Rationale Chapter 5 Rule of Thumb Use bar models and/or number bonds first as a way to illustrate the concept of The Standards do not require students to be able to use these representations specifically. To be aligned to the standards in and then as a support for students who require it as part of normal classroom the OA domain, students should be encouraged to develop the differentiation strategies. That is, gradually let students take ownership of the representation(s) that help them achieve the central concern of representations they choose to use for solving problems. the standard(s) instead of being given a particular representation. Grade 1 / Chapter 6: Count and Model Numbers Lesson Action Details for the Action Rationale 6.1 Count by Ones to 120 As is 6.2 Count by Tens to 120 As is 6.3 Understand Tens and Delete This lesson repeats the work of Lesson 3.7. Ones 6.4 Make Tens and Ones As is 6.5 Tens As is 6.6 Tens and Ones to 50 As is 6.7 Tens and Ones to 100 As is 6.8 Show Numbers in As is Different Ways
Chapter 5 Rule of Thumb Rationale Use bar models and/or number bonds first as a way to illustrate the concept of and then as a support for students who require it as part of normal classroom differentiation strategies. That is, gradually let students take ownership of the representations they choose to use for solving problems. The Standards do not require students to be able to use these representations specifically. To be aligned to the standards in the OA domain, students should be encouraged to develop the representation(s) that help them achieve the central concern of the standard(s) instead of being given a particular representation. Grade 1 / Chapter 6: Count and Model Numbers Lesson Action Details for the Action Rationale 6.1 Count by Ones to 120 As is 6.2 Count by Tens to 120 As is 6.3 Understand Tens and Ones Delete This lesson repeats the work of Lesson 3.7. 6.4 Make Tens and Ones As is 6.5 Tens As is 6.6 Tens and Ones to 50 As is 6.7 Tens and Ones to 100 As is 6.8 Show Numbers in Different Ways As is
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