NBT Task 1d Domain Number and Operations in Base Ten Extend the counting sequence. Cluster Understand place value. Standard(s) 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Materials 40 cubes Task 40 cubes on the table in a scattered arrangement. Ask: How many groups of tens After student responds, say: do you think there are in this pile of cubes? Arrange this pile of cubes into groups of ten. Once the student has grouped the cubes into groups of tens, ask: How many groups of ten are there? Are there any cubes leftover? Then, ask: How many cubes are there in all? After the student states the amount, say: Count them to check. Note if the student counts the cubes by ones (1, 2, 3, or if the …), student counts the cubes by tens (10, 20, 30, 40). Continuum of Understanding Developing Places into groups of ten incorrectly. Makes a guess at the total Understanding Incorrectly identifies that are 4 groups after amount. the cubes are arranged. States an incorrect total amount. Uses the groupings to Counts the cubes by ones, even though they are determine the amount. arranged in groups of ten. (e.g., are 4 groups. ”There Places cubes into groups of ten correctly. That means that there are Complete Understanding Correctly identifies that there are 4 groups after 40 cubes.”) the cubes are arranged. Counts the cubes to States a correct amount. Counts the groups of cubes by ten. determine the total amount by: ones tens Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
NBT Task 1d Domain Number and Operations in Base Ten Cluster Extend the counting sequence. Understand place value. Standard(s) 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Materials 40 cubes Task 40 cubes on the table in a scattered arrangement. Ask: How many groups of tens do you think there are in this pile of cubes? After student responds, say: Arrange this pile of cubes into groups of ten. Once the student has grouped the cubes into groups of tens, ask: How many groups of ten are there? Are there any cubes leftover? Then, ask: How many cubes are there in all? After the student states the amount, say: Count them to check. Note if the student counts the cubes by ones (1, 2, 3, …), or if the student counts the cubes by tens (10, 20, 30, 40). Continuum of Understanding Developing Understanding Places into groups of ten incorrectly. Incorrectly identifies that are 4 groups after the cubes are arranged. States an incorrect total amount. Counts the cubes by ones, even though they are arranged in groups of ten. Makes a guess at the total amount. Uses the groupings to determine the amount. (e.g., ”There are 4 groups. That means that there are 40 cubes.”) Counts the cubes to determine the total amount by: ones tens Complete Understanding Places cubes into groups of ten correctly. Correctly identifies that there are 4 groups after the cubes are arranged. States a correct amount. Counts the groups of cubes by ten. Standards for Mathematical Practice 1. Makes sense and perseveres in solving problems. 2. Reasons abstractly and quantitatively. 3. Constructs viable arguments and critiques the reasoning of others. 4. Models with mathematics. 5. Uses appropriate tools strategically. 6. Attends to precision. 7. for and makes use of structure. 8. Looks for and expresses regularity in repeated reasoning.
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