Name

Grade 1 Math Extension Menu

Fun with Tens and Ones

Concept and/or Topic:Tens and Ones

Directions: Choose a learning activity from one square to complete. Circlethe number of the learning activity you choose. If you choose the square, “Write your idea here,” please see the teacher for approval.

Turn in this paper with your work.

1. Play the game Grab Two Handfuls.
Directions:
  • Grab two handfuls of cubes.
  • Show the amount of cubes you grabbed by placing them in groups of tens and ones.
  • Draw a picture to show the number of cubes you grabbed.
  • Write the number your cubes represent.
Challenge:
  1. Draw a picture to show ten more than the number of cubes you grabbed.
  2. Write the number that is ten less than the number of cubes you grabbed.
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2. Play the game Deal the Digits.
Directions:
  • Choose 2 cards from a deck of digit cards.
  • Create the largest number using the 2 cards.
  • Build that number with cubes.
  • Explain how you built the number using what you know about tens and ones. Use words, numbers and/or pictures in your explanation.
  • Choose 6 more cards.
  • Create 3 more 2-digit numbers with these cards.
  • Explain to a friend how your numbers compare to each other.

3. Use what you know about tens and ones to complete the worksheet Base Ten Thinkers.
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4. Write your own idea here.
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Teacher Resource Page

Grade 1 Math Extension Menu

Concept and/or Topic: Tens and Ones

Intended Purpose: Extension Activity

Domain: Numbers and Operations in Base Ten

Mathematical Practices:

1. Make sense of problems and persevere in solving them.

8. Look for and express regularity in repeated reasoning.

9. Solve problems in novel ways and pose new mathematical questions of interest to investigate.

Box 1:

Standard: 1.NBT.1

Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

Standard: 1.NBT.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

Standard: 1.NBT.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Box 2:

Standard: 1.NBT.1

Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

Standard: 1.NBT.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Standard: 1.NBT.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

Box 3:

Standard: 1.NBT.1

Count to 120 starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

Standard: 1.NBT.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones, and sometimes it is necessary to compose a ten.

Box 4:

Choose your own problem to solve.

Mathematical Practice 9: Solve problems in novel ways and pose new mathematical questions of interest to investigate.

Organizational Tips:

Box 1: Provide hundreds chart, 30 cubes, paper and pencil for each student.

Box 2: Provide a set of digit cards, paper and pencil for each student.

Box 3: Provide hundreds chart, cubes and Base Ten Thinkerssheet for each student.

Name______

Directions: Select manipulatives to help you solve the following:

  1. I have 12 ones and 2 tens. What number am I?
  1. I have 4 tens and 18 ones. What number am I?
  1. I am 37. I have 17 ones. How many tens do I have?
  1. I am 41. I have 2 tens. How many ones do I have?
  1. I am 55. I have 4 tens. How many ones do I have?
  1. If you put 3 more tens with me, I would be 62. What am I?

Challenge: Design your own Base Ten Thinkers to give to a friend.

Mathematics/Tens and Ones/Grade 1