recording Sheet,
demonstrate how to record the number of tens, ones, and the number 54.
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First Grade
tens
_5_
ones
tens
_4_
ones
54
Repeat the process (steps 4-6) to model recording another two digit number.
Place students in pairs. Distribute handout: Place Value Recording Sheet 1 to
each student.
Instruct each student to draw a card from the Number Card Sack 51 – 99. Explain
to students that they are to create a concrete model of their drawn number using
base-ten blocks on their journals and draw a pictorial model of their number on the
upper part of handout: Place Value Recording Sheet 1. Instruct students to then
trade number cards with their partner to repeat the process of creating and
recording the model on the lower part of their handout. Monitor and assess
students to check for understanding. Facilitate a class discussion comparing their
models.
 Does your model match your partner’s model of the same number?
(yes)
If students’ models do not match, encourage the pair to discuss why and guide
them to self-correct.
TEACHER NOTE
In this lesson, students will use formal language when describing the base-ten
blocks. Formal language includes 100-flat, 10-long, and unit. Paraphrase student
responses if students continue to use informal language (e.g., If a student
responds with “8 long blocks,” paraphrase their response as, “do you mean eight
10-longs?”).
Some first grade students may lack the fine motor skills to draw thin rectangles
that are equal in size to represent a 10-long or small cubes that are equal in size
to represent a unit. For this reason, students will use a simple line to represent the
10-long and a small dot to represent one unit for recording purposes.
What’s the teacher doing?
What are the students doing?
Actively monitoring students.
Making whole numbers with base ten
blocks and other manipulatives.
Making corrections and providing
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First Grade
assistance where needed .
Recording their responses in journals.
Phase 2 Explore the Concept
Day 2
Materials:
100 linking cubes
base-ten blocks (8 10-longs and 10 units)(set for teacher and each student)
Number Card Sack 51 -99 for every 2 students
Math Journal
Place Value Recording Sheet 1(one for each student)
Place Value mat
Topics:
 Unitizing groups of 10
 Base-ten blocks
 Quantities up to 99
Students work independently to represent quantities up to 99 using base-ten
blocks and record the quantity in a variety of ways.
Activity:
Place students in groups of four. Distribute a Place Value mat, set of base-ten
blocks, and 2 copies of handout: Place Value Recording Sheet 1 to each student
and a Number Card Sack 51 – 99 to each group.
Explain to students that they will be modeling numbers using base-ten blocks. The
process will be similar to yesterday’s activity. Instruct each student to draw a card
from the Number Sack 51 – 99, create a concrete model of the number using
base-ten blocks on their Place Value Folder, record the model on the upper part of
their handout: Place Value Recording Sheet 1, and then trade their recording
sheet and number card with another group member. Instruct students to 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: Place Value Recording Sheet 1, they will repeat the process of
selecting a number card, creating and recording the model on their recording
sheets, and evaluating a group member’s model. Instruct students to trade models
with, and evaluate, a different group member each time. Students 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.
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What’s the teacher doing?
What are the student’s doing?
Monitor and assess students to check
for understanding.
Allow time for students to complete the
activity.
Phase 2 Explore the Concept
Day 3
Materials:
100 linking cubes
base-ten blocks (8 10-longs and 10 units)(set for teacher and each student)
Number Card Sack 51 -99 for every 2 students
Math Journal
Place Value Comparison 2 (one worksheet for each student)
Topics:
 Unitizing groups of 10
 Base-ten blocks
 Quantities up to 99
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.
Activity:
Place students in pairs. Distribute a Place Value Mat, set of base-ten blocks, and 2
copies of handout: Describing Place Value 2 to each student and a Number Card
Sack 51 – 99 to each pair.
Display the top of teacher resource: Describing Place Value 2.
Display the card 62 from Number Card Set 51 – 99. Instruct students to represent
the number 62 on their Place Value Folder by using their base-ten blocks. Allow
time for students to complete their model. Monitor and assess students to check
for understanding.
