Curriculum for Grade 1

Students look under the hood of addition and subtraction, applying place value understanding to 2-digit operations.

MODULE 1. Sums and Differences to 10

Topic A: Embedded Numbers and Decompositions

Students learn addition to 5 using concrete objects, abstract objects and equations. They learn the meaning and proper use of + and = signs, as well as the terms "addend" and "sum."

Topic B: Counting On from Embedded Numbers

Students learn addition to 10 using concrete objects, abstract objects, equations and number bonds. They solve for missing addend problems and begin to represent and solve word problems.

Add 0 to a number

Students add zero to a single-digit number. They solve equations in which zero is the first addend and when it is the second addend
Add 0 to a number

Use the + sign in an equation and find the sum

Students add single-digit numbers as represented by colored cubes. They choose the + sign to complete an equation and determine the sum
Use the + sign in an equation and find the sum

Model and solve an addition equation

Students use colored cubes to represent the addends in an equation and then determine the sum
Model and solve an addition equation

Record an addition equation based on a model to show more than one way to reach a given sum

Students write an addition equation to match a given model of cubes. They repeat this skill with another equation with the same sum and observe that there is more than one way to show that sum
Record an addition equation based on a model to show more than one way to reach a given sum

Show more than one way to reach a given sum

Students write an addition equation to match a given model of cubes. Then they create another cube model with the same sum and record the equation, observing that there is more than one way to show that sum
Show more than one way to reach a given sum

Solve an addition equation (totals to 7)

Students determine the sum for addition equations with two addends and totals to 7
Solve an addition equation (totals to 7)

Identify parts of an addition equation

Given an addition equation, students identify the first addend, second addend, plus sign and sum
Identify parts of an addition equation

Record an addition equation based on a model and create a model to show more than one way to reach a given sum

Students write an addition equation to match a given model of cubes. Then they create another cube model with the same sum and record the equation, observing that there is more than one way to show that sum
Record an addition equation based on a model and create a model to show more than one way to reach a given sum

Solve addition equations to 10 with or without a model

Students choose whether or not to view a cube model in order to solve addition equations to 10 and then solve
Solve addition equations to 10 with or without a model

Solve an addition equation (totals to 10)

Students determine the sum for addition equations with two addends and totals to 10
Solve an addition equation (totals to 10)

Model and solve an addition word problem with objects

Students write and solve an addition equation based on colored objects. They then use objects as directed to model an addition scenario, write it as an equation, and solve for the total period
Model and solve an addition word problem with objects

Model and solve an addition word problem with cubes

Students use cubes to model an addition scenario, write it as an equation, and solve for the total
Model and solve an addition word problem with cubes

Write and solve an addition equation based on a word problem

Students write an equation based on an addition scenario and solve it
Write and solve an addition equation based on a word problem

Determine the missing addend based on a model of cubes

Students determine the missing second addend in an equation based on colored cubes. First, hints direct them to the part of the model to find the answer. Then, students solve without the hint
Determine the missing addend based on a model of cubes

Determine the missing addend based on a cubes model

Students determine the missing second addend in an equation based on a cubes model. First, hints direct them to the part of the model to find the answer. Then, students solve without the hint
Determine the missing addend based on a cubes model

Determine the missing addend in an equation (Part 1)

Students determine the missing second addend in an equation
Determine the missing addend in an equation (Part 1)

Determine the missing addend in an equation (Part 2)

Students determine the missing second addend in an equation, choosing whether to solve immediately or model with cubes. Then they determine the missing first or second addend in an equation
Determine the missing addend in an equation (Part 2)

Determine the missing addend in an equation

Students practice solving for the missing second addend in an addition equation
Determine the missing addend in an equation

Choose two addends to reach a given total

Students determine the missing second addend in an equation, choosing whether to solve immediately or model with cubes. They identify which of two equations is true. Students then choose two addends to reach a given total
Choose two addends to reach a given total

Solve missing addend addition equations

Students determine the missing second addend in an equation
Solve missing addend addition equations

Identify addends with a sum of 10

Students identify which of two addition sentences with sums to 10 is correct. They identify pairs of addends that have a sum of 10
Identify addends with a sum of 10

Identify a number bond

Students determine the total number of objects and then its two addends based on color. They drag these values into a number bond. Students then identify a number bond among three images
Identify a number bond

Build a number bond based on a model of cubes

Students build a number bond based on a model of colored cubes and then write it as an addition equation. Then, students write the equation first, based on the model of cubes, and build the number bond
Build a number bond based on a model of cubes

Build a number bond based on a model of cubes and complete its addition equation

Based on a model of colored cubes, students complete the missing addend in a number bond and its related addition equation. Then, they complete the entire number bond based on a model of cubes
Build a number bond based on a model of cubes and complete its addition equation

Build a model, number bond, and equation

Students create a two-color model of circles. They build a number bond based on the model and determine a missing addend or sum in its related equation
Build a model, number bond, and equation

Complete a number bond

Students determine the missing addend in a number bond. Then, they determine two addends that complete a number bond with a given total
Complete a number bond

Complete a number bond to show more than one way to reach a given total

Students determine two addends that complete a number bond with a given total. Then, they determine two different addends to complete a number bond with that same total
Complete a number bond to show more than one way to reach a given total

Determine the missing addend in a number bond

Students identify the missing addend in a number bond for multiple number bonds with the same total
Determine the missing addend in a number bond

Topic C: Development of Addition Fluency Within 10

Students reinforce their understanding of addition within 10 and its underlying concepts as they build more efficient strategies to solve problems. They use addition scenarios with objects, base-10 block patterns, the number line, and equations to reinforce the relationships among fact families. They build upon existing knowledge of composition of numbers 6-10 as they move from the concrete to the abstract.

Identify a missing addend in equations with a sum and their turnaround facts

Calculate a missing addend in equations that sum to a maximum value of 10 with visual support. Also calculate a missing addend in equations that sum to maximum value of 10 using turnaround facts, or switching addends that sum to a maximum value of 10
Identify a missing addend in equations with a sum and their turnaround facts

Record a model of base-10 blocks as an addition equation

Use base 10 blocks and/or turnaround facts to complete an addition equation. These equations will sum to 10 each time
Record a model of base-10 blocks as an addition equation

Identify the missing addend in equations paired as turnaround facts with sums of 4, 5, 6 and 7

Identify a missing addend in equations that sum to 4,5,6, or 7. Students will also use turnaround facts to identify mssing addends
Identify the missing addend in equations paired as turnaround facts with sums of 4, 5, 6 and 7

Solve for a missing addend in an equation

Solve for a missing addend in an equation. Students will use an interactive game to help guide them through solving for the missing addends
Solve for a missing addend in an equation

Identify the missing addend in equations paired as turnaround facts with sums of 6, 7, 8 and 9

Identify a missing addend in equations that sum to 6,7,8, or 9. Students will also use turnaround facts to identify mssing addends
Identify the missing addend in equations paired as turnaround facts with sums of 6, 7, 8 and 9

Choose the correct sum for an addition expression

Choose from a selection of two answers for each numerical expression they are given. Each numerical expression sums to one of the two answers
Choose the correct sum for an addition expression

Identify the missing addend in equations paired as turnaround facts with sums of 9 and 10

Identify a missing addend in equations that sum to 9 or 10. Students will also use turnaround facts to identify mssing addends
Identify the missing addend in equations paired as turnaround facts with sums of 9 and 10

Topic D: Decomposition Strategies for Subtraction

Students reinforce thier understanding of subtraction within 10 and its underlying concepts as they build more efficient strategies to solve problems. They explore the relationship between addition and subtraction and work increasingly with 0 as a subtrahend and difference. They use subtraction scenarios with objects, base-10 block patterns, the number line, and equations to reinforce the relationships among fact families. They build upon existing knowledge of composition of numbers 6-10 as they move from the concrete to the abstract.

Record a scenario based on objects as a subtraction equation with a difference of 0 (Part 1)

Write subtraction equations using two numbers. They will write these subtraction equations to match with a picture they are given
Record a scenario based on objects as a subtraction equation with a difference of 0 (Part 1)

Record a number line scenario as a -0 subtraction equation

Learn that subtracting 0 from a number gives you the number you started with using a number line. Students will have to identify both numbers being subtracted and the difference based on the number line scenario
Record a number line scenario as a -0 subtraction equation

Record a number line scenario as a subtraction equation with a difference of 0

Learn that subtracting a number from itself results in a difference of 0 using a number line. They will identify the difference after being prompted to interact with the number line
Record a number line scenario as a subtraction equation with a difference of 0

Identify missing numbers in subtraction equations with a difference of 0

Solve for missing elements in subtraction equations that result in a difference of 0. Identify either one of the numbers that result in a difference of 0 or the difference of 0 iteself depending on the example
Identify missing numbers in subtraction equations with a difference of 0

Subtract by moving an object backward on a number line and solve a related equation that shows subtraction from 3, 4, or 5

Subtract numbers from 3,4, or 5 using a number line. Sometimes, students will be prompted to fill in one missing element in a subtraction equation after interacting with the number line scenarios
Subtract by moving an object backward on a number line and solve a related equation that shows subtraction from 3, 4, or 5

Record a number line scenario as an equation that shows subtraction from 3, 4, or 5

Subtract numbers from 3,4, or 5 using a number line. Students will be prompted to fill in all elements of a subtraction equations including the minuend, operations symbol, subtrahend, and difference
Record a number line scenario as an equation that shows subtraction from 3, 4, or 5

Record a scenario based on objects as a subtraction equation with a difference of 0 (Part 2)

Use a scenario illustrated with pictures to complete subtraction equations. Students will fill in the minuend, subtrahend, and difference for each subtraction equation
Record a scenario based on objects as a subtraction equation with a difference of 0 (Part 2)

Use base-10 blocks to represent subtraction scenarios with objects within 5 and identify base-10 block patterns that represent subtraction scenarios with objects within 5

Select the number of base 10 cubes that match the number of objects removed in the scenario illustrated with pictures. They difference left over should match the number of pictures left over
Use base-10 blocks to represent subtraction scenarios with objects within 5 and identify base-10 block patterns that represent subtraction scenarios with objects within 5

Solve equations based on a model of base-10 blocks to subtract 1 or all but 1

Click the number of base 10 cubes that should be taken away from the total to match the difference of the subtraction equation given to you. Afterwards, students will in the difference of the subtraction equation
Solve equations based on a model of base-10 blocks to subtract 1 or all but 1

Record a model of base-10 blocks as two related equations that show subtraction from 6

Fill in addends and sums in equations that add up to 6 given a scneario illustrated by base 10 cubes. Students will then complete two subtraction equations using 6 and the addends from the first equation
Record a model of base-10 blocks as two related equations that show subtraction from 6

Record a model of base-10 blocks as two related equations that show subtraction from 7 or 8

Fill in addends and sums in equations that add up to 7 or 8 given a scneario illustrated by base 10 cubes. Students will then complete two subtraction equations using 7 or 8 and the addends from the first equation
Record a model of base-10 blocks as two related equations that show subtraction from 7 or 8

Subtract by moving an object backward on a number line and solve a related equation that shows subtraction within 7

Subtract numbers from 7 using a number line. Students will then be prompted to fill in the difference of subtraction equations
Subtract by moving an object backward on a number line and solve a related equation that shows subtraction within 7

Record a model of base-10 blocks as two related equations that show subtraction from 9 or 10

Fill in addends and sums in equations that add up to 9 or 10. given a scneario illustrated by base 10 cubes. Students will then complete two subtraction equations using 9 or 10 and the addends from the first equation
Record a model of base-10 blocks as two related equations that show subtraction from 9 or 10

Identify missing numbers in subtraction equations from 9

Using base 10 cubes, fill in the missing addend and sum for addition equations that sum to 9. Also, use base 10 cubes to fill in missing subtrahend and difference in subtraction equations that start with a minuend of 9
Identify missing numbers in subtraction equations from 9

Topic E: The Commutative Property of Addition and the Equal Sign

Students learn about the commutative property of addition by comparing addition expressions with the same addends, but in a different order. In addition, students practice making expressions equal to each other by filling in the missing addend. Finally, students are introduced to the equal sign as a way to show that two expressions are equal or the same.

Solve simple addition equations and observe that changing the order of the addends doesn't change the sum

Using visuals, students count and add objects. Then, the objects switch places to show that the sum is the same. Next, students solve addition problems using numbers only and notice that changing the order of the addends doesn't change the sum
Solve simple addition equations and observe that changing the order of the addends doesn't change the sum

Explore expressions and reinforce the commutative property of addition

Students learn what an expression is. Then, students match expressions with the same sum, even though the order of the addends is switched
Explore expressions and reinforce the commutative property of addition

Make equal expressions and solve equations with the same addends in a different order

Students practice filling in the blank in an expression to make it equal to another expression. Then, students practice solving addition equations that share the same addends and sums
Make equal expressions and solve equations with the same addends in a different order

Identify and create equal and non equal addition expressions

Students solve equations with the same sum but different addends. Then, students solve equations to see if they are equal or not. Students practice algebraic thinking by filling in a missing addend that will make two expressions equal
Identify and create equal and non equal addition expressions

Use the equal sign to show and create equal expressions (Part 1)

Students learn to use the equal sign to show equal expressions. Next, students practice filling in one missing addend to make the equation true with direct instructions
Use the equal sign to show and create equal expressions (Part 1)

Use the equal sign to show and create equal expressions (Part 2)

Students practice filling in one missing addend to make the equation true
Use the equal sign to show and create equal expressions (Part 2)

Identify whether number sentences are true and false

Students practice identifying true and false number sentences. Some examples require addition while others don't
Identify whether number sentences are true and false

Topic F: Development of Subtraction Fluency Within 10

Students reinforce the relationship between addition and subtraction and the relationships among fact families. They use familiar objects, base-10 blocks, the number line, and equations to explore the composition of numbers 3-10. They build speed and accuracy with all +/- facts within 10.

