2015-2016 Curriculum Blueprint
Grade: 1
Course: Mathematics
Topic 9 – Compare Two-Digit Numbers
Flexible Time
Line
9 days
Topic Overview
Students will use their understanding of place value to compare 2-digit numbers.
Vertical Progression
Kindergarten: Students became familiar with the terms greater than, less than, and equal to as they compared numbers to 10. They were introduced to
numbers greater than 10 by counting and writing numbers to 20.
2nd Grade: Students will extend their understanding of addition and subtraction of 2-digit numbers, using a variety of strategies.
Learning Goal
Essential Question
Students will be able to compare two-digit numbers.
How can you compare two- and three-digit numbers?
Topic 9 Scale
Textbook Correlation
Recommended Instructional Sequence
Essential Vocabulary
*Be selective in choosing problems aligned to the standards
Step 1: Problem-Based Learning “Solve and Share”
 less
within the topic. Lessons and problems used for instruction
Problem-Based Learning Lesson Flow Map
 compare
and assessment should be determined through collaborative
Conceptual understanding is developed when mathematics is
 greater than (>)
unit planning.
introduced in the context of solving a real problem in which
 less than (<)
ideas related to the new content are embedded. Conceptual
Topic 9: Compare Two-Digit Numbers
understanding results because the process of solving a problem
Lesson 9-1: 1 More, 1 less; 10 more, 10 less
requires students to connect their prior knowledge with the new
Lesson 9-2: Make numbers on a hundred chart
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 9-3: Compare Numbers
Lesson 9-4: Compare Numbers with Symbols
Each lesson in the book begins with a Solve and Share. See the
Lesson 9-5: Compare Numbers on a Number Line
links below for additional tasks to be used as needed:
Lesson 9-6: Math Practice and Problem Solving: Make Sense
and Persevere
Math Formative Assessment System (MFAS) Tasks by Standard
Illustrative Mathematics Tasks by Standard
Step 2: “Visual Learning Bridge”
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the
lesson through the use of the worked-out problem in the
textbook.
Deconstructed Standards
MAFS.1.NBT.2.3 (DOK 2) Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the
symbols >, =, and <.
 Identify the value of each digit of a number within 100
 Decompose any number within one hundred into ten(s) and one(s)
 Compare two two-digits numbers based on meanings of the tens and ones digits
 Use >, <, and = symbols to record the results of comparisons
MAFS.1.NBT.3.5 (DOK 2) Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
 Identify the value of each digit in a number within 100
 Explain how to mentally find 10 more or 10 less than a given two-digit number
 Apply knowledge of place value to mentally add or subtract 10 to/from a given two digit number
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
Additional Resources & Links
Higher Order Questions & Writing Connections
Link to Webb’s DOK Guide
Georgia Units
*Higher order questions should be utilized to foster a deep, conceptual
Unit 5 Task 6: Silly Symbols
understanding of the topic. Encouraging students to express their
Unit 6 Task 12: What’s Around Me
mathematical thinking in writing helps them solidify their learning.
EngageNY - Module 4
Lessons 9-10
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Home-School Connection Page
Reteaching Pages
Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS-MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
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How do we know if a set has more or less?
How do we know where a number lies on a number line?
What do the numerals represent in a two- or three-digit number?
What patterns can be found on the hundred chart?
What strategies can be used to find a missing number?
How are a hundred chart and number line similar?
Write to explain how you compare two, two-digit numbers.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Items Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
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Daily Review 9-1 through 9-6