Envision+2.0+Topic+Eight

= Topic 8: Understand Place Value = Pacing (Duration of Unit): 6 Lessons 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. ||
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * __**Established Goals:**__


 * **1.NBT.2** Understand that the two digits of a two-digit number represent amounts of tens and ones.
 * **1.NBT.2.B** Understand that 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.2.A** Understand that 10 can be thought of as a bundle of ten ones — called a "ten."
 * **1.NBT.2.C** Understand that 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 show that I understand the numbers I use when I count by tens, have a certain number of tens and 0 ones.
 * I can show that any number between 11 and 19 is a group of "ten" and a certain number of ones.
 * I can show that I know what a "ten" is.
 * I can tell how many tens and how many ones are in a number.

__**Prerequisite Standards:**__


 * **K.CC.2: ** Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 * **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).
 * **K.CC.5**: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects
 * **K.CC.6: ** Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.
 * **K.CC.7: ** Compare two numbers between 1 and 10 presented as written numerals. ||
 * **__Big Ideas:__**
 * **__Big Ideas:__**

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

The set of real numbers is infinite and ordered. Whole numbers, integers, and fractions are real numbers. Each real number can be associated with a unique point on the number line.
 * Numbers and the Number Line **

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

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

Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related to members of a second set.
 * Patterns, Relations, and Functions**

Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * Practices, Processes, and Proficiencies **


 * How can you count and add using tens and ones ||
 * __**Students will know...**__


 * Numbers can be used to tell how many. Numbers 11 through 19 can be shown as a group of 10 and up to 9 more; they can be written as a number word.
 * 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.
 * When objects are grouped in sets of tens and leftovers (ones), counting the groups of tens and adding ones tell how many there are in all. Numbers can be used to tell how many. In a standard numeral, the tens are written to the left of the ones.
 * In a standard numeral, the tens are written to the left of the ones. A drawing can show how many tens and ones are in a number.
 * Mathematicians look for patterns in math to help solve problems.

__**Vocabulary:**__

tens, ones || __**Students will be skilled at...**__


 * Reading and writing numbers 11 to 19.
 * Showing groups of 10 with connecting cubes.
 * Grouping tens to solve problems.
 * Counting tens and ones to find a two-digit number.
 * Using drawings to solve problems with tens and ones.
 * Using tens and ones to make numbers in different ways. ||
 * ~ = Assessment Evidence = ||
 * **Performance Assessment:** || **Other Evidence:**


 * Formative Assessments:** ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__


 * 8-1** Numbers can be used to tell how many. Numbers 11 through 19 can be shown as a group of 10 and up to 9 more; they can be written as a number word.
 * 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.
 * 8-3** When objects are grouped in sets of tens and leftovers (ones), counting the groups of tens and adding ones tell how many there are in all. Numbers can be used to tell how many.
 * 8-4** When objects are grouped in sets of tens and leftovers (ones), counting the groups of tens and adding ones tell how many there are in all. Numbers can be used to tell how many.
 * 8-5** In a standard numeral, the tens are written to the left of the ones. A drawing can show how many tens and ones are in a number.
 * 8-6** Mathematicians look for patterns in math to help solve problems. ||
 * __**Resources:**__


 * Problem of the Month:**


 * Centers:**




 * SmartBoard Resources/Games:**