1.NBT.2a - Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: A 10 can be thought of as a bundle of ten ones — called a “ten.” Teacher: Place about 15 tens and about 15 ones in front of the student. Task 1- Ask the student to show ten. Once they have made it one way (10 ones or a complete ten), ask them if they can show it another way. Task 2- Hold up a ten (base ten) and ask the student what the name for it is (a ten). Task 3- Ask the student how many of these (tens) they would need to make 20? 50? 80? 100? 120? Task 4- Ask the student how many of these (tens) they would need to make 20? 50? 80? 100? 120? Numbers & Base 10 – 1.NBT.2a Task 1 4 Student is able to easily show a ten with ones and with tens rod. 3 Student has some trouble with showing 10 with ones and tens rod. 2 Student has trouble with showing 10 with ones and tens rod. 1 Student is unable to show 10 with ones and tens rod. Task 2 Student is able to easily able to name tens rod. Student has some trouble with naming a tens rod. Student has trouble with naming a tens rod. Student is unable to able to name tens rod. Task 3 Student is able to easily name how many tens rods are needed to make numbers given. Student has some trouble with naming how many tens rods are needed to make numbers given. Student has trouble with naming how many tens rods are needed to make numbers given. Student is unable to name how many tens rods are needed to make numbers given. Task 4 Student is able to easily name what number would be made with the number given. Student has some trouble with naming what number would be made with the number given. Student has trouble with naming what number would be made with the number given. Student is unable to name what number would be made with the number given.
1.NBT.2c - The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). Teacher: Cut apart double ten frame cards on the dotted lines. Show students 1 double ten-frame card, ex: a ten frame for 10 and 3. Ask the students to write and say the number shown on the double ten frame (13). Ask students how they knew that a filled ten frame and 3 on the other represents a 10 and 3 making 13? Repeat with all frames. You may choose to present the cards in or out of numeric order, Task 1- Show students pictures of numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 and ask them how many tens? Ones? Task 2- Ask the student to build numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 with base ten cubes. Task 3- Ask the student how they knew how many base tens cubes to use. (tens and ones) Task 4- My number has 13 ones and one ten, what is my number? Numbers & Base 10 – 1.NBT.2c Task 1 4 Student is able to easily name how many tens & ones are on the cards. 3 Student has some trouble with naming how many tens & ones are on the cards. 2 Student has trouble with naming how many tens & ones are on the cards. 1 Student is unable to name how many tens & ones are on the cards. Task 2 Student is able to easily build how many. Student has some trouble with building how many. Student has trouble with building how many. Student is unable to able build how many. Task 3 Student is able to easily explain how they knew how many tens and ones there are. Student has some trouble with explaining how they knew how many tens and ones there are. Student has trouble with explaining how they knew how many tens and ones there are. Student is unable to name explain how they knew how many tens and ones there are. Task 4 Student is able to easily tell how many there is. Student has some trouble telling how many there is. Student has trouble with telling how many there is. Student is unable to tell how many there is.