Teacher Edition 2015(2) with cover

Chapter Opener Picking flowers is so much fun. This number chart shows numbers 1 — 120. This time let’s pick them one by one! A number chart helps us see the counting Picking flowers 91 92 93 94 95 pattern of numbers. Let’s get ready for the start of spring 96 97 98 99 100 And all the fun that it will bring! 101 102 103 104 105 1 2 3 4 5 6 7 8 9 10 106 107 108 109 110 11 12 13 14 15 16 17 18 19 20 Let’s bring flowers to all our friends – 111 112 113 114 115 21 22 23 24 25 26 27 28 29 30 we’ll need so many. 116 117 118 119 120 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 If we pick bunches of ten, Look! We’ve picked 120 flowers today. 51 52 53 54 55 56 57 58 59 60 then we’ll have plenty! We know how to count to 120 – hooray! 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 10 20 30 40 50 Chapter 6 Lesson 1 81 82 83 84 85 86 87 88 89 90 60 70 80 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 34 34 111 112 113 114 115 116 117 118 119 120 36 Student Workbook page Student Workbook page Student Workbook page Copyright © by SPOTS Educational Resources. All rights reserved. Copyright © by SPOTS Educational Resources. All rights reserved. 35 35 36 CONCEPT DEVELOPMENT: Pages 34-35: Read the title of the poem. Say: This poem is about flowers. I have some flowers here to help us follow along as we read the poem. [Show the class your cutouts.] Some of the flowers are in bunches and some of them are single flowers. Let’s count how many flowers are in each bunch. [Place one bunch of flowers on the board and count the flowers.] There are ten flowers in each bunch. Read the poem. As you go along, place the flower cutouts on the board to show what you are reading. Then count the flowers on the board again, first by tens to 90, and then by ones to 120. Say: We just counted more than 100. We counted to 120! Page 36: Read the text at the top of the page. Choose from among the following activities: • Read the numbers on the chart as the class follows along. • Count how many rows there are on the chart. Are there more rows or less rows on this chart than there are on a 100 chart? Compare with the class 100 chart. • Read a row of numbers. What pattern do you see? Do all the rows have similar patterns? • Look for numbers that start with a 6. • Read a column of numbers. What pattern do you see? Do all the columns have similar patterns?Copyright © by SPOTS Educational Resources. All rights reserved. • Look for numbers that end with a 9. • How many digits are there in the numbers from 10 to 99? • Find two-digit numbers in which both digits are the same. • How many digits are there in the numbers that come after 100? CLOSING STATEMENT: • Find three-digit numbers in which each of the three digits is different from the others. • Find a three-digit number in which all three digits are the same. We are going to learn all this in Chapter 6! 53

6.1 Chapter 6 Lesson 1: Exploring Two-Digit NumbersCCSS 1.NBT.2 Understand that the NOTE: This lesson is a continuation of the introduction to the chapter, theretwo digits of a two-digit numberrepresent an amount of tens and are differences in its format.ones.CCSS 1.NBT.2a 10 can be thought CONCEPT DEVELOPMENT:of as a bundle of ten ones – calleda “ten.” On the board, draw 34 flowers, separating them into three groups of ten and one group of 4. To the right of your flower drawings, draw a place value chart labeledGOAL: ten, ones, and number.Students will be introduced to thebase-10 number system as it applies Tens Ones Numberto the numbers 21-99.MATERIALS NEEDED: handout Say: Let’s put these flowers into groups of ten, so we can see how many there are#10; envelopes with flower stickers in all. [Together, count groups of ten flowers, and circle the groups. Fill in the(between 21 and 99 in each) number of tens in the chart. Then count how many more flowers there are, and fill in the number of ones. Fill in the total number. Summarize:] We have 3 tens,INTRODUCTORY STATEMENT: which make 30, and 4 more, which make the number 34.Now we will start our new chapter. In Repeat this with another group of flowers.this chapter we will work with all thenumbers through 99. STUDENT TEACHER: Give each pair of students a copy of handout #10 and an envelope containing flower stickers. Make sure that there is a different number of flower stickers in each envelope. Have each pair of students paste the stickers onto the grid. Ask them to count the flowers and to fill in the chart showing how many tens, how many ones, and the total number of flowers. Have each pair show its grid to the class. You may hang the grids on your math bulletin board. CONCLUSION: Now we’ve learned how to show numbers with two digits!54 Copyright © by SPOTS Educational Resources. All rights reserved.

Exploring Two-Digit Numbers Circle groups of ten. Write how many. 1.Circle groups of ten. Write how many.1. Tens Ones Number Tens Ones Number 2.2. Tens Ones Number3. Student Workbook page Tens Ones Number Student Workbook page Tens Ones Number Copyright © by SPOTS Educational Resources. All rights reserved.Chapter 6 Lesson 1 CCSS 1.NBT.2 Understand that the two digits of a two-digit number represent an amount of tens and ones.CCSSCopyright © by SPOTS Educational Resources. All rights reserved.37 3738 38 1.NBT.2a, CCSS 1.NBT.2cUSING THE BOOK: Pages 37-38Page 37-38: Read the directions. Have the students complete the pages on their own. Review the pages together. CLOSING STATEMENT: Who can tell us what we learned today? [Accept relevant answers.] Today we counted groups of tens and ones, and we wrote their numbers. Tomorrow we will work with Dot Cards and money. 55

6.2 Chapter 6 Lesson 2: Representing Two-Digit NumbersCCSS 1.NBT.2 Understand that the CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved.two digits of a two-digit numberrepresent an amount of tens and I. Showing tens and ones using manipulativesones. Display a group of 46 connecting cubes (or Popsicle sticks). Ask: How many do youNYS CCLS 1.MD.3 Recognize and think there are here? [Allow time for suggestions.] Can you think of a way we canidentify coins, their names, and make it easier to see how many there are? [Allow time for thought and discussion.]their value. If the idea was not suggested, say: I thought we could put these connecting cubesGOAL: (or popsicle sticks) into groups of ten. Then we will see how many tens we have andStudents will represent the value of how many ones are left. It will be easier to see just how many there are. [Togethertwo-digit numbers using Dot Cards, with the class, form groups of ten by connecting the ten cubes as one “stick,” orcoins, and other objects. by using a rubber band to group each set of ten popsicle sticks.]MATERIALS NEEDED: connectingcubes or popsicle sticks and rubber Draw a tens-and-ones chart.bands; model dimes and pennies;handout #11 Tens Ones NumberLESSON WARM-UP: How many tens do we have? [4] [Write 4 in the tens column.] How many ones do weFlash 8-10 Teen Addition Dot Cards. have? [6] [Write 6 in the ones column.] Count the number of groups by tens, andHave the class identify each one in then count on the rest by ones. Fill in the total number.unison. II. Showing tens and ones using Dot CardsINTRODUCTORY STATEMENT: Place three of Dot Card-10 and a Dot Card-2 on the board, and draw a tens-and-Today we will practice showing ones chart. Ask: How many tens do we have? [3] [Write 3 in the tens column.] Hownumbers up to 99. many ones do we have? [2] [Write 2 in the ones column.] How many are there altogether? [Point to the Dot Cards.] Three tens make thirty, and then two more THINKING TRIGGER: ones make 32. [Fill in 32.]Present a two-digit number fromthe hundred pocket-chart. Ask: How Repeat with additional groups of cards for 65 and 53.many tens are in this number? Howmany ones? III. Showing tens and ones using coins – dimes and pennies Let’s do the same thing with coins. Which coin can we use for “tens”? [the dime] [Draw a tens-and-ones chart with columns labeled dimes, pennies, and amount, and place five dimes and four pennies on the board.] How many dimes do we have? [5] [Write 5 in the dimes column.] How many pennies? [4] [Write 4 in the pennies column.] How much money altogether? [Point to the coins and say:] Five dimes make fifty cents, and another four pennies make 54¢. [Fill in 54¢.] Continue in this way with additional groups of dimes and pennies. STUDENT TEACHER: Divide the class into small groups. Give each group handout #11 and a bag of connecting cubes (or popsicle sticks and rubber bands). Have the students find the actual numbers by making groups of ten. Have them fill in the handout. Have each group share their completed handout and their connecting cubes (or popsicle sticks). CONCLUSION: Today we learned to show two-digit numbers.56

Write how many. Representing Two-Digit Numbers Write how many. 3.1. 2. 1. 2. Tens Ones Number Tens Ones Number Tens Ones Number Tens Ones Number Tens Ones Number3. 4. 4. 5. 6. Tens Ones Number Tens Ones Number Tens Ones Number Tens Ones Number Tens Ones Number 7. 8. 9.5. 6. Tens Ones Number Tens Ones Number7. 8. Student Workbook pageDimes Pennies AmountDimes Pennies AmountDimes Pennies Amount Student Workbook page ¢ ¢ ¢Copyright © by SPOTS Educational Resources. All rights reserved. 10. 11. 12.Tens Ones Number Tens Ones Number Dimes Pennies Amount Dimes Pennies Amount Dimes Pennies Amount Copyright © by SPOTS Educational Resources. All rights reserved.Chapter 6 Lesson 2 CCSS 1.NBT.2 Understand that the two digits of a two-digit number represent an amount of tens and ones. 39 39 ¢¢¢ 40 CCSS 1.NBT.2a, CCSS 1.NBT.2c, NYS CCLS 1.MD.3 40USING THE BOOK: Pages 39-40Page 39: Read the directions. Look at example 1 together, and have a student explain what it shows. Have the class completethe page on their own, while you circulate to offer help as needed. Review the page together.Page 40: Read the directions. Ask a student to explain what needs to be done. Discuss that examples 1-6 show crayons, andthat students need to write how many tens and ones there are, as well as the total number. Point out that examples 7-12 showcoins instead of objects, and that students need to write how many dimes and pennies there are, as well as the total amount.Review the page together.Display the 8 + 7 Dot Card and its number CLOSING STATEMENT:sentence on the Math Poster. Who can tell us what we learned today? [Accept relevant answers.] Today we showed numbers up to 99 using Dot Cards, coins, and other things that we could count. We read the numbers and counted groups of tens and ones. Tomorrow we will learn more about tens and ones. 57

6.3 Chapter 6 Lesson 3: Place Value CCSS 1.NBT.2 Understand that the CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. two digits of a two-digit number represent an amount of tens and I. Showing tens and ones using Dot Cards ones. Show 32 using Dot Cards. Ask: How many tens do we have? [3] How many ones do we CCSS 1.NBT.2b The numbers from have? [2] How much altogether? [32] [Write 32 next to the Dot Cards.] 11-19 are composed of a ten and one, two,... or nine ones. Show 78 using Dot Cards, and repeat as above. Clear the board. NYS CCLS 1.MD.3 Recognize and identify coins, their names, and Write the number 47 on the board, read the number, and ask: How many tens do we their values. need to show this number? [4] [Place four of Dot Card-10 on the board.] How many ones do we need to show this number? [7] [Place Dot Card-7 next to the tens to form GOAL: 47. Count the amount together: Count the tens by ten, and then count the ones.] Students will identify the value of Repeat this with 65 and 18. each digit in two-digit numbers. MATERIALS NEEDED: Drop-It form II. Showing tens and ones using coins – dimes and pennies #2; model dimes and pennies. Now let’s work with money. LESSON WARM-UP: Show three dimes and four pennies and ask: How many dimes are there? How many Drop-It: Hand out Drop-It form pennies? How much money do we have in all? [34¢] [Write 34¢ next to the coins.] #2. Flash 8-10 Teen Addition Dot Cards. Have the students write each Show five dimes and six pennies, and repeat as above. equation on their papers. Check the students’ work. Write 21¢ on the board. Ask: How many dimes do we need to show 21¢? [2] [Place two dimes on the board.] How many pennies? [1] [Place one penny next to the dimes.] INTRODUCTORY STATEMENT: Today we will learn about “place Repeat this with 87¢ and 43¢. Clear the board. value”: The place where a number is tells us how much it is worth. III. Finding the digits that show tens and ones On the board, place four of Dot Card-10 and a Dot Card-2 next to it. Ask the class THINKING TRIGGER: which number it shows. Write 42, and ask: How many tens are there? [4] Which number Write the number 55 on the board. tells me that? [the 4] [Circle the 4 in the number.] Ask: Are both fives in this number the same? Why not? In the same way, show 57 and 19 using Dot Cards, write each number, and circle the digit that represents the tens.58 Refer to the numbers above. This time, ask which number tells how many ones there are, and circle them using a different color. IV. Introducing place value – the place where a digit is in a number tells its value Refer to the number 42 on the board. Point to the 4 and ask: What does this four show? [four tens] How much is four tens? [40] Then this 4 really means 40. It is worth 40. [Do the same with the numbers 57 and 19.] Refer again to the 42. Say: We said that the 4 is worth 40. How much is the 2 worth? [2; it means “2 ones”] [Do the same with the numbers 57 and 19. Point out that the second number shows how many ones there are.] Clear the board. Write 71 on the board. Ask: Which number shows how many tens? [7] Which number shows how many ones? [1] How much is the seven really worth? [70] Write 17 on the board. In the same way, ask which number shows how many tens, which shows how many ones, and how much the one is worth. V. Practicing the skill Write 92 and 29 on the board. Read each number. Point to the 9 in 92 and ask: How much is this worth? Ninety or nine? [90] [Point to the 9 in 29 and ask:] How much is this worth? Ninety or nine? [9] [Point to the 2 in 92 and ask:] How much is this worth? Twenty or two? [2] [Point to the two in 29 and ask:] How much is this worth? [20] Write additional “number pairs” and, as above, ask the class what the value of each digit is. Point to numbers at random on your hundred chart. For each number, either ask a student to read it, or read it together.

