1.NBT.2c - The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Teacher: Cut apart double ten frame cards on the dotted lines. Show students 1 double ten-frame card, ex: a ten frame for 10 and 3. Ask the students to write and say the number shown on the double ten frame (13). Ask students how they knew that a filled ten frame and 3 on the other represents a 10 and 3 making 13? Repeat with all frames. You may choose to present the cards in or out of numeric order, Task 1- Show students pictures of numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 and ask them how many tens? Ones? Task 2- Ask the student to build numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 with base ten cubes. Task 3- Ask the student how they knew how many base tens cubes to use. (tens and ones) My number has 13 ones and one ten, what is my number? Task 4- Numbers & Base 10 – 1.NBT.2c 4 3 2 1 Student is able Student has Student has Student is to easily name some trouble trouble with unable to name how many tens with naming naming how how many tens Task 1 & ones are on how many tens many tens & & ones are on the cards. & ones are on ones are on the the cards. the cards. cards. Student is able Student has Student has Student is to easily build some trouble trouble with unable to able Task 2 how many. with building building how build how how many. many. many. Student is able Student has Student has Student is to easily explain some trouble trouble with unable to name how they knew with explaining explaining how explain how Task 3 how many tens how they knew they knew how they knew how and ones there how many tens many tens and many tens and are. and ones there ones there are. ones there are. are. Task 4 Student is able Student has Student has Student is to easily tell some trouble trouble with unable to tell how many telling how telling how how many there is. many there is. many there is. there is.
1.NBT.2c - The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Teacher: Cut apart double ten frame cards on the dotted lines. Show students 1 double ten-frame card, ex: a ten frame for 10 and 3. Ask the students to write and say the number shown on the double ten frame (13). Ask students how they knew that a filled ten frame and 3 on the other represents a 10 and 3 making 13? Repeat with all frames. You may choose to present the cards in or out of numeric order, Task 1- Show students pictures of numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 and ask them how many tens? Ones? Task 2- Ask the student to build numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 with base ten cubes. Task 3- Ask the student how they knew how many base tens cubes to use. (tens and ones) Task 4- My number has 13 ones and one ten, what is my number? Numbers & Base 10 – 1.NBT.2c Task 1 4 Student is able to easily name how many tens & ones are on the cards. 3 Student has some trouble with naming how many tens & ones are on the cards. 2 Student has trouble with naming how many tens & ones are on the cards. 1 Student is unable to name how many tens & ones are on the cards. Task 2 Student is able to easily build how many. Student has some trouble with building how many. Student has trouble with building how many. Student is unable to able build how many. Task 3 Student is able to easily explain how they knew how many tens and ones there are. Student has some trouble with explaining how they knew how many tens and ones there are. Student has trouble with explaining how they knew how many tens and ones there are. Student is unable to name explain how they knew how many tens and ones there are. Task 4 Student is able to easily tell how many there is. Student has some trouble telling how many there is. Student has trouble with telling how many there is. Student is unable to tell how many there is.