suggested pacing is 3-4 weeks
Teacher Tips :
Question 4 builds on prior knowledge in question 1.
Begin a deeper dive into place value and build the foundation of tens and ones in a two-digit number.
Compare two digit numbers using place value.
Encourage students in building deeper knowledge and explaining their thinking in identifying, ordering, building, and comparing numbers.
Incorporate coins (dimes as tens, pennies as ones, skip counting by 5 and 10 or nickels and dimes, etc). MiP Module 12 and list of ideas
*Skills should be taught to mastery.
∎ Students will count, read, and write any number up to 120 making use of structure to extend the counting sequence. (1.NBT.1)
∎ Students will identify tens and ones by looking for and making use of place value structure. (1.NBT.B.2)
∎ Students will understand the value of the digits in a 2-digit number (1.NBT.B.2)
∎ Students will compare 2-digit numbers making use of place value structure. (1.NBT.3)
∎ Students will look for and make use of place value structure and model to show their understanding when comparing 2-digit numbers. (1.NBT.3) (SMP4, SMP7)
I can count numbers to 120 starting at any number. (1.NBT.1)
I can read any number up to 120. (1.NBT.1)
I can write any number up to 120. (1.NBT.1)
I can write the number for the number of objects I counted. (1.NBT.1)
I can identify a ten as a group of 10 ones. (1.NBT.2a)
I can identify the tens and ones in 2-digit numbers. (1.NBT.2)
I can identify how many bundles of tens are in 2-digit numbers. (1.NBT.2)
I can identify teen numbers as a ten and ones. (1.NBT.2b)
I can identify the decade numbers (10, 20, 30, 40, 50, 60, 70, 80, 90) as being composed of tens and 0 ones. (1.NBT.2c)
I can compare 2-digit numbers using my knowledge of tens and ones. (1.NBT.3)
I can use tens and ones to compare numbers using the symbols >, =, <. (1.NBT.3)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Vocabulary cards in Spanish and English
digit ones/units ones place tens tens place place value value
Compare Greater Than Less Than Equal to (symbols) >, <, = row column
1st grade number talk guide printable & 1st grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Count on within 20 Math Flips
Make Ten Ten frames
Break apart by place value teen numbers Math Flips
Subtraction Strategies
count up/think addition Math flips combos to make 10
I can identify a ten as a group of 10 ones. (1.NBT.2a)
I can identify the tens and ones in 2-digit numbers. (1.NBT.2)
I can identify how many bundles of tens are in 2-digit numbers. (1.NBT.2)
I can identify teen numbers as a ten and ones. (1.NBT.2b)
Ready Teacher Toolbox Lesson 15: Tens and Ones-Sessions 1-5
Assessment Tasks 1.NBT.2 Frayer Model Assessment Proficiency Rubrics 1.NBT.2
Math in Practice: 1.NBT.1-3 Module 8 coins: Module 12 Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 15 Tens & Ones Riddles
Ready Teacher Toolbox Lesson 16: Numbers to 120-Sessions 1-5
Assessment Tasks 1.NBT.1 Frayer Model Assessment Proficiency Rubrics 1.NBT.1
Math in Practice: 1.NBT.1-3 Module 8 coins: Module 12 Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 16 Helping Hank
Ready Teacher Toolbox Lesson 17: Comparing numbers-Sessions 1-5
Assessment Tasks 1.NBT.3 Frayer Model Assessment Proficiency Rubrics 1.NBT.3
Math in Practice: 1.NBT.1-3 Module 8 coins: Module 12 Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 17 Comparing Cards
Ready Teacher Toolbox Lesson 27: Money-Sessions 1-5
Math in Practice: Math in Practice Module 12 MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Enrichment RTTB Lesson 27 In the Piggybank
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
K.CC.1 Cover Up Ten Frame Fill It Up Counting Circles
K.CC.2 Review Numbers to 10 Number Line Up "One More" concentration Pick a Number, Counting On
K.CC.4 Match the Numeral Ten Frame Roll and Fill Spin and Match Ten Frame K.CC Counting Math
Nearpod Math lessons
These are activities to give students mixed, spaced practice based on the big ideas for 1st grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.