Domain: Number and Operations in Base Ten Cluster: Understand place value. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Explain what each digit of a two-digit number represents Identify a bundle of 10 ones as a “ten”. Represent numbers 11 to 19 as composed of a ten and correct number of ones. Represent the numbers 20, 30, 40, 50, 60, 70, 80, and 90 as composed of the correct number of tens. Make sense of problems Reason abstractly Construct viable Model with Use appropriate Attend to Look for and Look for and and and quantitatively. arguments and mathematics. tools strategically. precision. make use of express persevere in critique the reasoning structure. regularity solving them. of others. in repeated reasoning. Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements Students: Students know: Students understand EE1.NBT.2. Create Level IV Students will: Given any two-digit number, that/are able to: sets of 10. EE1.NBT.2. Create multiple sets of ten with an odd number of objects (remainders). Ex. Given a bowl of 27 counting bears and baggies, put 10 at a time in each baggie Number sequence to and leave the leftovers in the bowl. Use a variety of 10. Use place value Ex. Given a box of 32 paperclips and envelopes, put 10 at a time in each envelope. representations (e.g., models or mental Ex. Use a 10 compartment egg carton to count out 10 pennies to exchange for a dime. symbolic: 10+8; pictorial: one strategies to Put remainders back in bank. line and 8 dots; physical: decompose numbers. place value blocks, bundles of
Domain: Number and Operations in Base Ten Cluster: Understand place value. Quarter 1: Quarter 2: Quarter 3: Explain what each digit of a two-digit number represents Identify a bundle of 10 ones as a “ten”. Represent numbers 11 to 19 as composed of a ten and correct number of ones. Represent the numbers 20, 30, 40, 50, 60, 70, 80, and 90 as composed of the correct number of tens. Quarter 4: 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: Given any two-digit number, Use a variety of representations (e.g., symbolic: 10+8; pictorial: one line and 8 dots; physical: place value blocks, bundles of Students know: Number sequence to 10. Students understand that/are able to: Use place value models or mental strategies to decompose numbers. EE1.NBT.2. Create sets of 10. Level IV Students will: EE1.NBT.2. Create multiple sets of ten with an odd number of objects (remainders). Ex. Given a bowl of 27 counting bears and baggies, put 10 at a time in each baggie and leave the leftovers in the bowl. Ex. Given a box of 32 paperclips and envelopes, put 10 at a time in each envelope. Ex. Use a 10 compartment egg carton to count out 10 pennies to exchange for a dime. Put remainders back in bank.