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This is a modification of the Illustrative Math lesson, "Ford and Logan ...

This is a modification of the Illustrative Math lesson, "Ford and Logan add 45 + 36," https://www.illustrativemathematics.org/content-standards/tasks/2068. This lesson was used with a tier 3 fourth grade intervention math group to help students develop their understanding of place value and use of tens language when adding two digit numbers. I modified it to meet the students' needs by adding ways two other students (Sarah and Tammy) solved the problem: Sarah said, "I know 4 tens plus 3 tens is 7 tens; 5 ones plus 6 ones is eleven ones which is 1 ten and 1 one so 4 tens plus 3 tens plus 1 tens is 8 tens and the one left so the answer is 81." Tammy said, " 45 plus 30 is 75, plus 6 more is 81." Students analyzed and discussed all four methods and compared them to their own methods. I then had students practice using the tens and ones language (like Sarah) for some more addition problems without using place value blocks or models.

Subject:
Mathematics
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Author:
MEGAN HINDE
08/02/2019
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Big Idea: 3-digit numbers can contain a Ã¢â‚¬Å“hundred," which is equal to ...

Big Idea: 3-digit numbers can contain a Ã¢â‚¬Å“hundred," which is equal to 10 groups of 10.
This lesson builds on previous lessons' work with two-digit numbers. The task asks students to model the three-digit number shown in the question according to guidelines, i.e. with only hundreds and tens. This approach gives students support in building three-digit numbers; the base ten blocks give students a jumping-off point for their thinking. For instance, they can immediately think about how they could show 21 in only ones instead of tens and ones.
Special Materials: Base Ten Blocks

Subject:
Mathematics
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Diagram/Illustration
Game
Lesson Plan
Provider:
Learnzillion
03/08/2017
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Module 2 serves as a bridge from students' prior work with problem ...

Module 2 serves as a bridge from students' prior work with problem solving within 10 to work within 100 as students begin to solve addition and subtraction problems involving teen numbers. Students go beyond the Level 2 strategies of counting on and counting back as they learn Level 3 strategies informally called "make ten" or "take from ten."

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
07/05/2013
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Module 4 builds upon Module 2s work with place value within 20, ...

Module 4 builds upon Module 2s work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40.  Students study, organize, and manipulate numbers within 40.  They compare quantities and begin using the symbols for greater than (>) and less than (<).  Addition and subtraction of tens is another focus of this module as is the use of familiar strategies to add two-digit and single-digit numbers within 40.  Near the end of the module, the focus moves to new ways to represent larger quantities and adding like place value units as students add two-digit numbers.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
09/25/2013
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In this final module of the Grade 1 curriculum, students bring together ...

In this final module of the Grade 1 curriculum, students bring together their learning from Module 1 through Module 5 to learn the most challenging Grade 1 standards and celebrate their progress. As the module opens, students grapple with comparative word problem types. Next, they extend their understanding of and skill with tens and ones to numbers to 100. Students also extend their learning from Module 4 to the numbers to 100 to add and subtract. At the start of the second half of Module 6, students are introduced to nickels and quarters, having already used pennies and dimes in the context of their work with numbers to 40 in Module 4. Students use their knowledge of tens and ones to explore decompositions of the values of coins. The module concludes with fun fluency festivities to celebrate a year's worth of learning.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
12/30/2013
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CC BY-NC-SA
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Up to this point in Grade K, students have worked intensively within ...

Up to this point in Grade K, students have worked intensively within 10 and have often counted to 30 using the Rekenrek during fluency practice. This work sets the stage for this module where students clarify the meaning of the 10 ones and some ones within a teen number and extend that understanding to count to 100.

Subject:
Numbers and Operations
Material Type:
Module
Provider:
New York State Education Department
Provider Set:
EngageNY
02/05/2013
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CC BY
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This lesson was used with a tier 3 fourth grade intervention math ...

This lesson was used with a tier 3 fourth grade intervention math group to help students to progress from counting by tens and ones to combining and separating by tens and ones without skip counting. I used this Illustrative Math lesson, https://www.illustrativemathematics.org/content-standards/tasks/2106, and modified it to meet the students' needs. I modified the lesson by doing only the activities in Part 3 and then extending this by modeling the equations, that matched the hundreds chart work, with base ten blocks. I also made sure students saw the pattern in adding ones and adding tens and encouraged the proper place value terms. For example, "4 + 3 = 7 so 4 groups of ten + 3 groups of ten = 7 groups of ten which is the same as 40 + 30 = 70." I then extended this by having students add numbers with tens and ones to number with tens and ones with and without regrouping and asked them to first model it on the hundreds chart and with base ten blocks and then do the addition without skip counting (first adding the tens and then the ones and then combine the results).

Subject:
Mathematics
Material Type: