Unit 13 Standards (Student book pages 79 84) Math.1.OA.A.1, Math.1.OA.C.5, Math.1.OA.D.8, Math.1.NBT.A.1, Math.1.NBT.B.2, Math.1.NBT.C.

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1 Standards (Student book pages 79 84) Common Core Standards for Mathematical Content: Math.1.NBT.C.5 Domain Cluster Standard Number and Operations in Base Ten Use place value understanding and properties of operations to add and subtract. Math.1.NBT.C.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Other Standards Addressed in This Unit Math.1.OA.A.1, Math.1.OA.C.5, Math.1.OA.D.8, Math.1.NBT.A.1, Math.1.NBT.B.2, Math.1.NBT.C.4 Common Core Standards for Mathematical Practice Addressed in This Unit Math.MP.1 Make sense of problems and persevere in solving them. Math.MP.2 Reason abstractly and quantitatively. Math.MP.3 Construct viable arguments and critique the reasoning of others. Math.MP.4 Model with mathematics. Math.MP.5 Use appropriate tools strategically. Math.MP.7 Look for and make use of structure. Unpacking the Standards In Kindergarten, students counted by tens to 100. In grade 1, students build on the concept of counting by tens by adding ten to, or subtracting ten from, a 2-digit number between 10 and 99. At this level, students do not compute differences of 2-digit numbers other than multiples of ten. Representing 10 more or 10 less than a number using ten frames, a hundred chart, and number lines gives students opportunities to think about groups of ten. These experiences serve students in later grades when they learn to regroup in addition and subtraction motivationmath LEVEL 1 ILLEGAL TO COPY 115

2 Using the Introduction Work Mat Getting Started Display a large hundred chart. Ask students to describe what they see on the chart. Ask questions to guide descriptions such as: What is the first number on the chart What is the last number How many numbers are there in all Next, ask students about patterns they see on the chart. Ask: In the first column of the chart, what do you notice about the digits in the ones place What is the first thing you notice about the digits in the tens place Continue this questioning for two or three more columns until students easily verbalize the patterns in the digits. Give students a scenario such as: Suppose I have 42 stamps, and [student s name] gives me 10 more stamps. How can I find the number of stamps I have now Demonstrate how to count on 10 from 42, ending at 52. Repeat with other scenarios or give clues such as: I m thinking of a number that is 10 more than 75. What number am I thinking of Tell students to use their hundred chart work mat to count on 10 from 75. Then ask: In these examples, what do you notice about the ones place in the starting number and the ones place in the ending number What do you notice about the tens place in both numbers Finally, ask: What operation are we using when we find 10 more than a number Repeat the activity described above, changing the questions to find 10 less than a given number. After demonstrating how to count back 10 from a number on the chart, ask students what operation is used to find 10 less. Conclude the activity by asking: Which digit changes when you add 10 to or subtract 10 from a number Which digit does not change (DOK 2, Bloom s Level: Analysis/Analyze) Suggested Formative Assessment Give students several oral directions such as the following: Circle the number that is 10 less than 21. Put an X on the number that is 10 more than 21. Shade the number that is 10 more than 59. Circle the number that is 10 less than 77. Collect students work mats to assess understanding. (DOK 2, Bloom s Level: Application/Apply) Words for the Wise Introduction Pat yourself on the back. digit fewer more less ones place value subtract ten tens 2013 motivationmath LEVEL 1 ILLEGAL TO COPY ILLEGAL TO COPY motivationmath LEVEL