Place Value Circle the correct number. 3. 1. 2. 25 52 19 91 26 62 28 82 The 2 in 25 The 2 in 52 4. 5. 6. is in the tens place. is in the ones place.The value of 2 is twenty. The value of 2 is two.Circle the number that shows how many tens. 51¢ 15¢ 31¢ 13¢ 53¢ 35¢1. 98 2. 81 3. 64 4. 57 5. 75 Read the number. Write how many.Circle the number that shows how many ones. 7. 47 8. 32 9. 69 ___ ___ ___ ___ ___ ___6. 24 7. 35 8. 49 9. 76 Tens Ones Tens Ones Tens Ones 10. 93 10. 52¢ 11. 63¢ 12. 47¢ ___ ___ Student Workbook page___ ___ ___ ___ Student Workbook pageCircle the value of the digit that is underlined.Copyright © by SPOTS Educational Resources. All rights reserved.11. 62 12. 35 13. 47 Dimes Pennies Dimes Pennies Dimes PenniesSix Sixty Five Fifty Seven Seventy Make a simple math drawing to show the number.14. 98 15. 42 16. 51 13. 14 14. 24 15. 42 Copyright © by SPOTS Educational Resources. All rights reserved. Nine Ninety Four Forty One Ten 41 41 42 462Chapter 6 Lesson 3 CCSS 1.NBT.2 Understand that the two digits of a two-digit number represent an amount of tens and ones. CCSS 1.NBT.2b, NYS CCLS 1.MD.3STUDENT TEACHER:Write several two-digit numbers on the board. Have students in turn come up to the board and draw boxes of crayons and singlecrayons, or dimes and pennies, to show the amount each number represents.CONCLUSION:Today we learned about place value. The place where a number is tells us how much it is worth. Numbers that show tens are worth morethan numbers that show ones.USING THE BOOK: Pages 41-42Page 41: Read and discuss the demonstration at the top of the page. Compare the value of the 2 in the two numbers.Examples 1-10. Read each set of directions. Have the students complete the sections on their own.Examples 11-16: Read the directions. Complete examples 11-13 together, and CLOSING STATEMENT:have the students complete the section on their own.Review the page together. Who can tell us what we learned today? [Accept relevant answers.] Today we learned aboutPage 42: For each section, read the directions to the class and have the students place value. The place where a number is tells uscomplete it on their own. Review the page together. how much it is worth. Tomorrow we will meet a new helper: Al. He will help us find the numbers that are “greater than” and “less than.” 59

6.4 Chapter 6 Lesson 4: Comparing NumbersCCSS 1.NBT.3 Compare two-digit CONCEPT DEVELOPMENT:numbers based on the meanings ofthe tens and ones digits. I. Looking at the tens to decide which number is greater or less On the board write the numbers 32 and 27. Read the numbers and ask a studentCCSS 1.OA.6 Add and subtract to tell you how to show these numbers with Dot Cards. Ask: Which set of Dot Cardswithin 20. shows more? [32] Why is that? [it has more tens] Three tens and two ones is more than two tens and seven ones. Let’s circle 32 to show that it is the greater number.GOAL: Repeat with 28 and 51 and explain as above.Students will learn to identify larger On the board write 41 and 17. Do not show the numbers with Dot Cards. Ask: Howand smaller numbers and to use the can we decide which number is greater? [Discuss this with the class. Then read thegreater-than and less-than signs. numbers and ask:] How many tens are there in 41? How many tens are there in 17?MATERIALS NEEDED: large Which number has more tens? [41] Let’s circle the greater number. When we comparetwo-sided Al the alligator with a two-digit numbers, we look at the number of tens to know which number is greater.highlighted open mouth; modelcoins Repeat as above with number pairs 37 and 54, and 26 and 19.LESSON WARM-UP: On the board write 59 and 73. Read the numbers and ask: How many tens are there in 59? How many tens are there in 73? Which number has more tens? Which number hasFlash 8-10 Teen Addition Dot Cards. less tens? [59] This time, let’s circle the number that is less. When we compare two-digitHave the class identify each one in numbers, we look at the number of tens to know which number is greater or less.unison. Repeat as above with the number pair 38 and 64. Write on the board: 69 is ___ than 83. Read the sentence and ask: How do we know if the number is greater or less? [we look at the number of tens.] Does the number 69 have more tens or less tens than 83? [less] Let’s write the word “less” because 69 is less than 83.INTRODUCTORY STATEMENT: Repeat with number pairs 36 and 28, and 47 and 62.Yesterday we learned about place II. Comparing numbers with the same number of tensvalue: that the place of a digit tells Write on the board: 54 is ____ than 59. Ask: Here both numbers have the same numberus how much it is worth. Today we of tens. How do we know if one number is greater or less than the other? [Acceptwill use that to find numbers that are suggestions.] We look at the number of “ones.” Does the number 54 have more ones orgreater and less. less ones than 59? [less] Let’s write the word “less,” because 54 is less than 59. Now we know that, to decide whether the number is greater than or less than, we look first at the number of tens, and if the tens are the same, we then look at the number of ones. THINKING TRIGGER: III. Introducing Al the alligator Copyright © by SPOTS Educational Resources. All rights reserved. Introduce “Al the alligator” to the class. Explain that he is a very hungry alligator andPlace four of Dot Card-10 and a always likes to eat the greater number of things.group of nine counters on theboard. Ask: Which is more? Why? Draw a bowl with 8 cookies and a bowl with 2 cookies. Ask which bowl Al wants to eat, and place him with his mouth in that direction.Move the two groups together so itshows 49. Place five of Dot Card-10 IV. Introducing the greater-than and less-than signsand two counters to show 52. Ask: Trace the open mouth and remove Al, so you have a “>” left between the numbers.Which group is more now? Why? Say: Al is telling us that 8 is greater than 2. This sign tells us which number is greater. [Draw a group of 6 apples and a group of 12 apples, and have Al eat the greater number. Trace Al’s mouth, remove Al, and ask:] Which number is greater? [12] So if the 12 is greater, then we know that the 6 is ___? [less] Here Al is telling us that 6 is less than 12. Repeat with additional sets of numbers.V. Making a true sentenceWrite 48 and 52. Draw “___ is greater than ___.” Say: Now we need to fill in the numbers so that the sentence is true. It says “blank isgreater than blank.” Which number is greater? [52] So we write the greater number – 52 – on the first blank. On the second blank we willwrite 48. Read the sentence: 52 is greater than 48. This is true. [Repeat with 61 and 37.]60

Comparing Numbers Fill in the numbers to make the sentence true. Al the alligator likes the greater number. 1. 2. 3.He opens his mouth to the number that is more. 76 67 35 53 21 1238 36 36 38 is greater than . is greater than . is greater than .38 is greater than 36. 36 is less than 38. 4. 5. 6. 34 43 62 67 71 17Compare. Write > or <. 3. is less than . is less than . is less than . 1. 2. 52 72 83 7. 8. 9. 46 29 35 91 6. 63 49 81 51 39 64 54 4. 5. 28 85 is greater than . is less than . is greater than . 51 15 32 9. 7. 8. 18 36 27 71 81 Student Workbook pageCircle the correct word. Student Workbook page11. greater10. 7 Add. 12. 9 13. 9 14. 510. greater 50 is than 34. +7 +5 +9 +7Copyright © by SPOTS Educational Resources. All rights reserved.less 11. 4 75 is than 82. +8 less Copyright © by SPOTS Educational Resources. All rights reserved.12. greater 13. greater 15. + 85 16. + 67 17. + 66 18. + 65 19. + 7891 is than 88. 37 is than 43. less less 44 43 44Chapter 6 Lesson 4 CCSS 1.NBT.3 Compare two-digit numbers based on the meanings of the tens and ones digits, CCSS 1.OA.6 43Write 58 and 72. Draw “___ is less than ___.” Say: Now it says “blank is less than blank.” Which number is less? [58] So we write thenumber that is less – 58 – on the first blank. On the second blank we will write 72. Read the sentence: 58 is less than 72. This is true.Repeat with 81 and 37.STUDENT TEACHER:On the board, write pairs of two-digit numbers. Have students come up to the board and use your Al to show which is greater, tracethe sign, and read the sentence.CONCLUSION:Today we learned to find which number is greater and which is less than another number. We look first at the number of tens, and if thetens are the same, we then look at the number of ones.USING THE BOOK: Pages 43-44Page 43: Read and discuss the demonstration at the top of the page.Examples 1-9: Read the directions and review example 1. Do the next few examples together, then have the students complete thesection on their own. Check students’ work.Examples 10-13: Read the directions. Model example 10 on the board. Complete the CLOSING STATEMENT:section together.Page 44: Examples 1-9: Read the directions. Do the section together. Who can tell us what we learned today?Examples 10-19: Read the directions. Have the students complete the section on [Accept relevant answers.] Today wetheir own. Review it together. learned to find which number is greater and which is less than another number, and we Display the 7 + 4 Dot Card and its number learned to use the greater-than and less- sentence on the Math Poster. than sign. Tomorrow we will put numbers in order from least to greatest. 61

6.5 Chapter 6 Lesson 5: Ordering Numbers CCSS 1.NBT.3 Compare two-digit CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. numbers based on the meanings of the tens and ones digits. I. Finding the greater and lesser sum of money NYS CCLS. 1.MD.3 Recognize and Place three dimes and two pennies on the board. Ask: How much money is here? identify coins, their names, and [32¢] [Write 32¢.] their values. Next to it, place a group of four dimes and one penny on the board. Ask: How GOAL: much money is here? [41¢] [Write 41¢.] Students will place two-digit numbers in numerical order. Is 32¢ greater than or less than 41¢? [less] 32¢ is less than 41¢. [Write “is less than” Students will compare the values of between the groups of coins.] groups of coins. MATERIALS NEEDED: Drop-It form Place a group of 5 dimes and 3 pennies, and a group of 3 dimes and 4 pennies, #6; number cards labeled with two- on the board. Write “is greater than” and “is less than” between the groups of digit numbers; model coins coins. Together with the class, count to find the total value of each group, and write how much each is worth. Say: Now let’s circle the words that show whether LESSON WARM-UP: 53¢ is greater or less than 34¢. How do we know if the number is greater or less? [we Drop-It: Hand out Drop-It form #6. look at the number of tens] Does 53¢ have more or less tens than 34¢? [more] Let’s Flash 8-10 addition flash cards with circle “is greater than,” because 53¢ is greater than 34¢. teen totals. Have the students write the sums on their papers. Check the Repeat as above using groups of coins (dimes and pennies) for 29¢ and 62¢. students’ work. II. Using the greater-than and less-than signs INTRODUCTORY STATEMENT: Now let’s try something else. [On the board, write the numbers 27 and 52, and Yesterday we decided which number < .] We need to fill in the numbers so that the sentence is true. Which number is greater than another and which is greater? [52] I will write 52 on the side where the “mouth” is open. Where will we is less. Today we will use what we write the 27? [on the side where the mouth is closed] Why? [because 27 is less learned to help us put numbers in than 52] order. Repeat with other sets of numbers. THINKING TRIGGER: Write 65 and 32 on the board. Draw III. Ordering numbers from least to greatest two sets of blank lines, one with a Place the number cards 76, 23, and 45 on the board, and draw three blanks greater-than sign and one with a (___ ___ ___). Say: I would like to put these cards in order from the least to the less-than sign between the lines greatest. How can we decide which number goes where? [Allow time for thought (___>___; ___<___). Ask: How can and discussion.] What do we need to look at to know which number is least? [the we fill these numbers in on the lines number of tens] How many tens are in 76? [7] in 23? [2] in 45? [4] Which number so that the sentences are true? has the least amount of tens? [23] [Move the 23 onto the first blank.] Which has fewer tens: 76 or 45? [45] [Move the 45 to the second blank.] 76 has the most tens,62 so it goes in the last blank. [Summarize:] 23 is least, 45 is next, and 76 is the greatest number. Repeat this with the numbers 26, 14, and 71, and with 54, 89, and 23. IV. Numerical order with the same number of tens Place the number cards 48, 31, and 42 on the board, and draw three blanks (___ ___ ___). Discuss how we know how to place the numbers in order, and place 31 on the first blank. Point out that the next two numbers have the same number of tens. Ask: What do you think we should look at to know where to put these numbers? [the number of ones] Which number has fewer ones? [42] Place 42 on the second blank, and 48 on the third blank. In the same way, place the numbers 14, 40, and 44 in order.

TIoffirtpshcuteotcmtnoeupmnmasprbaaeerreterhstethhineoenotseeradsnme.sr.e,, Ordering Numbers Write how much. Circle the correct word. 1. 65 and 69 have the same number of tens. ¢ is greater than ¢. less ¢. 65 has less ones. 2. 65 70 69 greater ¢ is less thanWrite the numbers in order from least to greatest. 3. 1. 2. ¢ is greater than ¢. less70 49 53 61 56 38 4. ¢ is greater than ¢. less3. 4. Fill in the numbers. 13 30 29 54 49 61 5. 30 36 > Student Workbook page6. 29 457. 57 67 Student Workbook page < >5.Copyright © by SPOTS Educational Resources. All rights reserved. 6. 8. 63 48 9. 98 89 10. 76 82 Copyright © by SPOTS Educational Resources. All rights reserved. > << 39 32 51 90 91 19 LET’S THINK ,Chapter 6 Lesson 5 CCSS 1.NBT.3 Compare two-digit numbers based on the meanings of the tens and ones digits, NYS CCLS. 45 45 Write 2 numbers that are greater than 48. 46 1.MD.3 46Explain: When we look at numbers to see which is more and which is less, we first look at the number of tens. If they are the same,then we look at the number of ones.STUDENT TEACHER:Have two students each choose three number cards and place them in order. Help them tell how they decided upon the order.CONCLUSION:Today we practiced finding numbers that are greater and less , and we learned to place numbers in order from least to greatest. Firstwe look at the tens. If they are the same, then we look at the ones.USING THE BOOK: Pages 45-46 CLOSING STATEMENT:Page 45: Read and discuss the demonstration at the top of the page. Read the directions. Who can tell us what we learnedHave the students complete the page on their own, and review it together. today? [Accept relevant answers.] Today we learned to put numbers inPage 46: Examples 1-4: Read the directions. Review the first example and discuss how order from least to greatest. We alsoit was solved. Have the students complete the section on their own. Review the section worked with money. Tomorrow wetogether. will find numbers that come before and after.Examples 5-10: Read the directions. Do the section together.Let’s Think: Read the directions and discuss what needs to be done. Ask the students tosuggest appropriate answers. 63

