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Math: Extending Place Value Beyond 100 and Revisiting Personal Financial Literacy

Suggested Time Frame: 15 Instructional Days

        

Focus TEKS

Representing Numbers up to 130

  • 1.2C  Use objects, pictures, and expanded and standard forms to represent numbers up to 120 [130]
    • 1.2B  Use concrete and pictorial models to compose and decompose numbers up to 120 [130] in more than one way as so many hundreds, so many tens, and so many ones

Comparing Numbers up to 130

  • 1.2E  Use place value to compare whole numbers up to 120 [130] using comparative language
    • 1.2D  Generate a number that is greater than or less than a given whole number up to 120 [130]
    • 1.2F  Order whole numbers up to 120 [130] using place value and open number lines

Personal Financial Literacy (The following personal financial literacy TEKS are also aligned with Social Studies Units 1.4.1 and 1.4.2 during this 9 weeks.)

  • 1.9 The student applies mathematical process standards to manage one’s financial resources effectively for lifetime financial security.
    • 1.9A  define money earned as income;
    • 1.9B  identify income as a means of obtaining goods and services, oftentimes making choices between wants and needs;
    • 1.9C distinguish between spending and saving; and
    • 1.9D consider charitable giving.
Computational Fluency TEKS

Counting Coins

  • 1.4C  Use relationships to count  by twos, fives, and tens- to determine the value of a collection of pennies, nickels and/or dimes

Adding and Subtracting within 20

  • 1.3D  apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10
Spiral Review TEKS

Addition and Subtraction [Solving, Explaining, and Representing]

  • 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 [All CGI problem types; include problems about data and length as well]
    • 1.3A  Use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99
  • Explaining
    • 1.3E Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences
  • Representing
    • 1.3F Generate and solve problem situations when given a number sentence involving addition or subtraction of numbers within 20
    • 1.5D Represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences

Counting Collections

  • 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;