enVision Mathematics Topics 8-9
1st Grade; January – February (5 weeks); 2nd Trimester
Embedded Files
Topic Title(s):
Understand Place Value (Topic 8)
Compare Two-Digit Numbers (Topic 9)
Prepared Graduates:
MP1. Make sense of problems and persevere in solving them.
MP2. Reason abstractly and quantitatively.
MP4. Model with mathematics.
MP7. Look for and make use of structure.
Standard(s):
1. Number and Quantity
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
1.NBT.B. Number & Operations in Base Ten: Understand place value.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: (CCSS: 1.NBT.B.2)
10 can be thought of as a bundle of ten ones — called a “ten.” (CCSS: 1.NBT.B.2.a)
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. (CCSS: 1.NBT.B.2.b)
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). (CCSS: 1.NBT.B.2.c)
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. (CCSS: 1.NBT.B.3)
Make sense of quantities and their relationships in problem situations. (MP1)
Abstract 10 ones into a single conceptual object called a ten. (MP2)
Model ones and tens with objects and mathematical representations. (MP4)
See the structure of a number as its base-ten units. (MP7)
Inquiry Questions
What does the position of a digit tell you about its value?
What are two ways to describe the number 30?
Why was a place value system developed? What might numbers look like without it?
Coherence Connections
This expectation represents major work of the grade.
In kindergarten, students decompose numbers from 11 to 19 into ten ones and further ones.
In Grade 1, this expectation connects with extending the counting sequence and using place value understanding and properties of operations to add and subtract within 100.
In Grade 2, students understand hundreds and place value of three-digit numbers, and use this along with the properties of operations to add and subtract.
Academic Vocabulary & Language Expectations:
Ten, ones, break apart, less, compare, greater than (>), less than (<)
Assessments:
Instructional Resources & Notes:
enVision Mathematics Topics 8-9
Additional enVision Mathematics Resources
Let's Investigate! Robot Names (TE) (supports Lessons 8-5, 8-6)
Let's Investigate! Which is Greater? (TE) (supports Lessons 9-4, 9-5)
3-Act Math Recording Sheets (Topic 9)
Additional Math Games: Place Value Within 100 (additional materials and preparation may be required)
Notes:
Topics 8-9 should be assessed together.
Tier 1 Intervention & Supports (i-Ready Tools for Instruction):
Tier 1 Intervention: Tens and Ones, Compare Two-Digit Numbers
Coherence Map/Concept Progressions: 1.NBT.B.3
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