This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials For each pair: * 2 ten-sided dice with the numbers 0 to 9 or two spinners with the numbers 0 to 9 * Base-10 blocks, linking cubes, or bundled...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials The Very Hungry Caterpillar by Eric Carle The students work individually or in pairs. Each student or pair needs: Three ten-frames for each s...

In this online game, students will be building numbers using Base 10 blocks.  Students decide if they want to select ones, tens, or hundreds.  Students also get to choose if they want to read the number, listen to the number, or if they want to count the blocks given and deterine the number being represented.

I used The Hungry Catepillar lesson from this link.

https://www.illustrativemathematics.org/content-standards/tasks/1150

However I did an extension off this lesson using this resource to allow teachers to work on the skills of addition, the precise language of tens and some extra ones, and seeing groups of ten.

This activity is a great way to include Language Arts along with Mathematics. Using The Very Hungry Catepillar, we used based-ten blocks to place onto a ten frames. Each time the catepillar eats something, we add to the ten frame. At the end of the story, we look at how much the catepillar has eaten. However, I took this activity a step further to continue strengthening the use of addition. Students and I then had a variety of situations at the end of the story where the catepillar ate 4 more leaves. The students then add four more, either in a group of 4 or counting out 4 individual items. We then look again at using our language of, "I have a 3 groups of ten and 4 extra ones."

Challenges with this lesson is making sure the students have added a cube onto their ten frame for each item they ate. As well, students would have to also understand how to use a ten frame before the start of the lesson. As well, if you are working to be precise with the language of tens and extra ones, you want to nudge your students to use this language. You will want to model this multiple times.

In this Flash game, students may use a variety of activities to practice counting, collecting, exchanging, and making change for coins. Coin representations may show their amounts or not; coins may also be represented by coin tiles on a 10x10 grid, to help visualize their values. The five activities are: count, in which students determine the value of a given set of coins; collect, in which students choose coins to represent a given value; exchange, in which students use the smallest number of coins to represent a given value; change from coins, in which students are given a set of coins and asked how much change would be for a dollar (essentially counting up); and change from value, in which students are given a price owed (from a dollar) and asked to make change. There is a "bank" at the lower left side of the applet in which coins may be exchanged for other coins of the same value.

In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones. 

In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones. 

In this lesson students will count quantities of objects by tens. Students will move from counting objects exclusively by ones to groups of tens and ones. 

Engage NY Module 4, Lesson 3 with additional Number Talk
Created by Olivia Kranz

In this task, a group of children sit around a table. Without peeking, they figure out how many feet are under the table. They can use mathematical tools, such as cubes or drawings, that will help them.

I extended off of this to add it to our development of place value, groups of ten, and extra ones. I added an additional material of a tens frame to help students see the grouping of ten and extra ones. After we worked through all the steps (1-6) I added an additional step of scenarios where additional students were added to continue working with larger numbers with groupings of tens and extra ones. As well, students who needed to work with counting on from larger two digit numbers, this activity also helped to increase that knowledge.

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."

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

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.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

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.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This intereactive Flash applet helps children learn grouping, tally marks, place value, addition, and subtraction. Students help the alien spaceship move cows into corrals by counting by 5s and 10s. They also can apply those grouping skills to practice adding and subtracting two-digit numbers with regrouping. Audio cues and prompts reinforce the user's actions and facilitate counting and the development of math language.

In this 6-lesson unit students develop concepts of number, relationships between numbers, and equality. They make groups of 10 to 20 objects, connect number names to the groups, compose and decompose numbers, and use numerals to record the size of a group. Each lesson includes visual, auditory, and kinesthetic activities, as well as student activity sheets, questions for teachers and students, ideas for assessment and extensions, and links to electronic applets.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

El módulo 2 sirve como un puente del trabajo previo de los estudiantes con la resolución de problemas dentro de 10 para trabajar dentro de los 100 a medida que los estudiantes comienzan a resolver problemas de adición y resta con el número de adolescentes. Los estudiantes van más allá de las estrategias de Nivel 2 para contar y contarse a medida que aprenden estrategias de nivel 3 llamadas informalmente "hacer diez" o "tomar de diez".

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
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."

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

El módulo 4 se basa en el módulo 2 s trabajo con el valor del lugar dentro de 20, ahora centrándose en el papel del valor del lugar en la adición y resta de los números con 40. Los estudiantes estudian, organizan y manipulan números dentro de los 40. Comparan cantidades y comienzan a usar Los símbolos para mayores que (>) y menores de (<). La adición y la resta de TENS es otro foco de este módulo, al igual que el uso de estrategias familiares para agregar números de dos dígitos y de un solo dígito dentro de 40. Cerca del final del módulo, el enfoque se mueve a nuevas formas de representar grandes cantidades y agregar Al igual que las unidades de valor colocadoras, ya que los estudiantes agregan números de dos dígitos.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
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.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

En este módulo final del plan de estudios de Grado 1, los estudiantes reúnen su aprendizaje del Módulo 1 al Módulo 5 para aprender los estándares de Grado 1 más desafiantes y celebrar su progreso. A medida que se abre el módulo, los estudiantes lidian con tipos de problemas de palabras comparativas. A continuación, extienden su comprensión y habilidad con decenas y números a 100. Los estudiantes también extienden su aprendizaje del módulo 4 a los números a 100 para sumar y restar. Al comienzo de la segunda mitad del módulo 6, los estudiantes se introducen en los monedas de montaña y cuartos, ya que ya han usado centavos y diez centavos en el contexto de su trabajo con los números a 40 en el módulo 4. Los estudiantes usan su conocimiento de decenas y otras para explorar las descomposiciones de los valores de las monedas. El módulo concluye con festividades divertidas de fluidez para celebrar un año de aprendizaje.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
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.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.