Identify a number line model that represents a subtraction scenario given in words

Look at the three possible number line scenarios given to you. Then, select the one that represents the subtraction equation written in words
Identify a number line model that represents a subtraction scenario given in words

Identify missing numbers in subtraction equations from 4, 5, and 6

Using scenarios illustrated by base 10 cubes, fill in missing elements of subtraction equations. Each of the subtraction equations will start with either 4, 5, or 6
Identify missing numbers in subtraction equations from 4, 5, and 6

Identify missing numbers in subtraction equations from 6 and 7

Using scenarios illustrated by base 10 cubes, fill in missing elements of subtraction equations. Each of the subtraction equations will start with either 6 or 7
Identify missing numbers in subtraction equations from 6 and 7

Choose matching subtraction expression and difference

Using scenarios illustrated by pictures, match subtraction expressions with their corresponding differences. The activity ends when you get from one of the of the game board to the other
Choose matching subtraction expression and difference

Identify missing numbers in subtraction equations from 7 and 8

Using scenarios illustrated by base 10 cubes, fill in missing elements of subtraction equations. Each of the subtraction equations will start with either 7 or 8
Identify missing numbers in subtraction equations from 7 and 8

Identify missing numbers in subtraction equations from 8 and 9

Using scenarios illustrated by base 10 cubes, fill in missing elements of subtraction equations. Each of the subtraction equations will start with either 8 or 9
Identify missing numbers in subtraction equations from 8 and 9

Determine the missing element in a subtraction equation

Determine what elements are missing in the subtraction equations. As you fill in the missing elements of the subtraction equations, a puzzle will slowly be completed
Determine the missing element in a subtraction equation

Identify missing numbers in subtraction equations from 9 and 10

Using scenarios illustrated by base 10 cubes, fill in missing elements of subtraction equations. Each of the subtraction equations will start with either 9 or 10
Identify missing numbers in subtraction equations from 9 and 10

MODULE 2. Introduction to Place Value Through Addition and Subtraction Within 20

Topic A: Counting On or Making Ten to Solve Result Unknown and Total Unknown Problems

Students reinforce their understanding of "tens" and "ones" while sorting, counting, adding, and subtracting. They use objects, base-10 blocks, the number line, and a ten-frame. They practice various strategies to add across 10 and increase fluency with +/- facts within 20.

Reinforce knowledge of numbers 11-20 by adding a single digit to the number ten

Students will choose the correct addend to complete the chart, then practice addition skills by typing the correct sum
Reinforce knowledge of numbers 11-20 by adding a single digit to the number ten

Discover the addends to make ten

Discover the addends with the sum of ten. Find the missing addend for a sum of ten and complete the number chart
Discover the addends to make ten

Determine the missing addend

Students will demonstrate their skill by finding the missing addend to complete the equation
Determine the missing addend

Practice with ten frames

Click and drag blobs to complete the ten frame. Add the remaining blobs to the ten frame to determine the sum
Practice with ten frames

Use ten frames to explore equations and determine the sum

Using ten frames, students count objects to determine the addends. Students then complete the ten-frame and use the visuals to solve the equation
Use ten frames to explore equations and determine the sum

Use base ten blocks to make ten then find the sum

Click and drag base ten blocks to first complete a rod of ten. Then students will count the loose blocks and add them to the rod to determine the sum
Use base ten blocks to make ten then find the sum

Use base ten blocks to determine the sum

Determine the number of blocks needed to complete a rod. Use the base ten block visual to determine the sum of the given equation
Use base ten blocks to determine the sum

Introduction to equations with three addends

Use the different colored blocks to find the addends that equal ten. Then add the remaining addend to ten to find the sum. Type the answer to the equation
Introduction to equations with three addends

Decomposing addends in order to make ten then adding to find the sum

Decompose one addend in order to add the correct number of blocks to the other group to create ten. Add ten to the remaining blocks to solve the equation
Decomposing addends in order to make ten then adding to find the sum

Continued practice decomposing addends to solve an equation

Decompose one addend in order to create ten. Add ten to the remaining blocks to solve the equation. Type the sum into the equation
Continued practice decomposing addends to solve an equation

Demonstrate knowledge of missing addend to make ten

Type in the missing addend to complete the equation with the sum of ten
Demonstrate knowledge of missing addend to make ten

Solving using a number bond

Solve equations by decomposing and finding ten without the use of visual manipulatives. Introduction to using number bonds to solve the equation
Solving using a number bond

Using number bonds to solve addition equations

Using number bonds, determine how an addend is to be split to make ten. Add the remainder of the split to the ten to find the sum
Using number bonds to solve addition equations

Continued practice using number bonds to solve addition equations

Use number bonds to find the sum of an addition equation
Continued practice using number bonds to solve addition equations

Demonstrate proficiency or practice with assistance

Students are given the opportunity to solve equations with or without help
Demonstrate proficiency or practice with assistance

Solve the addition equations with sums of 11-16 to combine objects

Solve the addition equation to combine the two objects into one
Solve the addition equations with sums of 11-16 to combine objects

Solve the addition equations with sums of 11-16

Solve the addition equation to build a suit for battle
Solve the addition equations with sums of 11-16

Solve the addition equations with regrouping

Solve the addition equation to win the math battle
Solve the addition equations with regrouping

Topic B: Counting On or Taking from Ten to Solve Result Unknown and Total Unknown Problems

Students will use the strategy of making 10 to solve subtraction problems. They will use number bonds to break elements of subtraction equations into useful parts. Then, students will adapt these strategies to solving subtraction problems mentally.

