First Grade - MATH
5: Math
Unit 1: Number Sense 1-20
Lesson 4
Numbers 6-10
Students use manipulatives including base-10 blocks, abacus beads, counters, and dominoes to show the number 10 (Activity 1, Activity 2, and the Number 10 student page). Day 4 has an abacus activity where students move beads to show 6–10 and say statements such as "10 is 5 and 5," and the Number 10 page asks students to color ten beads on an abacus-like line. The wrap-up and activities ask students to create collections of 10 and to match groups of 10 to the numeral (Count & Match, Concentration, and creating collections).
Lesson 5
Numbers 6-10: Number Bonds and Making 10
Students use the abacus to move all 10 beads to one side and then separate one bead to show 1 and 9, demonstrating 10 as a group of ten single units and its partitions. Students build five paper chains of 10 links (1+9, 2+8, etc.), count and assemble the links, and hang chains to show 10 as ten ones grouped together. Students roll dice, count out counters for the parts, and place totals in a larger circle to create number bonds to 10, practicing combining single ones into a total of ten.
Lesson 6
Numbers 11-15
Students are asked to decompose numbers 11–20 and to show 11 on the abacus by moving 10 beads to the right on the top wire and 1 bead to the right on the second wire, then count all beads to prove 11. Students complete activity pages that require coloring abacus beads and drawing collections to represent numbers 11–15 (e.g., color 11 beads, draw pictures of 12 objects). Students exchange coins and count pennies to make 10 (exchange 2 nickels for 10 pennies) and use fingers/hands to represent 5 and 10, reinforcing a group of ten as ten ones.
Lesson 7
Numbers 16-20
Students use an abacus to show numbers 16–20 and are asked to color beads to represent quantities (e.g., color 16 beads). Activity 2 directs students to show 20 as two complete rows of beads and to be told or shown that "two tens makes 20." Students also practice representing numbers greater than 10 on the abacus and use the abacus color coding to identify groups of five within larger totals.
Lesson 8
Reviewing Numbers 11-20
Students count out 10 unit blocks, line them up, and compare the row of 10 units to a ten rod to see they are the same (Activity 4). Students use the abacus to move 10 beads to represent the ten in decomposing numbers 11–20 and write 10 in a number bond small circle while finding the remaining ones (Activity 3). The skills list and activities explicitly ask students to decompose numbers 11–20 to show they are made up of 10 and other ones and to show 10 as 10 pennies or a dime (Activities 2 and 3).
Lesson 9
Ordering and Comparing
The introduction has students hold up all 10 fingers and use that as a reference for making numbers 11–20, and it prompts discussion connecting two rows of abacus beads to 2 tens = 20. In Activity 3 (Ordering Owls) students create two rows (1–10 and 11–20) arranged so 1 is above 11, 2 above 12, etc., and are asked to notice that numbers in the rows end in the same digits. Activity 4 has students line up counters side by side so they can see and count differences between groups up to 20, supporting work with groups of objects.
Final Project
My Math Game
Students create and complete "Do the Math!" cards that include number-bond problems such as "Which number bonds with 5 to make 10?" and "Which number bonds with 10 to make ___?" Students work with coin problems that include dimes (10¢) and are asked to count coin amounts. The materials also suggest using a base-10 block as an optional game piece when selecting game pieces for the board.
Unit 3: Addition and Subtraction to 10
Lesson 3
Getting on Board with Addition
Students count and manipulate groups of ten using concrete materials: Activity 5 has students count that each abacus wire has 10 beads and use a number bond with 10 in the large circle while moving beads to show 1 and 9. Activity 6 has students color abacus beads to show all pairs that add to 10. The Wristband Business (Activity 7) requires students to create wristbands that each have a total of 10 beads and then write number sentences for those groups, and earlier activities use a bag of 10 pennies to make a group of ten.
Lesson 4
More Practice with Addition
Students count out ten one-dollar bills and reason about splitting 10 into equal and unequal parts (intro activity). Students make 10 cents by combining a nickel and five pennies and exchange a nickel for five pennies to show equivalence. Students use the abacus to show 10 on a wire, split 10 into pairs (e.g., 4+6, 3+7), and are asked to find many ways to make 10.
