Grade: 2nd
Essential Question
What patterns do you notice when
bundling in groups of tens?
What patterns do you notice when
bundling in groups of tens?
Big Idea
Understanding grouping by ten
through rich experiences with
concrete materials is the
foundation of the place value
system.
Sets of tens can be seen in single
groups. These sets of tens can be
counted and used to describe
quantities.
Sets of tens can be seen in single
groups. These sets of tens can be
counted and used to describe
quantities.
Place Value- Tens and Ones Review
Standard:
1.NBT.B.2
Understand that the two digits of a
two-digit number represent amounts
of tens and ones. Understand the
following as special cases:
1.NBT.B.2a 10 can be thought of as a
bundle of ten ones — called a “ten.”
1.NBT.B.2b The numbers from 11 to
19 are composed of a ten and one,
two, three, four, five, six, seven,
eight, or nine ones.
1.NBT.B.2c 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).
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digit
ones
place value
position
tens
Math PracticesSMP #1 - Make sense of problems and
persevere in solving them.
SMP #2 - Reason abstractly and
quantitatively.
SMP #4 - Model with mathematics.
SMP #7 - Look for and make use of
structure.
TNCore Task:
Picking Flowers
Rationale:
Journal Task
In First Grade, students are asked to unitize those ten individual ones as a whole
unit: “one ten”. Students in first grade explore the idea that the teen numbers
(11 to 19) can be expressed as one ten and some leftover ones.
Ample experiences with a variety of groupable materials (e.g., links, beans,
beads) and ten frames help students develop this concept.
Example: Here is a pile of 12 cubes. Do you have enough to make a ten?
Would you have any leftover? If so, how many leftovers would you have?
Task # 1
Pick a number between 1119. Display the numbers on
ten frames and using your
Week: 1
Learning Targets
Vocabulary
Students must count 10 objects and bundle them
into one group of ten.
Students must group proportional objects (e.g.,
cubes, beans, beads, ten-frames, etc.) to make
groups of ten.
Students must count groups as though they were
were individual objects (e.g., 4 trains of ten cubes
each have a value of 10 and would be counted at 40
rather than as a 4).
Students must know that the numbers (11 – 19) can
be expressed as ten and multiple ones.
Students must read numbers in standard form and
using place value system (e.g., 43 should be read as
forty-three as well as four tens and 3 ones).
Students must group a variety of materials (e.g.,
connecting cubes, beads, beans, ten frames, etc.)
into bundles of ten and some leftovers.
Students must compose and decompose numbers
from 11 – 19 into one ten and some further ones
using manipulatives, drawings, and bundles of
objects.
base ten blocks. Draw a
picture of what you drew
and express it in tens and
ones
Number Talks by Sherry Parrish
First Number Talks
Pages 103-118.
Student A: I filled a ten frame to make one ten and had two counters left over.
I had enough to make a ten with some leftover. The number 12 has 1 ten and 2
ones.
Student B: I counted out 12 cubes. I had enough to make 10. I now have 1 ten
and 2 cubes left over. So the number 12 has 1 ten and 2 ones.
In addition, when learning about forming groups of 10, First Grade students
learn that a numeral can stand for many different amounts, depending on its
position or place in a number. This is an important realization as young children
begin to work through reversals of digits, particularly in the teen numbers.
Activities
Activities & Student Resources for
this standard:
http://www.k5mathteachingresources.com/sup
Games
Books
100 Days of Cool - Stuart Murphy
Snap It!
12 Ways to Get to 11 - Eve Merriam
512 Ant on Sullivan Street - Carol Losi (doubling)
port-files/tens-and-ones-withsnap-cubes.pdf
http://www.k5mathteachingresources.com/sup
port-files/build-a-train.pdf
Additional Support
Student Resources, & Videos for this standard:
98, 99, 100. Ready or Not, Here I Come - Teddy
Slater (skip counting of various numbers)
Earth Day - Hooray! - Stuart Murphy
Manipulatives
*Unifix Cubes
*Playing Cards
*Base Ten Blocks
*Ten Frames
* Tens and Ones Chart
https://www.illustrativemathematics.org/contentstandards/1/NBT/B/2/tasks/987
Name: ___________________
Math Choice Board
Spiral Review
Week One
Directions: Complete the whole board. Staple all work to the pack of this page. Good Luck!
Addition
Missing Addend
10 + 13 =
6 + ___ = 8
Counting
Word Problem
Count by 2s to 50.
Tom has 4 fish. Ted has 6 fish. How many
fish do they have all together?
Geometry
Draw a four- sided figure.
Odd or Even Number
Is 8 an odd or even number? Prove your
answer.
Subtraction
9 – 5 = ____
Word Problem
Money
Pam has 7 balloons. She gives 4 away.
How many does she have now?
How much is 2 dimes and 4
pennies?