Envision+2.0+Topic+Nine

= Topic 9: Compare Two-Digit Numbers = 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.3** Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
 * **1.NBT.5** Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

__**Student "I Can" Statements:**__


 * I can compare two-digit numbers using <, =, and > because I understand tens and ones.
 * I can find 10 more or 10 less in my head.

__**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:__**

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 **

Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.
 * Comparison and Relationships **

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 **


 * What are ways to compare numbers to 120? ||
 * __**Students will know...**__


 * 1 more, 1 less, 10 more, and 10 less express a relationship between 2 numbers.
 * Place-value relationships can be represented on a hundred chart.
 * For 2 two-digit numbers, the number with more tens is greater. If the 2 numbers have an equal number of tens, then the number with more ones is greater.
 * For any two-digit number shown on a number line, the numbers to its left are less than the number and numbers to its right are greater than the number.
 * Mathematicians know what the problem is about. They have a plan to solve it. They keep trying if they get stuck.

__**Vocabulary:**__

Less, compare, greater than (>), less than (<) || __**Students will be skilled at...**__


 * Finding numbers that are more or less than a given number.
 * Using a hundred chart to find 1 more, 1 less, 10 more, 10 less.
 * Using place-value blocks to compare 2 two-digit numbers.
 * Comparing two numbers using a greater than, less than, or an equal to sign.
 * Comparing and writing two-digit numbers that are greater than or less than other two-digit numbers.
 * Making sense of a problem and finding the best way to solve it. ||
 * ~ = Assessment Evidence = ||
 * **Performance Assessment:** || **Other Evidence:**


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


 * 9-1** 1 more, 1 less, 10 more, and 10 less express a relationship between 2 numbers.
 * 9-2** Place-value relationships can be represented on a hundred chart.
 * 9-3** For 2 two-digit numbers, the number with more tens is greater. If the 2 numbers have an equal number of tens, then the number with more ones is greater.
 * 9-4** For 2 two-digit numbers, the number with more tens is greater. If the 2 numbers have an equal number of tens, then the number with more ones is greater.
 * 9-5** For any two-digit number shown on a number line, the numbers to its left are less than the number and numbers to its right are greater than the number.
 * 9-6** Mathematicians know what the problem is about. They have a plan to solve it. They keep trying if they get stuck. ||
 * __**Resources:**__


 * Problem of the Month:**


 * Centers:**




 * SmartBoard Resources/Games:**