Lesson 5
Finding Differences
Students create piles of counters to make 10 (Activity 2), solving problems like 4 + ? = 10 and drawing pictures to show four items plus six more to make ten. Students work with a set of 10 concrete objects and use an abacus with 10 beads on the right to represent the full group, then move beads to show taking away (Activity 4). Students also use fingers and counters to represent starting with ten and removing some, and they write number sentences such as 10 - 4 = 6 and 10 - 8 = 2.
Lesson 6
Adding and Subtracting to Solve Problems
In Activity 2, students are shown a play ten-dollar bill and told it is worth 10 one-dollar bills, then practice giving change using ten one-dollar bills. In Activity 3, students group beads on an abacus by tens, place counters above 10, 20, 30, etc., on a number strip, and use 10 dimes (each worth 10 cents) to count by tens. Several prompts ask students to add or remove 10 (e.g., "What is 10 more?" and "What is 10 less?"), reinforcing the idea of ten as a unit of ten ones.
Unit 4: Data and Graphing
Lesson 1
What Is Data?
Students are asked to count by 5s to 100 and to use a number strip to skip numbers, with a suggestion to outline the boxes around the tens and 5s to make tens visually distinct. Students use an abacus to record each item they count by moving one bead to the right for every item observed. The lesson includes examples that reference groups of ten (for example, "10 pennies in a dime") and asks students to practice counting by 2s and from 20, reinforcing skip-counting toward tens.
Unit 5: Addition and Subtraction to 20
Lesson 1
Addition and Subtraction Review
Students practice making and breaking apart 10 in chants that list 10 as 9+1, 8+2, 7+3, 6+4, and 5+5. The Something's Missing worksheet includes problems that require students to find addends or differences involving 10 (for example, 5 + ___ = 10 and 10 - 4 = ___). Students are also prompted to use manipulatives (counters, abacus, number line) and to count by tens from 10, 20, 30, etc.
Lesson 2
More About Addition
Students work with ten individual counters to make groups that add to 10 (Activity 1: Making 10 with Three) and record addition sentences such as 3 + 3 + 4 = 10. Students use an abacus to show those same addition sentences by moving beads so that they "end with 10 beads moved to the right." Students also practice decompositions of 10 in the number chants and in dice activities that ask for the number that combines with a roll to make 10.
Lesson 3
Adding to 20
Students use an abacus to represent sums and are shown explicitly trading one bead to the top wire to make a group of 10 (e.g., converting 9+6 into 9+1+5 then 10+5 and showing 10 beads on the top wire and remaining beads on the second wire). Students complete 'Making 10' activities and use ten-frame interactives and chants to identify pairs that make 10. Students color rows of beads on an 'Adding to 20 on the Abacus' page, showing 10 as a distinct group when sums cross ten (for example, 8+9 displayed as 10 beads + 7).
Lesson 4
More Adding to 20
Students use the abacus to 'trade' beads to make a 10 (e.g., moving 1 bead from an addend to the 9 to show 10 when solving 9+8 and 8+5). Students use counters and plates to physically combine groups (e.g., removing 5 counters from two plates and placing them together on a plate labeled '10') and are asked to note 'You have 10 counters in this group.' The activities repeatedly prompt students to 'make 10' as a strategy for adding (Activity 2, Activity 3, and the Making 10 worksheet and practice problems).
Lesson 5
Addition Games and Crafts
Students are instructed to look for sums that make 10 (for example rewriting 4 + 6 + 3 as 10 + 3) and to cross out numbers and write "10" to make addition easier. In Activity 5 (Coin Exchange Game) students repeatedly trade 10 pennies for a dime and exchange coins when they reach 10 cents. In Activity 6 (First to 10) students make and set aside 10s, say the addition sentences that make 10, and use making-10 strategies in gameplay.