6.6 Chapter 6 Lesson 6: Before and After, One More and One LessCCSS 1.NBT.1 Count to 120, CONCEPT DEVELOPMENT:starting at any number less than120. I. Identifying numbers that are before and after Place your hundred-chart in front of the class. Place a transparent overlay over theGOAL: number 5. Ask: Which number is this? [5] Which number comes before the 5? [4] WhichStudents will identify the number number comes after it? [6] On the board, write the number five in black. Use anotherthat comes just before and just after color to write the numbers that come before and after it.a given two-digit number.MATERIALS NEEDED: hundred- Move the overlay to the 15. Again ask: Which number comes before 15? Which numberchart; transparent overlays comes after it? [Under the number 5, write 15 in black and the other numbers in another color.] In the same way, move the overlay to the 25, 35, and so on, through 95. Each time, write the number in black and the numbers before and after it in another color. You will have a list like this:LESSON WARM-UP: 45 6 14 15 16Use an activity of your choice to 24 25 26practice addition with teen totals. 34 35 36 44 45 46INTRODUCTORY STATEMENT: 54 55 56We’ve learned to find numbers that 64 65 66are more and numbers that are less, 74 75 76and to place numbers in order. Today 84 85 86we will find numbers that come just 94 95 96before and just after another number. Compare the numbers in each row and column. Point out that the numbers in each row have the same tens, and the ones are in order. Circle the 95. Say: If we want to know which number comes before or after 95, what do we need to think about? [Allow time for suggestions.] The number will have the same amount of tens. We need to think of only the ones. [Point to the top row for reference.] The number before 5 is 4, so the number before 95 is 94. The number after 5 is 6, so the number after 95 is 96. In the same way, circle the number 65 and discuss how to figure out which number comes before and which number comes after it. THINKING TRIGGER: Erase the numbers 44 and 46. Ask: Which numbers go here? Which number is one less than 45? I know that it’s the same number of tens; only the ones is different. Before 5 comes four,Remove all the cards in the sixth so it’s 44. [Fill in 44.] [In the same way, describe how to find the number that is one morerow from the hundreds chart. Mix than 45:] I know that it is the same number of tens, and one more than 5 is 6. So the numberthe cards up. Say: I want to put these is 46. [Fill in 46.]cards back in their correct places. Write a list of numbers: 7, 17, 27, 37, 47, 57. Have the students tell you which numberHow can I know where to place each comes just before and just after each one. Encourage them to think of the“ones”numberone? [Accept answers. Show each and to use the hundred chart as necessary.number card and have a student Refer to the original list you made using the number chart (5, 15, 25…). Erase all thedescribe where to place it.] numbers in the middle column. Say: Now we need to figure out which number comes in between. [For each row, ask which number comes in between the numbers that are shown, and fill it in.] Copyright © by SPOTS Educational Resources. All rights reserved. II. Finding one more and one less Now let's tell some story problems in which we'll use what we just learned. Michael has 23cards. Aaron has one more card than Michael has. How can we figure out how many cards Aaron has? [Allow theclass to suggest ideas.] We can think of the number that comes after 23. Which number comes after 23? [24] Aaron has 24 cards!Aaron has 76 marbles. Michael has one more than Aaron. How can we figure out how many marbles he has? [we can think of the number thatcomes after 76] Which number comes after 76? [77] Michael has 77 marbles.Michael has 22 stickers. Aaron has one less. How can we know how many stickers Aaron has? [we can think of the number that comes before22] Which number comes before 22? [21] Aaron has 21 stickers.Aaron has 45 toy cars. Michael has one less than Aaron. How can we figure out how many cars Michael has? [we can think of the number thatcomes before 45] Which number comes before 45? [44] Michael has 44 cars. [Use Dot Cards to demonstrate as needed.]64

Before and After, One More and One Less 24 23 25Fill in the missing numbers. One less than One more than 1 2 3 4 5 6 7 8 9 10 24 is 23. 24 is 25. 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 29 30 Write the number that is one more. 4. 31 32 34 35 36 37 38 39 40 1. 2. 3. 41 42 43 44 45 46 47 48 49 50 76, 51 52 53 54 55 56 58 59 60 37, 48, 52, 61 62 63 64 65 66 67 68 69 70 71 72 73 75 76 77 78 79 80 Write the number that is one less. 81 82 83 84 85 86 87 89 90 5. 6. 7. 92 93 94 95 96 97 98 99 100 , 25 , 541. Write the numbers that have 2 tens. I think of numbers 1–10 to help me know 8. , 89which number comes before and which number comes after. , 13Fill in the numbers that come just before and just after. Solve the story problems. 9. Joe won 36 cards in the game. Robin won 1 more card than Joe. How many cards does Robin have? 10. Ann picked 24 flowers. Susan picked 1 less flower than Ann. How many flowers did Susan pick? 11. Pat jumped 48 jumps. Sara jumped 1 more jump than Pat. How many jumps did Sara jump? 48 Student Workbook page2. 5.8. Student Workbook page35 8Copyright © by SPOTS Educational Resources. All rights reserved.3. 6. 9. cards flowers 13 65 28 jumps4. 7. 10. Copyright © by SPOTS Educational Resources. All rights reserved. 23 85 78Write the number that comes between. 13.11. 12. 5061 63 78 80 52 47 48Chapter 6 Lesson 6 CCSS 1.NBT.1 Count to 120, starting at any number less than 120. 47STUDENT TEACHER:Have a student remove two consecutive cards from the hundred chart. Have him/her place one of them on the board and draw a blankfor where the other number would be, either to the right or left of the card. Ask another student to fill in the number that is on the othercard. Choose other students to repeat this activity.CONCLUSION:Today we learned to find numbers that come before and after, and to find numbers that are one more and one less.USING THE BOOK: Pages 47-48Page 47: Top of the page: Read the directions. Model how to figure out which number belongs in the first empty space (28). Have thestudents complete the section on their own.Example 1: Read the directions. Have the students complete the section on their own.Examples 2-13: Read the text before examples 2-10. Read the directions. Model example 2 on the board, and have the students completethe section on their own. Review the page together.Page 48: Read and discuss the demonstration at the top of the page. CLOSING STATEMENT:Examples 1-8: Read each set of directions, and have the class complete the sections on theirown. Who can tell us what we learnedExamples 9-11: Read and discuss each story. Have the students write the answers in their books. today? [Accept relevant answers.]Review the page together. Today we learned to find the numbers that come before and after, and to Choose and addition fact with a teen total that find the numbers that are one more needs review and display it on the math poster. and one less. Tomorrow we will learn to find the next ten. 65

6.7 Chapter 6 Lesson 7: Finding the Next Ten CCSS 1.NBT.2c The numbers 10, CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. 20... 90 refer to one, two… or nine tens (and 0 ones). I. Introducing the concept using Dot Boards and counters CCSS 1.NBT.1 Count to 120, Using Dot Boards and counters, show 19 and ask how many there are. Ask: What starting at any number less than will happen if we add another counter? [Allow time for suggestions.] 120. Add a white counter and ask how many there are now. Explain: We had one ten GOAL: and nine ones. We added one more and formed another ten. Now we have two tens: Students will identify the next 20. decade number. MATERIALS NEEDED: Dice; In the same way, find the next ten for 29 and 39. Each time, add a white counter stickers for the dice; handouts #12a and discuss how many tens there are. and #12b; hundred chart; sample dimes and pennies Show 59 using Dot Boards and counters. Ask: If I add one more, how many will there be? [60] Which number comes after 59? [60] [Add a counter.] We had 5 tens LESSON WARM-UP: and nine ones. We added one more, and now we have six tens – 60. Flash 10-12 Subtraction Dot Cards. Have the class identify each one in In the same way, repeat with 79. unison. II. Practicing the skill without Dot Boards INTRODUCTORY STATEMENT: Write the numbers 39, 69, and 89. For each number ask what comes next. Explain Yesterday we learned to find numbers that they need to think of the next ten. that come just before and just after another number. Today we will find III. Using a number line the numbers that are the next ten. Draw a number line on the board. Fill it in with the numbers 25-29. Ask: Which number should I write next? Which number comes after 29? [30] THINKING TRIGGER: Remove all the decade numbers In the same way, show a number line numbered 55-59 and ask which number from your hundred chart, and comes next. display the chart. Ask: Which numbers are missing from the chart? IV. Applying to story problems What is similar about all the missing Tell a story, and place model coins on the board to show the amounts: Lea wants numbers? to buy stickers. She has two dimes and nine pennies. [Place model coins on the board.] How much money does she have? [29¢] Her mother gave her one more66 penny. How much money does she have now? [30¢] [If needed, remind the class to think of the next ten.] Ann has 69 stickers. Her friend gave her one more sticker. How many stickers does she have now? What is one more than 69? [70] [You may remind the class to think of the next ten. You can use Dot Cards or a number line to help.] If needed, tell the class additional, similar stories. V. Counting to 100 Now that we know how to find the next ten, let’s count from 1 to 100! [Count by ones. You can have students clap each time you get to a new ten.] STUDENT TEACHER: Play “Race to 100!” This game helps the student internalize the concepts of the base-ten system. Goal: To reach 100 Players: Each students plays with a partner. Materials (for each set of partners): handouts #12a and 12b; 14 counters; a die; stickers marked with a 10. Prepare to play: Have each set of players paste the sticker with a “10” on it onto the side of their die that has 6 dots. This makes a die with 1-5 ones and a ten.

Finding the Next Ten 39 and 1 more is 40. Fill in the number line. 1.Complete the 100 board. 41 42 43 44 45 46 47 48 49 123456789 11 12 13 14 15 16 17 18 19 2. 21 22 23 24 25 26 27 28 29 31 32 33 34 35 36 37 38 39 31 32 33 34 35 41 42 43 44 45 46 47 48 49 51 52 53 54 55 56 57 58 59 3. 61 62 63 64 65 66 67 68 69 71 72 73 74 75 76 77 78 79 61 62 63 64 65 66 67 81 82 83 84 85 86 87 88 89 91 92 93 94 95 96 97 98 99 100 4. 51 52 53 54 55 56 57 58 5. 81 82 Solve the story problems. 6. Joe has 2 dimes and 9 pennies. He has . He gets 1 more penny. How much money does he have now? 7. Fred has 4 dimes and 9 pennies. He has . He gets 1 more penny. How much money does he have now? 50Write the number that comes next. Student Workbook page4.Copyright © by SPOTS Educational Resources. All rights reserved. Student Workbook page 1. 2. 3. 79Copyright © by SPOTS Educational Resources. All rights reserved. 19 29 59Chapter 6 Lesson 7 CCSSMath.Content.1.NBT.2c The numbers 10, 20 …. 90 refer to one, two… or nine tens (and 0 ones). 49 49 50 CCSS 1.NBT.1How to play: The first player rolls the die, places the number of counters that the die shows on the Dot Board, and writes thenumber on the side of handout #12a. The next player rolls the die, adds the number of counters the die shows to those on theDot Board, and writes the total amount on the side of handout #12a. Continue in this way until the players reach 100.Each time a Dot Board is filled, one of the players cuts out a Dot Card from handout #12b and pastes it onto handout #12a. He/she removes the ten counters that were traded from the Dot Board and places any additional counters onto the Dot Board.Continue playing as above. From this point, include the amount shown on the Dot Cards in the total amount of counters.Winners: When a pair of partners reaches 100 (fills ten Dot Cards), they hang their sheet on the board. Everyone who gets to100 is a winner!Note: Emphasize to students that this is NOT meant to be a race between the players!CONCLUSION:Today we learned to find the number that is the next ten. When we have 9 ones, the next CLOSING STATEMENT:number will be the next ten. Who can tell us what we learnedUSING THE BOOK: Pages 49-50 today? [Accept relevant answers.] Today we learnedPage 49: Read and discuss the demonstration at the top of the page. Read the directions, and the number that is the next ten,have the students complete the page on their own. Suggest that they refer to the hundred and we practiced counting tochart for help. Review the page together. 100. Tomorrow we will learn about a new coin: the quarter.Page 50: Examples 1-5: Read the directions. Do examples 1 and 2 as a class. Have the Try to bring a quarter to schoolstudents complete the rest of the section on their own. tomorrow.Examples 6-7: Read and discuss each story. Have the students write the answers in theirbooks. Review the page together. 67

6.8 Chapter 6 Lesson 8: QuartersCCSS 1.NBT.3 Compare two-digit CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved.numbers based on the meanings ofthe tens and ones digits. I. Reviewing the value of coinsCCSS 1.NBT.4 Add within 100. Place a penny, a nickel, and a dime on the board. Ask the class to tell you theCCSS 1.NBT.6 Subtract multiples value of each coin, and write it next to that coin.of ten.NYS CCLS 1.MD.3 Recognize and Place 25 model pennies on Dot Boards on the board. Ask: How many pennies doidentify coins, their names, and we have here? [25] There are 25 pennies here, or 25¢. [Write 25¢.]their value. II. Introducing the quarterGOAL: Here is another way to show 25¢. [Place a model quarter next to the group of 25 pennies.] This is a quarter. It is worth 25¢, just like 25 pennies. [Write 25¢.] [WriteStudents will identify the quarter an equal sign between the pennies and the quarter.] These two groups are equal.and its value. They are worth the same amount.Students will use the equal sign toidentify two groups with the same We have two ways to show 25¢ on the board: 25 pennies, and a quarter. Can youvalues. think of other ways we can make 25¢? [Allow time for thought and discussion.]MATERIALS NEEDED: Drop-It form#2; model coins Show 2 dimes and 5 pennies. Ask: How much money do we have here? [25¢] [Write 25¢.] This is another way to show 25¢. These coins are worth 25¢, just as a quarter isLESSON WARM-UP: worth 25¢. [Place another quarter next to this group and write an = sign between the two.] These two groups are also equal. They are worth the same amount.Drop-It: Hand out Drop-It form#2. Flash 10-12 Subtraction Dot Which coin is worth the same amount as five pennies? [a nickel] [Place 2 dimes andCards. Have the students write each 1 nickel on the board.] This is another way to show 25¢. It is also equal to a quarter.equation on their papers. Check thestudents’ work. Point to each group of coins. These are all different ways to show 25¢.INTRODUCTORY STATEMENT: Clear the board. Place a quarter at the top of the board and write 25¢ next to it,We’ve already learned about the for reference.penny, nickel, and dime. Today we willlearn about the quarter. III. Comparing a quarter and a group of coins Place a quarter on the board. Next to it place a dime and three pennies. Together, THINKING TRIGGER: count and write the value of the coins. Ask: Which group of coins is worth more What does a quarter look like? – the quarter, which is 25¢, or the dime and pennies, which are 13¢? [the quarter][Allow the students to look at their To which number will the open mouth be facing? [25] [Write a greater-than signquarters and describe them. Draw between the two amounts.]two empty coins on the board, andfill in the details of each side of the In the same way, show groups of coins that are greater than, less than, and equalquarter as the students describe to the quarter. Each time, count and write the value of the coins. Discuss whichthem.] group of coins is greater, and write the appropriate sign between the numbers. STUDENT TEACHER: Draw three items, and label each of them 25¢. Have students use model coins to show different ways to form 25¢. CONCLUSION: Today we learned to count money with a quarter. A quarter is worth 25¢.68