3 Children s Literature Connections Bunches of Buttons: Counting by 10s Michael Dahl Leaping Lizards Stuart J. Murphy Plenty of Petals: Counting by Tens Michael Dahl One Is a Snail, Ten Is a Crab April Pulley Sayre and Jeff Sayre Toasty Toes: Counting by Tens Michael Dahl Vocabulary Focus The following are essential vocabulary terms for this unit: add less place value ten digit more subtract tens fewer ones Vocabulary Activity Review Canoe Display the vocabulary words inside a canoe-shaped outline. Write fill-in-the-blank sentences, such as the ones below. Students work with partners to determine which vocabulary word completes each sentence. The number 28 has 8 in the place. (ones) The number 12 is than the number 22. (less, or 10 less) If I 10 to 26, the answer is 36. (add) If I 10 from 63, the answer is 53. (subtract) The number 75 has 7 in the place. (tens) The number that is 10 than 47 is 57. (more) The 2 in 32 stands for 2 ones. (digit) If I have 27 stickers and you have 37 stickers, I have 10 stickers than you. (fewer) The of the digit 5 in 54 is tens. (place value) Ten ones is the same as one. (ten) (DOK 1, Bloom s Level: Comprehension/Understand) 2013 motivationmath LEVEL 1 ILLEGAL TO COPY 117

4 Suggested Formative Vocabulary Assessment Observe students as they complete the sentences and provide clues as needed. Remind students to think about the tens and ones place value charts they have used in previous units. Suggested Instructional Activities 1. Provide students with base 10 blocks. Display or call a number and ask students to build a number that is 10 more or 10 less. After they build several numbers, ask them to explain the strategy they used to build the numbers. Pair each model with a written number. Students describe the similarities and differences between the starting number and the number that is ten more or ten less. Stress how the ones digit stays the same and only the tens digit changes. (DOK 2, Bloom s Level: Application/Apply) 2. Play I have..., Who has... with the class. Prepare a set of number cards with a 2-digit number on each card. Distribute one card to each student and keep a card. Begin the game by saying, for example: I have 36. Who has 10 more The student with the number card 46 holds up the card and says: I do. The student receives a new card, and says: I have. Who has 10 more (or less) If no one holds the card fitting a Who has description, the student points to any student to go next. The game continues until all cards are used or as time allows. (DOK 1, Bloom s Level: Comprehension/Understand) 3. Display a number line numbered from 40 to 70. Write the addition equation Ask students whether this means to find 10 more or 10 less than 53. Show them how to start at 53 and jump 10 spaces, landing on 63. Provide another addition equation (e.g., ), and ask a volunteer to show how to use the number line to find 10 more. Repeat the activity with subtraction equations, eliciting from students that subtracting 10 is the same as finding 10 less. Have students look for a pattern in the starting numbers and the numbers that are ten more or ten less. (DOK 2, Bloom s Level: Application/Apply) 4. Give pairs of students a column from a hundred chart in which random numbers are missing, such as the ones shown below. Students work together to fill in the missing numbers. (DOK 2, Bloom s Level: Comprehension/Understand) ILLEGAL TO COPY motivationmath LEVEL

5 Suggested Formative Assessment Give students several patterns such as the following to complete individually. 15, 25, 35, 45, 49, 59, 69, 79, 67,, 47, 37, 94, 84,,, 54 (DOK 2, Bloom s Level: Application/Apply) Suggested Reflection/Closure Activity Give students the following problem: Marcus wants to buy a video game that normally costs $39. The game is currently on sale for $10 off. How much does the game cost now Explain how you found the new price. Draw a picture to go with your explanation. (DOK 2, Bloom s Level: Application/Apply) Suggested Formative Assessment Collect students responses to the problem to assess their understanding. Look for the strategies students used to find 10 less. Check for accuracy in solutions and drawings. Interventions 1. Give students a hundred chart. Choose a starting number such as 8. Students color that number. Ask students to color the number that is ten more. Repeat the process until students have colored the entire column. Students state what is the same about all the colored numbers and what changes as they add ten to a number. Start again, coloring a different number. Students predict what number is ten less and then count to check. Repeat with other numbers as needed. (DOK 1, Bloom s Level: Comprehension/Understand) 2. Divide students into pairs. One partner writes a 2-digit number and uses base 10 blocks to build a model of the number. The other partner closes his/her eyes while the first removes or adds a ten. Then the second partner looks at the model and states whether 10 was added to or subtracted from the original number and records the equation, including the sum or difference. Partners exchange roles and repeat the activity. (DOK 1, Bloom s Level: Comprehension/Understand) 2013 motivationmath LEVEL 1 ILLEGAL TO COPY 119