Lesson 6
Subtracting Within 20
Students are asked to add 10 to numbers (e.g., change 6 to 16) and to write the results on a whiteboard, explicitly practicing adding a ten to a number. Students use an abacus to show numbers such as 17 by moving "10 beads on the top wire and 7 beads on the second wire," separating tens and ones in their representation. The student activities include coin work where students place coins adding to 18 cents and may represent a dime (10 cents) alongside pennies, and a Number Collection image shows a decomposition of 16 into 10 and 6.
Lesson 7
Problem Solving
In Activity 2 students are given ones, fives, and ten-dollar bills and are asked to show amounts in different ways, including showing ten dollars as "1 ten-dollar bill, 2 five-dollar bills, 10 ones, [or] 1 five and 5 ones." The teacher models making 11 by saying "Ten plus one more is 11" and asks students to make 11 using 1 ten and 1 one. Students are directed to count and point to bills as they say amounts and to use counters or an abacus to represent these groupings.
Final Project
Numbers Are Missing!
The student pages include the prompt "10 combines with ______ to make the missing number," and the example with 11 explicitly asks students to write 1 because 10 + 1 = 11. Students are instructed to use abacus beads and counters and to practice showing 11 on the whiteboard with those manipulatives. The "Missing Number Sign Requirements" asks students to create addition and subtraction sentences and to show the number with objects, which has students work with combinations that include 10.
Unit 7: Place Value
Lesson 1
What Is the Base-10 System?
The Facts and Definitions name unit blocks as representing 1 and a ten rod as representing 10 and the Skills list explicitly states that 10 can be thought of as a bundle of ten ones called a "ten." In Activity 1 students are given 10 unit blocks and 1 ten rod, asked to show numbers including 10, and prompted to observe that the ten rod and 10 unit blocks show the same amount. In Activity 3 students line up 10 unit blocks under a ten rod, are asked to notice that the row becomes a ten rod, and are told that two groups of 10 make 20 or 2 tens. The student pages and abacus tasks have students color or move beads/rods to represent numbers 11–19 and 20–30 as one ten plus ones or multiple tens.
Lesson 2
What Is Place Value?
Students use unit (ones) blocks and a ten rod on a laminated place value mat to model numbers. They add unit blocks to make 9 then add one more to make 10, write 10 in the ones place, and then exchange ten unit blocks for a ten rod while writing 1 in the tens place and 0 in the ones place. Students also exchange 15 unit blocks for one ten rod and five unit blocks and say numbers as "1 ten and 5 ones," and they model numbers 11–19 by adding unit blocks to a ten rod.
Lesson 3
Tens
The Skills section explicitly states that students should "Understand that 10 can be thought of as a bundle of ten ones, called a 'ten'." During the story reading, students count nuts/berries to identify groups of tens and ones and answer questions about how many groups of 10 and leftovers (e.g., 15 → 1 ten and 5 ones). In Activity 1 students mark tally marks, circle groups of ten, and report how many tens and how many are left over. In Day 2 and Activity 3 students manipulate base-10 ten-rods and move 10 beads on the abacus while saying "This is 1 ten," match numbers to "__ tens," and represent tens with base-10 blocks.
Lesson 4
Distinguishing Tens and Ones
The Skills section explicitly states that students should "understand that 10 can be thought of as a bundle of ten ones, called a 'ten'." In Activity 1 and Day 2 students use place value cards, an abacus, and base-10 blocks to represent numbers (e.g., showing 18 with 10 beads and 8 beads, and 1 ten rod plus 8 unit blocks). Activities prompt students to name numbers as "2 tens and 5 ones" and to place ten-cards/ten-rods in the tens space and unit blocks in the ones space.
Lesson 5
Practice Time!
Students roll dice to create two-digit numbers, find place-value cards for the tens and ones, and say names both as digits and as '4 tens and 2 ones.' Students write the number and draw base-10 blocks, with modeling on how to draw a ten rod and a unit block and guidance that the ten rod should be longer than the unit block. Intro and wrap-up prompts ask students to identify numbers described as a certain number of tens and ones (e.g., "made up of 2 tens and 3 ones" and to write a number that has 4 tens and 5 ones).
Lesson 6
More Work With Tens and Ones
Students use an abacus to show numbers from 51 to 70 as they fill a number grid, prompting them to represent tens and ones. Students cut and paste or color two-digit numbers into gumball-machine templates and a Place Value Quilt to identify digits in the tens and ones places (e.g., "5 in ones place," "3 in tens place," "9 in ones place," "6 in tens place"). Students are directed to watch a "Base-10 Blocks" video to get more practice making numbers with base-10 blocks.
Lesson 7
Building Numbers Using Tens and Ones
Students draw base-10 blocks to show numbers such as 23 and complete a Domino Numbers sheet by writing how many tens and ones a domino shows and drawing corresponding base-10 blocks. Students use ten-rod/base-10 pieces and abacus boxes showing 10 beads to represent tens (e.g., cut out boxes showing 10 abacus beads to create two-digit numbers). Students match a dime to the ten rod and use dimes for the tens place (e.g., show 40 with 4 ten rods and 4 dimes, roll to place dimes as tens and pennies as ones).
Lesson 8
Reaching 100!
Students are asked to add a unit block to the ones place when showing 99, count the 10 unit blocks, and physically trade the 10 unit blocks for a ten rod. Students write numbers as '5 tens and 7 ones' and draw base-10 blocks to show tens and ones. Students use the abacus (showing 10 beads per wire) and 10 dimes to count by tens to 100, and the Student Activity Page displays 10 ten rods, 1 hundred flat, 10 rows of abacus beads, and 10 dimes as representations of 100.
Lesson 9
Playing With Bigger Numbers
Students use ones and tens place-value cards to make two-digit numbers (e.g., "6 tens," "5 tens and 1 one," "8 tens and 4 ones," "10 tens") and place the ones digit in the correct position over the 0 on the tens card. Students are asked to say the equivalent number when given groups of tens (e.g., 1 ten = 10, 5 tens = 50, 9 tens = 90). The lesson's listed skills explicitly state that students should understand that the two digits represent amounts of tens and ones and that 10, 20, …, 90 refer to one, two, …, nine tens (and 0 ones).
Lesson 10
More Work With 100
Students use an abacus and a laminated number bond with 10 in the large circle and 3 in a small circle, then move beads to find the other addend (7) and write 3+7=10. Students manipulate unit beads, ten rods, and base-10 blocks to show groups of ten (for example moving thirty beads as three full rows of ten and noting there are 10 beads per row) and to represent numbers such as 30, 70, and 100. Students place unit blocks, ten rods, and a hundred flat on a place-value mat and write digits in the hundreds/tens/ones columns to show that, for example, 120 is one hundred and two tens, and they read and write 3 tens + 7 tens = 10 tens and 30+70=100.
Lesson 11
Sequencing Numbers
Students cut out and work with Base-10 Numbers cards and base-10 block pictures that show tall rods (groups of ten) and single unit cubes. Students are asked to compare numbers like 8 and 18 and to ‘‘count ten rods to see which number has more tens.'' Students are invited to read numbers both in traditional form and as numbers of tens and ones (for example, "4 tens and 2 ones").
Lesson 12
Comparing Numbers
Students are asked to think of numbers in terms of tens (for example, asking what it means for a number to be equal to 50 / 5 tens). Day 2 prompts students to compare two-digit numbers by asking which has more tens (noting 33 has 3 tens and 24 has 2 tens) and tells students to pay attention to how many tens and ones are in numbers. The Domino Place Value activity has students choose between making 3 or 30 and explains that placing 0 in the tens place means there are no tens and the number is one-digit.
Lesson 13
10 More and 10 Less
Students use base-10 blocks to show 4 as four unit blocks and then add a ten rod to those units to make 14, explicitly connecting a ten-rod to adding ten. Students use an abacus to add ten by moving ten beads and to show numbers like 13, 23, etc., illustrating how ten more shifts the tens place. Students color and read sequences (e.g., 4, 14, 24, 34) on a 1–120 grid to observe that adding ten increases the tens digit while the ones digit stays the same.
