ALEX Resources

   View Standards     Standard(s): [MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

This engaging learning activity will help students understand that the two digits in two-digit numbers represent the number of ones and tens. It will give the students opportunities to have hands-on experience making two-digit numbers using snap cubes. The students will visually see the numbers to begin comparing two-digit numbers.

This activity results from ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (1) 12 :

12. Compare pairs of two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."

[MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

This learning activity will build students' understanding of place value. The students will work with a partner to play a game to build two-digit numbers in hopes of being the first to build a tower. This activity will lead to students' understanding of math and place value while being actively engaged in the activity.

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (1) 12 :

12. Compare pairs of two-digit numbers based on the values of the tens and ones digits, recording the results of comparisons with the symbols >, =, and < and orally with the words "is greater than," "is equal to," and "is less than."

[MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

This engaging learning activity will allow students to compare two two-digit numbers based on meanings of the tens and ones digits and record the results of comparisons with the symbols >, =, and <.  The students will enjoy using the mathematical understanding of place value using dice to create numbers. The students will use mathematical reasoning to decide if the numbers are greater than, less than or equal to. This activity makes comparing numbers fun!

This activity results from the ALEX Resource Development Summit.

   View Standards     Standard(s): [MA2019] (0) 1 :

1. Count forward orally from 0 to 100 by ones and by tens. Count backward orally from 10 to 0 by ones.

[MA2019] (1) 5 :

5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2

[MA2019] (1) 6 :

6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13

[MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

This video is a song about the teens! Kids will better understand what the teens are: ten plus a single digit number. Remind kids of this trick when they are learning how to write and count the teens. 

   View Standards     Standard(s): [MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

[MA2019] (1) 15 :

15. Subtract multiples of 10 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.

Module 4 builds on students’ work with teen numbers to now work within 40. Working within 40 helps students focus on the units, tens and ones, which can be easily modeled pictorially and concretely with these smaller numbers. The smaller numbers also allow students to count all while having an important experience of its inefficiency. Students’ innate ability to subitize to 4 keeps the numbers friendly when both adding and subtracting tens for the first time and managing the new, complex task of considering both tens and ones when adding. Through their work within 40, students develop essential skills and concepts that generalize easily to numbers to 100 in Module 6. In Lesson 1, students are presented with a collection of 20 to 40 items. They discuss and decide how to count the items, and then compare the efficiency of counting individual ones with counting tens and ones. Through this exploration, students come to understand the utility of ten as a unit: both as a method for counting, and for efficiently recording a given number. Students keep their own set of 40 linking cubes, organized as a kit of 4 ten-sticks, to use as they progress through the module. In Lesson 2, students represent and decompose two-digit numbers as tens and ones, and record their findings on a place value chart, supported by the familiar Hide Zero cards. Students share thoughts such as, “The 3 in 34 stands for 3 tens. And the 4 in 34 is just 4 ones!” Up to this point, students have worked with representations of ten where 10 ones are clearly visible (e.g., as two 5-groups). While the digit 3 in 34 may appear smaller than the digit 4, its value is determined by its position. The use of the place value chart represents the students’ first experience with this additional layer of abstraction. Lesson 3 allows students to explore two-digit numbers as tens and ones, and as just ones. Students use their fingers to represent “bundled” tens and “unbundled” ones by clasping and unclasping their fingers. For example, students model 34 with 3 students showing their hands clasped to make a ten, and a fourth student showing 4 fingers to represent 4 ones. Taking student understanding of place value a step further, Lesson 4 asks students to decompose and compose two-digit numbers as addition equations. Students develop an understanding that “34 is the same as 30 + 4,” as they move between writing the number when given the equations and writing the equations when given a number. Throughout these lessons, students use concrete objects and/or drawings in order to support their understanding and explain their thinking. Topic A concludes with Lessons 5 and 6, where students use materials and drawings to find 10 more, 10 less, 1 more, and 1 less than a given number. In Lesson 5, students use the familiar linking cubes (organized into tens) and 5-group columns. They engage in conversation about patterns they observe, “I see that 10 less than 34 is just 1 less ten, so it must be 24!” Students represent how the number changed using arrow notation, or the arrow way, as shown to the right. Lesson 6 then introduces the dime and penny as representations of ten and one respectively. Students make the connection between the familiar representations of tens and ones to the dime and the penny, and work to find 10 more, 10 less, 1 more, and 1 less.

   View Standards     Standard(s): [MA2019] (1) 11 :

11. Explain that the two digits of a two-digit number represent amounts of tens and ones.

a. Identify a bundle of ten ones as a "ten."

b. Identify the numbers from 11 to 19 as composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

c. Identify the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 as one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

A very important concept students learn in first grade is place value. Let's look at the number 13. What does 13 really mean? We can write 13 in a place value chart. Now we see that 13 is 1 ten and 3 ones. But what does "one ten" really mean?