Professional Development Professional Development Videos MP7 Look for and make use of structure. In this lesson, children use what they know about counting from 0 to 10 as they work with numbers 100 to 110. Children understand that the number 100 may be shown with 10 tens. By using the counting structure previously learned, children see that numbers over 100 may be described as 100 and 1 more, 100 and 2 more, and so on. Base-ten models help children visualize this structure. 101 102 103 LESSON AT A GLANCE Progress to Algebra 379A Chapter 6 Interactive Student Edition Personal Math Trainer Math on the Spot Video iTools: Base-Ten Blocks Hands On • Model, Read, and Write Numbers from 100 to 110 LESSON 6.9 About the Math Learning Objective Read and write numerals to represent a number of 100 to 110 objects. Language Objective Child teams plan a presentation to show how to model, read, and write numbers from 100 to 110. Materials MathBoard, crayons, base-ten blocks, Counting Chart (see eTeacher Resources) FCR Focus: Common Core State Standards 1.NBT.A.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. MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.) MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP7 Look for and make use of structure. FCR Coherence: Standards Across the Grades Before K.CC.A.1 K.CC.A.2 Grade 1 1.NBT.A.1 After 2.NBT.A.1 FCR Rigor: Level 1: Understand Concepts....................Share and Show ( Checked Items) Level 2: Procedural Skills and Fluency.......On Your Own, Practice and Homework Level 3: Applications..................................Think Smarter and Go Deeper FCR For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 327J. FOCUS COHERENCE RIGOR
Transcript
Professional Development
Professional Development
Professional Development Videos
MP7 Look for and make use of structure.In this lesson, children use what they know about counting from 0 to 10 as they work with numbers 100 to 110.
Children understand that the number 100 may be shown with 10 tens. By using the counting structure previously learned, children see that numbers over 100 may be described as 100 and 1 more, 100 and 2 more, and so on. Base-ten models help children visualize this structure.
101 102 103
LESSON AT A GLANCE
Progressto Algebra
379A Chapter 6
Interactive Student Edition
Personal Math Trainer
Math on the Spot Video
iTools: Base-Ten Blocks
Hands On • Model, Read, and Write Numbers from 100 to 110
LESSON 6.9
About the Math
Learning ObjectiveRead and write numerals to represent a number of 100 to 110 objects.
Language ObjectiveChild teams plan a presentation to show how to model, read, and write numbers from 100 to 110.
MaterialsMathBoard, crayons, base-ten blocks, Counting Chart (see eTeacher Resources)
F C R Focus:Common Core State Standards
1.NBT.A.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.
MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP4 Model with mathematics. MP5 Use appropriate tools strategically.MP7 Look for and make use of structure.
F C R Coherence:Standards Across the GradesBeforeK.CC.A.1 K.CC.A.2
Grade 11.NBT.A.1
After2.NBT.A.1
F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper
F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 327J.
FOCUS COHERENCE RIGOR
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ENGAGE1Daily Routines
Common Core
Lesson 6.9 379B
How can you model, read, and write numbers
from 100 to 110?
1 23 4 Fluency BuilderMaterials Number cards from 50–99 (See eTeacher Resources); base-ten blocks
Guess My NumberHave children work in pairs. Give partners a set of number cards. Ask students to place the cards face down in a scattered pile.
Have one partner draw a card from the pile. Have the partner give a clue about the number on the card. Remind children they can give clues such as the following:
• I have a number that has 5 tens and 3 ones.
• My number is between 52 and 54.
• My number looks like this: (use base-ten blocks to model the number)
The other partner tries to guess the number based on the clues. As numbers are guessed they are placed face up in number order. Remind children they will have to move cards to make room for new cards.
Have partners change roles to repeat the activity.
Before ending the activity, have partners point to the cards that are face up and say each number aloud.
with the Interactive Student Edition
Essential QuestionHow can you model, read, and write numbers from 100 to 110?
Making ConnectionsRemind children that they have learned to count on to find numbers that are 1, 2, or 3 greater.
What number to you get if you count on 2 from 51? 53
How do you know that 70 is greater than 67? You count on 3 from 67 to get to 70.
Learning ActivityWhat is the problem children are trying to solve? Connect the story to the problem. Ask questions like the following.
• How can a model help you read and write a number? The model shows how many tens and ones there are.
• What number has 11 tens? 110
Literacy and MathematicsView the lesson opener with the children. Then choose one or more of the following activities.
• Have children write a riddle that uses a number between 100 and 110 in the answer.
• Have children use adjectives to describe the story illustrations.
Problem of the Day 6.9Word of the Day digit
• Use the clues to write a two-digit number.