 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? (six 10-longs)
 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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First Grade
Instruct students to examine the next two rows of the displayed teacher resource:
Describing Place Value 2.
 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.
Instruct students to examine the last row of the displayed teacher resource:
Describing Place Value 2.
 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 51 -99. Model
using the number word card to write the number in word form on teacher
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First Grade
resource: Describing Place Value 2, verifying the spelling. Instruct students to
replicate the written form on their handout.
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 51 – 99 (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 Folder, record the 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?
What are the students doing?
Monitoring for students understanding
and correcting.
Completing the activity.
Writing numbers and matching with
number words.
Identifying place value.
Phase 3 Explain the Concept and Define the Terms
Day 4
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First Grade
Materials:
100 linking cubes
base-ten blocks (8 10-longs and 10 units)(set for teacher and each student)
Number Card Sack 51 -99 for every 2 students
Math Journal
Describing Place Value 2 (one worksheet for each student)
Topics:
 Unitizing groups of 10
 Base-ten blocks
 Comparative language
 Quantities up to 99
Students represent two numbers using base-ten blocks and record a comparison
statement using formal mathematical language.
Activity:
Display teacher resource: Place Value Comparison 2 and number cards 64 and
71 from Number Card Sack 51 – 99 for the class to see.
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.
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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.)
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.)
Based on the numbers 64 and 71, model how to complete the comparison
statement on handout: Place Value Comparison 2.
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First Grade
Place students in pairs. Distribute a Place Value Mat, set of base-ten blocks, and
handout: Place Value Comparison 2 to each student and Number Card Sack 51
–99 to each pair.
Instruct each student to draw a number card from their Number Card Sack 51 –
99, model the quantity on their Place Value Mat using base-ten blocks, and
complete the first table on handout: Place Value Comparison 2.
Instruct students to trade number cards with their partner, model their partner’s
quantity on their Place Value Mat 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.
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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.)
Facilitate a class discussion about the models and comparisons statements
generated.
 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? Answers may vary.
Allow students to change partners and repeat the activity using the remaining
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First Grade
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.
Distribute another copy of handout: Place Value Comparison 2. Allow students to
repeat the activity two more times, totaling four comparisons.
What’s the teacher doing?
What are the students doing?
Actively monitoring the students.
Working with partner to compare
numbers.
Providing corrective feedback if
needed.
Completing activity.
Phase 3 Explain the Concept and Define the Terms
Day 5
100 linking cubes
base-ten blocks (8 10-longs and 10 units)(set for teacher and each student)
Number Card Sack 51 -99 for every 2 students
Math Journal
Comparing Place Value 2 (one worksheet for each student)
Topics:
 Base-ten blocks
 Comparative language
 Quantities up to 99
Students work in small groups to represent and compare two quantities up to 99.
Activity:
Place students in groups of 4. Distribute a Place Value Mat, set of base-ten
blocks, and 2 copies of handout: Comparing Place Value 2 to each student and a
Number Card Sack 51 –99 to each group.
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
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First Grade
card from the sack, create a concrete model using base-ten blocks on their Place
Value Mat, 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.
What’s the teacher doing?
What are the students doing?
Monitor and assess students to check
for understanding.
Facilitate small group discussions to
encourage students to justify and
explain their comparison statements.
Working in small group and discussing
the comparison of numbers.
Phase 3 Explain the Concept and Define the Terms
Day 6
Materials:
100 linking cubes
base-ten blocks (8 10-longs and 10 units)(set for teacher and each student)
Number Card Sack 51 -99 for every 2 students
White Board and Dry Erase Marker
Ordering Numbers Recording Sheet (one worksheet for each student)
Topics:
 Unitizing groups of 10
 Base-ten blocks
 Comparative language
 Order by value
 Quantities up to 99
Students compare and order whole numbers up to 99 and communicate their
models using mathematical language.
Activity:
Distribute a set of base-ten blocks, Place Value Mat, whiteboard, and dry erase
marker to each student.
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 Folder using base-ten
blocks.
Display seven 10-longs and 8 units for the class to see. Instruct students to record
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First Grade
the quantity of the concrete model displayed on their whiteboards.