Lesson 14
Working With Multiples of 10
Students are asked to show 30 with base-10 blocks by using 3 ten rods and then add another ten rod to make 40, and they are asked to identify numbers like 20 as "2 tens." The lesson has students use an abacus by moving rows of beads to the right to add 10, 20, and 30 (showing 1, 2, and 3 tens) and includes prompts such as "1 ten plus 3 tens is 4 tens" and calling numbers by their tens names (e.g., "5 tens + 1 ten"). Activities (dice, dominoes, matching sheets) require students to create and add multiples of ten and to reason in terms of tens and zeros in the ones place.
Lesson 15
More Practice With 10
Students are asked to draw and use base-10 blocks or ten rods to represent numbers (Introduction and Activity 1). The teacher language explicitly compares ones and tens: "We can say 3 tens plus 3 tens equals 6 tens" and "5 ones take away 2 ones is 3 ones, and 5 tens take away 2 tens is 3 tens" (Activity 2). In the Wrap Up students use ten rods to form letters and then count ten rods to state the number as "5 tens or 50," connecting a ten rod to the value of ten ones.
Final Project
Place Value BINGO!
Students are asked to represent numbers using base-10 blocks, abacus beads, 'tens + ones' descriptions, and digit form (e.g., squares showing "1 ten + 5 ones", "3 tens + 9 ones", and base-ten block diagrams). Option 2 asks students to show a given number in four ways (unit blocks/abacus/"ones"/digit) and to place representations such as tens-and-ones on BINGO cards. The materials include examples that refer to ten rods and using "10 ten rods" to show 100, and students match numerals with visual and descriptive place-value representations.
Unit 8: Measurement
Lesson 1
Introducing Measurement
Students are asked each day to show "Today's Number" using base-10 blocks, with explicit examples: for 26 they show "2 ten rods and 6 unit blocks" and for 57 they show "5 ten rods and 7 unit blocks." The Student Activity Page includes a Hundreds/Tens/Ones chart and a box labeled "base-10 blocks" where students draw or represent the number with ten-rods and unit blocks. Students also complete 10 more / 10 less tasks, reinforcing the role of tens in two-digit numbers.
Lesson 2
Getting Started With Length
Students are asked to represent two-digit numbers using ten rods and unit blocks (for example, for 99: "9 ten rods and 9 unit blocks" and for 15: "1 ten rod and 5 unit blocks"). They are asked to write numbers in place-value form (e.g., "0 hundreds, 9 tens, 9 ones" and "0 hundreds, 1 ten, 5 ones"), explicitly naming tens and ones. A student activity also asks students to record lengths in "base-10 blocks," reinforcing use of unit blocks and ten-block representations.
Lesson 3
More Work With Length
The materials ask students to represent two-digit numbers explicitly (e.g., "Today's number is 34" and students should show 3 ten rods and 4 unit blocks and record 0 hundreds, 3 tens, 4 ones). Day 2 repeats this with 41, asking students to show 4 ten rods and 1 unit block and to state tens and ones. Activity 2 has students measure with base-10 ten rods and unit blocks, choose which unit to use, and write the measurement using those units.
Lesson 4
Working With Height
Students are asked to show numbers using ten rods and unit blocks (e.g., "Today's number is 79... 7 ten rods and 9 unit blocks; 0 hundreds, 7 tens, 9 ones") and to show another number similarly ("Today's number is 48... 4 ten rods and 8 unit blocks; 0 hundreds, 4 tens, 8 ones"). The activities use base-10 ten rods as physical measurement units (Student Activity Page and scavenger hunt reference "base-10 ten rods"), and students reason about 10 more/10 less (e.g., 79 -> 89 or 69).
Lesson 5
Working With Weight
The introduction has students work with base-ten manipulatives: the child is shown a hundred flat and asked how many ten rods fit on it, and reminded that 100 is the same as 10 tens. Students are asked to represent 100 as "1 hundreds, 0 tens, 0 ones" and to draw a hundred flat. The text explicitly uses the terms "tens" and "ones" and references ten rods and a hundred flat.
