Envision+2.0+Topic+Ten

= Topic 10: Use Models and Strategies to Add Tens and Ones = Pacing (Duration of Unit): 9 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.4 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.
 * 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 find 10 more or 10 less in my head.
 * I can use math strategies to help me solve and explain addition problems within 100.
 * I can use objects and pictures to help me solve and explain addition problems within 100.
 * I can understand that adding two-digit numbers means I add the ones and then the tens.
 * I can understand that when I add two-digit numbers, sometimes I have to make a group of ten from the ones (regroup)

__**Prerequisite Standards:**__


 * **K.CC.1**: Count to 100 by ones and by tens.
 * **K.CC.2**: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). ||
 * **__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 **


 * Basic Facts and Algorithms **

There is more than one algorithm for each of the operations with rational numbers. Some strategies for basic facts and most algorithms for operations with rational numbers, both mental math and paper and pencil, use equivalence to transform calculations into simpler ones.

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


 * What are the ways to use tens and ones to add? ||
 * __**Students will know...**__


 * Adding groups of 10 is similar to adding numbers less than 10.
 * When adding tens to a two-digit number, the tens digit changes. The ones digit remains unchanged.
 * When a two-digit number is added to a one-digit number, the ones are added to the ones. When a two-digit number is added to a multiple of ten, the tens are added to the tens.
 * When a two-digit number is added to a one-digit number, the ones are added to the ones and sometimes it is necessary to compose a ten.
 * When a two-digit number is added to another two-digit number, the ones are added to the ones and sometimes it is necessary to compose a ten, The tens are added to the tens.
 * You can use different strategies to solve addition problems.
 * Mathematicians use math they know to show ans solve problems.

__**Vocabulary:**__

n/a || __**Students will be skilled at...**__


 * Adding 2 multiples of 10.
 * Using mental math to add tens to two-digit numbers.
 * Use a hundred chart to add tens and ones.
 * Using a number line to solve addition problems.
 * Solving addition problems by using blocks or drawings.
 * Making a ten to help solve addition problems.
 * Adding 2 two-digit numbers.
 * Solving addition problems using different strategies.
 * Modeling and solving problems by drawing a picture and writing an equation. ||
 * ~ = Assessment Evidence = ||
 * **Performance Assessment:** || **Other Evidence:**


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


 * 10-1** Adding groups of 10 is similar to adding numbers less than 10.
 * 10-2** When adding tens to a two-digit number, the tens digit changes. The ones digit remains unchanged.
 * 10-3** When a two-digit number is added to a one-digit number, the ones are added to the ones. When a two-digit number is added to a multiple of ten, the tens are added to the tens.
 * 10-4** When a two-digit number is added to a one-digit number, the ones are added to the ones. When a two-digit number is added to a multiple of ten, the tens are added to the tens.
 * 10-5** When a two-digit number is added to a one-digit number, the ones are added to the ones. When a two-digit number is added to a multiple of ten, the tens are added to the tens.
 * 10-6** When a two-digit number is added to a one-digit number, the ones are added to the ones and sometimes it is necessary to compose a ten.
 * 10-7** When a two-digit number is added to another two-digit number, the ones are added to the ones and sometimes it is necessary to compose a ten, The tens are added to the tens.
 * 10-8** You can use different strategies to solve addition problems.
 * 10-9** Mathematicians use math they know to show ans solve problems. ||
 * __**Resources:**__


 * Problem of the Month:**


 * Centers:**




 * SmartBoard Resources/Games:**