 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-longs by ten and then count on the
units or ones; etc.)
Allow students to chorally count with you to ensure the quantity is correct.
Display the number card 99 from Number Card Set 51 – 99. Instruct students to
build a concrete model of the two-digit number displayed in their Place Value Mat
using base-ten blocks.
 What blocks did you use to represent the number 80? (eight 10-longs)
 Did you use any units or ones? Explain. (No; the number 80 does not
have any ones, only eight tens.)
Note: Students could use seven 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-longs 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.)
Repeat this activity several times by displaying various base-ten models, two-digit
number cards, and number word cards, being sure to include some numbers that
end with zero.
Collect the Place Value Folder, whiteboard, and dry erase marker from each
student. Place students in pairs. Distribute handout: Ordering Numbers
Recording Sheet to each pair.
Display teacher resource: Ordering Numbers Recording Sheet. Explain to
students that the game “Show Me the Number” will continue, except this time
three 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.
Display three two-digit numbers from Number Card Set 51 – 99 for the class to
see. Instruct student pairs to build a concrete model for each number using baseten 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.
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Unit 7
Number Relationships up to 99
First Grade
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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.
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.
Display three new number cards from Number Card Set 51-99. Instruct students to
complete the second handout: Ordering Numbers Recording Sheet by recording
the numbers in order from greatest to least.
What’s the teacher doing?
What are the students doing?
Displaying number cards for the
students.
Working in small group.
Completing worksheet.
Monitor and assess students to check
for understanding.
Phase 4 Elaborate on the Concept
Day 7
Materials:
Number Card Sack 51 -99 for every 2 students
Value Order (two worksheets for each student)
Value Order Mat
Topics:
 Base-ten blocks
 Comparative language
 Order by value
 Quantities up to 99
18
Unit 7
Number Relationships up to 99
First Grade
Students work in small groups to represent and compare and order quantities up
to 99.
Activity:
Place students into groups of four. Distribute base-ten blocks, handout: Value
Order Mat, and two copies of handout: Value Order to each student. Distribute a
Number Card Sack 51 – 99 to each group.
Explain to students that they will each draw three number cards from their Number
Card Sack and construct a model of each number using base-ten blocks on
handout: Value Order Mat. Students will then record the number symbolically and
sketch a pictorial of their model on handout: Value Order. 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.
Instruct students to replace the number cards, draw three new cards and repeat
the process until they have completed four charts.
What’s the teacher doing?
What are the students doing?
Monitor and assess students to check
for understanding.
Students will evaluate their partners’ work
and provide feedback to each other.
Facilitate small group discussions to
encourage students to justify and
explain how they determined the order
of the numbers.
Phase 4 Elaborate on the Concept
Day 8
Materials:
base-ten blocks (8 10-longs and 10 units)(set for teacher and each student)
Number Card Sack 51 -99 for every 2 students
White Board and Dry Erase Marker
Value Order 2 (two worksheets for each student)
Value Order Mat
Students individually demonstrate the comparing and ordering of numbers up to
99 using base-ten models and write a comparative statement using formal
mathematical language.
Activity:
Place students into groups of four. Distribute base-ten blocks, handout: Value
19
Unit 7
Number Relationships up to 99
First Grade
Order Mat, and two copies of handout: Value Order 2 to each student. Distribute
a Number Card Sack to each group.
Explain to students that they will each draw 3 number cards from their Number
Card Sack 51 – 99 and construct a model of each number using base-ten blocks
on handout: Value Order Mat. 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.
Invite a student to share their recording chart. Display the student’s recording chart
for the class to see.
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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 write the new comparison statement from least to greatest.
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.
Instruct students to replace the number cards, draw three new cards, and repeat
the process until they have completed four charts.
What’s the teacher doing?
What are the students doing?
Allow time for students to complete
the activity.
Students should orally justify and explain
how they are ordering the numbers.
Monitor and assess students to check
for understanding.
