1.NBT.2a - Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: A 10 can be thought of as a bundle of ten ones called a — “ten.” Teacher: Place about 15 tens and about 15 ones in front of the student. Task 1- Ask the student to show ten. Once they have made it one way (10 ones or a complete ten), ask them if they can show it another way. Task 2- Hold up a ten (base ten) and ask the student what the name for it is (a ten). Task 3- Ask the student how many of these (tens) they would need to make 20? 50? 80? 100? 120? Task 4- Ask the student how many of these (tens) they would need to make 20? 50? 80? 100? 120? Numbers & Base 10 – 1.NBT.2a 4 3 2 1 Student is able Student has Student has Student is to easily show a some trouble trouble with unable to show Task 1 ten with ones with showing showing 10 10 with ones and with tens 10 with ones with ones and and tens rod. rod. and tens rod. tens rod. Student is able Student has Student has Student is to easily able to some trouble trouble with unable to able Task 2 name tens rod. with naming a naming a tens to name tens tens rod. rod. rod. 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 rods are how many tens many tens rods rods are Task 3 needed to rods are are needed to needed to make numbers needed to make numbers make numbers given. make numbers given. given. given. Task 4 Student is able Student has Student has Student is to easily name some trouble trouble with unable to name what number with naming naming what what number would be made what number number would would be made with the would be made be made with with the number given. with the the number number given. number given. given.
1.NBT.2a - Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: A 10 can be thought of as a bundle of ten ones — called a “ten.” Teacher: Place about 15 tens and about 15 ones in front of the student. Task 1- Ask the student to show ten. Once they have made it one way (10 ones or a complete ten), ask them if they can show it another way. Task 2- Hold up a ten (base ten) and ask the student what the name for it is (a ten). Task 3- Ask the student how many of these (tens) they would need to make 20? 50? 80? 100? 120? Task 4- Ask the student how many of these (tens) they would need to make 20? 50? 80? 100? 120? Numbers & Base 10 – 1.NBT.2a Task 1 4 Student is able to easily show a ten with ones and with tens rod. 3 Student has some trouble with showing 10 with ones and tens rod. 2 Student has trouble with showing 10 with ones and tens rod. 1 Student is unable to show 10 with ones and tens rod. Task 2 Student is able to easily able to name tens rod. Student has some trouble with naming a tens rod. Student has trouble with naming a tens rod. Student is unable to able to name tens rod. Task 3 Student is able to easily name how many tens rods are needed to make numbers given. Student has some trouble with naming how many tens rods are needed to make numbers given. Student has trouble with naming how many tens rods are needed to make numbers given. Student is unable to name how many tens rods are needed to make numbers given. Task 4 Student is able to easily name what number would be made with the number given. Student has some trouble with naming what number would be made with the number given. Student has trouble with naming what number would be made with the number given. Student is unable to name what number would be made with the number given.