Solve subtraction problems taking from 10

Students will subtract single-digit numbers from 10 to find the difference and complete each equation
Solve subtraction problems taking from 10

Subtract single digits from numbers 11-19 to make 10

First, students will count on from 10 to represent numbers between 11-19. Given a representation of 11-19 as a full ten frame and some remaining objects, remove the remaining objects to model subtracting a number to make 10
Subtract single digits from numbers 11-19 to make 10

Subtract the digit in the ones place from numbers 11-19 to make 10

Students will discover that subtracting the digit in the ones place from numbers 11-19 will produce a difference of 10. Students will solve these types of problems in equation and word form
Subtract the digit in the ones place from numbers 11-19 to make 10

Find the unknown number in subtraction problems to make 10

Given a number from 11-19, students will find the number that, when subtracted, produces a difference of 10. Students will begin to recognize that this number is identical to the digit in the ones place
Find the unknown number in subtraction problems to make 10

Solve subtraction problems beginning with a number from 11-15 and crossing 10

Students will model subtraction problems using a full ten frame and some ones. They will subtract a 1-digit number that crosses 10 to solve for the difference. They will model this by removing the remaining objects and then some items from the ten frame
Solve subtraction problems beginning with a number from 11-15 and crossing 10

Use the strategy of making 10 to solve subtraction equations

Students will model subtraction problems using a full ten frame and some ones. They will use the concept of number bonds to subtract to make 10, then subtract the remaining amount to solve for the difference
Use the strategy of making 10 to solve subtraction equations

Introduce subtraction across 10 using base-ten blocks

Students will model subtraction problems using base ten blocks by eliminating the single cubes before subtracting from the long; i.e., subtract to make ten, then subtract the remaining amount to solve for the difference
Introduce subtraction across 10 using base-ten blocks

Model subtraction across 10 using base-ten blocks and knowledge of number bonds

Students will solve subtraction problems using base-ten blocks by first eliminating the single cubes, then subtracting from the rod to solve for the difference. They will use the concept of number bonds to practice the strategy of subtracting to make 10
Model subtraction across 10 using base-ten blocks and knowledge of number bonds

More practice subtracting across 10 with base-ten blocks

Students will practice using base-ten blocks and the strategy of first subtracting to make 10 to solve subtraction problems across 10. Models involve using number bonds to break down the number being subtracted into smaller parts
More practice subtracting across 10 with base-ten blocks

Use number bonds to break down components of subtraction equations; use two equations to solve

Students will break down a number being subtracted using a number bond. Models involve breaking down the original problem into one equation that makes 10, then a second subtracting from 10 to solve for the total difference
Use number bonds to break down components of subtraction equations; use two equations to solve

Use number bonds to break down components of subtraction equations; use one equation to solve

Given a subtraction equation that crosses 10, break down the number being subtracted using a number bond. Break down the original equation and solve for 10, then subtract the remaining amount to find the difference. Both steps are performed mentally
Use number bonds to break down components of subtraction equations; use one equation to solve

Solve subtraction equations by using the strategy of making 10

Students will solve subtraction equations with the strategy of making 10. Options include mentally solving to provide the answer, or first breaking down one element using a number bond to make 10, then subtracting to find the solution
Solve subtraction equations by using the strategy of making 10

Solve subtraction equations that cross 10

Use any mental math strategy to solve subtraction equations taking from numbers 11-14 across 10
Solve subtraction equations that cross 10

Topic C: Varied Problems with Decompositions of Teen Numbers as 1 Ten and Some Ones

Students explore place value as they add and subtract across 10. They use multiple representations (objects, ten-frame, number line, base-10 blocks, and equations) to move from the concrete to the abstract. Students build their fluency with +/- facts within by reinforcing the underlying concept of exchanging and using the strategy of "resting" on 10. They also solve +/- problems in which all ones or all tens are added or subtracted.

MODULE 3. Ordering and Comparing Length Measurements as Numbers

Topic A: Indirect Comparison in Length Measurement

Students use familiar, real objects to build their sense of length comparison. They determine the longest, shortest, longer, and shorter among objects, even when not aligned.

Topic B: Non-Standard Length Units

Students use paper clips as a non-standard unit of length to measure objects. They learn that units must measure from endpoint to endpoint with no gaps or overlaps.

Topic C: Data Interpretation

Students count real objects and use tally marks or bar graphs to represent them. They interpret data presented in tables and graphs, and use it to find total, how many more, and how many fewer.

MODULE 4. Place Value, Comparison, Addition and Subtraction to 40

Topic A: Tens and Ones

Students further explore the concept that a two-digit number is composed of a round number (tens) plus ones. They determine totals, decompose numbers, add, and subtract. Students use familiar objects, base-10 blocks, ten-frames, equations, and number names along with place value cards. Note that the "coins" used are to reinforce the concept of tens, fives, and ones, not coin recognition.

Add tens to 40 based on a model of base-10 blocks

Given rods of 10 base 10 cubes, you will count the number of cubes by tens. During part of this activity, you will first identify the number of tens and then indicate how many cubes there are in total with a maximum total of 40 cubes
Add tens to 40 based on a model of base-10 blocks

Determine totals to 90 by counting base-10 rods

Given rods of 10 base 10 cubes, you will count the number of cubes by tens. During part of this activity, you will first identify the number of tens and then indicate how many cubes there are in total with a maximum total of 90 cubes
Determine totals to 90 by counting base-10 rods

Determine totals by counting objects with or without filling ten-frames

In this activity, you will determine the total amound of objects shown by filling ten-frames. By ten-frame, I mean a box with a maximum capacity of 10 objects
Determine totals by counting objects with or without filling ten-frames

Identify 2-digit round numbers

This activity deals with the mathematical idea of round numbers or numbers that end in zero. Given a group of numbers, you will identify which numbers would be considered round
Identify 2-digit round numbers

Determine totals to 40 by counting tens and ones using base-10 blocks

Base 10 number cubes sorted into rods of 10 and remaining cubes sorted into scattered single cubes, count the number of cubes. Report the number of tens then the number of ones, and indicate the total number of cubes. The maximum total will be 40
Determine totals to 40 by counting tens and ones using base-10 blocks

Determine totals to 40 by counting tens and ones using objects in ten-frames

Objects sorted into boxes of 10 and remaining objects sorted into scattered single objects, count the number of cubes. Report the number of tens then the number of ones, and indicate the total number of objects. The maximum total will be 40
Determine totals to 40 by counting tens and ones using objects in ten-frames

Determine totals by counting tens and ones using scattered and dissimilar objects in ten-frames

Objects sorted into boxes of 10 and remaining objects sorted into scattered single objects, count the number of cubes. Report the number of tens then the number of ones, and indicate the total number of objects
Determine totals by counting tens and ones using scattered and dissimilar objects in ten-frames

Determine the total of a set of 'coins' using 10s, 5s, and 1s

In this activity, you will be given coins of various values (10 cents, 5 cents, 1 cent). You will then count the amount of money you have in each problem
Determine the total of a set of 'coins' using 10s, 5s, and 1s

Represent numbers to 40 using base-10 rods and cubes

You will be given several rods of 10 base 10 cubes along several single base 10 cubes. You will then be asked to select a certain amount of cubes from the larger amount you start with. The maximum value you will have to count out will be 40
Represent numbers to 40 using base-10 rods and cubes