= Quarters Write the value of each group of coins. Compare. Write >, <, or =. A quarter is equal to 25¢ front back 1. 2.Circle coins to equal a quarter. 3.1. = 2. Add or subtract. Watch the sign! = 4. 40 5. 60 6. 70 7. 80 8. 20 9. 80 30 30 50 30 70 60Write the value of each coin. + + – – + – 3. 4. Student Workbook page10.9011.7012.2013.2014.6015.30 Student Workbook page 40 30 60 40 50 30 5. – – + + – +Copyright © by SPOTS Educational Resources. All rights reserved. 6. 7. 8. LET’S THINK 35¢ 5¢ Copyright © by SPOTS Educational Resources. All rights reserved. 25¢ 20¢Chapter 6 Lesson 8 CCSS 1.NBT.3 Compare two-digit numbers based on the meanings of the tens and ones digits, CCSS 1.NBT.4, 51 51 You have 25¢. 52 What would CCSS 1.NBT.6, NYS CCLS 1.MD.3 you buy? 52USING THE BOOK: Pages 51-52Page 51: Read and discuss the demonstration at the top of the page. For each section, read the directions and have thestudents complete it on their own. Review the page together.Page 52: Examples 1-3: Read the directions. Review example 1 together, and have the students complete the section on theirown.Examples 4-15: Read the directions. Explain that this is a practice section, for them to practice what they already know. Dosome examples together. Then have the students complete the section on their own.Let’s Think: Read and discuss. Point out that there is more than one correct answer.Review the page together. CLOSING STATEMENT: Who can tell us what we learned today? [Accept relevant answers.] Today we learned about the quarter. The quarter is worth 25¢. We counted money that equals 25¢ and decided whether groups of coins are greater than, less than, or equal to a quarter. Tomorrow we will find the numbers that are ten more and ten less.Display the 8 – 7 and 8 – 6 Dot Cards and theirnumber sentences on the Math Poster. 69

6.9 Chapter 6 Lesson 9: Ten More, Ten LessCCSS 1.NBT.5 Given a two-digit CONCEPT DEVELOPMENT:number, mentally find ten more orten less than the number. I. Showing ten more with Dot Cards Use Dot Cards to show the number 40. Write 40 under the cards. Add another Dot Card-10. Ask the class to explain what you did. Say: Ten more than 40 is 50.GOAL: Show 47 using Dot Cards and write 47 on the left side of the board. Say: I want to show ten more than 47. How should I do that? [Accept suggestions. Add on anotherStudents will find the numbers that Dot Card-10.] How much is ten more than 47? [57] [Under 47 write 57.]are ten more and ten less than agiven number. I want to show ten more than 57. How can I show that? [Add another Dot Card-10, and add 67 to the list. Continue in this way to show and write 77.]MATERIALS NEEDED: Drop-It form Read the list of numbers and ask: What changed in each number when we added a#4; four envelopes with coins: 17¢, ten? [the number of tens increases] [Show 32 with Dot Cards, and write the number27¢, 35¢ and 25¢ under it. Ask:] How can I show ten more than 32? [Add another Dot Card-10.] How many are there now? [42] Ten more than 32 is 42.LESSON WARM-UP: Repeat this with the numbers 59 and 14.Drop-It: Hand out Drop-It form #4. II. Showing ten less with Dot CardsFlash 10-12 subtraction flash cards Until now we’ve talked about finding ten more. Now let’s find the number that is ten less.with minuends to ten. Have thestudents write the answers on their Show 92 using Dot Cards on the board. Ask: How many are here? [92] [Write 92 on thepapers. Check students’ work. right side of the board.] How can I show ten less? [Accept answers, and remove a Dot Card-10.] How many are there now? [82] [Write 82 under the 92.] 82 is ten less than 92. In this way, continue to ask how much ten less than the number is, remove a Dot Card-10, and write the new number on the list until you’ve shown 52.INTRODUCTORY STATEMENT: Read the list together and ask: What changes in the number when we take away ten? [the number of tens decreases]Yesterday we learned about quarters.Today we will learn to find the Show 45 with Dot Cards and write the number underneath. Ask: How can I show tennumbers that are ten more or ten less. less than 45? [take away a Dot Card-10] How many are there now? [35] Ten less than 45 is 35. Repeat this with the numbers 21 and 68. III. Finding ten less and ten more without Dot Cards Now we know about ten more and ten less. Let’s try it without Dot Cards. THINKING TRIGGER: Write“35, ”on the board. Ask: Which number is ten more than 35? What will change Copyright © by SPOTS Educational Resources. All rights reserved. in the number? [the tens] We will have one more ten. What’s the number? [45] [Fill inWrite pairs of numbers on the board: 45.] There are 3 tens in 35 and 4 tens in 45.85 – 95; 10 – 20; 44 – 54; 27 – 37;72 – 82; 60 – 70. Ask: Who can think Repeat with 84.of why I wrote these numbers aspairs? What is similar in all these Write “___, 65” on the board. Ask: Which number is ten less than 65? What will changepairs? [Accept all appropriate in the number? [the tens] We will have one less ten. What’s the number? [55] [Fill in 55.]suggestions.] There are 6 tens in 65 and 5 tens in 55. Repeat with 76. If necessary, use Dot Cards to demonstrate. IV. Applying the skill to money Show the class an envelope with coins. Label it “17¢.” Say: This envelope has 17¢.[Show another envelope.] This envelope has 10¢ more than the other one. How much money is in this envelope? [27¢] [Count the coinstogether to check, and label the envelope “27¢.”]Show another envelope labeled 35¢. Show an additional envelope and say: This envelope has 10¢ less than the other one. How muchmoney is in this envelope? [25¢] [Count the coins together to check, and label the envelope “25¢.”]70

Ten More, Ten Less Cross off to show ten less. Write the number. 1. 2. 26 36 46Ten less than Ten more than Ten less than 46 is ____. Ten less than 61 is ____. 36 is 26. 36 is 46. 3. 4.Draw to show ten more. Write the number. Ten less than 39 is ____. Ten less than 53 is ____. 1. 2.Ten more than 44 is ____. Ten more than 28 is ____. Write the number that is ten less. 8. , 89 5. 6. 7.3. 4. , 76 , 92 , 53 Draw to show the story problem. Solve. 9. Ben has 25¢. Tom has 10¢ more than Ben. How much money does Tom have?Ten more than 32 is ____. Ten more than 59 is ____. Student Workbook page Student Workbook pageWrite the number that is ten more. 10. Jill has 44¢. Copyright © by SPOTS Educational Resources. All rights reserved.Copyright © by SPOTS Educational Resources. All rights reserved. Jeff has 10¢ less than Jill.5. 6. 7. 8. How much money does Jeff have? 35, 41, 57, 73, 54Chapter 6 Lesson 9 CCSS 1. NBT.5 Given a two-digit number, mentally find ten more or ten less than the number. 53 53 54STUDENT TEACHER:Write a list of three numbers with a blank space to the right of each number. Have a student fill in the blank spaces with the numberthat is ten more and explain how he/she decided which number to write. Similarly, write another list of numbers with a blank spaceto the left of each number. Have a student fill in the spaces with the numbers that are ten less and explain how he/she decidedwhich number to write.CONCLUSION:Today we learned to find the number that is ten more or ten less.USING THE BOOK: Pages 53-54 CLOSING STATEMENT:Page 53: Read and discuss the demonstration at the top of the page. Who can tell us what we learned today? [AcceptFor each section, read the directions and model the first example on the board. Then have the relevant answers.] Todaystudents complete the sections on their own while you circulate to offer help as needed. Review we learned to find numbersthe page together. that are ten more or ten less. We added or took away a tenPage 54: Examples 1-8: For each section, read the directions and model the first example on the each time. Tomorrow we willboard. Then have the students complete the sections on their own while you circulate to offer help use what we learned today toas needed. count on by tens.Examples 9-10: Read the directions. Read and discuss each story. Have the students draw andsolve the story problems in their books. Review the page together. 71

6.10 Chapter 6 Lesson 10: Counting On by Tens CCSS 1.NBT.5 Given a two-digit CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. number, mentally find ten more or ten less than the number. I. Counting by tens with decade numbers Write 10, 20, 30, and 40 on the board. Read the numbers and say: Here we are counting GOAL: by tens. Can you help me continue counting by tens to 100? Students will count on by tens. MATERIALS NEEDED: Drop-It II. Counting on by tens using Dot Cards form #4; hundred chart; transparent Show 24 on the board with Dot Cards. Write 24 to the right of the card. Say: Let’s count overlays on by tens, starting with this number. [Place a Dot Card-10 under the Dot Cards showing 24.] How many do we have now? [34] [Write 34 under the number 24 to the right of the LESSON WARM-UP: Dot Cards. Read:] 24, 34. [Place another Dot Card-10 under the last Dot Card-10.] How Drop-It: Hand out Drop-It form #4. many do we have now? [44] [Write 44 under the number 34 on the right side of this Dot Flash 10-12 subtraction flash cards Card and read:] 24, 34, 44. [Continue to add Dot Cards-10 and read the numbers until you with minuends to ten. Have the have 94 on the board.] We’ve counted by tens from 24 to 94. What pattern do you see when students write the answers on their we count by tens? [Allow time for suggestions.] When we count on by tens, the number of papers. Check students’ work. tens changes; the number of ones stays the same. )) Be sure to include facts that need review. Repeat the activity, beginning with the number 7 and continuing to 57. INTRODUCTORY STATEMENT: III. Counting on by tens with a hundred chart Yesterday we learned to find a number Place your Hundred-Chart in front of the class. Place a transparent overlay over the that is ten more or ten less. Today we number 5. Ask: What number is this? [5] How much is ten more? [15] [Place a transparent will count on by tens. overlay over the 15.] How much is ten more? [25] [Place a transparent overlay over the 25 and continue in this way until you have highlighted the entire column. Read the THINKING TRIGGER: numbers in the column together.] Write on the board: 2, 12, 22, 32, 42, ___, ___. Ask: Can you see the Repeat this activity beginning with the number 8. pattern in the numbers I wrote? Which number comes next? What IV. Applying the skill to story problems comes after that? Now let's tell some story problems. When I went to the supermarket, I saw 12 empty carts. When I left, there were 10 more empty carts. How many carts were there when I left? [22]72 I chose some rolls in the bakery department. When I got there, I saw that there were 43 rolls. I took ten rolls. How many were left? [33] Continue to tell similar story problems, as needed for your class. V. Counting on by tens or by ones Now that you know this so well, let’s try a new challenge. Today we counted on by tens: 34, 44, 54…. Other times we count on by ones: 34, 35, 36…. Let’s see if you can figure out which way I am counting on – by tens or by ones. Write 25, 35, 45, and 55 on the board. Ask: Is this an example of counting on by tens or by ones? [tens] Can you help me continue? [Have the class continue the count as you write the next few numbers.] Write 25, 26, and 27 on the board. Ask: Is this an example of counting on by tens or by ones? [ones] Let’s continue the count. [Have the class continue as you write the next few numbers.] Repeat this activity with the numbers 23, 33, 43, and with 76, 77, 78. STUDENT TEACHER: Write 36 on the board twice, with four blank lines following each number. Ask two volunteers to fill in the blanks, for the first set counting on by ones and for the second set counting on by tens. Repeat this activity with the number 57.

Count on by tens. Write how many. Counting On by Tens Count on. Circle to show if you counted by tens or by ones. 1. 2. 37 1. 26, 36, 46, , , Tens Ones 28 2. 25, 26, 27, , , Tens Ones 3. 47, 57, 67, , , Tens Ones 4. 13, 14, 15, , , Tens Ones 5. 30, 40, 50, , , Tens Ones Solve the story problems. 6. Bob has 25 oranges. Tim has 10 more oranges than Bob. How many oranges does Tim have? oranges Student Workbook pageCount on by tens. Fill in the numbers. Student Workbook page 7. Kenny has 64 peanuts. Jack has 10 less peanuts than Kenny.3. 43 53 63Copyright © by SPOTS Educational Resources. All rights reserved. How many peanuts does Jack have?4. 38 48 58 peanuts5. 25 35 456. 7 17 27 55 55 LET’S THINK Copyright © by SPOTS Educational Resources. All rights reserved. 567. 16 26 36 Do you think knowing howChapter 6 Lesson 10 CCSS 1. NBT.5 Given a two-digit number, mentally find ten more or ten less than the number. to count on by tens can help count this group of coins? 56CONCLUSION:Today we learned to count on by tens. When we count on by tens, the number of tens changes and the number of ones stays the same.USING THE BOOK: Pages 55-56Page 55: Examples 1-2: Explain that the section is divided by columns, so that each column is another example. Read the directions andexplain that they need to count on with the flowers, as though each column is one group. Ask: How many flowers are in each bunch? [10]How many flowers are in the first box? [28] Now look at the box underneath. How many are there? [10] How many are there together with theflowers in the first box? [38] Now let’s count on. There are ten flowers underneath. How many are there altogether? [48] [Have the class fill in thenumber and continue in this way until the end of the column. Solve example 2 in the same way.]Examples 3-7: Read the directions. Model example 3 on the board, and have the students complete the section on their own.Review the page together.Page 56: Examples 1-5: Read the directions. Model the first example, and have the students complete the section on their own. Reviewthe section together.Examples 6-7: Read the directions. Read each story and solve it together. CLOSING STATEMENT:Let’s Think: Read and discuss the question. Who can tell us what we learned today? [Accept relevant answers.] Today we learned to count on by tens. Tomorrow we will review what we’ve learned in this chapter so far. 73

