Name: ______Date: ______Unit 2 Developing Base Ten Number Sense Math Standards: Students will MCC1.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. MCC1.NBT.2 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.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. 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).MCC1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. MCC1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Unit 2 Essential Questions: How can patterns help us understand numbers? How can we find the missing numbers on the 0-99 chart? How can we organize and display the data we collected into three categories to create a graph? How can we organize and display the data we collected to create a graph? How can we represent a number with tens and ones? How can we use counting to compare objects in a set? How can we use tally marks to help represent data in a table or chart? How do we know if a set has more or less? How do we know where a number lies on a number line? How does a graph help us better understand the data collected? What are math tools and how can they help me make sense of numbers and counting? What do the numerals represent in a two or three digit number? What is an effective way of counting a large quantity of objects? What patterns can be found on the 0-99 chart? What strategies can be used to find a missing number? What strategy can we use to efficiently count a large quantity of objects? Why do we need to be able to count objects? What is estimating and when can you use it? Counting, Organizing, and Graphing Large Groups of Objects 1. – 1. Directions: Listen to the story problem. Complete the tally chart and graph.
Today Mrs. Fletcher’s class sorted and counted buttons by colors. They counted eleven green, seventeen blue, and thirteen red buttons. Help Mrs. Fletcher’s students show their mathematical thinking. Use the tally chart to complete the graph and answer the questions. 2. Button Counting Graph 1. Counting Tally Chart 18 Button Color Tally Marks Numeral 17 16 Green 15 14 13 Blue 12 11 Red 10 9 8 3. How many groups of buttons are represented on the tally chart 7 6 and graph? ______5 4 4. Which group has the most buttons? ______3 2 5. Which group has the least buttons? ______1
Re 6. When using the graph to compare, we notice that there are Green Blue d
more ______buttons than ______and ______buttons. 6. How many more carrots will Rabbit need to 7. How many more peanuts will Elephant need make7. How a group many ofmore ten? blue buttons are there than greento buttons? make a group ______of ten?
8. How many more blue buttons are there than red buttons? ______
6 - 7. Directions: Count the objects in each tens frame. Then determine how many more each story character will need to 8. Whose group is closest to 10?Numbers ______and Operations: Making Sets of Ten make aRabbit whole group needs of ten.____ Write more. the numeral on the line for how many Elephant more each needs will need ____ to make more. ten. Name: ______Date: ______Unit 2 Developing Base Ten Number Sense Building and Understanding Numbers with Place Value 9 – 19. Directions: 9. – 14. Use the place value models to write the numeral for each set. 15. – 17. Listen to the clues to identify and write the number. 18. – 19. Listen to the place value clues to illustrate and solve. 9. 10. 11. Tens Ones Tens Ones Tens Ones
12. 13. 14. Tens Ones Tens Ones Tens Ones What’s the number? ______What’s the number? ______What’s the number? ______
What’s the number? ______What’s the number? ______What’s the number? ______
15. My number has five tens 16. My number has seven tens and 17. My number has 3 tens and and six ones. What’s my two ones. What’s my fourteen ones. What’s my number? number? number?
______
18. Ava counted these buttons. 19. David counted a group with 10 more buttons.
How many buttons did Ava count? __ __ How many buttons did David count? __ __ tens ones tens ones More, Less, and Patterns 0 - 99 20. Directions:Name: Fill ______in the missing numbers. Think of where the number(s) will be located Date: on the ______0-99 chart Unit 2 Developing Base Ten Number Sense 71 73 75 77 79
80 82 84 86 88
21. – 22. Directions: Fill in the missing numbers. Think of number locations on the 0-99 chart
21. 22.
22 44
31 55 Multiple Representations 23. Directions: Represent the numeral in the middle of our multiple representation chart using place value illustrations, tally marks, 1 less and 1 more, 10 less and 10 more, and a drawing that also shows odd and even.
Numbers and Operations: Solving with Math Words What’s My Number?
24. – 30. Directions: Use the number 99 chart to find the mystery number. Is my number odd or even? 24. My number is 1 less than 5. What’s my number? ______34 25. My number is 1 more than 97. What’ my number? ______26. My number is 10 less than 32. What’s my number? ______
27. My number is 10 more than 73. What’s my number? ______
28. My number is 2 less than 44. What’s my number? ______
29. My number is 2 more than 23. What’ my number? ______
30. My number is 10 less than 51. What’s my number? ______Name: ______Date: ______Unit 2 Developing Base Ten Number Sense
Building and Understanding Numbers with Place Value 31. – 39. Directions: The students in Mrs. Green’s class used playing cards to build big numbers. Help the students below arrange their cards to build the largest number they can make. Hint: Use place value. Brandon’s Cards Taylor’s Cards Kelly’s Cards
Tens Ones Tens Ones Tens Ones Grouping and Counting Large Quantities 40 – 46. Directions: Listen to the story problem. Use place value representations to show your work and answer the questions. Mrs. Smith’s class grouped and counted the number of LEGOs in their building center by tens and ones. Tim’s Legos were red. He built two towers of ten and had five single blocks. Pam’s Legos were blue. She 31. builtWhat’s three the towerslargest ofnumber ten with five32. single What’s blocks. the Illustratelargest number Tim and Taylor Pam’s33. blocks What’s using the placelargest value. number 40. Tim’s Blocks 41. Pam’s Blocks Brandon made? ______made? ______Kelly made? ______tens ones tens ones
34. Place the numbers in order from least to greatest: ______
35. Which number is the largest number? ______36. Which number is the smallest number? ______
37. Which two numbers are the closest? ______and ______are the closest.
38. Which number is closest to 50? ______39.Which number is closest to 100? _____
42. How many blocks did Tim count? ______43.How many blocks did Pam count? ______Name: ______Date: ______Unit 2 Developing Base Ten Number Sense
Think Time 1. What strategies might be used to make counting large quantities of objects easier?