6 MATH LEVEL 1 3. Demonstrate using ten frames to show 10 more or 10 less. Provide students with a worksheet of blank ten frames. Give students a two-digit number. Students draw dots on the ten frames to represent the number. Ask students to show the number that is 10 more and have them draw dots to fill an additional 10 frame. Then they write the addition equation. Repeat the activity and have students show the number that is 10 less. Students cross out a whole 10 frame and write the subtraction equation. (DOK 2, Bloom s Level: Application/Apply) 4. Prepare a set of cards with pictures of different toys or objects and an attached price tag with a 2-digit price (e.g., $14, $28, or $45). Place the cards face down. In pairs, students take turns picking a card and recording the price. Then students toss a coin. Heads means to add $10 to the price on the price tag, and tails means to subtract $10. Students write and solve the corresponding equation and explain to partners how they determined the new price. (DOK 2, Bloom s Level: Application/Apply) Suggested Formative Assessment Observe students as they work together on the Intervention activities. Watch for indications of students struggling with adding or subtracting 10. Plan additional interventions to target identified student needs. Extending Student Thinking Give pairs of students a hundred chart and a key like the one shown. Each partner writes a code for the other partner to solve. Examples: (DOK 3, Bloom s Level: Synthesis/Create) KEY subtract 10 add ILLEGAL TO COPY motivationmath LEVEL

7 Answer Key and Coding Page Number Item Number Correct Answer DOK Level R/R Framework 79 Introduction See Thumbnail (p. 122) 2 C Partner Practice A Partner Practice A 80 Partner Practice A Partner Practice B Partner Practice B Partner Practice B Independent Practice A Independent Practice B 81 Independent Practice A Independent Practice D Independent Practice B Assessment 1 50 apples 2 D Assessment A 82 Assessment 3 16; 36; 46 2 C Assessment 4 75 children 1 B Assessment B 83 Critical Thinking 1 See Thumbnail (p. 122) 2 C Critical Thinking 2 See Thumbnail (p. 122) 3 D 84 Motivation Station See Thumbnail (p. 122) 2 C 2013 motivationmath LEVEL 1 ILLEGAL TO COPY 121

8 Introduction, p 79 Assessment, p 82 Introduction Assessment Lance has 4 baskets of apples. Each basket holds 10 apples. Merrie has 10 more apples than Lance. How many apples does Merrie have 50 apples 40 apples 30 apples 2. Write the number that is 10 less than Answer What numbers are missing Answer There are 65 children on the playground. There are 10 more children in the lunchroom than there are on the playground. How many children are in the lunchroom 55 children 66 children 75 children Words for the Wise Pat yourself on the back. add fewer more place value ten digit less ones subtract tens 5. Vera has 22 books. Ava has 10 more books than Vera. Then Vera gives Ava another 10 books. How many books does Ava have now Answer 42 books 2013 motivationmath LEVEL 1 ILLEGAL TO COPY ILLEGAL TO COPY motivationmath LEVEL Critical Thinking, p 83 Motivation Station, p 84 Application Apply 1. Complete each table. Number more Number Critical Thinking 10 less Motivation Station More or Less Play More or Less with a partner. Player 1 uses the 10 More board, and Player 2 uses the 10 Less board. Player 1 rolls two number cubes and arranges the cubes in any order to make a 2-digit number. Then Player 1 looks for a number on the board that is 10 more than the number made with the number cubes. Player 1 shades the number if it is on the 10 More board. Player 2 rolls the number cubes and looks for a number on the board that is 10 less than the number rolled. The first player who shades 4 numbers in a row across, up and down, or diagonally wins the game. 10 More 10 Less Analysis 2. Tim has 76 baseball cards. He gives 10 cards to his brother and 10 cards to his sister. He writes the equations and to find how many baseball cards he has left. Is Tim correct Explain. No; and Tim has 56 cards left. Analyze Results will vary. Parent Activities 1. Say a number between 0 and 99. Your child says the number that is 10 more. Say a different number between 10 and 99, and your child says the number that is 10 less. 2. Ask your child to make several stacks of 10 pennies. Set apart 3 stacks and 2 pennies, and ask your child how many pennies. Then ask your child how many pennies when you add a stack of 10. Set apart 5 stacks and 4 pennies, and ask how many pennies if you remove a stack of 10. Repeat using other numbers motivationmath LEVEL 1 ILLEGAL TO COPY ILLEGAL TO COPY motivationmath LEVEL ILLEGAL TO COPY motivationmath LEVEL