6.11 Chapter 6 Lesson 11: Mid-Chapter Review CCSS 1.NBT.1 Count to 120, CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. starting at any number less than 120. I. Tens and ones CCSS 1.NBT.2 Understand that the Show 56 with Dot Cards. Ask: How many tens? [5] How many ones? [6] How many two digits of a two-digit number in all? [56] [Write 56 next to the Dot Cards.] represent an amount of tens and ones. In the same way, show three groups of ten flowers and four more flowers. Ask: CCSS 1.NBT.2b The numbers from How many tens? [3] How many ones? [4] How many altogether? [34] [Write 34 next 11-19 are composed of a ten and to the flowers.] one, two,... or nine ones. CCSS 1.NBT.2c The numbers 10, Repeat this with two dimes and eight pennies. 20... 90 refer to one, two… or nine tens (and 0 ones). Write 27 on the board. Ask: How many groups of flowers should I put here? [2] How CCSS 1.NBT.3 Compare two-digit many more flowers? [7] numbers based on the meanings of the tens and ones digits. Write 48¢ and ask: How many dimes? How many pennies? CCSS 1.NBT.5 Given a two-digit number, mentally find ten more or II. Place value ten less than the number. Point to a two-digit number on the board. Ask: Which number tells us how many NYS CCLS.1.MD.3 Recognize and tens? Which number tell us how many ones? identify coins, their names, and their values. Refer to the numbers written on the board and ask: Can you find a number that has 5 tens? Can you find a number that has 8 ones? GOAL: Continue in this way, referring to numbers on the board. Students will review the skills they learned in the first part of chapter 6. III. Values of coins MATERIALS NEEDED: flowers Place a quarter, a dime, a nickel, and a penny on the board. Ask: Which is 10¢? cutouts; model coins; Al the alligator Which is 25¢? Which is 1¢? Which is 5¢? [Write the value of each coin underneath it.] LESSON WARM-UP: Use an activity of your choice to IV. Numbers before and after practice subtraction with minuends Write 45 on the board. Draw a line before and after the number. Read the number up to ten and ask: Which number comes next? [46] What changed in the number? [the “ones” is one more] Which number comes before 45? [44] What changed? [there is one INTRODUCTORY STATEMENT: less “one”] We’ve learned so much about the numbers to 99. Before we continue, Repeat this with other numbers. we will review what we’ve learned so far. V. Greater than and less than Show the class Al the alligator. Ask a student to tell what he does. Write 39 and THINKING TRIGGER: 82 on the board and ask: Which number will Al’s open mouth be facing? [82] Why? What are some things that are special [because 82 is the greater number] If 82 is greater, then we know that 39 is …? about numbers with two digits? [less]74 Draw the sign and write “less than” under the less-than sign. Read the sentence together. Repeat this with additional number pairs. Write 49, 28, and 61 on the board. Ask the class to help you put the numbers in order from least to greatest. First find the number that is least (28). Then compare 49 and 61 – of those two numbers, ask: Which is less? Write the numbers in order. Repeat this with another group of three numbers.

Write how many. Mid-Chapter Review Compare. Write > or <. Circle the correct word.1. 2. 3. 1. 36 19 2. 86 93Tens Ones Number Tens Ones Number Dimes Pennies Amount greater greater 36 is than 19. 86 is than 93. ¢ less lessMake a simple math drawing to show the number. 3. 29 31 4. 71 174. 15 5. 25 6. 52 greater greater 29 is than 31. 71 is than 17. less less Write the numbers in order from least to greatest. 5. 6.Circle the correct numbers. 38 71 46 41 14 407. Which numbers have 1 ten? 8. Which numbers have 7 ones? 15 31 51 13 76 17 67 71 Student Workbook pageWrite the number that is ten more. Student Workbook pageFill in the numbers that come just before and just after. 7. 8. 9. 10.Copyright © by SPOTS Educational Resources. All rights reserved.9. 10. 11. 75, 89, 66, 28, 34 49 90 Write the number that is ten less. 11. 12. 13.Write the value of each coin. 14. , 53 Copyright © by SPOTS Educational Resources. All rights reserved.12. 13. 14. , 64 , 98 , 26 15. LET’S THINKChapter 6 Lesson 11 CCSS 1.NBT.1, CCSS 1.NBT.2, CCSS 1.NBT.2a, CCSS 1.NBT.2b, CCSS 1.NBT.2c, CCSS 1.NBT.3, 57 57 Explain how you know what is ten more than a number. 58 CCSS 1.NBT.5, NYS CCLS.1.MD.3 58VI. Ten more and ten lessDisplay the hundred chart. Highlight the number 86. Ask: Which number is ten more? [96] How did you figure that out? [by addinga ten] Which number is ten less? [76] How do you know? [we take away a ten]Repeat this with 42.Write 68 on the board. Ask: Can you tell me how much is ten more than this number, without using the chart? [78] How much is tenless? [58] How do you know? [we add a ten/take a ten away]STUDENT TEACHER:Choose a concept that needs additional review and have students complete a related problem on the board.CONCLUSION: CLOSING STATEMENT:Today we reviewed a lot of what we’ve learned so far in this chapter. Who can tell us what we learned today? [Accept relevant answers.] Today we reviewed numbersUSING THE BOOK: Pages 57-58 with tens and ones. We found how many tens and ones are in numbers, we reviewed the greater-thanPages 57 and 58: For each section, read and discuss the directions. Have the and less-than signs, and we put numbers in order.students complete the sections on their own. Review each page together. We also reviewed the coins we’ve learned – the quarter, dime, nickel, and penny. Tomorrow we will Display the 7 – 5 and 7 – 4 Dot Cards and their begin to learn to add numbers with tens and ones. number sentences on the Math Poster. 75

6.12 Chapter 6 Lesson 12: Adding to Decade NumbersCCSS 1.NBT.4 Add within CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved.100 using concrete models …understand that in two digit I. Adding to decade numbers using Dot Cardsnumbers one adds tens and tens, Place 4 of Dot Card-10 and a blank Dot Board on the board. Say: I want to addones and ones…. three more to the forty. [Place three white counters on the Dot Board.] How manyNYS CCLS 1.MD.3 Recognize and are there altogether? [43] What number sentence should we write to show what weidentify coins, their names, and did? [40 + 3 = 43 ] [Write the equation on the board.]their values.CCSS 1.OA.6 Add and subtract Write 50 + 6 = ___ on the board. Ask students to tell you how to show thiswithin 20. equation with Dot Cards. Place the Dot Cards on the board and fill in the sum.GOAL: In the same way, write 20 + 9 = ___, and solve it using Dot Cards.Students will add a decade numberand a single-digit number. Read the three equations to the class.MATERIALS NEEDED: Drop-It form#4; model coins; coin collection for II. Adding without Dot Cardseach student; price tags marked Write 70 + 8 = on the board. Ask: What do you think the sum is? [Acceptwith prices between 26¢ and 87¢ suggestions, and check the sum with Dot Cards.]LESSON WARM-UP: Write additional, similar equations on the board and ask the students to tell theirDrop-It: Hand out Drop-It form #4. sums without using Dot Cards. If necessary, you can show the equations with theFlash 10-12 addition flash cards with Dot Cards.sums up to ten. Have the studentswrite the sums on their papers. Continue in this way until the class understands the pattern and is able to solveCheck the students’ work. the equations easily.INTRODUCTORY STATEMENT: Read the list of equations with their sums together with the class.Yesterday we reviewed numbers withtens and ones. Today we will add to III. Applying the skill to moneynumbers with only tens. Now we will do this with money. [Place two dimes on the board. Ask the class to tell their value: 20¢. Place three pennies next to the dimes. Ask the class to help THINKING TRIGGER: you write a number sentence: 20¢ + 3¢ = . Count the coins together, and fillWhen do people need to add large in the sum.]numbers? Write 40¢ + 5¢ = . Ask the students to tell you which coins to use to show the sum. Place four dimes and a nickel on the board, and count up to find the sum. Explain that when we count a group of coins, we begin with the coin that is worth the most. In the same way, write 60¢ + 5¢ = ___ on the board, place the matching coins, and write the sum. Clear the board. IV. Counting a group of coins with a dime, a nickel, and pennies Place three dimes, a nickel, and four pennies on the board. Remind the class that we begin counting with the coin that is worth the most. Ask which coins to begin with (dimes), which to count next (nickel), and which last (penny). Count the total value together, and write it next to the coins. In the same way, count a group of two dimes, a nickel, and three pennies, and write their total value. Repeat this with other groups of coins. Ask the class: If a rose costs 28¢, which group of coins should I use to pay for it? [the second group] If a tulip costs 39¢, which coins should I use to pay for it? [the first group]76

Adding to Decade NumbersWrite the number sentence. Write the number sentence. 2.1. 2. 1. += . +=3. 4. ¢+ ¢= ¢ ¢+ ¢= ¢ += += Count on. Write how much. 3. in all ¢, ¢, ¢, ¢, ¢, ¢Add. 6. 7. 8.5. 4. +807 +930 +707 +360 in all Student Workbook page¢, ¢, ¢, ¢, ¢,in all Student Workbook page 5.Copyright © by SPOTS Educational Resources. All rights reserved. ¢, ¢, ¢, ¢, ¢, ¢9. 10. 11. 12. Add. Copyright © by SPOTS Educational Resources. All rights reserved. +490 +205 +608 +540 6. + 88 7. + 93 8. + 65 9. + 67 10. + 85 11. + 69Chapter 6 Lesson 12 CCSS 1.NBT.4 Add within 100 using concrete models …understand that in two digit numbers one adds tens 59 59 60 60 and tens, ones and ones… NYS CCLS 1.MD.3, CCSS 1.OA.6STUDENT TEACHER:Have each student work with a partner. Hand out a marked price tag to each student. Have each student choose a schoolsupply or other item of his/hers, attach the price tag to it, and pretend to “sell it” to his/her partner. The partner needs to showthe correct price using his/her coin collection. (The partners may pool their coins and take turns showing the correct amountof money.)CONCLUSION:Today we learned to add to numbers with only tens, and we worked with groups of coins.USING THE BOOK: Pages 59-60Page 59: Read each set of directions and have the students complete the page on their own. Review the page together.Page 60: Examples 1-2: Read the directions. Have the students complete the section on their own. Review.Examples 3-5: Read the directions. Complete the section together. CLOSING STATEMENT:Examples 6-11: Read the directions. Have the students complete the section on their Who can tell us what we learnedown. Review it together. today? [Accept relevant answers.] Today we learned to add to numbers with only tens, and we worked with coins. 77

6.13 Chapter 6 Lesson 13: Equal Sign as Same AmountCCSS 1.OA.7 Determine if an CONCEPT DEVELOPMENT:equation is true or false.CCSS 1.OA.8 Determine the I. Reviewing greater than and less thanunknown number in an equation. Display Al the alligator. Ask: Which number does Al like? [Al likes the greater number.] Write 65 __ 35 on the board. Ask: To which number will Al open his mouth? [65] [Place Al between the numbers, facing 65, and draw the sign. Read the sentence:] 65 is more than 35.GOAL: Repeat this with 34 __ 61 and 25 __ 65.Students will use the equal sign to Write 21 < 78, and read it together. Do the same with 45 > 12.show equal quantities II. Reviewing the equal sign as indicating the same amountMATERIALS NEEDED: Al the Show Al to the class. Write 55 __ 55. Ask: Which number will Al eat? [Allow time to think andalligator; blank sheets of paper discuss. Explain that neither number is greater or less.] What sign do you think we should put between these numbers? [Allow time for suggestions.] [Draw the equal sign (=) on the board.] The equal sign has two lines that are the same. We use it to show that the two numbers are the same amount.LESSON WARM-UP: III. Comparing amounts with Dot Cards and Digits Display three boxes of ten crayons each and three boxes with ten markers in each box. Say:Flash 10-12 Addition Dot Cards Which group has more? [neither; they have the same amount – they are equal]with sums up to ten. Have the classidentify each one in unison. Do the same with another two groups of equal amount of objects. Show 46 with Dot Cards. Ask how much the Dot Cards show, and write 46 underneath. To the right of it, write the number 25. Ask: What sign should I write between these two numbers? [greater than]INTRODUCTORY STATEMENT: Do the same with 31, forming the number using Dot Cards and then writing it, and comparing it to the number 52. Repeat one more time by comparing 42 and 18.Today we are going to learn moreabout the equal sign. IV. Applying to number sentences Write 27 __ 20 + 7 and say: Let’s see if these two amounts are equal. Let’s think. How much is 20 + 7? [27] Are the two amounts equal? [yes] What sign goes here? [=] Why? [because the two amounts are equal; 27 is the same as 20 + 7] Write 36 __ 30 + 6, and repeat as above. THINKING TRIGGER: V. Solving equations with the sum in the initial position Let’s do something similar. [Write 10 + 2 = ___ on the board. Ask a student to tell you the sum,Draw a greater-than and a less-than and fill it in. Say:] 10 + 2 is the same as 12.sign on the board. Ask: What signsare these? What do these tell us? Write ___ = 10 + 2. Ask: If 10 + 2 is the same as 12, then what do you think we should fill in here?[Draw an equal sign and ask:] What What is equal to 10 + 2? [12] 12 is the same as 10 + 2.sign is this? What does it tell us? Write ___ = 20 + 5. Ask: Which number is the same amount as 20 + 5? [25] Repeat this with ___ = 60 + 8. VI. Practice Now this will get a little bit tricky. I’m going to write a number and a number sentence on the board, and you tell me if they are equal. On the board write 21 = 30 + 8. Place a question mark over the equal sign. Ask: Let’s think. Copyright © by SPOTS Educational Resources. All rights reserved. How much is 30 + 8? [38] Do both sides show the same amount? [no] [Draw an X next to the number sentence.]Repeat this activity with: 59 = 50 + 9; 41 = 40 + 2, and 67 = 60 + 6. Next to each equation draw an X or a check, as appropriate.VII. Applying the commutative property to addition equationsNow let’s try something else. [Show 30 with Dot Cards, and place 6 white counters next to it. Underneath, draw a blank addition format. Togetherwith the class, fill in 30 + 6 = 36.]Switch the order of the manipulatives, placing the six white counters to the left of the Dot Cards. Again, draw a blank addition sentence format.Ask students to help you fill it in with 6 + 30. Compare the two problems and ask: Do these number sentences equal the same amount? [yes] We canadd in any order and the sums are the same. They are equal. Write 30 + 6 = 6 + 30.In the same way, show 50 + 3 and 3 + 50 with Dot Cards and counters. Write the equations and draw an equal sign between them.78





