Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences). Choose appropriate strategy (concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) for solving subtraction problems with multiples of 10. Relate the chosen strategy to a written method (equation) and explain the reasoning used. Make sense of Reason abstractly and Construct viable Model with Use appropriate Attend to Look for and Look for and problems and quantitatively. arguments and mathematics. tools strategically. precision. make use of express persevere in solving critique the reasoning structure. regularity them. of others. in repeated reasoning. Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: Multiple Students know: Students understand EE1.NBT.6. IV Students will: When presented with a that/are able to: Decompose numbers EE1.NBT.6. Decompose numbers less than or equal to 10 in more than one way. multiple of 10 in the range of less than or equal to Ex. Given 10 or fewer bean bags and two baskets, toss bean bags into baskets creating value models 10-90, five in more than one different sets each time using a dry erase board. for adding and Use models and way. Ex. Given 10 or fewer counting blocks, arrange them into two different group subtracting numbers strategies to find and combinations. Use strategies efficiently to less than 100, record solutions to Ex. Given a triangle graphic organizer with up to 10 manipulatives in the tip, separate subtract a second multiple of problems where a the total into two (any size) groups in the base angles.* ten from the first, and explain multiple of 10 is Strategies for adding Ex. Ask students how many ways they can create 10 cents. their strategies. subtracted from a and subtracting second multiple of 10, multiples of 10. Level III Students will:
Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90 (positive or zero differences). Choose appropriate strategy (concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction) for solving subtraction problems with multiples of 10. Relate the chosen strategy to a written method (equation) and explain the reasoning used. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: When presented with a multiple of 10 in the range of 10-90, Use strategies efficiently to subtract a second multiple of ten from the first, and explain their strategies. Multiple Students know: value models for adding and subtracting numbers less than 100, Strategies for adding and subtracting multiples of 10. Students understand that/are able to: Use models and strategies to find and record solutions to problems where a multiple of 10 is subtracted from a second multiple of 10, EE1.NBT.6. Decompose numbers less than or equal to five in more than one way. IV Students will: EE1.NBT.6. Decompose numbers less than or equal to 10 in more than one way. Ex. Given 10 or fewer bean bags and two baskets, toss bean bags into baskets creating different sets each time using a dry erase board. Ex. Given 10 or fewer counting blocks, arrange them into two different group combinations. Ex. Given a triangle graphic organizer with up to 10 manipulatives in the tip, separate the total into two (any size) groups in the base angles.* Ex. Ask students how many ways they can create 10 cents. Level III Students will: