Grade 1
Place Value
Unit: 7
Trimester: 2
Pacing: 5 Weeks
Common Core State Standards (CCSS)
CCSS Math Essential Standards
1.NBT .2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought
of as a bundle of ten ones – called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. The
numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT. 3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =,
<.
1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using
concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning used. Understand that in adding a two-digit number, one adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.
1.NBT .5 Given a two-digit number, mentally find 10 more or 10 less than a number, without having to count; explain the reasoning used.
CCSS Math Supporting Standards
1.NBT1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
CCSS Math Spiral Standards
1.OA.5 Relate counting to addition and subtraction.
1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.
Essential Questions
How does a digit’s position affect its value? (1.NBT.2, 1.NBT.3,
1.NBT.4, 1.NBT.5)
How do we represent a number using the digits 0 through 9? (1.NBT.2)
How many ones are in a ten? (1.NBT.2)
What is the largest digit we can use when representing amounts?
(1.NBT.2)
What happens when we have more than 9? (1.NBT.2)
Big Ideas
10 can be thought of as a bundle of ten ones- called a “ten”.
The numbers from 11 to 19 are composed of a ten and one, two, three,
four, five, six, seven, eight, or nine ones.
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,
four, five, six, seven, eight, or nine tens (and 0 ones).
Represent and understand numbers between 10 and 100 in terms of tens
and ones.
Quantities up to 120 may be compared, counted and represented in
multiple ways, including grouping, pictures, words, number line
locations, and symbols.
How do you represent a collection larger than 9? (1.NBT.2)
What are strategies that can be used to compare two or more numbers?
(1.NBT.3)
Collections can be separated into equal groups of ten objects and can be
counted by 10’s.
How can I show the value of each digit in a number using addition?
(1.NBT.4)
Numbers larger than 10 can be represented in terms of tens and ones.
What are strategies that can be used to find ten more and ten less than
any given number? (1.NBT.5)
The order of numbers may be represented with a list, a number line, and a
99 chart.
Two numbers may be compared by examining the amount of tens and
ones in each number using words, models and symbols greater than (>),
less than (<) and equal to (=).
Academic Vocabulary
Solve, understand, represent, compare, compose, decompose, equal to, ninety-nine chart, number line, place value-tens and ones, greater than, less
than
Unwrapped Essential Standards
VERBS-Nouns
Understand: that the two digits of a two-digit number represent
amounts of tens and ones. DOK 2
Represent: Numbers using 10’s and 1’s DOK 2
Compare: Quantities with two digits DOK 2/ 3
Compose: Quantities up with two digits DOK 2/3
Decompose: Quantities with 2 digits DOK 2/3
Explain: the value of each digit in a two digit number DOK 2
Student Friendly Standards
I can represent 10 as ten ones. (1.NBT.2) (Skills Assessment #1-3)
I can represent the numbers 11-19 as a ten and some ones. (1.NBT.2)
(Skills Assessment #4-7)
I can represent multiple sets of ten using number names. (2 tens is 20)
(1.NBT.2) (Skills Assessment #4-7)
I can explain the value of each digit in a two-digit number. (1.NBT.2)
(Skills Assessment #4-7, 11-13)
I can use multiple strategies to identify a number that is greater than or less
than another number. (1.NBT.3) (Skills Assessment #17-24)
I can show the value of each digit in a number using addition (1.NBT.4)
(Skills Assessment #8-10, 14-16)
I can state what is one more, one less, ten more, and ten less than a given
number. (1.NBT.5) (Skills Assessment #25-30)
Suggested Progression and Resources for Instruction
Note: Classroom number talks and problem solving should be included with each week’s activities.
***Limited resources when working with place value in Investigations. Please use additional resources as well as personal resources, base ten blocks,
Unifix cubes, Houghton Mifflin, etc.
Investigations:
Unit
8-Twos, Fives, and Tens
Investigation
1-Getting to 100
8-Twos, Fives, and Tens
3-Tens
Session
1.1 Ten Turns
1.2 Revisiting the Hundreds
Chart
1.3 Counting to 100 and
Beyond
3.2 Roll Tens
3.4 Tens and Ones
Investigations and the
Common Core Standards
Differentiation and
Intervention Guide
http://www.math-aids.com/
Place value worksheets that can be customized.
