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1-N-1-3

Page history last edited by julierobinson1000@... 5 years, 9 months ago

1.N.1.3 Read, write, discuss, and represent whole numbers up to 100. Representations may include numerals, addition and subtraction, pictures, tally marks, number lines and manipulatives, such as bundles of sticks and base 10 blocks.

In a Nutshell

This objective covers the crucial concept of place value which lays the foundation of every math skill. Students enter first grade with a basic understanding of counting and will expand their knowledge of numbers up to 100 and will be expressing those numbers in various ways. In future grades, they continue to apply these strategies up to the thousands and millions.

Student Actions

Teacher Actions

As students accurately read and represent numbers in a variety of ways (pictures, tally marks, base ten blocks, number lines, manipulatives, etc.) they will develop a deep and flexible conceptual understanding of place value based on number sense.
Develop mathematical reasoning as they extend their place value knowledge from 10 and apply it when creating representations of numbers up to 100 using numerals, words, pictures, tally marks, number lines and manipulatives.
Build their conceptual understanding of numbers by stating the place and value of a digit in a given number (ex. In 56 the 5 is in the tens place and has a value of 50.).
Develop strategies for problem solving as they show given numbers using sentence frames (The number ___ is less/more than ____.) and clues on a number line or hundreds chart based on their value.Students can extend this by sharing another way to make that given that number.
Develop the ability to communicate mathematically while discussing with peers how to describe numbers up to 100 using appropriate place value vocabulary. Describe numbers using mathematical vocabulary such as less than, more than, equal to, tens, ones, etc. Students may need to use manipulatives to represent numbers.

Pose purposeful questions to help students recall prior knowledge and justify their thinking. Ask questions such as, What number is greater? How do you know? What number is less? How do you know? I see you have ___ tens and ___ones. What number does that represent? Can you show another way to make _____? How many ways can you make _____?
Implement tasks through small group, whole group, and partners, etc. where students explore and demonstrate a variety of representations using manipulatives, such as base ten blocks to make connections between a numbers up to 100 to promote reasoning and problem solving. (The digit ‘8’ represents eight objects, eight fingers, eight tallies, etc.) Having students discover various ways to make the number 8 encourages students to problem solve.
Use appropriate vocabulary in describing student representations to facilitate meaningful mathematical discourse. Teacher can guide discussion through student lead number talks or using anchor charts.

Key Understandings

Misconceptions

Identify the quantity of objects in a collection and recognize various representations of a given number.
Choose a strategy to count larger sets of numbers that makes sense to them.
Now that a digit will have different values, according to its place in a given number. (A digit of “1” in the tens place has a different value than a “1” in the ones place.)
Understand the digit “0” must be used as a placeholder when there is no value in that place.