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K-5 Grado 1 Unit 5 Lesson 10

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IM 6-8 Math
IM 9-12 Math

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Lesson 10

Warm-up Activity 1 Activity 2 Activity 3

Unit 5, Lesson 10

Decenas y decenas, unidades y unidades

Grado 1

Warm-up

Cuántos ves: Decenas y unidades

¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?

Ten frames. Red counters, 1 full, below 3. Yellow counters, 1 full, below 6.

Ten frames. Red counters, 1 full, below 8. Yellow counters, 1 full, below 2.

Ten frames. Red counters, 1 full, below 4. Yellow counters, 1 full, below 8.

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Activity 1

El trabajo de Priya

Encuentra el valor de .

El trabajo de Priya

Drawing to show 63. Group of 5 tens, labeled 50. Group of 10 ones and 3 more ones, labeled 13. Number 63.

¿Cómo encontró Priya el valor?

Activity 2

Completa el trabajo

En cada caso se muestra una expresión que sirve como primer paso para encontrar el número que hace que la ecuación sea verdadera.
En cada caso, completa el trabajo para encontrar el número que hace que la ecuación sea verdadera.
Muestra cómo pensaste. Usa dibujos, números o palabras.
1. Primer paso:
2. Primer paso:
Encuentra el valor de cada suma.
Muestra cómo pensaste. Usa dibujos, números o palabras.

Activity 3

Conozcamos: “Acertijos numéricos: Hasta 100 componiendo”

None

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Standards Alignment

Building On

Addressing

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.

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Building Toward

Standards Alignment

Building On

Addressing

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.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

Building Toward

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.

View Full Standard

Standards Alignment

Building On

Addressing

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.

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1.OA.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

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