http://www.abcya.com/interactive_100_number_chart.htm
Interactive 100’s chart
Bridges: http://catalog.mathlearningcenter.org/free
Lessons and Activities, Grade 1, Free Preview
Numbers and Operations, Set A1: Numbers to 120
Numbers and Operations Set A5: Place Value
http://www.k-5mathteachingresources.com/1st-grade-number-activities.html
1st GRADE NUMBER ACTIVITIES: NUMBER AND OPERATIONS IN BASE TEN
Possible Activities:
Build a Train
Teens on the Ten Frame
Teens on the Ten Frame Book 1
Teens on the Ten Frame Book 2
Tens and Ones with Unifix Cubes
Resource Masters
M1-M2, M5, M15-M19
M38-M41
C59-C71, C75-C92
R31-33, R64-66, R72
Student Activity Book
5-9, 13
Make 10 Bundles
My Double Ten-Frame Riddle
Tens and Ones Game
Representing Two Digit Numbers with Base 10 Blocks
Base Ten Concentration (2 Digit)
Ten Frame Compare
Comparing Two Digit Numbers
Scoop It
Ten More
Tens and Ones with Unifix Cubes
Race Around (+10) Ver.1
Race Around (-10) Ver.1
http://www.k-5mathteachingresources.com/1st-grade-math-journals.html
Math Journals Free Preview
Tasks: 46, 47, 49, 52, 53, 54, 55, 56
https://www.georgiastandards.org/Common-Core/Common%20Core%20Frameworks/CCGPS_Math_1_Unit6FrameworkSE.pdf
Pony Bead Place Value
Building Towers of 10
Candy Shop
The King’s Counting Crew
Silly Symbols
Hopping Around
Fishy Math
Monkey’s At The Zoo
What’s Around Me
Different Paths, Same Destination
Number Destinations
What’s The Value of Your Name?
Constructing Task
Individual, Partner
Constructing Task
Partner
Performance Task
Large Group, Partner
Scaffolding/Constructing Task
Large Group, Partners
Constructing Task
Large Group, Partners
Constructing Task
Large Group
Performance Task
Large group, Individual
Performance Task
Individual or Partner
Scaffolding Task
Large Group, Individual
Scaffolding Task
Large Group, Partner
Scaffolding Task
Large Group, Individual
Performance Task
Individual, Large Group and Partner
Place Value, Understanding Tens
and Ones
Place Value, Understanding Tens
and Ones, Benchmark Numbers
Problem Solving
Comparing Multiple
Representations of Numbers
Comparing Numbers with Symbols
Relationship between Addition and
Subtraction
Problem Solving
Problem Solving
Exploring More and Less on 99
Chart
Exploring More / Less on 99 Chart
and relationship with Addition and
Subtraction
Exploring More / Less on 99 Chart
and Related Number Sentences
Adding Values with an
Understanding of Place Value
Assessment
Attached: Skills Pre and Post-Assessment, Performance Task, Rubric
Name
Name ______________________________________________ Date ____________________ Unit 7 Place Value Skills Pre-Assessment /30
(1-3) Write the missing numbers on the counting strips.
24
25
26
(4-7)
63
64
65
97
98
99
Complete the chart below. The
Number
How many groups
of 10?
How many
ones?
3
8
Draw a base 10 model
of the number
14
89
||||||
9
…
2
||||||| ……
Name ______________________________________________ Date ____________________ 8. How can we show 52? 9. How can we show 39? 10.How can we show 75?
20+5
50+2
5+2
30+9
3+9
30+90
11. What number is in
the tens place?
12. What number is in
the ones place?
25
_____
(14-16)
13
35
13. What number is in
the tens place?
43
_____
98
____
What number is missing?
40 +___= 47
(17-24)
7+50
70+50
70+5
60 + ____ = 67
____ + 9 = 99
> Great than
< Less than = Equal to
18
46
23
99
27
78
84
25
84
36
73
47
56
24
(25-30) When given a number, what is 1 more, 1 less, 10 more, and 10 less?
-10
- 1
24
+10
-10
+1
- 1
73
+10
-10
+1
- 1
56
+10
+1
Name ______________________________________________ Date ____________________ Unit 7 Place Value Pre-Assessment Answer Sheet
(1point for each strip)Write the missing numbers on the counting strips.
24
25
26
27
28
29
30
63
64
65
66
67
68
69
97
98
99
100
101
102
103
Complete the chart below.
How many groups
How many
of 10?
ones?
(1 point for each column)
The
Number
Draw a base 10 model
of the number
14
1
4
| ….
38
3
8
||| …
89
8
9
|||||||| ………
63
6
3
92
9
2
76
7
6
||||||
…
||||||||| ..
||||||| ……
Name ______________________________________________ Date ____________________ 1 pt each 8‐26 8. How can we show 52? 9. How can we show 39? 10.How can we show 75?
20+5
50+2
5+2
30+9
3+9
30+90
11. What number is in
the tens place?
12. What number is in
the ones place?
25
2
(14-17)
43
3
60 + 7 = 67
> Great than
(18-26)
13 < 18
35 < 46
90 + 9 = 99
27 > 23
84 = 84
25 < 36
78 < 99
73 > 56
47 > 24
When given a number, what is 1 more, 1 less, 10 more, and 10 less?