Subtracting to Equal a Decade NumberCross off the fruit you need to subtract. Can you guess what my hobby is?Write the number sentence. 49 68 91 30 33 70 30 601. –= Add or subtract to find out. Write each letter in the matching Lea has 26 peaches. box above. She eats 6 peaches. 1. 2. 3. 4. 5. 6. 7. 8. How many peaches does she have left? _–_3__99_ _+_4__90_ _–_7__77_ _–_6__22_ _+_6__08_ _+_9__01_ _+_3__03_ _–_3__66_ peaches2.Ann has 35 plums.She gives 5 plumsto her friend.How many plums np i g l a t nare left? plums –=3.Susan has 39 bananas. Fill in the math puzzle. Write the number sentence and solve. She uses 9 bananas for a pie. How many bananas 9. Frank has 27 seeds. Whole does she have now? 7 seeds got lost. How many seeds does he have Part Part bananas now? seeds Student Workbook page–== Student Workbook pageSubtract. 10. Ida has 30 blueberries.Copyright © by SPOTS Educational Resources. All rights reserved.4. 5 6. 7. 8. –277 –166 –433 –199 –977 9. 10. 11. 12. 13. Joan gives her 6 more Whole Copyright © by SPOTS Educational Resources. All rights reserved. –455 –899 –677 –188 –955 blueberries. Part PartChapter 6 Lesson 14 CCSS 1.OA.1 Solve word problems. CCSS 1. NBT. 4 How many blueberries does Ida = 63 63 have in all? blueberries 64 64CONCLUSION:Today we learned to subtract all the ones from a two-digit number.USING THE BOOK: Pages 63-64Page 63: Examples 1-3: Read each story problem and solve it together.Examples 4-13: Read the directions, and have the students complete the section on their own. Review it together.Page 64: Read the question at the top of the page. Have the class solve equations 1-8. On the board, draw eight boxes andwrite the numbers underneath them, as shown in the book. Show how to fill in each box with the correct letter, and help thestudents fill in the boxes in their books. Review the section together. Read the questionagain, then read the answer. CLOSING STATEMENT:Examples 9-10: Read the directions. Read each story problem and solve it together. Who can tell us what we learned today? [Accept relevant answers.] Today we subtracted to equal numbers with only tens, and we reviewed adding. We also told story problems with adding and subtracting. Tomorrow we will learn more addition. 81

6.15 Chapter 6 Lesson 15: Adding Ones to Two-Digit Numbers CCSS 1.NBT.4 Add within 100… CONCEPT DEVELOPMENT: understand that in two-digit numbers one adds tens and tens, I. Adding using Dot Cards ones and ones… Show 23 using Dot Cards. Ask: How many dots are there? [23] [Add two white CCSS 1.OA.1 Solve word problems. counters.] How many did I add? [2] How many are there now? [25] Help me write the CCSS 1.OA.6 Add and subtract number sentence that the cards show. [23 + 2 = 25] within 20. In the same way, show and write the equation 65 + 3 = 68.GOAL: Students will solve addition Write the equation 46 + 3 = ___. Use Dot Cards and counters to solve as above. equations in which one addend has Say: We had 46, and we added 3. How many do we have in all? [49] When we add two digits and the other has one just ones, what happens to the number? [Allow time to discuss. Then point to the digit. equation 46 + 3 = 49.] We added 3 ones, so only the number of ones changed. The MATERIALS NEEDED: Drop-It form number of tens stayed the same. #7 II. Writing a number sentence to add just the ones LESSON WARM-UP: Write 35 + 4 = ___ on the board. Say: We have 3 tens and 5 ones; we need to add 4 ones. Let’s write a number sentence to add the ones. [Write 5 + 4 = ___.] How many Drop-It: Hand out Drop-It form #7. ones in all? [9] How many tens are there? [3] How many altogether? [39] [Fill in 39.] Flash 8-10 addition flash cards with The number of tens stayed the same. Only the ones changed. sums up to ten. Have the students write the sums on their papers. Repeat this with 53 + 3 and 94 + 4. Check the students’ work. Note: This is a new form. Students III. Practicing the skill can use the blank Dot Cards for Write 84 + 3 = ___ on the board and say: Now let’s do this mentally without writing reference if needed. a number sentence to help. What should we think of to solve this number sentence?)) Be sure to include facts that need review. [adding the ones] Add the 4 ones and 3 ones in your head, and tell us how much 84 + 3 is. [87] [Fill in the sum.] INTRODUCTORY STATEMENT: We already know how to solve number Repeat with 72 + 4 and 24 + 5. sentences like 15 + 4. Today we will learn to solve number sentences with STUDENT TEACHER: bigger numbers, like 75 + 4. Write on the board: 35 + 4, 63 + 6, and 22 + 5. Draw a blank equation format and an open number line for each one. Ask three students in turn to explain what they will use to help them solve their equations. Then have each of them fill in that number sentence, fill in the number line, and solve the equation. CONCLUSION: Today we learned to add ones to numbers that have two digits. First we think of adding the ones, and then we find the sum. THINKING TRIGGER: Copyright © by SPOTS Educational Resources. All rights reserved.Write the equation 75 + 4 = ___ onthe board. Ask: What helped us solve15 + 4? What can help us solve 75 + 4?82

Adding Ones to Two-Digit Numbers Write the number sentence that will help add the ones. Solve.Draw more dots to add. Write the sum. 1. 52 + 4 = 2. 64 + 3 =1. 2. 34 + 2 = 46 + 3 = += += 3. 63 + 5 = 4. 82 + 7 =3. 4. += += 25 + 3 = 35 + 4 = Add. 5. 85 6. 35 7. 16 8. 46 9. 53 10. 73 +4 +4 +2 +2 +3 +5Add. 6. 7. 11. 21 12. 54 13. 63 14. 72 15. 12 16. 955. +7 +5 +4 +2 +4 +3 +__18__ _+_7__18_ +__44__ _+_9__44_ +__63__ Student Workbook page_+_4__63_ Student Workbook page8. 9. 10. Fill in the math puzzle. Write the number sentence and solve.Copyright © by SPOTS Educational Resources. All rights reserved. +__45__ _+_6__54_ +__26__ _+_1__26_ +__43__ _+_5__34_ 17. There are some fish in the pond. Whole Copyright © by SPOTS Educational Resources. All rights reserved. 4 fish swim away. LET’S THINK Now there are 6 fish left. Part Part How many fish were there at How does knowing the sum of 6 + 3 help you solve 46 + 3? first? fish =Chapter 6 Lesson 15 CCSS 1.NBT.4 Add within 100…understand that in two-digit numbers one adds tens and tens, ones and ones… 65 65 66 66 CCSS 1.OA.1 ,CCSS 1.OA. 6USING THE BOOK: Pages 65-66Page 65: Examples 1-4: Read the directions, and have the students complete the section on their own.Examples 5-10: Read the directions. Model example 5 on the board. Then have the students complete the section on theirown.Review both sections together.Let's Think: Read and discuss the question.Page 66: Examples 1-4: Read the directions. Review example 1 together, and have the students CLOSING STATEMENT:complete the section on their own.Examples 5-16: Read the directions. Explain that for these examples the students need to think Who can tell us what weof the helping number sentence in their heads. Have the students complete the section on learned today? [Accepttheir own. Review both sections together. relevant answers.] TodayExample 17: Read the directions. Read the story problem, and solve it together. we added ones to numbers with two digits. To help us Display the 5 + 4 and 4 + 3 Dot Cards and their add, we think of a number number sentences on the Math Poster. sentence using just the ones. Tomorrow we will learn to subtract ones from numbers with two digits. 83

6.16 Chapter 6 Lesson 16: Subtracting Ones from Two-Digit NumbersCCSS 1.OA.1 Solve word problems. NOTE: This lesson covers a second grade standard. It is included here becauseCCSS 1.OA.6 Add and subtract it progresses naturally from the proceeding lessons. You may choose to omitwithin 20. this lesson or include it as an enrichment lesson.CCSS 2.NBT.5 Add and subtractwithin 100. CONCEPT DEVELOPMENT:GOAL: I. Subtracting using Dot Cards Write 56 – 4 = ___ on the board. Say: Yesterday we added ones to two-digit numbers. WhatStudents will subtract single-digit happened to the number when we did that? [The tens stayed the same. Only the onesnumbers from two-digit numbers. changed.] What do you think will happen when we subtract ones from two-digit numbers?MATERIALS NEEDED: magnetic [Allow time for discussion.]math puzzles; blank sheets of paper Write 56 – 4 = ___ on the board. Ask: How should we solve this number sentence? [Allow time for suggestions. Then show 56 using Dot Cards, and ask:] How many dots are there? [56] [Draw an X over four dots, and ask:] How many are left? [52] What is the difference? [52] [Fill in the difference and read the equation together.]LESSON WARM-UP: In the same way, show and write the equation 65 – 2 = 63.Flash 10-12 Subtraction Dot Cards Write the equation 24 – 3 = ___. Use Dot Cards to solve as above. Say: We had 24, and wewith sums up to ten. Have the class subtracted 3. How many do we have left? [21] We subtracted 3 ones, so only the number ofidentify each one in unison. ones changed. The tens stayed the same.INTRODUCTORY STATEMENT: II. Writing a number sentence to subtract only the onesYesterday we added to two-digit Write 67 – 4 = ___ on the board. Say: We have 6 tens and 7 ones; we need to subtract 4 ones.numbers. Today we will subtract from Let’s write a number sentence to subtract the ones. [Write 7 – 4 = ___.] How many onestwo-digit numbers. do we have left? [3] How many tens are there? [6] How much is 67 – 4? [63] [Fill in 63.] The number of tens stayed the same. Only the ones changed. Repeat this with 58 – 3 and 99 – 4. III. Practicing the skill Write 64 – 3 = ___ on the board. Say: Now let’s do this without writing a number sentence to help. What should we think of to solve this number sentence? [subtracting the ones] Subtract the ones in your head, and tell us how much 64 – 3 is. [61] [Fill in the difference.] THINKING TRIGGER: Repeat with 79 – 4 and 28 – 5.Write the equations 45 + 2 = ___ IV. Story problems with an unknown partand 36 – 4 = ___ on the board. Ask: Now let’s tell some story problems. I’ll tell a story, and you’ll think about how to find the answer.What number sentence helps us add45 + 2? What number sentence do Grandma has a special candy dish. She sees that there only 4 candies in the dish. She adds someyou think will help us subtract 36 - 4? more candies, and now there are 9 candies. Can you figure out how many candies Grandma added to the dish? Distribute blank sheets of paper to each student. Have the students work in pairs to solve the story problem. Circulate and see how the pairs of students are solving it. Then, choosesome students to tell their answer and how they solved it. Make sure to include different methods.Let’s show different ways to solve the story problem. Let’s start with counters. How many candies were there in all? [9] [Place nine counters on the Copyright © by SPOTS Educational Resources. All rights reserved.board.] Some of these were there in the beginning. How many? [4] [Move four counters to the side.] These candies were there in the beginning. [Pointto the rest of the counters.] What are these counters? [the candies that Grandma added] How many did she add? [5]We solved this story problem using counters. Now let’s solve it using a math puzzle and number sentence. [Place a math puzzle on the board and fillit in as you go along.] We need to decide where to fill in the numbers. There were 4 candies in the dish. Is 4 a part or the whole? [part] Now there are 9candies in the dish. Is 9 a part or the whole? [whole] We have a part and the whole. What did we do to find the other part? [we took away the 4 candies]When we have the whole and one part, we subtract to find the other part.Draw an equation format and fill it in together (9 – 4 = 5), and compete the puzzle.There is another way to show this. We can draw to show that we solved it correctly. [On the board, draw nine circles.] These are all the candies in thedish. I will show the candies that were there before. [Draw stripes through four circles.] How many candies did Grandma add? [5] [Point to each groupof circles, and then to the whole group, and ask what each shows.]84

Subtracting Ones from Two-Digit Numbers Subtract. 2. – 18 –118 3. – 94 –194 Cross off the dots you need to subtract. 1. – 54 –154 Fill in the difference. 1. 2. 4. 6 –863 5. 4 –334 6. 7 –575 3 3 5 27 – 4 = 39 – 5 = – – – 3. 4. 7. 9 –239 8. 8 –478 9. 7 –974 3 7 4 – – – 28 – 5 = 37 – 2 = Fill in the math puzzle. Write the number sentence and solve. 5. 6. 10.There are 4 pennies in a jar. Jenny drops in some more pennies. Now there are 9. How many pennies did Jenny put in the jar? pennies Student Workbook page18 – 3 =29 – 4 =Whole Student Workbook page Part PartCopyright © by SPOTS Educational Resources. All rights reserved. = Draw to show the number sentence. Write the difference. 11. There are 3 crayons in Sammy’s pencil box. Sammy’s friend returns 7. 29 – 6 = 8. 36 – 2 = some crayons that he borrowed. Whole Copyright © by SPOTS Educational Resources. All rights reserved. Now there are 5. Part Part 67 67 How many crayons did his friend 68 return? crayons = Chapter 6 Lesson 16 CCSS 1.OA.1 Solve word problems. CCSS 1.OA. 6 68Now I will share another story problem. Let’s see if we can solve it with just a math puzzle and number sentence.There are 3 birds in a tree. Some more birds fly over to the tree. Now there are 7. How many birds flew over to the tree?Place or draw a math puzzle. Retell the story. As you say each number, ask where to place that number in the puzzle. Point out that you have onepart and the whole. Ask how we find the missing part (subtract). Together, write an equation, solve it, and complete the puzzle. Say: Four birdsflew over to the tree.STUDENT TEACHER:Tell another story: I had 8 number sentence cards. Then I made some more. Now I have 10 cards. How many more cards did I make?Have the students work in pairs to solve the story problem. Circulate and see how the pairs of students are solving it. Then, choose somestudents to tell their answer and how they solved it. Make sure to include different methods..CONCLUSION:Today we learned to subtract ones from numbers that have two digits. First we think of subtracting the ones, and then we find the difference.We also solved story problems.USING THE BOOK: Pages 67-68Page 67: Examples 1-6: Read the directions, and have the class complete the section on their ownwhile you circulate to offer help as needed.Examples 7-8: Read the directions. Model example 7 on the board, and have the students CLOSING STATEMENT:complete example 8 on their own. Who can tell us what we learned today?Review the page together. [Accept relevant answers.] Today wePage 68: Examples 1-9: Read the directions, and have the class complete the section on their subtracted ones from two-digit numbers.own while you circulate to offer help as needed. Review the section together. Discuss how We also solved some story problems usingsolving the first problem in the set helped solve the second problem. math puzzles. Tomorrow we will add number sentences that equal another ten.Examples 10-11: Read the directions. Read the story problems together with the class. Solvetogether 85

