School Improvement in Maryland

Gr. 1 Unit: Understand Place Value

Unit Overview

This unit works extends the understanding of place value begun in Kindergarten with numbers 11 through 19. Students will work with two-digit numbers to solidify their conceptual understanding of tens and one, building the foundation for place value. Students will use concrete materials to build bundles of ten ones to make ten. Students will use this new understanding of place value to compare two-digit numbers.

Essential Questions:

  • How does using the base ten system make it easier for me to count?
  • How does the place value system work?
  • How do I determine the most efficient way to represent a number (pictorial, symbolic, with objects) for a given situation?
  • In what ways can items be grouped to make exchanges for unit(s) of higher value??
  • How does the position of a digit in a number affect its value?
  • In what ways can numbers be composed and decomposed?
  • How are place value patterns repeated in numbers?
  • How can place value properties aid computation?
  • How is math relevant to me?
  • What do numbers convey?
  • How can numbers be expressed, ordered, and compared?
  • What are the addition properties of whole numbers?
  • In what way can numbers be composed and decomposed?
  • What are different models of and models for addition and subtraction?
  • How do addition and subtraction relate to each other?

A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourges re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations.

Unit Lesson

Additional information such as Teachers Notes, Enduring Understandings,Content Emphasis by Cluster, Focus Standards, Possible Student Outcomes, Essential Skills and Knowledge Statements and Clarifications, and Interdisciplinary Connections can be found in this Lesson Unit.

Available Model Lesson Plans

The lesson plan(s) have been written with specific standards in mind. Each model lesson plan is only a MODEL - one way the lesson could be developed. We have NOT included any references to the timing associated with delivering this model. Each teacher will need to make decisions related ot the timing of the lesson plan based on the learning needs of students in the class. The model lesson plans are designed to generate evidence of student understanding.

This chart indicates one or more lesson plans which have been developed for this unit. Lesson plans are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignment: 1.NBT.B.2, 1.NBT.B.2a, and 1.NBT.B.2b

Students represent and compare two-digit numbers from 11 to 19 with the most efficient strategy.

Available Model Lesson Seeds

The lesson seed(s) have been written with specific standards in mind. These suggested activity/activities are not intended to be prescriptive, exhaustive, or sequential; they simply demonstrate how specific content can be used to help students learn the skills described in the standards. Seeds are designed to give teachers ideas for developing their own activities in order to generate evidence of student understanding.

This chart indicates one or more lesson seeds which have been developed for this unit. Lesson seeds are being written and posted on the Curriculum Management System as they are completed. Please check back periodically for additional postings.

CCSC Alignnment: 1.NBT.B.2, 1.NBT.B.2a, 1.NBT.B.2b, & 1.NBT.B.2c

Students will use base ten manipulatives to build two-digit numbers and then record the number numerically.

CCSC Alignnment: 1.NBT.B.2a & 1.NBT.B.2c

Students play a game in which they take turns spinning a spinner and adding cubes to make tens until they have ten tens or 100 blocks.

CCSC Alignnment: 1.NBT.B.3

Students play a game in which they each spin the spinner twice, making two-digit numbers and then record the comparison of them using <, =, or >.