Counting and place value 1

Students practice counting forward starting from numbers other than 1, building fluency with the counting sequence up to 120.

Students count through transitions like 29 to 30 and 99 to 100, recognizing patterns when crossing tens.

Students read and write numerals for numbers up to 120, connecting number names to their written form.

Students use a 120 chart to find, read, and write numbers, identifying patterns in rows and columns.

Students explore how two-digit numbers are made up of tens and ones using bundles and base-ten blocks.

Students build two-digit numbers using physical groupings of ten, understanding that the digits represent amounts of tens and ones.

Students break apart and put together two-digit numbers into tens and ones in multiple ways.

Students connect place value models to expanded form, writing numbers such as 34 as 30 + 4.

Students compare two two-digit numbers by first examining the tens digit and then the ones digit.

1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits and describe the result of the comparison us...

Students use the symbols >, <, and = to record comparisons of two-digit numbers.

1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits and describe the result of the comparison us...

Students place two-digit numbers on a number line and use their positions to compare and order them.

1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits and describe the result of the comparison us...

Students solve problems that require comparing two-digit numbers in real-world contexts, justifying their reasoning.

1.NBT.B.3: Compare two two-digit numbers based on meanings of the tens and ones digits and describe the result of the comparison us...

Students mentally find 10 more than a given two-digit number and describe the pattern they notice in the tens digit.

1.NBT.C.5: when given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the re...

Students mentally find 10 less than a given two-digit number, recognizing that only the tens digit changes.

1.NBT.C.5: when given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the re...

Students identify and explain the pattern that adding or subtracting 10 changes the tens digit by one while the ones digit stays the same.

1.NBT.C.5: when given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the re...

Students apply their understanding of 10 more and 10 less to solve problems mentally without models.

1.NBT.C.5: when given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the re...