It has 3 tens. It has 0 ones. 30
Continue the activity with other numbers. You might invite volunteers to write similar clues.
VocabularyInteractive Student EditionMultimedia Glossary e
EXPLORE2
Name
THINKEach bunch has
10 flowers.
The Flower ShopDraw quick pictures to solve.Write the number.
1. There are 5 bunches of red roses. There are 5 bunches of yellow roses. How many roses are there?
100 — roses
2. There are 10 bunches of pink tulips, 5 white tulips, and 5 red tulips. How many tulips are there?
110 — tulips
Writing and Reasoning Look at Exercise 2. Nicole buys 3 of the red tulips and 3 of the white tulips. Now how many tulips are there?
104 —
Lesson 6.9Enrich
Check children’s drawings
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Model, Read, and Write Numbers from 100 to 110Essential Question How can you model, read, and write numbers from 100 to 110?
Use . Circle a number to answer the question.
Chapter 6 three hundred seventy-nine 379
Look for Structure Why is 100 to the right of 99 on the hundred chart? Why is 100 below 90?
HANDS ONLesson 6.9
Number and Operations in Base Ten—1.NBT.A.1
MATHEMATICAL PRACTICESMP.4, MP.5, MP.7
FOR THE TEACHER • Have children locate each number on the hundred chart. What number is the same as 30 ones? What number is the same as 10 tens? What number is the same as 8 tens 7 ones? What number has 1 more one than 52? What number has 1 more ten than 65?
Math Talk: Possible answer: 100 has 1 more one than 99, so it is just to the right of 99
on the chart. 100 has 1 more ten than 90, so it is just below 90 on the chart.
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1_MNLESE341906_C06L09.indd 379 28/02/14 12:28 PM
379 Chapter 6
Reteach 6.9
LESSON 6.9
Listen and Draw Materials red, blue, yellow, purple, and brown crayons, base-ten blocks, Counting Chart (see eTeacher Resources)
Have children listen carefully as you read each question aloud.
What number is the same as 30 ones? 30
Have children identify 30 on the hundred chart and draw a red circle around it.
What number is the same as 10 tens? 100
Repeat the question for the following: 8 tens 7 ones 87; one more one than 52 53; one more ten than 65 75
Prompt children with questions about the tens and ones to help them fi nd the numbers on the chart. Children can use a different color to circle each number.
MathTalk
MP7 Look for and make use of structure. Use Math Talk to focus on children’s understanding of modeling, reading, and writing numbers from 100 to 110. What do you notice about the column that has 90 and 100? Possible answer: The number in the column increases by 10 each time.
ELL Strategy: Model Language
Children can learn correct pronunciation of numbers 100 to 110 by repeating the words modeled by native speakers.Write the numbers from 100 to 110 on the board.Point to each number, say it aloud, and have children repeat it. Emphasize saying “one hundred one,” not “one hundred and one.”Point to the numbers randomly and have children say the number word with prompting and support as necessary.
MP4 Model with mathematics.• How can using base-ten blocks help you
see patterns in the Counting Chart? I can see that numbers in a row increase by one ones block and numbers in a column increase by one tens block.
HandsOn
1.NBT.A.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.
Enrich 6.9
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10 tens and 1 more = 101 — 10 tens and 10 more = 110 —
1. 10 tens and 1 more 2. 10 tens and 2 more
3. 10 tens and 3 more 4. 10 tens and 4 more
5. 10 tens and 5 more 6. 10 tens and 6 more
380 three hundred eighty
REMEMBER 10 tens = 100
101 —
103 —
105 —
102 —
104 —
106 —
COMMON ERRORS
Quick Check
If
Rt I RRR1
2
3
Then
Lesson 6.9 380
Error Children may add 10 more instead of 1 more.
Example In Exercise 1, children write 110 instead of 101.Springboard to Learning Have children underline tens and 1 more and relate tens to the tens blocks and 1 more to the ones blocks. Guide children in making sure they show the correct number of tens and ones before counting to name the number.
a child misses the checked exercises
Differentiate Instruction with • Reteach 6.9
• Personal Math Trainer 1.NBT.A.1
• RtI Tier 1 Activity (online)
Model and Draw MATHEMATICAL PRACTICES
MP6 Attend to precision. Help children count the tens blocks by tens and then count on the ones blocks to name each number. Have children trace each number. Explain that when you read a number with 10 tens and some ones, you do not say and.
• What is another way to say 10 tens and 1 more? one hundred one What is another way to say 10 tens and 10 more? one hundred ten
Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD
Have children use base-ten blocks to show the number in tens and ones. Emphasize that the number more tells the number of ones. Then have children count the tens blocks and ones blocks to write each number. Have children use Counting Charts if needed. How do you know your answer is correct? I know that ten tens is 100; “and more” tells me how many more than 100.
