Math: Two-Digit Place Value and Data Analysis

Suggested Time Frame: 23 Instructional Days


Focus TEKS

Representing Two-Digit Numbers

  • 2.2B use standard, word, and expanded forms to represent numbers up to 1,200 [99 in this unit]
    • 2.2A use concrete and pictorial models to compose and decompose numbers up to 1,200 [99 in this unit] in more than one way as a sum of so many thousands, hundreds, tens, and ones
    • 2.2E locate the position of a given whole number on an open number line
    • 2.2F name the whole number that corresponds to a specific point on a number line

Analyzing Numbers

  • 2.2D use place value to compare and order whole numbers up to 1,200 [99 in this unit] using comparative language, numbers, and symbols (>, <, or =)
    • 2.2C generate a number that is greater than or less than a given whole number up to 1,200 [99 in this unit]
  • 2.7A determine whether a number up to 40 is even or odd using pairings of objects to represent the number
  • 2.7B use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200 [99 in this unit]

Data Analysis

  • 2.10C write and solve one-step word problems involving addition or subtraction using data represented within pictographs and bar graphs with intervals of one
    • 2.10A explain that the length of a bar in a bar graph or the number of pictures in a pictograph represents the number of data points for a given category
    • 2.10B organize a collection of data with up to four categories using pictographs and bar graphs with intervals of one or more
    • 2.10D draw conclusions and make predictions from information in a graph
Numeracy TEKS

1st Grade Counting Patterns (Suggested: 6 days)

  • 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;

Building Fluency with Addition and Subtraction within 20 (Suggested: 9 days)

  • 2.4A recall basic facts to add and subtract within 20 with automaticity [Including the Count-On Strategy for Addition]
Spiral Review TEKS

1st Grade Creating, Solving, and Representing Story Problems (Suggested: 15 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: 8 days, using both numeracy and spiral review time)

  • RRISD 2.1 organize and count a collection of objects and create a recording of how the objects were counted
    • 2.1C  select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
    • 2.1E  create and use representations to organize, record, and communicate mathematical ideas;