6.17 Chapter 6 Lesson 17: AddingOnestoTwo-DigitNumbers;FormingaTen CCSS 1.NBT.4 Add within 100 CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. using concrete models…to compose a ten. I. Adding using Dot Cards CCSS 1.OA.6 Add and subtract Write 68 + 2 = ___ on the board. Show 68 with Dot Cards and ask: What will within 20. happen when we add two more dots? [Allow time for discussion.] NYS CCLS.1.MD.3 Recognize and identify coins, their names, and Show 47 using Dot Cards. Add three white counters. Ask: What number sentence their values. do these Dot Cards show? [47 + 3 = ___] [Write the equation on the board.] How many tens did we start with? [4] When we added 3 ones to the 7 ones we made GOAL: another ten, so the number of tens will change! How many tens do we have now? [5] Students will solve addition Now we have 5 tens – 50 in all. equations in which the sum equals the next decade number. Repeat this with 26 + 4. MATERIALS NEEDED: model coins; Drop-It form #7 II. Writing a number sentence to add just the ones Write 76 + 4 = ___ on the board. Say: We have 7 tens and 6 ones; we need to add 4 LESSON WARM-UP: ones. Let’s write a number sentence to add the ones. [Write 6 + 4 = ___.] How many ones in all? [10] When we added the 4 ones to the 6 ones we made another ten, so Drop-It: Hand out Drop-It form #7. the number of tens will change. We had 7 tens. We made another ten. Now we have Flash 10-12 subtraction flash cards 8 tens in all. What’s the sum? [80] [Fill in the sum. If necessary, show the equation with minuends to ten. Have the using Dot Cards.] students write the answers on their papers. Check students’ work. Repeat this with the equations 35 + 5, 68 + 2, and 17 + 3. Note: This is a new form. Students can use the blank Dot Cards for III. Practicing the skill reference if needed. Write 24 + 6 = ___ on the board and say: Now let’s do this without writing a number)) Be sure to include facts that need review. sentence to help. What should we think of to solve this number sentence? [adding the ones] Add the 4 ones and 6 ones in your head. What happened when you added INTRODUCTORY STATEMENT: the ones? [we made another ten] How many tens do we have now? [3 tens] What’s We’ve learned how to add ones to the sum? [30] [Fill in the sum.] numbers with two digits, such as 36 + 2, and the number of ones changed. Repeat with 48 + 2 and 87 + 3. Today we will add ones to numbers with two digits, and the number of STUDENT TEACHER: tens will change! On the board write three addition equations in which the sum equals the THINKING TRIGGER: next decade number, and draw a blank number sentence format next to each Write 36 + 4 on the board. Ask: How equation. Have three students in turn show an equation using Dot Cards, write a many tens are in the first number? [3] number sentence to help, and solve. Help them explain the process used to solve How many tens do you think will be in each equation. the sum? Why? CONCLUSION: Today we learned to add ones to numbers that have two digits. When the sum of the ones is ten, the number of tens will change.86

Adding Ones to Two-Digit Numbers; Forming a New Ten Write the number sentence that will help add the ones. Solve. We have 2 tens and 6 ones. 1. 61 + 9 = 2. 43 + 7 = We add 4 ones. fo6rmanadte4n. += += Now we have another ten.26 + 4 = 30 We have 3 tens – 30 in all.Draw more dots to add. Write the sum. 3. 22 + 8 = 4. 84 + 6 =1. 2. += += 25 + 5 = 47 + 3 = Add. 6. 26 7. 57 8. 39 9. 65 +4 +3 +1 +53. 4. 5. 48 +2 10. 83 11. 75 12. 42 13. 33 14. 71 +7 +5 +8 +7 +938 + 2 = Student Workbook page16 + 4 =Write the number sentence and solve. Student Workbook page 15. Meg has 1 quarter and 1 penny. She hasAdd. 7. .Copyright © by SPOTS Educational Resources. All rights reserved.5. She gets 4 more pennies. 6. +628 +19 +219 How much money does she have? Copyright © by SPOTS Educational Resources. All rights reserved. +73 +573 + 82 +773 ¢+ ¢= ¢ 69 698. 9. 10. +46 +846 + 73 +55 +155 LET’S THINKChapter 6 Lesson 17 CCSS 1.NBT.4 Add within 100 using concrete models…to compose a ten. CCSS 1.OA. C.6, With what coins can Meg trade her group of coins so that she can 760 have fewer coins but still have the same amount of money? NYS CCLS.1.MD.3 70USING THE BOOK: Pages 69-70Page 69: Read and discuss the demonstration at the top of the page.Examples 1-4: Read the directions, and have the students complete the section on their own. Review the section together.Examples 5-10: Read the directions. Complete the section together.Page 70: Examples 1-4: Read the directions. Complete examples 1 and 2 together, and then have the students and completethe section on their own. Review it together.Examples 5-14: Read the directions. Explain that in this part they will add the ones in their heads and then write the sum.Complete the first few examples together, and then have the students complete the section on their own. Review the sectiontogether.Example 15: Read the story problem and solve together. CLOSING STATEMENT:Let's Think: Read and discuss the question. Who can tell us what we learned today? [Accept relevant answers.] Today we added ones to numbers with two digits, and the number of tens changed! We also did this using coins. Tomorrow we will practice adding to two-digit numbers. 87

6.18 Chapter 6 Lesson 18: Mixed Practice CCSS 1.NBT.4 Add within 100. CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. CCSS 1.OA.1 Solve word problems. I. Adding and subtracting with two- digit numbers GOAL: Write 54 + 5 = ___ on the board. Ask: What are we adding to 54? [ones] What Students will solve addition and number sentence will help us add the ones? [4 + 5] Will the answer be more or less subtraction equations with one- than 54? [more] Why? [because we are adding] Solve. and two-digit numbers. MATERIALS NEEDED: Drop-It form Write 79 – 5 = ___ on the board. Ask: What are we subtracting from 79? [ones] #7; poster boards; equation cards What number sentence will help us subtract the ones? [9 – 5] Will the answer be more or less than 79? [less] Why? [because we are subtracting] Solve. LESSON WARM-UP: Drop-It: Hand out Drop-It form #7. In the same way, write additional number sentences: 98 + 1 = ___; 65 – 2 = ___; Flash 10-12 subtraction flash cards 25 – 5 = ___; etc. Have students tell you what number sentence will help them with minuends to 10. Have the solve each one, and whether the answer will be more or less than the starting students write each difference on number, and why. Solve the equations. their papers. Check students’ work. II. Adding by forming another ten)) Be sure to include facts that need review. Write 26 + 4 on the board. Ask: What are we adding to 26? [ones] What number sentence will help us add the ones? [6 + 4 = 10] We made another ten. How many INTRODUCTORY STATEMENT: tens do we have now? [3] What is the sum? [30] Now that we’ve learned to add and subtract with two-digit numbers, we Write 37 + 3 on the board. Ask: What are we adding to 37? [ones] What number will review and practice what we’ve sentence will help us add the ones? 7 + 3 = 10] Did we form a ten? [yes] Will the tens learned. change? [yes] What is the sum? [40] THINKING TRIGGER: Repeat with 65 + 5. Write on the board: 54 – 3 = and 76 + 4 = . Ask: What helps III. Deciding whether we will form another ten us subtract 54 – 3? What helps us add Write on the board: 25 + 3 and 25 + 5. Say: In both of these number sentences 76 + 4? we are adding ones; in one of them we will form another ten. Add the ones of both number sentences in your head, and then tell me in which one will the tens change? [25 + 5] How do you know? [5 + 5 = 10] [Solve both equations.] Write the following equations: 52 + 8, 84 + 5, 74 + 6, and 43 + 4. Before solving each equation discuss whether we will form another ten or not and how we know, and solve. STUDENT TEACHER: Divide the class into groups of four. Give each group a small white poster board, a small colored poster board, and two addition equation cards – one that forms a new ten and one that does not. Have them write the equation that forms a new ten on the colored poster board and the one that does not form a new ten on the white poster board. For each equation, ask them to draw the corresponding Dot Cards and to write the sum. Have each group present its work to the class. You can choose to display some posters on your math bulletin board. CONCLUSION: Today we practiced adding and subtracting with two-digit numbers. Sometimes we formed a new ten and sometimes we did not.88

Mixed PracticeWhen we add ones to two-digit numbers... Will we form a new ten? Circle the correct sign. Add. 1. 2. 3. 4.46 46 +164+4 +3  85  85  16 50 49  +4  +5  +2 ...sometimes we form ...sometimes we do 5. 6 7. 8.  +961  +573  +782  +663a new ten. not form a new ten.    Write the number sentence that will help add the ones. 9. 10 11. 12.Solve.1. 32 + 6 = 2. 51 + 9 =  +755  +371  +519  +437     += += 13. 14 15. 16.3. 75 + 5 = 4. 24 + 5 =  22  62  30  43  +5  +8  +9  +4 += Student Workbook page+=Write the number sentence and solve.nickel.5. 11 + 8 = Student Workbook page6. 33 + 7 = ¢ 17. Rose has 1 quarter. She gets 1+=Copyright © by SPOTS Educational Resources. All rights reserved. += How much money does she have? ¢+ ¢= 71 71 18. Sol has 1 quarter. He gets 3 more pennies. Copyright © by SPOTS Educational Resources. All rights reserved. 72 How much money does he have?Chapter 6 Lesson 18 CCSS 1.NBT.4 Add within 100 using concrete models. CCSS 1.OA.1 ¢+ ¢= ¢ 72USING THE BOOK: Pages 71-72Page 71: Read and discuss the demonstration at the top of the page. Read the directions. Model the first example on theboard. Have the class complete the page on their own while you offer help as needed. Review the page together.Page 72: Examples 1-16: Read the directions. Do the first few examples together, then have the students complete the sectionon their own. Review it together.Examples 17-18: Read the directions. Read each story problem and solve it together.Display the 9 – 4 and 9 – 5 Dot Cards and their CLOSING STATEMENT:number sentences on the Math Poster. Who can tell us what we learned today? [Accept relevant answers.] Today we practiced adding and subtracting two-digit numbers. Sometimes we formed a new ten and sometimes we did not. Tomorrow we will learn more addition. 89

6.19 Chapter 6 Lesson 19: Adding Tens to Two-Digit Numbers CCSS 1.NBT.4 Add within 100… CONCEPT DEVELOPMENT: understand that in two-digit numbers one adds tens and tens... I. Reviewing adding decade numbers using Dot Cards CCSS 1.OA.1 Solve word problems. Write 60 + 30 = 90. Ask: What are we adding here – tens or ones? [tens] [Discuss how many tens are in each group, and solve.]GOAL: Students will add a two-digit Repeat with 40 + 30 and 30 + 20. number and a decade number. MATERIALS NEEDED: Drop-It form II. Adding decade numbers to two-digit numbers #6; blank sheets of paper On the board, show 53 using Dot Cards. Ask a student to tell how many there are. Underneath, show 20 using Dot Cards. Ask a student to tell how many there LESSON WARM-UP: are in the second group. Then ask how many there are altogether. [73] Say: Help Drop-It: Hand out Drop-It form #6. me write the number sentence that the cards show. [53 + 20 = 73] [Explain:] In this Flash 8-10 addition flash cards with number sentence we added tens, so the tens changed. We did not add any ones, so teen totals. Have the students write the ones stayed the same. the sums on their papers. Check students’ work. Repeat with 64 + 30 and 48 + 20.)) Be sure to include facts that need review. III. Adding in columns Now let’s add in columns. When we add in columns we first find the sum of the ones INTRODUCTORY STATEMENT: in both addends, then we find the sum of the tens. [Write 47 + 20 = ___, in vertical We learned to add ones to two-digit form. Using a different-color marker, draw a dividing line between the tens and numbers. Today we will add tens to the ones, and label the columns tens and ones respectively. (See page 74 in the two-digit numbers. Student Edition.)] How many ones are there in 47? [7] How many ones are there in 20? [0] How many ones do we have in all? [7] We will write 7 in the ones column, THINKING TRIGGER: because we have 7 ones in all. How many tens are there in 47? [4] How many tens What can help us solve 58 + 20? are there in 20? [2] How many tens in all? [6] How much do we have altogether? [67] The sum is 67. Copyright © by SPOTS Educational Resources. All rights reserved. Repeat as above with 59 + 40 and 28 + 30. STUDENT TEACHER: Distribute a blank sheet of paper to each student. Write 35 + 20 on the board. Have the students make a simple math drawing to solve the number sentence. Have some students show their work to the class. CONCLUSION: Today we learned to add tens to two-digit numbers. We learned to add in columns. When we add in columns we first add the ones in both numbers, then we add the tens to find the sum.90

Adding Tens to Two-Digit Numbers We have 4 tens and 7 ones. Add. 2. 3. 4. We add 2 tens. 1. 47 Now we have more tens. Tens Ones Tens Ones Tens Ones+20 We have 6 tens and 7 ones – Tens Ones67 67 in all. 26 58 19 35 +7 0 +2 0 +6 0 +3 0 The ones stayed the same.Write the number sentence. 5. 6. 7. 8. 1. 2. Tens Ones Tens Ones Tens Ones Tens Ones 45 63 38 46 +5 0 +3 0 +2 0 +4 03. 4. Add. 9. 47 10. 35 11. 58 12. 45 13. 26 14. 37 + 30 + 20 + 40 + 40 + 30 + 60 Write the number sentence and solve. 15. Glen has 27 seeds. He buys another 20 seeds. How many seeds does he have now? = 16. Miss Brown has 43 big planters and 30 small planters. How many planters does she have? = 74Make a simple math drawing to show the number sentence. Student Workbook pageseeds Student Workbook pageSolve. plantersCopyright © by SPOTS Educational Resources. All rights reserved.5. 27 + 40 =6. 36 + 20 = 73 73 Copyright © by SPOTS Educational Resources. All rights reserved. 74Chapter 6 Lesson 19 CCSS 1.NBT.4 Add within 100…understand that in two-digit numbers one adds tens and tens... CCSS 1.OA.1USING THE BOOK: Pages 73-74Page 73: Read and discuss the demonstration at the top of the page. Read each set of directions and have the studentscomplete each section on their own while you offer help as needed. Review the page together.Page 74: Examples 1-8: Read the directions. Have the class complete the section independently while you offer assistance asneeded.Examples 9-14: Read the directions. Explain that these examples are to be solved in the same way as those above. Studentsmay draw a dividing line between the tens column and the ones column for help. Have the class complete the sectionindependently. Review both sections together.Examples 15-16: Read each story problem, and solve it together. CLOSING STATEMENT: Who can tell us what we learned today? [Accept relevant answers.] Today we learned to add tens to two-digit numbers. Tomorrow we will practice adding tens or adding ones to two-digit numbers. 91