Lesson 6
Temperature
The lesson directs the child to represent the number 63 by showing "6 ten rods and 3 unit blocks" and to state "0 hundreds, 6 tens, 3 ones," which explicitly links tens and ones to a two-digit number. It has the child practice changes of "10 more is 73, and 10 less is 53," reinforcing the value of a ten. The use of ten rods and unit blocks provides concrete materials that embody 10 as a bundle of ten ones.
Lesson 7
Capacity/Volume
The lesson asks students to show the number 66 using "6 ten rods and 6 unit blocks" and to say "6 tens and 6 ones," and it has students practice 10 more/10 less (e.g., 66 → 76 or 56). Day 2 also suggests giving a two-digit number and asking students to name the numbers that are 1 more, 1 less, 10 more, and 10 less, reinforcing the role of tens. The materials explicitly use ten rods as a distinct representation for tens and unit blocks for ones.
Lesson 8
Thinking More About Measurement
In the introduction, students are asked to show 104 using base-ten materials: "1 hundred flat, 0 ten rods and 4 unit blocks" and to state "1 hundred, 0 tens, 4 ones." The introduction also asks students to reason about 10 more and 10 less (e.g., 104 → 114 and 94), which uses the ten/one place value concept. The use of "ten rods" and "unit blocks" provides physical representations of tens and ones.
Unit 9: Addition to 100
Lesson 1
Some Base-10 Review
Students group unit (one) blocks into groups of ten and count groups and leftovers to form two-digit numbers (Activity 1). Students are asked to identify that a ten rod is the same as 10 unit blocks and use ten rods and unit blocks to represent numbers such as 34 and 106 (Activity 1, Activity 2). Students complete the "Tens and Ones Practice" and "Writing Place Value" sheets and write expressions like "2 tens + 5 ones = 25" and "20 + 5 = 25," explicitly showing tens as bundles of ten ones (Day 2, Activity 3).
Lesson 2
Working With 10 Again
Students count by tens to 120 and add ten rods to a hundreds flat to name numbers (e.g., add a ten rod to 100 to make 110). Students represent numbers by moving groups of ten on an abacus and by placing ten rods and base-10 blocks to show and combine tens (e.g., showing 50 by moving five groups of ten, or adding 2 ten rods + 3 ten rods to get 5 tens). Students complete number-bond activities and add/subtract multiples of 10 using ten-rods, abacus groups of ten, and base-10 materials.
Lesson 3
More Practice With Multiples of 10
Students are asked to use base-10 blocks and to talk about using ten rods and counting them into groups to find sums (example: sum of 30 and 50). Students are asked to use an abacus and describe moving beads in groups of ten when finding differences. The activities repeatedly prompt students to think of multiples of ten as numbers of tens (for example, "3 tens plus 6 tens is 9 tens" and "50 is 5 tens").
Lesson 4
Adding a Multiple of 10 to Any Number
Students represent two-digit numbers with base-10 unit blocks and ten rods (for example, 26 is shown as 2 ten rods and 6 unit blocks). Students add a ten rod to a representation (for example, adding a ten rod to 34 to make 44) and are prompted to note that the digit in the tens place increases by 1 when 10 is added. Students add multiples of ten by adding corresponding numbers of ten rods (for example, adding 2 ten rods to show +20 or 4 ten rods to show +40) and use the abacus/number grid to count by tens.
Lesson 5
More Practice With Adding Multiples of 10
Students are directed to use base-10 blocks, a laminated place-value mat, and an abacus to solve addition problems involving multiples of 10 (Activities 1 and 2, Introduction and Wrapping Up). Students practice adding a two-digit number and a multiple of 10 using the abacus and base-10 blocks and are asked to draw base-10 blocks on the whiteboard to find answers. The student pages focus on adding numbers like 56 + 30 and several story problems that require representing and adding tens and ones.
Lesson 6
More Addition With Two-Digit Numbers
The introduction asks students to show numbers (24, 42, 67) using base-10 blocks and prompts adding 30 while reminding them that adding 30 is the same as adding 3 tens. Activity 1 directs students to show 13 on a laminated place value mat by placing 1 ten rod in the tens place and 3 unit blocks in the ones place, then add 6 unit blocks to find the total. Multiple activities and games instruct students to use base-10 blocks and the abacus to represent two-digit numbers and to add tens and ones (e.g., 30+7, 22+3, and various two-digit plus one-digit problems).