24
34
+10
-10
46
-10
14
98
9
< Less than = Equal to
-10
- 1
23
13. What number is in
the tens place?
What number is missing?
40 +7= 47
2 pts each
7+50
70+50
70+5
+1
25
63
- 1
72
73
+1
74
- 1
55
56
66
83
+10
+10
+1
57
Name ______________________________________________ Date ____________________ /30
Unit 7 Place Value Post Assessment
(1-3) Write the missing numbers on the counting strips.
14
15
16
(4-7)
52
53
54
106
107
108
Complete the chart below.
The
Number
How many groups
of 10?
How many
ones?
4
6
Draw a base 10 model
of the number
34
73
|||||
1
…….
5
||||||||| ..
Name ______________________________________________ Date ____________________ 8. How can we show 36? 9. How can we show 98? 10.How can we show 63?
3+6
30+6
60+3
90+8
9+8
9+80
11. What number is in
the tens place?
12. What number is in
the ones place?
38
_____
(14-16)
16
39
13. What number is in the
tens place?
69
_____
94
____
What number is missing?
60 +___= 67
(17-24)
6+30
60+30
60+3
____ + 4 = 74
50 + ____ = 58
> Great than
< Less than = Equal to
21
45
32
99
25
99
47
63
47
36
73
54
66
29
(25-30)
- 1
29
+10
-10
-10
-10
+1
- 1
45
+10
+1
- 1
88
+10
+1
Name ______________________________________________ Date ____________________ Place Value Post-Assessment Answer Key
(1-3 1 point per strip)
Write the missing numbers on the counting strips.
14
15
16
17
18
19
20
52
53
54
55
56
57
58
(4-7 1 point per column)
106
107
108
109
110
111
112
Complete the chart below.
The
Number
How many groups
of 10?
How many
ones?
Draw a base 10 model
of the number
34
3
4
||| ….
46
4
6
|||| ……
73
7
3
||||||| …
57
5
7
15
1
5
92
9
2
|||||
…….
| …..
||||||||| ..
Name ______________________________________________ Date ____________________ (8-24 1 point per problem)
8. How can we show 36? 9. How can we show 98? 10.How can we show 63?
3+6
30+6
60+3
90+8
9+8
9+80
6+30
60+30
60+3
11. What number is in
the tens place?
12. What number is in
the ones place?
13. What number is in the
tens place?
38
3
69
9
94
9
(14-16)
What number is missing?
60 + 7 = 67
70 + 4 = 74
> Great than
(17-24)
16 < 21
39 < 45
50 + 8 = 58
< Less than = Equal to
25 < 32
99 = 99
47 = 47
63 > 36
73 > 66
54 > 29
25-30 2 points
h
- 1
31
32
42
+10
-10
-10
-10
22
69
44
+1
33
- 1
53
54
+1
55
- 1
79
79
89
64
+10
+10
+1
80
Name ______________________________________________ Date ____________________ Unit 7 Place Value Performance Task
Name____________________________________ Date ___________________ Pet Store
60 turtles have arrived at the Pet Store. They need to be put into
tanks. Each tank must have the same number of turtles. How many
tanks do you need?
1. Show at least 2 different ways the turtles can be put into fish tanks. Use
pictures, words, and numbers to show your math thinking.
Unit 7 Place Value Performance Task
Name____________________________________ Date ___________________ 2. Look at the way you separated the turtles.
Circle the most efficient way to count the turtles.
3. Explain your thinking.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
__________________________________________________________ Student Name
Unit 7 Performance Assessment Rubric
Understanding Place Value
Questions
Task #1
1
Student does not
accurately show a
way to separate
the given number
of turtles and
does not state the
number tanks
needed.
2
Student
accurately shows
two ways to
separate the given
number of turtles.
3
Student
accurately shows
two ways to
separate the given
number of turtles.
AND
Student states
total number of
tanks needed in
each scenario.
4
Student
accurately shows
more than two
ways to separate
the given number
of turtles.
AND
Student states
total number of
tanks needed in
each scenario.
N/A
Student chooses
the most efficient
way for counting.
N/A
Student explains
process is most
efficient but does
not relate to tens
and ones.
OR
Student explains
the process and
connects
reasoning to tens
and ones but
process is not the
most efficient.
Student explains
process is most
efficient and
connects
reasoning to tens
and ones.
Student provides
an advanced
description and
thoroughly
connects
reasoning to tens
and ones.
Student does not
state the total
number of tanks
needed.
OR
Student can show
at least one way
to separate the
given number of
turtles.
Score
Student states
total number of
tanks needed.
Task #2
Student does not
choose the most
efficient way for
counting.
Student does not
write a related
explanation in
terms of
efficiency and/or
tens and ones.
Task #3
1
2
3
4
<5 Points
6-7Points
8-10 Points
11 Points
TOTAL
SCORE