Transfer: 1. Makes sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.
7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Established Goals:

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.2.a 10 can be thought of as a bundle of ten ones—called a “ten.”

1.NBT.2.c 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).

Student "I Can" Statements":

I can tell how many tens and how many ones are in a number.

Prerequisite Standards:

K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

K.CC.1 Count to 100 by ones and by tens.

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).

Big Ideas:

Number Uses, Classification, and Representation Numbers can be used for different purposes, and numbers can be classified and represented in different ways.

The Base-Ten Numeration System The base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.

Equivalence
Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.

Practices, Processes, and Proficiencies Mathematics content and practices can be applied to solve problems.

Essential Questions:

How can numbers 10 and higher be shown, counted, read, and written?

Students will know...

Sets of 10 can be perceived as single entities. In a standard numeral, the tens are written to the left of the ones. Numbers can be used to tell how many.

The decade numbers to 100 are built on groups of ten. When there are only tens, counting by 10s can be used to find how many there are in all. Numbers can be used to tell how many.

When objects are grouped in sets of 10 and leftovers (ones), counting the groups of ten and adding ones tells how many there are in all. Numbers can be used to tell how many.

Numbers greater than 10 can be represented as the sum of the tens and the ones.

Numbers greater than 10 can be names in more than one way and have the same value.

Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.

Vocabulary:

tens
ones
digit
break apart a ten

Students will be skilled at...

Reading and writing two-digit numbers as groups of 10 and some left over.

Counting groups of ten, up to 10 tens, and writing how many.

Using groups of tens and ones to show and write a given two-digit number.

Modeling a two-digit number and write its expanded form.

Breaking apart a ten to make 10 ones and write new representations in expanded form.

Using groups of tens and ones to show and write a given two-digit number.

Assessment Evidence

Performance Assessment:

Other Evidence:

Learning Plan

Learning Activities:

8-1 Sets of 10 can be perceived as single entities. In a standard numeral, the tens are written to the left of the ones. Numbers can be used to tell how many.- 8-2 The decade numbers to 100 are built on groups of ten. When there are only tens, counting by 10s can be used to find how many there are in all. Numbers can be used to tell how many. 8-3 When objects are grouped in sets of 10 and leftovers (ones), counting the groups of ten and adding ones tells how many there are in all. Numbers can be used to tell how many. 8-4 Numbers greater than 10 can be represented as the sum of the tens and the ones. 8-5 Numbers greater than 10 can be names in more than one way and have the same value. 8-6 Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.

## Topic Eight Tens and Ones

Pacing (Duration of Unit):## Desired Results

Transfer:1. Makes sense of problems and persevere in solving them.2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.7. Look for and make use of structure.

8. Look for and express regularity in repeated reasoning.

Established Goals:1.NBT.2Understand that the two digits of a two-digit number represent amounts of tens and ones.1.NBT.2.a10 can be thought of as a bundle of ten ones—called a “ten.”1.NBT.2.cThe 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).Student "I Can" Statements":Prerequisite Standards:K.NBT.1Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.K.CC.1Count to 100 by ones and by tens.K.CC.3Write numbers from 0 to 20. Represent a number of objects with a written numeral 0–20 (with 0 representing a count of no objects).Big Ideas:Number Uses, Classification, and RepresentationNumbers can be used for different purposes, and numbers can be classified and represented in different ways.

The Base-Ten Numeration SystemThe base ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.

EquivalenceAny number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.

Practices, Processes, and ProficienciesMathematics content and practices can be applied to solve problems.

Essential Questions:Students will know...Vocabulary:tens

ones

digit

break apart a ten

Students will be skilled at...## Assessment Evidence

Performance Assessment:Other Evidence:## Learning Plan

Learning Activities:8-1Sets of 10 can be perceived as single entities. In a standard numeral, the tens are written to the left of the ones. Numbers can be used to tell how many.-8-2The decade numbers to 100 are built on groups of ten. When there are only tens, counting by 10s can be used to find how many there are in all. Numbers can be used to tell how many.8-3When objects are grouped in sets of 10 and leftovers (ones), counting the groups of ten and adding ones tells how many there are in all. Numbers can be used to tell how many.8-4Numbers greater than 10 can be represented as the sum of the tens and the ones.8-5Numbers greater than 10 can be names in more than one way and have the same value.8-6Some problems can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.Resources: