Curriculum for Grade 1

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

Count two addends and determine the total

Students identify how many in each of two groups and then how many in all, with totals to 5. They complete the statement "X and X make X" by dragging the sum into place

Determine total number of objects and determine its two addends

Students identify a total of items of two colors and then determine the number of each color. They complete the statement "X and X make X" by dragging the sum into place

Use the + and = signs in an equation

Students are introduced to the + and = signs and use them to complete simple equations

Identify addends and sum in an equation

Students are introduced to the terms "addend" and "sum." They identify addends and the sum in equations

Compose an addition equation based on a picture

Students find the sum of an addition equation based on objects shown. They then compose the equation based on objects shown

Represent objects with cubes

Students drag colored cubes to match objects. They then identify a set of colored cubes that matches given objects

Compose addition equations based on cubes, and solve equations with and without cubes

Students compose an addition equation based on colored cubes and solve for the sum. They use equations to show that there is more than one way to represent a total. Students then solve addition equations without cubes shown

Count and add on a number line

Students count steps on a number line and determine the next number. They relate the ending number to the total number of steps. Students then find the total number of steps as the sum of two sets of steps on a number line

Add using a number line

Students solve addition equations based on a number line scenario

Compose and solve addition equations with and without a number line

Students compose and solve addition equations based on a number line scenario. They also solve addition equations without the number line

Solve addition equations

Given an addition expression, students determine the sum. Then they solve addition equations

Students learn addition to 10 using concrete objects, abstract objects, a number line, 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

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

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 to show more than one way to reach a given sum (Part 1)

Students write and solve an addition equation based on colored cubes. In doing so, they see that there is more than one way to reach a certain sum

Interpret addition on a number line and solve

Students determine distances on a number line and add them to find the total. They choose the + sign to represent addition in the equation

Solve an addition equation (totals to 7)

Students determine the sum for addition equations with two addends and totals to 7

Represent addition on a number line and solve

Given the first leg of a journey, students move an object further along a number line. They determine the addends and solve for the total distance

Identify parts of an addition equation

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

Model and solve an addition equation to show more than one way to reach a given sum (Part 2)

Students write and solve an addition equation based on colored cubes. In doing so, they see that there is more than one way to reach a certain sum. They solve equations either by providing the sum or by modeling with cubes to find the sum

Solve an addition equation (totals to 10)

Students determine the sum for addition equations with two addends and 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

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

Write and solve an addition equation based on a word problem

Students write an equation based on an addition scenario and solve it

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 number line model

Students determine the missing second addend in an equation based on a number line 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 in an equation (Part 1)

Students determine the missing second addend in an equation

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 a number bond

Students determine the missing second addend in an equation. Then they determine the missing addend in a number bond for multiple number bonds with the same total

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

Solve missing addend addition equations

Students determine the missing second addend in an equation

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

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 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 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

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 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

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

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

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

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

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

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

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

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 2)

Write subtraction equations using two numbers. They will write these subtraction equations to match with a picture they are given

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 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

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

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

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

Use a scenario illustrated with pictures to complete subtraction equations. Students will fill in the minuend, subtrahend, and difference for each subtraction equation

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

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

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 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

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

Record a number line scenario as an equation that shows subtraction from 7

Fill in all elements of an addition equation that sums to 7 including the addends, operation symbol, and sum using a number line scenario. Students will be prompted to complete a subtraction equation starting with 7 and the subtracting smaller numbers

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

Solve addition and subtraction equations based on a number line model

Complete addition and subtraction equations using a number line model. Students will only fill in either the sume of difference in the equations depending on whether the equations are addition of subtraction equations

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

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 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 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

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

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 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

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

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

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.

Group base-10 rods and cubes into a ten and ones and determine totals

Using 10 cube long rods and single base 10 cubes, group the rods and cubes into the tens and ones places respectively. Then indicate how many "tens" and "ones" there are

Determine the number of tens and ones using objects or base-10 blocks grouped into a ten-frame or a rod

Starting with a certain number of objects, place 10 objects into the given box. After 10 objects have been placed in the box, indicate how many objects are left over

Determine the number of tens and ones using objects or base-10 blocks grouped into a ten-frame or a rod and then determine the total

Starting with a box or group of 10 objects and a group of less than 10 objects, indicate how many objects are in the box and in the separate group. Then, indicate how many objects there are overall

Determine the total number of objects or base-10 blocks grouped into a ten and ones

This activity starts with a certain number of objects grouped into tens and ones places. You must indicate how many "tens" there are followed by the number of "ones." Then, indicate how many objects there are altogether

Determine the total number of objects by filling a ten-frame

Start with finishing filling up a 10 slot box with objects. After that is done, indicate how many objects there by adding up the number of objects in the box with the number of objects left outside of the box

Represent numbers in the second ten using a rod and cubes

Starting with several 10 cube rods and several single cubes, drag the number of cubes indicated in the question. Be sure to drag the 10 cube rods to indicate 10 cubes. Don't try to drag single cubes to indicate 10 cubes

Determine missing numbers in the second ten on a number line and identify their written name

This activity begins with a number line that starts with the numer 10. You will then identify each whole number after 10 by its written name

Position numbers to 19 on a number line

Given each number one at a time, you will place whole numbers that are greater than 10 and less than 20 on a number line. You will do this one number at a time

Determine the 2-digit total of aligned objects

Given a number of objects that are grouped in straight rows, indicate how many objects there are. The number of objects will be greater than 10 and less than 20

Add to or subtract from numbers 11-20 with and without a number line model

This activity will be completed both with and without a number line. You will add to and subtract from numbers 11-20

Solve +/- equations that include the number 10

This activity will be completed both with and without the use of base 10 cubes as a guide. You will complete addition equations that include the number 10 in them

Complete a series of related equations to add across 10 based on a model of base-10 blocks

Base 10 blocks will be used as a guide for this activity. You will complete addition equations based on the number of base 10 blocks there are in each example. Several of the sums will result in numbers greater than 10 but less than 20

Solve addition equations across 10 using a number line

This activity will completed with the aid of a number line. You will complete addition equations that sum to amounts greater than 10

Add three addends by first matching two addends to make a 10 based on a visual model

Using pictures to assist in grouping a given number of objects, you will place 10 of the objects into the container. After this is complete, you will determine how many objects are left and sum up the 10 previously grouped objects and the ones left over

Add three addends by first matching two addends to make a 10 based on a model of base-10 blocks (Part 1)

You will use stacked base 10 number cubes as a guide for this activity. Starting with 3 addends, you will combine two of them to add to 10. Then add the the remaining amount of cubes to the 10 to get a final sum

Add three addends by first matching two addends to make a 10 based on a model of base-10 blocks (Part 2)

Starting with 3 addends, you will determine which two of them to add to 10. Then add the the remaining amount of cubes to the 10 to get a final sum

Model and solve addition equations across 10 using base-10 blocks by making a ten

Starting with two numbers whose amounts are indicated by preset stacks of number cubes, you will sort 10 of them into a stack. Then, stack the remaining cubes in a separate stack. Finally, sum up all the cubes in an addition equation

Solve +9 equations with and without a model of base-10 blocks

With and without a base 10 number cube model, solve addition equations that add 9 to various single digit numbers. Start with determining which two numbers add to 10, then add the remaining amount to get a sum greater than 10

Solve equations with 9 across 10 using a number line

Using a number line and starting with the number 9, you will add 1 to 9 to get 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10

Add to numbers 11-20 across ten

Starting with the number 9, you will add 1 to 9 to get 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10 but less than 20

Solve +8 equations with and without a model of base-10 blocks

Using a base 10 number cube mode, you will start with the number 8, you will add 2 to 8 to get 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10. You accomplish this using a base 10 number cube model

Solve +8 equations with and without a model of base-10 blocks

Without using a base 10 number cube model, you will start with the number 8, you will add 2 to 8 to get 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10

Solve equations with 8 across 10 using a number line

Using a number line and starting with the number 8, you will add 2 to 8 to get 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10

Solve +6 and +7 equations with and without a model of base-10 blocks

Using a base 10 number cube model, you will start with either the number 6 or 7, you will then add enough cubes to 6 or 7 to get 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10

Identify addends to reach a given sum of 11, 12, or 13

Given a group a numbers, you will identify which pairs add to 11. You will then do the same for pairs that add to 12 and 13

Solve addition equations across 10 using a number line

Using a number line and starting with a number less than 10, you will figure out how much to add to the inital number to get to 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10

Split an addend to make a 10 and solve an addition equation

Without using a number line and starting with a number less than 10, you will figure out how much to add to the inital number to get to 10. After that, you will add whatever amount remains to get the final sum that will be greater than 10

Split an addend to make a 10 based on a model of base-10 blocks and solve an addition equation

Using a base 10 number cube model, place two separate stacks of cubes into tens and ones column. Then, determine how many cubes from the smaller stack you need to add to the larger one to get 10. Whatever remains in the smaller stack add to the equation

Identify addends to reach a given sum of 14, 15, or 16

Given a group a numbers, you will identify which pairs add to 14. You will then do the same for pairs that add to 15 and 16

Identify addends to reach a given sum of 17, 18, or 19

Given a group a numbers, you will identify which pairs add to 17. You will then do the same for pairs that add to 18 and 19

Solve addition equations across 10 (Level 1)

Without the use of a base 10 number model or a number line, you will sum together two addends to get a final sum. These final sums will all be greater than 10 but less than 20

Solve addition equations across 10 (Level 2)

Using an interactice illustration of planets, you will complete addition equations. Each sum you get will be greater than 10 and but less than 20

Students learn strategies for adding and subtracting across ten. They use familiar models of base-10 blocks, the number line, and ten frames to illustrate the meaning behind the operations.

