Topic+Ten

= Topic Ten Adding with Tens and Ones = Pacing (Duration of Unit): 10 Days 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.

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


 * 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.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 (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
 * 1.NBT.2** Understand that the two digits of a two-digit number represent amounts of tens and ones.
 * 1.NBT.2.A** Understand that 10 can be thought of as a bundle of ten ones — called a "ten." ||
 * __**Big Ideas:**__

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:**__
 * Basic Facts and Algorithms**
 * Practices, Processes, and Proficiencies **


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


 * Adding groups of 10 is similar to adding numbers less than 10.
 * When adding tens to a two-digit number, only the tens digit changes.
 * There is more than one way to do a mental calculation. Techniques for doing addition calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally.
 * The traditional algorithm for adding a two-digit number and a two-digit number starts by adding ones. Sometimes 10 ones need to be regrouped as 1 ten. Then the tens are added.
 * Information in a problem can often be shown using a picture or diagram and can be used to understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation.

__**Vocabulary:**__

regroup || __**Students will be skilled at...**__


 * adding two multiples of 10 for sums to 100.
 * using a hundred chart to add multiples of 10 to two-digit numbers.
 * adding a multiple of 10 to a two-digit number
 * adding two-digit numbers and multiples of ten mentally.
 * adding one-digit numbers to two-digit numbers with and without regrouping and record the sum in horizontal form.
 * solving problems by drawing pictures and writing number sentences. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__ || __**Other Evidence:**__ ||
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__

**10-2** When adding tens to a two-digit number, only the tens digit changes.
 * 10-1** Adding groups of 10 is similar to adding numbers less than 10.
 * 10-3** When adding tens to a two-digit number, only the tens digit changes.
 * 10-4** There is more than one way to do a mental calculation. Techniques for doing addition calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally.
 * 10-5** The traditional algorithm for adding a two-digit number and a two-digit number starts by adding ones. Sometimes 10 ones need to be regrouped as 1 ten. Then the tens are added.
 * 10-6** Information in a problem can often be shown using a picture or diagram and can be used to understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation. ||
 * __**Resources:**__ ||