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