Complete a series of related equations to subtract across 10 based on a model of base-10 blocks

Using a base 10 number cube model, you will start with a value greater than 10. You will then subtract 1, 2, 3, and 4 from that initial number

Solve subtraction equations across 10 using a number line

Using a number line and starting with a number greater than 10, you will complete subtraction equations. You will more than likely get a difference less than 10 each time

Model and solve subtraction equations across 10 using objects in a ten-frame

Given a box or container of 10 objects with additional objects outside of the box or container, you will complete subtractio equations. you will start with a total number of objets greater than 10 each time

Model and solve subtraction equations across 10 using base-10 blocks (Part 1)

Using a base 10 number cube model, complete subtraction equations. Start with greater than 10 cubes each time that area sorted into tens and ones column. Then, remove the number cubes equivalent to the number you are subtracting from the larger number

Model and solve subtraction equations across 10 using base-10 blocks (Part 2)

Using a base 10 number cube model, complete subtraction equations. Start with greater than 10 cubes each time that area sorted into a tens and ones column. Then, remove the number cubes equivalent to the number you are subtracting from the larger number

Solve subtraction equations within 20

Use a base 10 number model. The initial number of cubes will be equivalent to the minuend. Ten of the cubes will be placed in a tens column, the rest of the cubes in a ones column. Determine how many more cubes you need to remove from the tens column to e

Solve subtraction equations across 10

Without the use of any visual aids, you will complete subtraction equations. Each time the equation starts with a number greater than 10

Solve 2-digit minus 1-digit subtraction equations across 10

Using interactive illustrations, students will complete subtraction equations. These subtraction equations will all be 2 digit numbers minus 1 digit numbers

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.

Solve substraction equations that include the number 10

Using a base 10 number cube model, students will complete addition and subtraction equations. Before completing each equation cubes will be added and subtracted on screen

Record a model of objects or base-10 blocks as an equation that adds or subtracts all tens or all ones

Using a group of objects arranged in straight rows, a certain number of will disappear. You then needs to fill in all elements of the subtraction equation including the minuend, operation symbol, the subtrahend, and the difference

Complete equations that add or subtract all tens or all ones with and without a model of base-10 blocks

With and without the use of base 10 number cubes, you will complete both addition and subtraction equations. When the base 10 number cubes are used, they will either be added or subtracted from the total before completing the subtraction equations

Add ones to numbers in the second ten using base-10 blocks

Using base 10 number cubes that are arranged in tens and ones columns to reflect the first addend, you will add number cubes to the ones column equal to the second addend. After you add the number cubes, you then identify the final sum

Subtract from numbers 11-20 using base-10 blocks

Using base 10 number cubes that are arranged in tens and ones columns to reflect the first addend, you will remove cubes from the ones column equal to the subtrahend. After you remove the number cubes, you then identify the final difference

Solve +/- equations that use numbers in the second ten and a single-digit number (Part 1)

You will calculate the difference of subtraction equations in this activity. Each equation involves subtraction single digit numbers from two digit numbers

Identify a missing addend to reach a sum of 20 with and without a model of base-10 blocks

Using a base 10 number cube model, you determine how many cubes to add to equal 20 number cubes. You will then complete the corresponding addition equation

Solve +/- equations that use numbers in the second ten and a single-digit number (Part 2)

You will solve addition and subtraction equations in this activity involving a two digit number less than 20 and a single digit number. An animated illustration will progress after each each equation is answered correctly

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.

Identify the longer or shorter of two objects and align objects to compare length

Compare the lengths of two objects by clicking on the longer or shorter of two options as directed. Learn how to align objects to be able to judge the length more accurately

Identify the statement that correctly compares the length of two objects

Select the correct statement that compares the lengths of two objects. Three statement options are given

Identify the shortest or longest object in an unaligned set of three objects

Select the longest or shortest object as directed out of three choices. The objects are unaligned

Arrange a set of aligned objects according to length

Drag 3 or 4 objects to arrange them by length or height

Count distances in blocks on a map and compare

Count distances on a grid of a map. Enter the value for the distance. Then, compare two distances and state if one is longer or shorter than the other

Count distances in blocks on a map and create a path that is longer or shorter than given paths

Practice counting distances on a grid of a map. Then, create a path that is shorter or longer than a given path

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.

Count to measure lengths of objects

Learn how to measure lengths of objects using non-standard units. Paperclips are used to measure writing utensils. Enter the number of paperclips that equal the length of the object

Measure lengths of objects from endpoint to endpoint with no gaps or overlaps

Learn how to measure lengths of objects from one endpoint to the other using non-standard units. Paperclips are used to measure without gaps or overlapping. Enter the number of paperclips that equal the length of the object

Identify which of two objects is measured correctly

Select the correct way to measure length given two pictures. Paperclips are used an a non-standard unit. Then, enter the value of the measurement

Measure lengths of objects by laying units correctly

Measure the length of objects using paperclips as a non-standard unit. The measuring units have to be laid correctly between the endpoints

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.

Make tally marks to count up to 5 objects

Learn how to use tally marks to keep track of observations. Enter the value represented by the tally marks

Identify totals of tally marks (Part 1)

Practice interpreting the value represented by tally marks. Enter the number shown by the tallies

Identify totals of tally marks (Part 2)

Interpret the value of tally marks as part of a racing game. Entering the correct value moves the character ahead in the race

Interpret data in a table using tally marks (Level 1)

Create a tally chart for animals seen in a picture. Interpret the value of tally marks in a chart and find the sum of two values

Interpret data in a table using tally marks (Level 2)

Identify the value of tally marks in a chart and then determine which item appeared most or least. Then, find the sum of the three values in the chart

Interpret data in a 1-category bar graph

Learn how to create and read a bar graph for one category

Create a 2-category bar graph and use it to interpret data

Create bar graphs of two categories. Identify which category contains more or fewer. Find the difference between the two categories

Interpret data in a 3-category bar graph (Part 1)

Interpret the values given by three bar graphs. Compare the values and find the sum of all three categories

Interpret data in a 3-category bar graph (Part 2)

Practice interpreting the data given by 3-category bar graphs. Identify which bar shows a certain number and the sum of two categories

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

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 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

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

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 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 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 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

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

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

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

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 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

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 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 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 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 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

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

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

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

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

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

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

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 >

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

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.

Solve addition equations that add round numbers to 40

In this activity, you will be adding pairs of round numbers. The maximum value of each sum will be 40

Count backward by 10 on a number line (Part 1)

A number line will be provided for this activity. You will be given a number labeled on the line to start. Then, following the markings on the numbers line, you will count backward by tens to fill in the missing number for each problem

Count backward by 10 on a number line (Part 2)

A number line will be provided for this activity. You will be given a number labeled on the line to start. Then, following the markings on the numbers line, you will count backward by tens to fill in 2 missing numbers for each problem

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

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

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

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

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 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 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 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

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

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 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 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

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

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 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

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

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 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

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 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

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

Identify the lines

Learn to identify lines. Select lines in various orientations from among a group containing lines and curves

Identify curved lines

Learn to identify curves. Select curves in various orientations and forms from among a group containing lines and curves

Identify closed shapes

Identify open and closed figures. Select all of the open or closed shapes as directed out of a set that contains both

Identify shapes with a given number of sides

Select all figures with a given number of sides out of a set that contains a variety of closed figures

Count the number of sides and corners of shapes

Give the attributes of a triangle, rectangle, and hexagon. Select whether it is an open or closed shape and enter how many sides and angles it has

Identify hexagons

Learn the characteristics of a hexagon. Then, select those shapes that are hexagons

Identify triangles, rectangles, squares, and hexagons

Sort triangles, rectangles, squares, and hexagons by clicking on the creature that eats each of those types of shapes

Identify a trapezoid

Learn to identify a trapezoid. Choose the trapezoid out of two quadrilaterals, then state the attributes of a trapezoid

Draw given shapes

Practice drawing different shapes as directed on a peg board

Identify given shapes

Choose the name of the polygon out of two choices

Identify shapes of everyday objects

Given a picture of a real-world object, choose the correct name of the polygon out of 4 options

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.

Identify a shape that is partitioned into halves (Level 1)

Decide which of two similar or different shapes is partitioned into two equal parts, called halves

Identify a shape that is partitioned into halves (Level 2)

Decide which of two similar or different shapes is partitioned into halves

Determine the number of equal parts in a partitioned shape

Given a shape partitioned into equal parts, determine the total number of equal parts up to 4

Identify a shape that is partitioned into quarters

Decide which of two similar or different shapes is partitioned into four equal parts, called quarters

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 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 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

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

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 time to the half hour and use associated language

Identify time to the half hour on an analog clock. Use the language X-thirty or half past X to identify time to the half hour

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 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

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

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

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 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 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

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

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

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

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 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

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

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

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

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 descending order

Given a visual aid, you will be arranging numbers in descending order. The numbers in this activity will be less than 100

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

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 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

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

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

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 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

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 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

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

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

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 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

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

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

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

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

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

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

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 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

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 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 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 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

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

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 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

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

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 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

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

Identify the total value of a collection of dimes and pennies

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

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

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

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

Identify whether a coin name matches the image shown. Match a penny, dime, and nickel with its name and value

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

Exchange between pennies, nickels, and dimes

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

Show a given total using nickels and pennies

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

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