20
Unit 7
Number Relationships up to 99
First Grade
Phase 4 Elaborate on the Concept
Day 9
Materials:
Open number line worksheet (laminated for each student, or two copies)
Dry Erase Marker
Activity:
Students will explore and skip count on an open number line.
Distribute an Open number line and dry erase marker to each student. Students
should take a few minutes to observe the number line. Discuss the features of the
open number line.
 Where would the number one be on this number line? Answers may
vary. (The number one should on mark from the left edge.)
 What number would come before the number one? Answers may vary.
(The number zero would be before the number one)
Have the students write in these numbers using a dry erase marker. Students will
then complete the number line.
Note: If using multiple copies students will fill in number line with pencil.
Have students erase all digits on the number line.
Remind students how to skip count. Chorally skip count by 2s, 5s and 10s aloud
with the whole group. Then demonstrate skip counting on the open number line.
Tell students that each mark on the number line represents a number. Remind
them to use the marks to help them while skip counting. Repeat this activity as a
whole group skip counting by 2s, 5s, and 10s and demonstrate.
What’s the teacher doing?
What are the students doing?
Actively monitoring students.
Skip Counting on Open Number Line
Phase 5 Evaluate Student’s Understanding of the Concept Day 10
Materials:
A pre-counted set of 40 linking cubes labeled Set A
A pre-counted set of 55 linking cubes labeled Set B
A pre-counted set of 80 linking cubes labeled Set C
Activity:
Assess student understanding of related concepts and processes by using the
Performance Assessments aligned to this lesson.
21
Unit 7
Number Relationships up to 99
First Grade
Performance Assessments:
For each problem situation:
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Create a concrete or pictorial model to represent and solve each problem
situation.
Orally describe the strategies and processes used to solve each problem.
Explain the mathematical relationship between each problem situation, and
how place value might have been used to solve each problem.
a) Wade read 90 pages of his book from Monday through Friday. On Saturday and
Sunday combined, he read 8 more pages. How many pages of his book did Wade
read during the entire week?
b) Christine and her friends were picking mulberries from a mulberry tree.
Christine picked 6 berries. Her friends picked 80 berries. How many berries did
Christine and her friends pick altogether?
Provide a pre-counted set of 40 linking cubes labeled Set A, a pre-counted set of
55 linking cubes labeled Set B, and a pre-counted set of 80 linking cubes labeled
Set C. Present the following classroom situations and tasks:
1) Select the linking cubes labeled Set A.
a) Sort the linking cubes into groups of two.
b) Count by twos to determine the total number of linking cubes in Set A.
c) Determine the number of linking cubes that would be in Set A if 10 more linking
cubes were added. Orally explain how you determined this number.
d) Determine the number of linking cubes that would be in Set A if there were 10
less linking cubes. Orally explain how you determined this number.
2) Select the linking cubes labeled Set B.
a) Sort the linking cubes into groups of five.
b) Count by fives to determine the total number of linking cubes in Set B.
c) Determine the number of linking cubes that would be in Set B if 10 more linking
cubes were added. Orally explain how you determined this number.
d) Determine the number of linking cubes that would be in Set B if there were 10
less linking cubes. Orally explain how you determined this number.
22
Unit 7
Number Relationships up to 99
First Grade
3) Select the linking cubes labeled Set C.
a) Sort the linking cubes into groups of ten.
b) Count by tens to determine the total number of linking cubes in Set C.
c) Determine the number of linking cubes that would be in Set C if 10 more linking
cubes were added. Orally explain how you determined this number.
d) Determine the number of linking cubes that would be in Set C if there were 10
less linking cubes. Orally explain how you determined this number.
What’s the teacher doing?
What are the students doing?
Actively monitoring students.
Following directions to complete the
assessment.
Activity:
Assess students on the following tasks:
1) Orally complete the following tasks:
a) Beginning with 54, recite numbers by ones forward to 99.
b) Beginning with 99, recite numbers by ones backward to 72.
What’s the teacher doing?
What are the students doing?
Actively listening and monitoring
students for understanding.
Reciting numbers as directed.
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