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K-5 Grade 1 Unit 5 Lesson 5

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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
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Grade 5

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Lesson 5

Warm-up Activity 1 Activity 2 Activity 3

Unit 5, Lesson 5

Make a Ten

Grade 1

Warm-up

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

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

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

Ten frames. 4 full, red counters. 1 full, 5 red counters, 5 yellow counters. Below, ten frame, 3 yellow counters.

Activity 1

Find the value of .
Show your thinking using drawings, numbers, or words.

Activity 2

Show your thinking using drawings, numbers, or words.

Practice Round:

Equation: __________________________________

Students holding posters with numbers.

Round 1

Equation: __________________________________

Round 2

Equation: __________________________________

Round 3

Equation: __________________________________

Round 4

Equation: __________________________________

Round 5

Equation: __________________________________

Activity 3

Tyler’s teacher collected 37 dollars for the field trip.
Then someone brought in 7 more dollars.
How much money did Tyler’s teacher collect?
Show your thinking using drawings, numbers, or words.
Tyler’s teacher wants to know how many students are in the classroom.
There are 8 students sitting at tables.
There are 26 students on the rug.
How many students are in the classroom?
Show your thinking using drawings, numbers, or words.

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

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