2015-2016 Curriculum Blueprint
Grade: 1
Course: Mathematics
Topic 10 – Use Models and Strategies to Add Tens and Ones
Flexible Time
Line
13 days
Topic Overview
Students will use place value understanding and properties of operations to add and subtract, including adding a two-digit number to a one-digit number or
two-digit number with a sum of less than 100.
Vertical Progression
Kindergarten: Students use place-value blocks to model numbers to 100 and used a hundred chart to count by ones and tens.
Grade 2: Students will add using a hundred chart, an open number line, the strategies of breaking apart one or both addends, and compensation.
Learning Goal
Essential Question
Students will use model and strategies to add within 100.
What are ways to use tens and ones to add?
Topic 10 Scale
Textbook Correlation
*Be selective in choosing problems aligned to the standards
within the topic. Lessons and problems used for instruction
and assessment should be determined through collaborative
unit planning.
Recommended Instructional Sequence
Step 1: Problem-Based Learning “Solve and Share”
Problem-Based Learning Lesson Flow Map
Conceptual understanding is developed when mathematics is
introduced in the context of solving a real problem in which
ideas related to the new content are embedded. Conceptual
understanding results because the process of solving a problem
requires students to connect their prior knowledge with the new
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Topic 10: Use Models and Strategies to Add Tens and Ones
Lesson 10-1: Add Tens using Models
Lesson 10-2: Mental Math: Ten More Than a Number
Lesson 10-3: Add Tens and Ones Using a Hundred Chart
Lesson 10-4: Add Tens and Ones Using an Open Number Line Each lesson in the book begins with a Solve and Share. See the
Lesson 10-5: Add Tens and Ones using Models
links below for additional tasks to be used as needed:
Lesson 10-6: Make a Ten to Add
Lesson 10-7: Add Using Place Value
Math Formative Assessment System (MFAS) Tasks by Standard
Lesson 10-8: Practice Adding Using Strategies
Lesson 10-9: Math Practices and Problem Solving: Model with
Illustrative Mathematics Tasks by Standard
Math
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.
Essential Vocabulary
 Review Vocabulary
from Topic 1- Topic 4
Deconstructed Standards
MAFS.1.NBT.3.4 (DOK 2) 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 two-digit numbers, one adds tens and tens, ones and ones;
and sometimes it is necessary to compose a ten.
 Identify the value of each digit of a number within 100
 Decompose any number within one hundred into ten(s) and one (s)
 Choose an appropriate strategy for solving an addition problem within 100
 Relate the chosen strategy (using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction) to written method (equation) and explain the reasoning used
 Use composition and decompositions of tens when necessary to add within 100
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.4.1 Model with mathematics.
MAFS.K12.MP.7.1 Look for and make use of structure.
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 Understanding Place Value
understanding of the topic. Encouraging students to express their
Task 8 Silly Symbols (pg. 65-72)
mathematical thinking in writing helps them solidify their learning.
EngageNY - Module 6
Lesson 29
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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.
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How can large quantities be counted efficiently?
How can I represent addition and subtraction?
How are the operations of addition and subtraction alike and
different?
How can different combinations of numbers and operations be used
to represent the same quantity?
How can we use skip counting to help us solve problems?
How can you solve that problem in a different way?
How do you know which strategy is best to use with this problem?
Write a situation equation to represent the word problem.
Generate a word problem to match the equation.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules
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 10-1 through 10-9