NBT-Understand+place+value

1.NBT.2.Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. || ===‍**Anchor Standard/Mathematical Practice(s)**=== Understanding-compare two two-digit numbers. ||
 * ===**Common Core Standards**===
 * MP.2. Reason abstractly and quantitatively.**
 * MP.6. Attend to precision.**
 * MP.7. Look for and make use of structure.**
 * MP.8. Look for and express regularity in repeated reasoning.** ||
 * ===‍**Information Technology Standard**===
 * 1.SE.1.1 Use technology hardware and software resoponsibly.**
 * 1.SE.1.2 Explain why safety is important when using the Internet.** || ===‍ Revised Bloom's Level of thinking ===

‍**I can...**
=compare numbers using <, > or =. = = = =compare numbers using greater than, less than and equal to signs. = = =

‍**Differentiation**
//Race to the Flat //with base 10 blocks. Use different colored chips to represent place values. (blue-100,red-10, yellow-1). Practice trading values when a group of 10 has been made. Count the days of school with a place value chart. ||
 * Play

‍**Intervention:small groups**
For this game, each player gets paper and a pencil. You will also need a pile of counters, and two number dice--preferably the kind with the written number, not the kind with the dots. Take turns rolling both dice. Player 1 rolls the dice and arranges them to make the biggest number, then writes this number on paper. Player 2 goes next, and does the same thing. The two then compare their numbers for round 1, and the higher number takes a counter.

‍**Enrichment:**

 * [|games][|Place value]**

‍**Instructional Resources**

 * [|Activities]**

Lessons for Introducing Place Value: Teaching Arithmetic by: Maryann Wickett and Marilyn Burns
Mr. Base Ten Invents Mathematics by Bethanie H. Tucker Shark Swimathon by Stuart J. Murphy and Lynne Cravath The History of Zero by Janey Levy A Place to Grow by Stephanie Bloom and Kelly Murphy
 * Books:**

‍**Notes and Additional Information**
First Grade students are introduced to the idea that a bundle of ten ones is called “a ten”. This is known as unitizing. When First Grade students unitize a group of ten ones as a whole unit (“a ten”), they are able to count groups as though they were individual objects. For example, 4 trains of ten cubes each have a value of 10 and would be counted as 40 rather than as 4. This is a monumental shift in thinking, and can often be challenging for young children to consider a group of something as “one” when all previous experiences have been counting single objects. This is the foundation of the place value system and requires time and rich experiences with concrete manipulatives to develop. First Grade students extend their work from Kindergarten when they composed and decomposed numbers from 11 to 19 into ten ones and some further ones. In Kindergarten, everything was thought of as individual units: “ones”. In First Grade, students are asked to unitize those ten individual ones as a whole unit: “one ten”. Students in first grade explore the idea that the teen numbers (11 to 19) can be expressed as one ten and some leftover ones. Ample experiences with a variety of groupable materials (e.g., links, beans, beads) and ten frames help students develop this concept. First Grade students apply their understanding of groups of ten as stated in 1.NBT.2b to decade numbers (e.g. 10, 20, 30, 40). As they work with groupable objects, first grade students understand that 10, 20, 30…80, 90 are comprised of a certain amount of groups of tens with none left-over.