# Math: Exploring the Place Value System

### Suggested Time Frame: 25 Instructional Days

##### Focus TEKS

Representing Numbers Using Place Value

• 1.2B  Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
• 1.2C  Use objects, pictures, and expanded and standard forms to represent numbers up to 120

Comparing Numbers Using Place Value

• 1.2D  Generate a number that is greater than or less than a given whole number up to 120
• 1.2E  Use place value to compare whole numbers up to 120 using comparative language
• 1.2F  Order whole numbers up to 120 using place value and open number lines
• 1.2G represent the comparison of two numbers to 100 using the symbols >, <, or =.
##### Numeracy TEKS

Counting Patterns and Quantities (Suggested: 5 days)

• 1.4A  Identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them
• 1.4B Write a number with the cent symbol to describe the value of a coin
• 1.4C  Use relationships to count by twos, fives, and tens- to determine the value of a collection of pennies, nickels and/or dimes
• 1.5A Recite numbers forward and backward from any given number between 1 and 120
• 1.5B  Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
• 1.5C  Use relationships to determine the number that is 10 more and 10 less than a given number up to 120

Developing Strategies for Adding and Subtracting (Suggested: 15 days)

• 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
• 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
##### Spiral Review TEKS

Creating, Solving, and Representing Story Problems (Suggested: 20 days)

• Computation
• 1.3D Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
• 1.5F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation
• 1.5G Apply properties of operations to add and subtract two or three numbers
• Problem Solving
• 1.3B Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 =___; 3 +___= 7; and 5 =___– 3
• 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
• Representing and Explaining
• 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
• 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences
• 1.5E  Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)

Counting Quantities (Suggested: 5 days, using both numeracy and spiral review time)

• 1.5A recite numbers forward and backward from any given number between 1 and 120;
• 1.5B skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set;
• Counting Coins (Make this the focus on 1 day of Counting Collections)

• 1.4A  Identify U.S. coins including pennies, nickels, dimes and quarters by value and describe the relationships between them
• 1.4B Write a number with the cent symbol to describe the value of a coin
• 1.4C  Use relationships to count by twos, fives, and tens- to determine the value of a collection of pennies, nickels and/or dimes

Telling Time (Ongoing)

• 1.7E  Tell time to the hour and half hour using analog and digital clocks