digits, recording the results of comparisons Topic A with the symbols >, =, and <. compare the efficiency Lesson 1: I can of counting by ones and counting by Domain: Numbers and Operations Base Ten tens. (1.NBT.1, 1.NBT.2, 1.NBT.5) Cluster: Use Place Value Understanding and use the place value Lesson 2: I can Properties of Operations to add and subtract chart to record and name tens and ones within a two-digit number. Add within 100, including adding a two-digit (1.NBT.1, 1.NBT.2, 1.NBT.5) number and a one-digit number, and adding a two-digit number and a multiple of 10, using interpret two-digit Lesson 3: I can concrete models or drawings and strategies numbers as either tens or some ones based on place value, properties of operations, or as all ones. (1.NBT.1, 1.NBT.2, and/or the relationship between addition and 1.NBT.5) subtraction; relate the strategy to a written method and explain the reasoning used. write and interpret Lesson 4: I can Understand that in adding two-digit numbers, two-digit numbers as addition one adds tens and tens, ones and ones; and sentences that combine tens and sometimes it is necessary to compose a ten. ones. (1.NBT.1, 1.NBT.2, 1.NBT.5) Given a two-digit number, mentally find 10 more or 10 less than the number, without identify 10 more, 10 Lesson 5: I can having to count; explain the reasoning used. less, 1 more, and 1less than a number. (1.NBT.1, 1.NBT.2, Subtract multiples of 10 in the range 10-90 1.NBT.5) from multiples of 10 in the range 10-90 (positive or zero differences), using concrete use dimes and pennies Lesson 6: I can models or drawings and strategies based on as representations of tens and ones. place value, properties of operations, and/or (1.NBT.1, 1.NBT.2, 1.NBT.5) the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
digits, recording the results of comparisons with the symbols >, =, and <. Domain: Numbers and Operations Base Ten Cluster: Use Place Value Understanding and Properties of Operations to add and subtract Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Topic A Lesson 1: I can compare the efficiency of counting by ones and counting by tens. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 2: I can use the place value chart to record and name tens and ones within a two-digit number. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 3: I can interpret two-digit numbers as either tens or some ones or as all ones. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 4: I can write and interpret two-digit numbers as addition sentences that combine tens and ones. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 5: I can identify 10 more, 10 less, 1 more, and 1less than a number. (1.NBT.1, 1.NBT.2, 1.NBT.5) Lesson 6: I can use dimes and pennies as representations of tens and ones. (1.NBT.1, 1.NBT.2, 1.NBT.5)
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