Use the checked exercises for Quick Check. Children should use MathBoards to show their solutions.
Materials base-ten blocks, drawing paper, crayons
• Have children work in pairs. One partner thinks of a number from 100 to 110 and draws a quick picture to represent the number.
• The other partner writes the number of tens and how many more. Then the partner writes the number.
• Partners take turns thinking of numbers, representing them with quick pictures, and writing the numbers.
VisualPartners
ELABORATE4
Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.
On Your OwnMP4 Model with mathematics. If children answered Exercises 5 and 6 correctly, assign Exercises 7–15.
SMARTER
Exercise 11 requires children to use higher order thinking skills as they conclude that 11 tens is the same as 10 tens and 10 more. If children struggle, suggest they recall how you can trade 10 ones for 1 ten.
Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.
DEEPER
To extend thinking, have volunteers write their answers from Exercises 1–10 on the board.
• What pattern do you see? Possible answer: Each number is 1 more than the number before it.
• How does knowing how to read and write the numbers 1 to 10 help you read and write numbers 100 to 110? Possible answer: To read you just put the words one hundred before the numbers 1 to 10. To write the number you write the number of tens and ones.
MP5 Use appropriate tools strategically.• What pattern do you see in the Counting
Chart? Possible answer: The numbers in the rows increase by one one each time, the numbers in the columns increase by one ten each time.
TAKE HOME ACTIVITY • Give your child a group of 100 to 110 small objects. Ask him or her to make as many groups of ten as possible, then tell you the total number of small objects.
Lesson 6.9 382
Children practice decomposing numbers into tens and ones.
GamesTens and Ones Race
Children read the book and use place value to find the number of strawberries.
LiteratureStrawberries
Children complete purple Activity Card 14 by reviewing place value and numbers from 10 to 50.
ActivitiesTen and Up
Essential QuestionReflect Using the Language Objective Have children work in teams to plan a presentation to answer the Essential Question.How can you model, read, and write numbers from 100 to 110? Possible answer: First, I use 10 tens blocks to model 100. Then I count out the correct number of ones blocks. When I know the tens and ones, I can name and write the number.
Math Journal Math
Choose a number from 101 to 110. Write it. Draw a picture to show it as 10 tens and more.
MATHEMATICAL PRACTICES
For Exercises 16–18, have Counting Charts available for children to use if they need them.
DEEPER
MP7 Look for and make use of structure. In Exercises 16–18, children must generalize what they know about counting base-ten blocks to identify and count different representations of tens and ones.
SMARTER
In Exercise 19, children must recognize how to combine all of the tens and all of the ones even when they are not arranged together in a model. The item also assesses whether children understand how to place a zero in the number. Use a Counting Chart to help children practice reading and stating the numbers between 100 and 110, modeling each as 10 tens and some ones.
Problem Solving • Applications
COMMON CORECOMMCOMMCOMMCOMMON CON CON CON COREOREOREOR
COMMON CORE STANDARDS—1.NBT.A.1 Understand place value.
Lesson 6.9
Chapter 6 three hundred eighty-three 383
Model, Read, and Write Numbers from 100 to 110
Use to show the number. Write the number.
4. Solve to find the number of pens.
There are pens.
THINK5 1 pen
5 10 pens
1. 10 tens and 6 more
2. 10 tens and 1 more
3. 10 tens and 10 more
5. Math Choose a number from 101 to 110. Write it. Draw a picture to show it as 10 tens and more.
106 101 110
104
Check children’s work.
383 Chapter 6
Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.
As children complete Exercise 3, discuss their counting strategies.
Teacher: How many tens blocks and how many ones blocks do you need to show 10 tens and 10 more?
Chelsea: I need 10 tens blocks and 10 ones blocks.
Teacher: Correct, Chelsea. Who can tell me how to count the blocks?
Hayden: I can. First, I count the tens: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100. Then I count the ones: 101, 102, 103, 104, 105, 106, 107, 108, 109, 110.
Teacher: Great job, Hayden! Does anyone have another way to count?
1. What number does the model show?Write the number.
Spiral Review (1.OA.A.1)
2. Show taking from. Circle the part you take from the group.Then cross it out.Write the difference.
4 − 3 = 1 —
3. Use the model to solve. Ken has 8 toy trains. Ron has 3 toy trains. How many fewer toy trains does Ron have than Ken?
5 —
Lesson Check (1.NBT.A.1)
104
Lesson 6.9 384
Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.
