## Weekly Overview

Weekly Topics

The focus of this week’s instruction is to deepen students’ understanding of:

• Use the place value chart to record and name tens and ones within a two-digit number up to 100. Write and interpret two-digit numbers to 100 as addition sentences that combine tens and ones.
• Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number within 100.
• Use the symbols >, =, and < to compare quantities and numerals to 100.
• Represent up to 120 objects with a written numeral.
• Add and subtract multiples of 10 from multiples of 10 to 100, including dimes.

Materials Needed

• Student Print Packets for each day
• End of Week Assessment
• Dry erase board with markers
• Sheet protectors for templates
• Dimes

Standards Covered

1.NBT.A.1 Count to 120, starting at any number. Read and write numerals to 120 and represent a number of objects with a written numeral. Count backward from 20.

1.NBT.B.2 Know that the digits of a two-digit number represent groups of tens and ones (e.g., 39 can be represented as 39 ones, 2 tens and 19 ones, or 3 tens and 9 ones).

1.NBT.B.3 Compare two two-digit numbers based on the meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

1.NBT.C.4 Add a two-digit number to a one-digit number and a two-digit number to a multiple of ten (within 100). Use concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction to explain the reasoning used.

1.NBT.C.5 Mentally find 10 more or 10 less than a given two-digit number without having to count by ones and explain the reasoning used.

1.NBT.C.6 Subtract multiples of 10 from multiples of 10 in the range 10-90 using concrete models, drawings, strategies based on place value, properties of operations, and/or the relationship between addition and subtraction

Representations

• Number bonds
• Base ten blocks
• RDW method (Read, Draw, Write)
• Place Value Chart
• Arrow Notation
• Quick Ten
• Rekenrek
• Tape Diagram​​​​​​​

• Count on (count up from one addend to the total)
• Part (e.g., “What is the unknown part?  3 + ___ = 8”)
• Total and whole (use interchangeably instead of sum; e.g., “What is the total when we add 3 and 5?”)
• Label (using letters or words on a math drawing to indicate the referents from the story’s context)
• Addition, equal, and subtraction signs
• Equation and number sentence (used interchangeably throughout the module)
• Number bond (graphic showing part–part–whole)
• Equal sign (=)
• A ten (a group, or unit, consisting of 10 items)
• Ones (individual units, 10 of which become a ten)
• Partners to ten
• Subtract and difference (used interchangeably throughout the module)
• Teen numbers
• 5 group columns
• Place Value way
• Unit way
• Arrow way
• >, Greater than, more than
• <, Less than, fewer than
• Penny, dime
• Cents and cent symbo

## Materials List

The following materials list will be used for the entire four weeks: Materials List.
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