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K-5 Grade 1 Unit 5 Lesson 10

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Lesson 10

Warm-up Activity 1 Activity 2 Activity 3

Unit 5, Lesson 10

Tens and Tens, Ones and Ones

Grade 1

Warm-up

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

<p>Four ten frames. 1 full, red counters. 1 with 3 red counters. 1 full, yellow counters. 1 with 6 yellow counters.</p>

<p>Four ten frames. 1 full red counters. 1 with 8 red counters. 1 full, yellow counters. 1 with 2 yellow counters.</p>

Four ten frames. 1 full, red counters. 1 with 4 red counters. 1 full, yellow counters. 1 with 8 yellow counters.

Activity 1

Find the value of .

Priya's work

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

How did Priya find the value?

Activity 2

Each expression shows a first step to find the number that makes each equation true.
Finish the work to find the number that makes each equation true.
Show your thinking using drawings, numbers, or words.
1. First step:
2. First step:
Find the value of each sum.
Show your thinking using drawings, numbers, or words.

Activity 3

None

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

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.

View Full Standard

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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Building Toward