9 Student Edition Sample Page Introduction Pat yourself on the back. Words for the Wise add fewer more place value ten digit less ones subtract tens motivationmath LEVEL 1 ILLEGAL TO COPY 79

10 Student Edition Sample Page Partner Practice 1. What number is 10 more than Rick has 43 seashells in his collection. He finds 18 shells and gives his brother 10. How many seashells does Rick have now What number is 10 less than Answer 5. Todd takes 75 pictures on Monday. On Tuesday he takes 10 more pictures than on Monday. On Wednesday he takes 10 more pictures than on Tuesday. How many pictures did Todd take on Wednesday Write the number that is 10 less than Answer 6. There are 17 snakes in the zoo. There are 10 more monkeys than snakes. There are 10 more birds than monkeys. How many birds are in the zoo Answer Answer 80 ILLEGAL TO COPY motivationmath LEVEL

11 Student Edition Sample Page 1. Count the dots. Add 10. Write the sum. 10 Independent Practice 3. Jesse is thinking of a number. It is 10 less than 58. What is the number Anna picked these strawberries. Celine picked 10 fewer strawberries than Anna. How many did Celine pick 15 berries 20 berries 25 berries 4. Each day Alice reads 10 pages more than she read the day before. The table shows the number of pages Alice reads each day. Day Number of Pages How many pages does Alice read on Day 4 Answer pages 5. Drew is 15 years old. His brother is 10 years younger than Drew. How old is Drew s brother 25 years old 14 years old 5 years old motivationmath LEVEL 1 ILLEGAL TO COPY 81

12 Student Edition Sample Page Assessment 1. Lance has 4 baskets of apples. Each basket holds 10 apples. Merrie has 10 more apples than Lance. How many apples does Merrie have 50 apples 40 apples 30 apples 3. What numbers are missing Answer 2. Write the number that is 10 less than 88. Answer There are 65 children on the playground. There are 10 more children in the lunchroom than there are on the playground. How many children are in the lunchroom 55 children 66 children 75 children 5. Vera has 22 books. Ava has 10 more books than Vera. Then Vera gives Ava another 10 books. How many books does Ava have now Answer books 82 ILLEGAL TO COPY motivationmath LEVEL

13 Student Edition Sample Page Critical Thinking Application 1. Complete each table. Apply Number more Number less Analysis Analyze 2. Tim has 76 baseball cards. He gives 10 cards to his brother and 10 cards to his sister. He writes the equations and to find how many baseball cards he has left. Is Tim correct Explain motivationmath LEVEL 1 ILLEGAL TO COPY 83

14 Student Edition Sample Page Motivation Station More or Less Play More or Less with a partner. Player 1 uses the 10 More board, and Player 2 uses the 10 Less board. Player 1 rolls two number cubes and arranges the cubes in any order to make a 2-digit number. Then Player 1 looks for a number on the board that is 10 more than the number made with the number cubes. Player 1 shades the number if it is on the 10 More board. Player 2 rolls the number cubes and looks for a number on the board that is 10 less than the number rolled. The first player who shades 4 numbers in a row across, up and down, or diagonally wins the game. 10 More 10 Less Parent Activities 1. Say a number between 0 and 99. Your child says the number that is 10 more. Say a different number between 10 and 99, and your child says the number that is 10 less. 2. Ask your child to make several stacks of 10 pennies. Set apart 3 stacks and 2 pennies, and ask your child how many pennies. Then ask your child how many pennies when you add a stack of 10. Set apart 5 stacks and 4 pennies, and ask how many pennies if you remove a stack of 10. Repeat using other numbers. 84 ILLEGAL TO COPY motivationmath LEVEL