Identify names of numbers to 40 on a number line

A number line with present numbers will be given to you in this activity. You will then have to name numbers that follow the ones already on the numbers line. The maximum value of the highest number you will potentially have to name is 40
Identify names of numbers to 40 on a number line

Determine a missing number to 40 on a number line and identify its written name

A number line with present numbers will be given to you. You will have to fill in blanks on the number line with the number that is missing. You will then have to name these numbers. The maximum value of the highest number you need to name is 40
Determine a missing number to 40 on a number line and identify its written name

Decompose 2-digit numbers to 40 into tens and ones with and without a model of base-10 blocks

You will be given various 2 digit numbers. You will be asked to decompose each number into tens and ones or you will be given the decomposition to start and have to identify the number that matches each decompostion
Decompose 2-digit numbers to 40 into tens and ones with and without a model of base-10 blocks

Decompose 2-digit numbers to 40 into a round 2-digit number plus ones

In this activity, you will be given coins of various values (10 cents, 5 cents, 1 cent). You will then count the amount of money you have in each problem
Decompose 2-digit numbers to 40 into a round 2-digit number plus ones

Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 1)

You will add 1 to various two digit numbers less than 40 in this activity. You will use base 10 number blocks to model each addition equation
Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 1)

Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 2)

You will add 10 to various two digit numbers less than 40 in this activity. You will use base 10 number blocks to model each addition equation
Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 2)

Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 3)

You will subtract 1 from various two digit numbers less than 40 in this activity. You will use base 10 number blocks to model each subtraction equation
Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 3)

Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 4)

You will subtract 10 to various two digit numbers less than 40 in this activity. You will use base 10 number blocks to model each subtraction equation
Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 4)

Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 5)

You will add 10 to, add 1 to, subtract 1 from, and subtract 10 from various two digit numbers in this activity. You will not be able to use base 10 number blocks to model each equation
Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks (Part 5)

Topic B: Comparison of Pairs of Two-Digit Numbers

Students compare and order numbers, reinforcing their understanding of place value and sequence. They use familiar base-10 blocks, number line, and begin using inequality signs.

Align a scattered set of numbered, non-sequential objects in ascending order

You will be given a scattered group of objects with numbers on them. You will then be asked to arrange these objects in a line in asending order
Align a scattered set of numbered, non-sequential objects in ascending order

Compare two sets of scattered objects using > or < with a visual aid

You will be given two separate groups of objects to compare. You will select which group has the higher amount of objects with the help of a visual aid
Compare two sets of scattered objects using > or < with a visual aid

Align a scattered set of numbered, non-sequential objects in descending order

You will be given a scattered group of objects with numbers on them. You will then be asked to arrange these objects in a line in descending order
Align a scattered set of numbered, non-sequential objects in descending order

Determine missing round numbers on a number line numbered by tens

You will be given a number line numbered by 10s. You will then have to fill in blanks with round numbers
Determine missing round numbers on a number line numbered by tens

Compare two 2-digit numbers using >, <, or = with and without a model of base-10 blocks

You will be given two 2-digit numbers. You will then use inequality and equals signs to indicate which number is larger using base 10 number blocks as a visual aid
Compare two 2-digit numbers using >, <, or = with and without a model of base-10 blocks

Place 2-digit numbers on a number line

Given a number line, you will be placing numbers on a number live. Each number will be a 2-digit number
Place 2-digit numbers on a number line

Compare 2-digit numbers using <, =, or > with and without a number line model

You will be comparing pairs of 2-digit numbers in this activity. You will first place each number on a number line before idetifying which number is greater
Compare 2-digit numbers using <, =, or > with and without a number line model

Compare 2-digit numbers using <, =, or >

You will be comparing pairs of 2-digit numbers in this activity. You will use inequality and equals signs in each example to compare the numbers
Compare 2-digit numbers using <, =, or >

Topic C: Addition and Subtraction of Tens

Students work with round numbers to reinforce place value understanding of 10 more and 10 less. They use equations and the number line to solve addition problems and counting patterns.

Topic D: Addition of Tens or Ones to a Two-Digit Number

Students rely on growing understanding of exchanging to model and solve two-digit addition problems with exchanging using familiar models and new strategies.

Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks

You will add single digit numbers to various two digit numbers less than 40 in this activity. You will use base 10 number blocks to model each addition equation
Solve equations that add or subtract 1 or 10 with and without modeling with base-10 blocks

Model and solve addition equations that add a single-digit number to a two-digit number using a number line

You will be adding single digit numbers to two digit numbers in this activity. You will be allowed to use a number line to assist with these addition equations
Model and solve addition equations that add a single-digit number to a two-digit number using a number line

Solve equations that add a single-digit number to a two-digit number (Part 1)

You will be adding single digit numbers to two digit numbers in this activity. However, you will not be allowed to use a number line or any other visual aids to assist with these addition equations
Solve equations that add a single-digit number to a two-digit number (Part 1)

Choose matching addition expression and sum

For this activity, you will be adding single digit numbers to two digit numbers. You will be using a game board to guide your problem solving. Once you reach the other side of the game board, you win
Choose matching addition expression and sum

Determine a missing addend to add up to the next round number with and without a model of base-10 blocks

For this activity, you will be deciding what number to add to the given two digit number to get to the next round number. You will be doing this with and without the assistance of a base 10 cube model
Determine a missing addend to add up to the next round number with and without a model of base-10 blocks

Determine a missing addend to add up to the next round number and solve the equation (Part 1)

For this activity, you will be deciding what number to add to the given two digit number to get to the next round number after placing the two digit number on a number line. You will be doing this with the use of a number line
Determine a missing addend to add up to the next round number and solve the equation (Part 1)

Determine a missing addend to add up to the next round number and solve the equation (Part 2)

For this activity, you will be deciding what number to add to the given two digit number to get to the next round number. You will be doing this without the use of any visual aids
Determine a missing addend to add up to the next round number and solve the equation (Part 2)

Determine a missing addend to add up to the next round number and solve the equation (Part 3)

Using a number line, you will determine what to add to the given two digit number to get to the next round number. You will also need to figure out what the first digit is of that round number
Determine a missing addend to add up to the next round number and solve the equation (Part 3)

Model and solve 2-digit addition equations with exchanging using base-10 blocks

Using a base 10 number cube model, you will solve addition equations. You will decide how much of the second addend will be needed to get the first addend to the next round number. You will then add the remaining amount to get the final sum
Model and solve 2-digit addition equations with exchanging using base-10 blocks

Solve addition equations across 10 using a number line

Using a number line, you will solve addition equations. You will decide how much of the second addend will be needed to get the first addend to the next round number. You will then add the remaining blocks to get the final sum
Solve addition equations across 10 using a number line

Solve addition equations across a 10 by splitting an addend to make a ten

Without the use of any visual aids, you will solve addition equations. You will decide how many of the second addend will be needed to get the first addend to the next round number. You will then add the remaining blocks to get the final sum
Solve addition equations across a 10 by splitting an addend to make a ten

Solve equations that add a single-digit number to a two-digit number (Part 2)

For this activity, you will be adding single digit numbers to two-digit numbers. You will be using an interactive illustration to motivate you as you complete these addition equations. The maximum value of the sums will be 40
Solve equations that add a single-digit number to a two-digit number (Part 2)

Topic E: Addition of Tens and Ones to a Two-Digit Number

Students synthesize their learning from the previous topic to add tens and ones to a two-digit number. They are supported by the familiar model of base-10 blocks and step-by-step guidance.