Lesson 7
Composing 10 to Add
Students build numbers with base-10 blocks (e.g., 3 ten rods and 5 unit blocks to show 35) and add unit blocks until there are 10 ones, then exchange 10 unit blocks for a ten rod and rewrite the digits as 4 tens and 0 ones. Students use an abacus to show 35 then add 5 beads and end with four rows of ten beads, and they write number sentences such as 35+5=40 and 24+6=30. Day 2 activities have students count additional unit blocks needed to reach the next multiple of ten and explicitly state that they "compose or make a ten using 10 ones."
Lesson 8
More Composing 10 to Add
In Activity 1 students model 37 with base-10 unit blocks and then add 4 unit blocks, count 11 ones, and are led to exchange 10 unit blocks for a ten rod on the place-value mat. The abacus activity has students form groups of 10 beads (moving to a new wire) so that 41 is shown as 4 groups of 10 and 1 one. The wrapping-up prompts explicitly ask students to describe composing a ten and moving a ten rod (for example, in 45+5), and spinner/Day 2 tasks require using base-10 blocks or the abacus to make tens as needed.
Lesson 9
Adding to 100
Students are directed to use a laminated place value mat and base-10 blocks and are told they will "compose or make 10" when adding a one-digit number to a two-digit number. Activities require students to place digits into tens and ones columns, rewrite horizontal problems vertically in tens/ones grids, and solve problems that require carrying (for example 38 + 5, 42 + 6). The teacher prompts students to add ones first and then add tens, and students cut and glue sums while lining up tens and ones.
Final Project
Addition to 100 Go Fish!
The skills list tells students to add tens and tens, ones and ones, and that sometimes it is necessary to compose a ten. Steps 2 and Day 2 explicitly allow students to use base-10 blocks and an abacus to come up with missing target numbers and to determine sums while playing. The Go Fish! Numbers sheets require students to create addition sentences that show a multiple of 10 plus another addend and to write pairs of representations for the same two-digit totals.
Unit 10: Skills Review
Lesson 2
Reviewing Place Value
Students work with place value cards (1–9 and 10–90) and an abacus to build two-digit numbers such as 63, 48, 19, 92, and 71. In Activity 1, students draw ten rods and unit blocks from separate bags, write the resulting number (e.g., 5 ten rods and 7 unit blocks → 57), and identify the digit in the tens place and the ones place. The Student Activity Page and answer key present and ask students to match representations like "2 tens + 3 ones," "30+6," and pictures of base-ten blocks (e.g., five tens and four ones) with their numeric equivalents.
Lesson 3
Reviewing Large Numbers
Students are prompted to use what they know about the tens place and the ones place to order numbers in the sequencing activity, directly drawing attention to tens and ones. Students create two-digit numbers from dice rolls and complete a table where they add and subtract 10, practicing how adding or subtracting 10 changes the tens digit. The wrap-up has students compare pairs of numbers drawn from 1–100 cards, reinforcing comparisons based on tens and ones place values.
Lesson 4
Reviewing Addition to 100
Students are asked to use base-10 blocks and a place-value mat to model 26 + 30 by placing 2 ten rods and 6 unit blocks in the tens and ones places and then adding 3 more ten rods. The Skills section explicitly tells students to add tens and tens, ones and ones, and notes that sometimes it is necessary to compose a ten. Intro and warm-up activities have students make 10 with number cards and practice ‘Facts to Make 100 (Multiples of 10),' reinforcing grouping by tens.
Lesson 5
Reviewing Measurement
Students are given a handful of pennies, nickels, and dimes and asked to show cent amounts including 10 cents. They are challenged to show each amount in more than one way, which invites representing 10 cents as either 10 pennies or as a single dime. The activity explicitly models coin equivalence (example given: 8 cents as 8 pennies or 1 nickel and 3 pennies).