6.20 Chapter 6 Lesson 20: Using the Number Line CCSS 1.NBT.4 Add within 100… CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. understand that in two-digit numbers one adds tens and tens.... I. Reviewing adding tens on the number line Remember our kangaroo? How does the kangaroo jump? [by tens] GOAL: Students will add decade numbers Draw a number line at the top of the board. Have the kangaroo jump by tens to two-digit numbers using number until 100. Write in each number as it jumps. lines. MATERIALS NEEDED: small toy Write 30 + 20 = ___ on the board. Say: Let’s show this on an open number line. kangaroo or kangaroo cutout [Draw an open number line; discuss the starting number (30), the jumps (2 jumps of 10), and the landing number (50). Draw the jumps and circle the landing LESSON WARM-UP: number. Fill in the sum.] Drop-It: Hand out Drop-It form #7. Flash 8-10 addition flash cards with II. Jumping by tens from any two-digit number teen totals. Have the students write Draw a number line and say: We can start the number line with any number, and each sum on their papers. Check our kangaroo can jump by tens from that number. [Begin the number line with students’ work. a 5. Display the kangaroo and say:] The kangaroo makes jumps of ten. To which number will it jump first? [15] Five and ten more equal 15. Which number will it jump )) Be sure to include facts that need review. to next? What is ten more than 15? [25] [Draw the jump and write 25. Continue in this way until 95.] INTRODUCTORY STATEMENT: We know how to jump by tens on the Repeat this activity beginning with 7. number line. Today we will use what we know to solve adding tens to a III. Adding tens to two-digit numbers – filling in the jumps two-digit number on a number line. Write 52 + 30 = ___ on the board. Say: Yesterday we solved this type of problem using Dot Cards. Now let’s solve this on an open number line. THINKING TRIGGER: Draw an open number line and Draw a number line on the board, and fill it in as you go along. Ask: What is write 58 + 30 on the board. Ask: How the starting number? [52] What kind of jumps should we make – jumps of one or do you think we should show this on jumps of ten? [ten] How many jumps of ten will we make? [3 jumps of ten] Help me the number line? count on as I jump: We begin with 52 and we jump to 62, 72, 82. [Draw the jumps and write in each number. Circle 82.] This is the landing number. We landed on 82.92 52 + 30 = 82. [Fill in the sum.] In the same way, solve 56 + 40. IV. Adding on a number line without filling in the jumps Draw a blank number line and write 45 + 30 = ___ on the board. Say: Let’s solve this on the number line. We won’t fill in all the numbers; just the starting and landing numbers. With which number should we start? [45]. 45 is our starting number. [Write 45 at the beginning of the number line.] How many jumps of ten do we need to make? [3 jumps of ten] [Together, count on by tens as you draw the jumps: 55, 65, 75, but do not fill in the numbers.] What is the landing number? [75] [Write in 75.] Our sum is 75. [Fill in the sum.] So 45 + 30 = 75 Repeat this with 67 + 20 and 51 + 30. V. Practice On the board write 30 + 20 and 36 + 20. Ask: What’s similar in these two number sentences? [in both of them we are adding the same amount of tens] Let’s see how we can use the first equation to help us solve the second equation. [Solve 30 + 20 and write the sum.] Now let’s solve 36 + 20. We already know that the sum of the tens is 50. How many ones do we have? [6] So what is the sum? [56] Repeat with 50 + 30 and 52 + 30, and then with 40 + 40 and 45 + 40. Write 74 + 20 = ___ on the board and say: Let’s solve this mentally. We can think of

Using the Number Line Complete the number line. Fill in the sum. 1. We can add tens on the number line.We begin with 49 and jump to 59, 69, and 79. 63 + 30 = The sum is 79. 2.49 + 30 = 79 49 79 45 + 20 =Complete the number line. Fill in the sum. 3. 1. 78 + 20 = 56 + 30 = Add.2. 4. 30 36 +20 +20 42 + 40 = Student Workbook page5. 20 246. 50 59 Student Workbook page +60 +60 +30 +303.Copyright © by SPOTS Educational Resources. All rights reserved. 7. 40 47 8. 30 35 9. 60 68 +40 +40 +40 +40 +20 +20 Copyright © by SPOTS Educational Resources. All rights reserved. 67 + 30 = 75 75 LET’S THINK 76Chapter 6 Lesson 20 CCSS 1.NBT.4 Add within 100…understand that in two-digit numbers one adds tens and tens... What are the different ways that you can solve 38 + 40? 76jumping tens on the number line, or we can think of adding in columns. Think of how you would solve it and what the sum is.Ask some students to share how they solved the equation. Do the same with other, similar equations.STUDENT TEACHER:Have the students work in pairs. Give each pair an equation card showing adding tens to two-digit numbers, and a sheet ofpaper. Ask them to show how to solve the equation using a number line.CONCLUSION:Today we added tens on a number line. We learned that we can start with any number and count on by tens to find the sum.USING THE BOOK: Pages 75-76 CLOSING STATEMENT:Page 75: Read and discuss the demonstration at the top of the page. Who can tell us what we learned today? [Accept relevant answers.]Read the directions. Complete the page together. Today we added tens to numbers with two digits on a number line.Page 76: Examples 1-3: Read the directions. Have the students complete the section on Tomorrow we will practice some oftheir own. Explain that example 3 is more challenging: They need to fill in the numbers what we learned.and jumps on their own. Review the section together.Examples 4-9: Read the directions. Have the class complete the section on their own.Review it together.Let’s Think: Read and discuss the question. 93

6.21 Chapter 6 Lesson 21: Mixed Practice CCSS 1.NBT.4 Add within 100… CONCEPT DEVELOPMENT: understand that in two-digit numbers one adds tens and tens, I. Adding ones to two-digit numbers ones and ones… Write 63 + 5 = ___ on the board. Ask: What are we adding to the 63 – tens or ones? [ones] GOAL: Students will practice adding tens So the number of ones will become more. Will the number of tens change? [no] How or ones to two-digit numbers. many ones are there in all? [8] What is the sum? [68] [Fill in the sum.] MATERIALS NEEDED: Drop-It form #7 In the same way, solve 92 + 4 = ___ and 65 + 2 = ___. LESSON WARM-UP: II. Adding tens Drop-It: Hand out Drop-It form #7. Write 49 + 30 on the board. Ask: What are we adding to the 49 – tens or ones? Flash 8-10 addition flash cards with [tens] So the number of tens will become more. Will the number of ones change? teen totals. Have the students write [no] How many tens in all? [7] What’s the sum? [79] [Fill in the sum.] each sum on their papers. Check students’ work. In the same way, solve 56 + 40 and 38 + 30.)) Be sure to include facts that need review. III. Adding tens or ones Write 74 + 20 and 74 + 2 on the board. Point to 74 + 20 and ask: Are we addingINTRODUCTORY STATEMENT: tens or ones? [tens] Which number will change? [the number of tens] What is the Now that we’ve learned to add tens sum? [94] [Point to 74 + 2 and ask:] Are we adding tens or ones? [ones] Which and ones, we will review and practice number will change? [the number of ones] What is the sum? [76] what we’ve learned. In the same way, compare and solve 54 + 30 and 54 + 3; and 12 + 20 and 12 + 2. THINKING TRIGGER: Can you think of a number sentence STUDENT TEACHER: in which we add ones? Can you think of a number sentence in which we Write a list of addition equations that involve adding tens or ones. Point to each add tens? [List the equations on the equation and read it aloud. Ask the class to show one finger if we are adding board.] ones and ten fingers if we are adding tens. Then have each student choose an equation, write it on a paper, and solve it. Have students show their work to a neighbor. CONCLUSION: Today we practiced adding tens or ones.94 Copyright © by SPOTS Educational Resources. All rights reserved.

Mixed Practice Add Leotn’sesa.dd 3. 82 4. 71 5. 24 6. 92 +4 +8 +4 +2 We can add to two-digit numbers. 1. 47 2. 63 +2 +6 37 37 Lette’snsa.dd 9. 41 10. 67 11. 52 12. 25 +2 +20 + 40 + 20 + 40 + 30 39 57 7. 53 8 27 + 20 + 20Sometimes we Sometimes we add ones. add tens.Circle to show if we are adding tens or ones. Add.1. 67 Tens 2. 56 Tens 3. 43 Tens 13. 84 14 61 15. 93 16. 25 17. 18 18. 52 +2 Ones +30 Ones +3 Ones + 5 + 30 + 5 + 70 + 40 + 74. 94 Tens 5. 64 Tens 6. 52 Tens sarah learned how to add ones and how to add tens. +3 Ones +4 Ones +30 Ones Draw a smile on the face if the answer is correct. Draw a frown on the face if the answer is wrong. 19. 76 20. 46 21. 35 22. 51 23. 45 + 2 +20 + 4 +30 + 4 78 66 75 81 857. 47 Student Workbook pageTens8. 25Tens9. 68Tens +40 Student Workbook pageOnes+4Ones+30Ones10. 38Copyright © by SPOTS Educational Resources. All rights reserved.Tens11. 46Tens12.65Tens Copyright © by SPOTS Educational Resources. All rights reserved. +30 Ones +20 Ones +2 Ones LET’S THINKChapter 6 Lesson 21 CCSS 1.NBT.4 Add within 100…understand that in two-digit numbers one adds tens and tens, ones and ones… 77 77 78 Why did Sarah get some answers wrong? 78USING THE BOOK: Pages 77-78Page 77: Read and discuss the demonstration at the top of the page.Read the directions. Complete the section together.Page 78: Examples 1-18: Read the directions. Explain that in the first row we are adding ones, in the second row we are addingtens, and in the third row we are adding either ones or tens - be careful there! Have the students complete the section on theirown.Examples 19-23: Read the directions. Explain that some of the answers are correct and some are wrong. Ask the class tosuggest ways to figure out which are correct and which are wrong. Model the first two examples on the board, and have thestudents complete the section on their own.Let’s Think: Read and discuss together.Review the page together. CLOSING STATEMENT: Who can tell us what we learned today? [Accept relevant answers.] Today we practiced adding tens or ones with two-digit numbers. Tomorrow we will review the chapter. 95

6.22 Chapter 6 Lesson 22: End-of-Chapter Review CCSS 1.NBT.1 Count to 120, CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. starting at any number less than 120. I. Place value CCSS 1.NBT.2 Understand that the Write a two-digit number on the board. Ask: How many digits are in this number? [2] two digits of a two-digit number Which number tells us how many ones? Which tells us how many tens? represent an amount of tens and ones. Repeat this with additional two-digit numbers. CCSS 1.NBT.3 Compare two-digit numbers based on the meanings of Show 43 on the board using Dot Cards, and draw a small place-value chart with tens the tens and ones digits. and ones. Ask: How many tens? How many ones? How many altogether? [Fill in the CCSS 1.NBT.4 Add within 100. chart.] CCSS 1.NBT.5 Given a two-digit number, mentally find ten more or Repeat this with 65 and 12. ten less than the number. NYS CCLS.1.MD.3 Recognize and Show 53¢ using dimes and pennies, and draw a small chart. Ask: How many dimes? identify coins, their names, and How many pennies? How much money in all? [Fill in the chart accordingly.] their values. Repeat this with 25¢. GOAL: Students will review and practice II. Numbers before and after skills learned in Chapter 6. Draw three boxes in a row. In the middle box write 34. Have a student read the MATERIALS NEEDED: Drop-It form number. Ask: Which number comes just before 34? Which number comes just after? #7; hundred chart; large papers; double-sided Al cutout Repeat this with additional numbers. LESSON WARM-UP: III. Greater than, less than Drop-It: Hand out Drop-It form Write 69 and 85 on the board. Ask: Which number is greater? Which is less? [Show the #7. Flash 5-6 addition and 5-6 class Al the alligator. Ask a student to tell what he does.] To which number will Al’s subtraction flash cards with open mouth be facing? [85] Why? [because 85 is the greater number] If 85 is greater, minuends to 10. Have students then we know that 69 is …? [less] write each sum or difference on their papers. Check students’ work. Draw the sign, and write “less than” under the less-than sign. Read the sentence together: 69 is less than 85. )) Be sure to include facts that need review. Repeat this with other pairs of numbers. INTRODUCTORY STATEMENT: Today we will review Chapter 6. IV. Ten more and ten less Display the hundred-chart. Highlight the number 46. Ask: Which number is ten more? THINKING TRIGGER: [56] How did you figure that out? [by adding a ten] Which number is ten less? [36] How What are some things we learned do you know? [we take away a ten] about in this chapter? Repeat this with 82.96 Write 78 on the board. Ask: Can you tell me how much is ten more than this number, without using the chart? [88] How much is ten less? [68] How do you know? [we add a ten/take a ten away] V. Adding with two-digit numbers Write 63 + 5 = ___ on the board. Ask: What are we adding to 63? [ones] Add the ones in your head and tell us the sum of 63 + 5. [68] [Repeat this with 92 + 4.] VI. Adding — forming another ten Write 37 + 3 on the board. Ask: What are we adding to 37? [ones] Add the ones mentally — in your head. What happened when you added the ones? [we made another ten] Since we have another ten, the number of tens will change. What’s the sum? [40] [Fill in the sum.] Repeat this with 86 + 4. Write on the board: 45 + 3 and 45 + 5. Say: In which of these number sentences will we make another ten? [45 + 5] How do you know? [5 + 5 = 10] [Solve both equations.] Repeat with 76 + 4 and 76 + 3.