Model and solve 2-digit addition equations within 40 using base-10 blocks

You will be using base 10 number cubes for this activity. You will be adding pairs two-digit numbers together. The maximum value of these sums will be 40
Model and solve 2-digit addition equations within 40 using base-10 blocks

Solve 2-digit addition equations within 40 with and without modeling with base-10 blocks

There will be no visual aids for this activity. You will be adding pairs two-digit numbers together. The maximum value of these sums will be 40
Solve 2-digit addition equations within 40 with and without modeling with base-10 blocks

Solve 2-digit addition equations with exchanging by adding tens and ones separately

You will be adding pairs of two-digit numbers for this activity. You will do this by separating the tens and ones in the numbers and adding them separately. The maximum value of these sums will be 40
Solve 2-digit addition equations with exchanging by adding tens and ones separately

Solve 2-digit addition equations

You will be adding pairs of two-digit numbers for this activity. You will do this without any visual aids. The maximum value of these sums will be 40
Solve 2-digit addition equations

Model and solve 2-digit addition equations with exchanging using base-10 blocks (Part 1)

You will use a base 10 number cube model to add pairs of two-digit numbers for this activity. You will be separating the numbers into tens and ones using the number cubes as a visual aid
Model and solve 2-digit addition equations with exchanging using base-10 blocks (Part 1)

Model and solve 2-digit addition equations with exchanging using base-10 blocks (Part 2)

You will be adding pairs of two-digit numbers with the use of base 10 number cubes. The first addend will be separated into tens and ones before each problem starts. Sort the second addend into tens and ones before adding the pair of two-digit numbers
Model and solve 2-digit addition equations with exchanging using base-10 blocks (Part 2)

Solve 2-digit addition equations with exchanging by adding tens and ones separately

You will be adding pairs of two-digit numbers for this activity. You will do this by separating the tens and ones in the numbers and adding them separately. The maximum value of these sums will be 40
Solve 2-digit addition equations with exchanging by adding tens and ones separately

Solve equations that add two-digit numbers across a 10

You will be adding pairs of two-digit numbers for this activity. You will do this without any visual aids. The maximum value of these sums will possibly be greater than 40
Solve equations that add two-digit numbers across a 10

MODULE 5. Identifying, Composing, and Partitioning Shapes

Topic A: Attributes of Shapes

Students learn the basic attributes of shapes: lines, closed figures, sides, and corners. They learn to identify triangles, rectangles, squares, trapezoids, and hexagons.

Topic B: Halves and Quarters of Rectangles and Circles

Students learn to identify and count equal parts in a partitioned shape. They learn the names for halves and quarters, and use these names in identifying shapes partitioned as such.

Topic C: Application of Halves to Tell Time

Students explore digital and analog clocks to understand the passage and identification of time. They learn parts of the clock and different types of time notation: X:XX, X o'clock, X-thirty, and half past X.

Identify clock parts and time to the hour on a clock

Given a digital or analog clock, students identify time to the hour as well as the hour hand and minute hand
Identify clock parts and time to the hour on a clock

Identify daily and hourly passage of time

Understand that a day lasts from midnight to midnight and what that time looks like on an analog clock. Identify time to the hour as hours pass on an analog clock
Identify daily and hourly passage of time

Identify time to the hour on a digital and analog clock

Identify time to the hour on a digital or analog clock. Choose one of three digital clocks that matches the time on an analog clock
Identify time to the hour on a digital and analog clock

Determine time to the hour on an analog clock

Choose one of three analog clocks that shows a given time to the hour. Move the hour hand of a clock to show a given time
Determine time to the hour on an analog clock

Identify passage of minutes on an analog clock

Identify how many minutes have passed on an analog clock. Understand that there are 60 minutes in an hour and 30 minutes in a half hour
Identify passage of minutes on an analog clock

Identify time to the half hour on an analog clock and use associated language (Part 1)

Students learn the concept of half an hour on an analog clock. They also learn the language of half past X. Then, students practice telling time to the half hour on an analog clock
Identify time to the half hour on an analog clock and use associated language (Part 1)

Identify time to the half hour on an analog clock and use associated language (Part 2)

Students learn to say X thirty as an alternative to half past X. Then, students practice telling time to the half hour on an analog clock and choose the correct matching digital time
Identify time to the half hour on an analog clock and use associated language (Part 2)

Identify time to the half hour on a digital and analog clock

Identify time to the half hour on an analog and digital clock, using both X-thirty and half past X. Show time to the hour or half hour on an analog clock
Identify time to the half hour on a digital and analog clock

Identify time on a clock

Identify time to the hour or half hour on an analog or digital clock by typing or choosing the time. Use the notation X-thirty, half past X, X o'clock, or X:XX
Identify time on a clock

MODULE 6. Place Value, Comparison, Addition and Subtraction to 100

Topic A: Numbers to 120

Students use familiar representations (objects, ten-frames, base-10 blocks, number line, place value cards, number names, and equations) to extend their place value understanding to higher numbers within 100. They begin building their mental model of the hundred chart by understanding the relationship between numbers in columns and rows. They reinforce the understanding that 2-digit numbers are composed of a round number (or tens) plus ones.

