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K-5 Grade 1 Unit 5 Lesson 1

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•K-5 Math 6-8 Math 9-12 Math

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Kindergarten •Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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•Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14

K-5
6-8
9-12

Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5

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Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8

Lesson 1
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Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
Lesson 10
Lesson 11
Lesson 12
Lesson 13
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IM K-5 Math
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Lesson 1

Warm-up Activity 1 Activity 2

Unit 5, Lesson 1

Add Tens or Ones

Grade 1

Warm-up

How many do you see?
How do you see them?

Ten frames, 3, all full.

Ten frames. 3 full. Below, ten frame, 3 red counters, 2 yellow counters.

Ten frames. 3 full. Below, ten frame with 5 red counters and 4 yellow counters.

Activity 1

Partner A: Spin to get a starting number.
Partner B: Pick a number card without showing your partner. Choose whether to add that many ones or tens to your starting number. Make sure you don't go over 100. Tell your partner the sum.
Partner A: Tell your partner what number you think they added and explain your thinking.
Switch roles and repeat.

Activity 2

Find the number that makes each equation true.

Show your thinking using drawings, numbers, or words.
Show your thinking using drawings, numbers, or words.
Show your thinking using drawings, numbers, or words.

Standards Alignment

Building On

Addressing

1.NBT.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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1.NBT.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

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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.

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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.

View Full Standard

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