2. What do the numerals in a two digit number represent?
3. What counting strategies can we use to determine if a set has more or less?
4. How does a graph help us better understand the data we collect?
5. How might we use the 99 chart to recognize number patterns? Name: ______Date: ______Unit 2 Developing Base Ten Number Sense
GA DOE Essential Questions & Formative Questions Name: ______Date: ______Unit 2 Developing Base Ten Number Sense ESSENTIAL QUESTIONS: How can patterns help us understand numbers? How can we find the missing numbers on the 0-99 chart? How can we organize and display the data we collected into three categories to create a graph? How can we organize and display the data we collected to create a graph? How can we represent a number with tens and ones? How can we use counting to compare objects in a set? How can we use tally marks to help represent data in a table or chart? How do we know if a set has more or less? How do we know where a number lies on a number line? How does a graph help us better understand the data collected? What are math tools and how can they help me make sense of numbers and counting? What do the numerals represent in a two or three digit number? What is an effective way of counting a large quantity of objects? What patterns can be found on the 0-99 chart? What strategies can be used to find a missing number? What strategy can we use to efficiently count a large quantity of objects? Why do we need to be able to count objects? What is estimating and when can you use it? WEEK 1: BACKGROUND KNOWLEDGE This task is centered on number relations and counting, as well as collecting, organizing and representing data. Remember that students must experiment with showing amounts in groups of like size and you cannot arbitrarily impose grouping by 10 on students. Letting the students express and agree on the idea that grouping objects by 10 is an effective way of allowing the students to count a quantity in a meaningful way. (Van de Walle, p. 129) FORMATIVE ASSESSMENT QUESTIONS Button! Button How many buttons did you count? What makes counting the objects easier? How does this help? Who had the most buttons? How many did they have? Who had the least amount of buttons? How many did they have? How did you organize your data? How did you display your data? Count It! Graph It! How many objects did you count? What makes counting the objects easier? How does this help? Which station had the most objects? Which station had the least objects? How did we organize the objects into three groups? The One Minute Challenge Did you use a counting strategy for counting your counters? If so, what was it? Why did you estimate that number? Whose estimation was more accurate? How do you know?
WEEK 2 FORMATIVE ASSESSMENT QUESTIONS More or Less Revisited What was the number? How many guesses did you need to find the number? Was the number more or less than what you thought? What was the hardest number to guess? Why? Close, Far and In Between What numerals did you explore? Did you find any patterns in the numerals you explored? Which ones? Explain why the numbers with a five in the ones place are in the same column. Why are the numbers with a five in the tens place in the same column? Name: ______Date: ______Unit 2 Developing Base Ten Number Sense Finding Neighbors What numerals did you spin to build your number? How did you represent your number with the base ten blocks? What did you notice about the neighbor numbers when you filled them in? Did you notice any patterns in the 0-99 chart? Which ones? (As the board is filled) What numerals do you need to spin to help complete your chart? Make It Straight What do a 0-99 chart and a number line have in common? Can you recognize any patterns on the number line? What strategy are you using to move forward or backwards by 10 or 1?
WEEK 3 FORMATIVE ASSESSMENT QUESTIONS Number Hotel How is the Number Hotel different from the 0-99 chart? How is the Number Hotel the same as the 0-99 chart? What new patterns did you find in the Number Hotel? Does the order of the arrows change where you would end up? What strategy did you use to make it as close as you could to the door? What would you do differently if you could play again? What special numbers did you cover up? Why? What picture did you make with your counters? What did you find difficult while working to recreate a picture from your partner? Mystery Number What was the mystery number? How many guesses did you need to find the mystery number? What strategy did you use to correctly identify the mystery number? What was the hardest number to guess? Why? Ten and Some More What strategy did you use to arrange your numbers? What was the highest number made? What was the lowest number made? What are the differences between the numbers you made? When building your number with base ten blocks, did you notice any patterns?
WEEK 4 FORMATIVE ASSESSMENT QUESTIONS Dropping Tens How many beans were counted? How many tens? How many ones? How can a set of ten be represented? How can ones be represented? What is the smallest number that could have been made with your dot sticks? What is the largest number that could have been made with your dot sticks? Riddle Me This How many ones make up the mystery number? How many groups of tens make up the mystery number? What strategy did you use to solve the mystery riddle? Drop It, Web It, Graph It How many sticks did you drop? How many were tens? How many were ones? How can a set of ten be represented? How can ones be represented? What is the smallest number that could have been made with your dot sticks? What is the largest number that could have been made with your dot sticks? Name: ______Date: ______Unit 2 Developing Base Ten Number Sense Which range of numbers was created the most often in the class? Which range of numbers was created the least often in the class?
EVIDENCE OF LEARNING : By the conclusion of this unit, students should be able to demonstrate the following competencies: Represent and count quantities up to 120 in multiple ways, pictures, and numerals. Represent a number by the appropriate numeral Use counters and pictures to represent numbers in terms of tens and ones Pose questions, collect, sort, organize, and record data Interpret tables and charts