Determine a missing round number to 100 on a number line and identify its written name

For this activity, you will be using a number line. You will be naming numbers by tens starting at zero and ending at 100
Determine a missing round number to 100 on a number line and identify its written name

Position round numbers, in both digits and words, on a vertical number line

For this activity, you will be placing round numbers between zero and 100 on a number line. The numbers will be written on zeppelins that you "land" on the number line
Position round numbers, in both digits and words, on a vertical number line

Determine 2-digit totals based on base-10 blocks and place value cards

Base 10 number cubes will be used for this activity. You will be given a certain amount of 10 cube number rods and certain amount of individual numbers cubes to determine the total amount of number cubes
Determine 2-digit totals based on base-10 blocks and place value cards

Determine 2-digit totals of objects in ten-frames or base-10 blocks

You will be given groups of 10 objects arranged in 10-frames along with individual objects outside of the 10-frames. You will then use the 10-frames and individual objects to count the total number of objects
Determine 2-digit totals of objects in ten-frames or base-10 blocks

Determine totals by counting objects with or without filling ten-frames

Ten-frames will be used to assist with determining the total amount of objects for this activity. You will finish filling as many 10-frames as possible and add the remaining objects to the the pbjects arranged in 10-frames
Determine totals by counting objects with or without filling ten-frames

Represent a given two-digit number with base-10 blocks

For this activity, base 10 number cubes will be used. You will use 10-cube rods and individual number cubes to represent the amount indicated in each problem
Represent a given two-digit number with base-10 blocks

Identify 2-digit round numbers

For this activity, you will be selecting round numbers less than or equal to 100 for this activity. You will be given a group of numbers and will have to pick the round numbers from each group
Identify 2-digit round numbers

Decompose 2-digit numbers into a round number plus ones

A series of two-digit numbers less than 100 will be give to you to start this activity. You will break down each number into a round number and a single digit number
Decompose 2-digit numbers into a round number plus ones

Determine 2-digit totals of base-10 blocks by counting tens and ones

A base 10 number cube model will be used for this activity. You will be given a certain amount of 10-cube rods and individual number cubes. You will then determine how many cubes there are altogether
Determine 2-digit totals of base-10 blocks by counting tens and ones

Determine totals by counting tens and ones using scattered and dissimilar objects in ten-frames

Groups of similar and dissimilar objects arranged in and outside of 10-frames will be used for this activity. You will then count the total number of objects overall
Determine totals by counting tens and ones using scattered and dissimilar objects in ten-frames

Decompose 2-digit numbers into tens and ones with and without a model of base-10 blocks

Base 10 number cubes will be used for this activity. With this number cube model, decompose two digit numbers. Each number will either be represented with number cubes at the beginning or you will have to represent each number with number cubes before the
Decompose 2-digit numbers into tens and ones with and without a model of base-10 blocks

Solve +/- 1 and +/- 10 equations with and without a model of base-10 blocks

You will add 10 to, add 1 to, subtract 1 from, and subtract 10 from various two digit numbers in this activity. You will not able to use base 10 number blocks to model each equation. The maximum value of each final total will be 99
Solve +/- 1 and +/- 10 equations with and without a model of base-10 blocks

Count forward and backward within a ten on a number line

A number line will be used to assist You with counting forward and backward. As you count forwards and backwards, you will fill in the given blanks on the number line provided
Count forward and backward within a ten on a number line

Align a scattered set of numbered, non-sequential objects in ascending order

Given a visual aid, you will be arranging numbers in ascending order. The numbers in this activity will be less than 100
Align a scattered set of numbered, non-sequential objects in ascending order

Align a scattered set of numbered, non-sequential objects in descending order

Given a visual aid, you will be arranging numbers in descending order. The numbers in this activity will be less than 100
Align a scattered set of numbered, non-sequential objects in descending order

Compare 2-digit totals with a set of 10, 5, and 1 coins

Given a certain amount of money in coins of 1 cent, 5 cents, and 10 cents and a group of items with various prices, you will determine which item you can purchase with the amount of money you are given
Compare 2-digit totals with a set of 10, 5, and 1 coins

Identify missing numbers on a hundred chart

A mostly filled in chart of numbers in order from 1 to 100 will be given to you at the start of this activity. You will then fill in the blanks with the missing numbers
Identify missing numbers on a hundred chart

Identify 10 less, 10 more, 1 less, and 1 more on a hundred chart with limited numbering

A slightly filled in chart of numbers in order from 1 to 100 will be given to you at the beginning of this activity. You will then fill in the blanks with the missing numbers
Identify 10 less, 10 more, 1 less, and 1 more on a hundred chart with limited numbering

Adding round numbers using blocks and bars

A model of base 10 number cubes will be used for this activity. You will be adding pairs of two-digit numbers. The maximum value of each sum will be less than 100
Adding round numbers using blocks and bars

Addition and subtraction of round numbers

A model of base 10 number cubes will be used for this activity. You will be adding round numbers in this activity. The maximum value of each sum will be 90
Addition and subtraction of round numbers

Solve equations that add two-digit numbers across a 10

Adding pairs of two digit numbers will be the focus of this activity. Some problems involve the use of turnaround facts. If you answer a question wrong, you will use base 10 number cubes to help get the question correct
Solve equations that add two-digit numbers across a 10

Solve equations that add or subtract a round number using a hundred chart

A hundred chart will be provided for this activity to complete addition and subtraction problems. You will be adding and subtracting round numbers from non-round two digit numbers
Solve equations that add or subtract a round number using a hundred chart

Identify missing numbers in columns on a hundred chart with limited numbering

A hundred chart will be given to you at the start of this activity. You will need to fill in columns of this chart by couting up by tens in each column
Identify missing numbers in columns on a hundred chart with limited numbering

Identify 1 more and 10 more on a hundred chart with limited numbering

You will be given a hundred chart in this activity. You will be adding one or ten to each number indicated in the chart to get from one side of the chart to the other
Identify 1 more and 10 more on a hundred chart with limited numbering

Complete and solve equations that add or subtract a round number using a hundred chart

A hundred chart will be given to you in this activity. You will use this chart to assist with adding round numbers to non round numbers
Complete and solve equations that add or subtract a round number using a hundred chart

Identify missing numbers on a hundred chart and decompose into tens and ones

A hundred chart will be provided for you on this activity. You will identify what number should be typed into the blank on the hundred chart. Then you will decompose the same number into tens and ones
Identify missing numbers on a hundred chart and decompose into tens and ones

Count forward across 100 and beyond 100 on a number line

You will be given a number line with most of the values filled in. You will have to fill in the blanks moving forward on the number line using the numbers provided on the number line already. You will be providing values that are over 100 at times
Count forward across 100 and beyond 100 on a number line

Count backward across 100 and beyond 100 on a number line

You will be given a number line with most of the values filled in. You will have to fill in the blanks moving backwards on the number line using the numbers provided on the number line already. You will be providing values that are over 100 at times
Count backward across 100 and beyond 100 on a number line

Identify a missing three-digit number on a number line and its written name

A number line will be provided for this activity with most of the values already labeled. For each question, you will be filling in the one missing value. Then, you will be naming the number in words
Identify a missing three-digit number on a number line and its written name

Determine totals of objects in ten-frames beyond 100

You will be given objects pre-sorted into 10-frame boxes and some objects that are set off to the side on their own. You will have to determine how many objects are in the boxes and how many are off to the side to determine the total number of objects
Determine totals of objects in ten-frames beyond 100

Count base-10 rods beyond 100

Base 10 number cubes grouped into rods that are 10 cubes long will be made available at the beginning of this activity. You will then have to determine how many cubes there are overall. The answer each time will be a round number
Count base-10 rods beyond 100

Determine totals beyond 100 using a base-10 flat, rods, and cubes

Base 10 number cubes grouped into 10 cubes rods along with individual cubes will be given to you at the start of this activity. Use both of these visual aids to calculate how many cubes there are overall. Some answers to the questions will be over 100
Determine totals beyond 100 using a base-10 flat, rods, and cubes

Topic B: Addition to 100 Using Place Value Understanding

Students use familiar base-10 blocks, number line, and equations to work with round numbers. They rely on counting, place value, and addition/subtraction skills to solve problems. Students use familiar manipulatives to solve two-digit addition problems with and without exchanging. They also solve two-digit subtraction problems without exchanging.

