suggested pacing is 4-5 weeks
Teacher Tips :
Question 6 is an opportunity for students to solve addition/subtraction problems using place value (tens and ones) concepts.
We are building on the foundation previously taught in questions 1, 2, 3, please note the adjustments in the learning targets.
Please note the adjustments in the learning targets.
Question 6 is when students should be using manipulatives to solve 2-digit by 2-digit addition situations.
Students need to be able to mentally identify 10 more or 10 less.
Question 6 is when students will write number expressions focusing on the balancing aspect of the equal sign.
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
∎ Students will use appropriate tools to demonstrate an understanding of place value when solving addition and subtraction problems. (1.NBT.4) (1.NBT.5) (1.NBT.6) (SMP2, SMP3, SMP5)
∎ Students will justify (explain) their use of place value when solving addition and subtraction problems. (1.NBT.4) (1.NBT.5) (1.NBT.6)
I can use my understanding of place value to add and subtract 10, decade numbers (eg. 10, 20, 30) and multiples of 10 (eg. 70-30). (1.NBT.4) (1.NBT.5) (1.NBT.6)
I can explain and justify my thinking about place value when adding and subtracting 2 digit numbers. (1.NBT.4) (1.NBT.5) (1.NBT.6) (SMP2) (SMP3,
I can use concrete models to show my understanding of place value when adding and subtracting 2 digit numbers. (1.NBT.4) (1.NBT.6) (SMP5)
I can see patterns within problems and how they are solved. (SMP8)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Vocabulary cards in Spanish and English
add two-digit number decompose subtract difference place value digit one-digit number
balance missing part model total tens ones
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
Make Ten 3 addends Math Flips
Break apart by place value teen numbers Math Flips
Subtraction Strategies
count up/think addition math flips within 15
I can use my understanding of place value to add and subtract 10, decade numbers (eg. 10, 20, 30) and multiples of 10 (eg. 70-30). (1.NBT.4) (1.NBT.5) (1.NBT.6)
Ready Teacher Toolbox Lesson 18: Add and Subtract Tens-Sessions 1-5
Assessment Tasks 1.NBT.4 Frayer Model Assessment Proficiency Rubrics 1.NBT.4
Math in Practice: 1.NBT.4, 5, and 6 - Module 9 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 18 Boxes of 10
I can explain and justify my thinking about place value when adding and subtracting 2 digit numbers. (1.NBT.4) (1.NBT.5) (1.NBT.6) (SMP2) (SMP3,
I can use concrete models to show my understanding of place value when adding and subtracting 2 digit numbers. (1.NBT.4) (1.NBT.6) (SMP5)
I can see patterns within problems and how they are solved. (SMP8)
Ready Teacher Toolbox Lesson 19: Addition with Two-Digit Numbers-Sessions 1-5- Student
Assessment Tasks 1.NBT.5 Frayer Model Assessment Proficiency Rubrics 1.NBT.5
Math in Practice: 1.NBT.4, 5, and 6 - Module 9 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 19 Reach the Target
I can use my understanding of place value to add and subtract 10, decade numbers (eg. 10, 20, 30) and multiples of 10 (eg. 70-30). (1.NBT.4) (1.NBT.5) (1.NBT.6)
I can explain and justify my thinking about place value when adding and subtracting 2 digit numbers. (1.NBT.4) (1.NBT.5) (1.NBT.6) (SMP2) (SMP3,
I can use concrete models to show my understanding of place value when adding and subtracting 2 digit numbers. (1.NBT.4) (1.NBT.6) (SMP5)
I can see patterns within problems and how they are solved. (SMP8)
Ready Teacher Toolbox Lesson 20: Add Two-Digit and One-Digit Numbers-Sessions 1-5
Lesson 21: Add Two-Digit Numbers-Sessions 1-5
Assessment Tasks 1.NBT.6 Frayer Model Assessment Proficiency Rubrics 1.NBT.6
Math in Practice: 1.NBT.4, 5, and 6 - Module 9 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 20 Regrouping Paths & Lesson 21 Make a 10 to Make the Target
“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.