Solve equations by adding or subtracting 10 to or from a round number

You will be adding and subtracting 10 from round numbers in this activity. You will have the use of base 10 number cubes to assist with some problems, but some of the problems will not allow for the use of those cubes
Solve equations by adding or subtracting 10 to or from a round number

Add and subtract round numbers with and without a model of base-10 blocks

Adding and subtracting round numbers will be the focus of this activity. You will have the use of base 10 number cubes to assist with some problems, but some of the problems will not allow for the use of those cubes
Add and subtract round numbers with and without a model of base-10 blocks

Record and solve equations that add a round number to a 2-digit number based on a model of base-10 blocks

Adding a round number to other two digit numbers will be the goal of this activity. You will model these addition equations using base 10 number cubes
Record and solve equations that add a round number to a 2-digit number based on a model of base-10 blocks

Record and solve equations that subtract a round number from a 2-digit number based on a model of base-10 blocks

Subtracting a round number to other two digit numbers will be the main focus of this exercise. You will model these addition equations using base 10 number cubes
Record and solve equations that subtract a round number from a 2-digit number based on a model of base-10 blocks

Model and solve equations that add a round number to a 2-digit number using base-10 blocks

Modeling and solving addition equations will be the focus of this activity. You will be adding round numbers to other two digit numbers
Model and solve equations that add a round number to a 2-digit number using base-10 blocks

Model and solve equations that add two 2-digit numbers using base-10 blocks

Modeling and solving addition equations will be the main objective for this activity. You will be adding pairs of two digit numbers together
Model and solve equations that add two 2-digit numbers using base-10 blocks

Model and solve equations that add two 2-digit numbers using base-10 blocks

Model and solve addition equations. Add pairs of two digit numbers together. One of the two numbers will be modeled for you with base 10 number cubes. Determine how many cubes you need to represent the second number before adding the pair of numbers
Model and solve equations that add two 2-digit numbers using base-10 blocks

Model and solve equations that add two 2-digit numbers using base-10 blocks

Model and solve addition equations. Add pairs of two digit numbers together. One of the two numbers will be modeled for you with base 10 number cubes. Determine how many cubes you need to represent the second number before adding the pair of numbers
Model and solve equations that add two 2-digit numbers using base-10 blocks

Add across 10 using a ten-frame (within 100)

You will be given a certain amount of objects to start this activity. A certain amount of them will be placed in 10-frame boxes, and some will not be. You need determine how many objects there are altogether
Add across 10 using a ten-frame (within 100)

Model and solve 2-digit addition equations with and without exchanging using base-10 blocks

Base 10 number cubes will be utilized to add pairs of two digit numbers for this activity. You will be sorting cubes into tens and ones columns before ultimately adding the the pair of numbers together
Model and solve 2-digit addition equations with and without exchanging using base-10 blocks

Model and solve 2-digit addition equations with and without exchanging using base-10 blocks

Model and solve addition equations. Add pairs of two digit numbers together. One of the two numbers will be modeled for you with base 10 number cubes. Determine how many cubes you need to represent the second number before adding the pair of numbers
Model and solve 2-digit addition equations with and without exchanging using base-10 blocks

Solve 2-digit addition equations with and without exchanging by adding tens and ones separately

Adding pairs of 2 two digit numbers is the goal of this activity. However, the numbers will be separated into tens and ones for you to add separately before you compute the final sum
Solve 2-digit addition equations with and without exchanging by adding tens and ones separately

Topic C: Coins and Their Values

Students explore the heads and tails sides of the penny, nickel, dime, and quarter. They learn the value of each coin, how to count a collection of them, and how to count a mixed collection of coins. Students match coin image, name, and value.

Identify a penny and its value

Explore the appearance of both sides of a penny. Understand its value as one cent and calculate the total value of up to 6 pennies
Identify a penny and its value

Identify a dime and its value

Explore the appearance of both sides of a dime. Understand its value as ten cents and calculate the total value of up to 6 dimes
Identify a dime and its value

Match a penny or dime to its name, appearance, and value

Select a coin name, image, and value that all represent a dime or a penny
Match a penny or dime to its name, appearance, and value

Identify the total value of a collection of dimes and pennies

Given a selection of dimes and pennies, type the total value
Identify the total value of a collection of dimes and pennies

Exchange between one dime and ten pennies

Count and exchange pennies for a dime. Use pennies and dimes to show a total of 12 cents in two different ways
Exchange between one dime and ten pennies

Identify a nickel and its value

Explore the appearance of both sides of a nickel. Understand its value as five cents and calculate the total value of up to 6 nickels
Identify a nickel and its value

Match a penny, nickel, or dime to its name, appearance, and value (Part 1)

Identify whether a coin name matches the image shown. Match a penny, dime, and nickel with its name and value
Match a penny, nickel, or dime to its name, appearance, and value (Part 1)

Match a penny, nickel, or dime to its name, appearance, and value (Part 2)

Identify whether a coin shown matches the name given. Match a penny, dime, and nickel with its name and value
Match a penny, nickel, or dime to its name, appearance, and value (Part 2)

Identify a penny, nickel, or dime based on color or size

Identify pennies, nickels, and dimes from a collection of coins, even when the details of the coins are blurred
Identify a penny, nickel, or dime based on color or size

Exchange between pennies, nickels, and dimes

Count and exchange between pennies, nickels, and dimes. Count the total of a collection of nickels and pennies
Exchange between pennies, nickels, and dimes

Show a given total using nickels and pennies

Given a total value, choose nickels and pennies to equal the total
Show a given total using nickels and pennies

Identify a quarter and its value

Explore the appearance of both sides of a quarter. Understand its value as twenty-five cents. Sort pennies, nickels, dimes, and quarters based on value
Identify a quarter and its value