First Grade - MATH
5: Math
Unit 1: Number Sense 1-20
Lesson 1
Numbers 1-5
The Skills section explicitly states students will "Count to 20, starting at any number less than 20." Students trace and write numerals and number words for 1–5 on activity pages, color beads to represent those quantities, and count dots during the read-aloud of Ten Black Dots to practice one-to-one correspondence. In activities like "How Many Fish?" and "Matching Number Fun," students count objects and write the matching numeral, and they create a counting book representing quantities with written numerals.
Lesson 3
Numbers 1-5: Ordering and Comparing
Students count, name, and order numerals 1–5 using number cards and number lines (Activity 2, Day 2). Students represent quantities by coloring objects and by writing numeric and word forms on the "How Many Do You Have?" page and the "Which Is Greater?" and "Which Has More?" pages. Students use concrete materials (base-10 unit blocks, abacus, counters) to model groups of 1–5 and to show one-more relationships and differences between quantities.
Lesson 4
Numbers 6-10
Students trace and write the numerals and number words for 6–10 on dedicated activity pages and color beads or draw pictures to represent those quantities. Students count and match pictured groups to numeral cards in the "Count & Match" and concentration activities, and sing a "Count to 10" song to practice the sequence. Students use manipulatives (abacus, counters, dominoes, pennies) and finger patterns to show specific quantities and combine with 5 to form 6–10.
Lesson 6
Numbers 11-15
The skills list explicitly states students will "write numbers 11-20" and "Count to 20, starting at any number less than 20," and activities require tracing and writing numerals and number words for 11–15. Multiple activity pages ask students to draw pictures and color beads or use an abacus to represent quantities for 11–15, and Activity 2 has students show and count 11–15 on an abacus. Day 2 coin activities and the "Showing Cents" pages require students to represent amounts (up to 15 cents) with coins and to count those collections.
Lesson 7
Numbers 16-20
Students practice counting from various start points up to 20 on a large number line (e.g., asked to start at 10 and count up to 20, and to stand on 15 and identify before/after). Students write and trace numerals and number words for 16–20 and draw pictures and color beads or use an abacus to represent those quantities. Students use the abacus to show place-value ideas for 16–20 (e.g., showing two tens for 20 and coloring 16–20 beads) and roll dice to count totals and represent them on the abacus.
Lesson 8
Reviewing Numbers 11-20
The Skills section explicitly states students will "Count to 20, starting at any number less than 20" and "read and write numerals and represent a number of objects with a written numeral" for the 11–20 range. Activity 1 directs students to practice numerical order from 1–20 and the abacus/number line prompts and coin activities have students count up from 10 to 20. Activity 4 and the "Showing 11-20" worksheet have students use base-10 blocks, rods, and unit cubes to identify and write the numerals represented by physical models.
Lesson 9
Ordering and Comparing
Students are asked to count up to 20 from given starting points (for example, count from 6 and from 12) and to order numbers 1–20 in multiple activities (Ordering Number Fun, Rabbit Hop, Ordering Owls). Students cut out, write, and place numbered pieces (owls, lily pads, balloons, shirts, droplets) to put numbers in sequence and to write numbers into shapes. In Activity 4 students count two groups of counters, write each quantity on a sticky note, and compare which group is greater or less.
Final Project
My Math Game
Students practice counting to 20 starting at any number less than 20 as stated in the skills list and reinforced by game play and card activities. Students read and write numerals when they fill in blanks on the "Do the Math!" cards and when they create cards and game-board labels. Students represent numbers of objects by drawing coins and labeling them (P, N, D) and by completing number-bond and before/after tasks on the cards.
Unit 2: Geometry
Lesson 1
What Are Attributes?
Students count aloud to 20 while pointing to number cards 1–20 and identify numbers greater than and less than a given card. Students identify missing numbers when three numbers are removed from the 1–20 sequence and practice counting by 2s, including a challenge to count by 2s without pointing. Students draw five cards from a shuffled deck of number cards 1–20 and put them in order from least to greatest, and they are asked to name numbers missing as they count by 1s.
Lesson 2
Some Great Shapes
Students are asked to count by 2s using a laminated number line and to identify the numbers between 8 and 12, practicing sequential counting and number ordering. Students are prompted to name three numbers greater than and three numbers less than 10 and to play a 'Guess My Number' game with numbers between 1 and 20, using greater/less clues. Students compare groups of attribute blocks and are asked which group has the greatest or least number, practicing counting and comparing quantities.
Lesson 3
More Work with Shapes
Students practice skip counting by 2s using a laminated number line and fill in missing numbers in a short sequence (6, __, 10, __, __, 16). Students read and write ordinal numbers and represent positions by coloring beads and placing ordinal cards for first through tenth. Students identify specific numbers from clues (e.g., a number greater than 6 and less than 8) and may use the number line to find those numbers.
Lesson 4
Circles
Students practice skip counting (for example, counting by 5s to 20) and complete skip-counting sequences on the "Skip Counting and Coins Review" sheet. They use a laminated number line and an abacus to move beads and then write the resulting numbers, and they fill in missing numbers in sequences. Students also write coin amounts in blanks and draw coins to represent given amounts (e.g., 13, 14, 16 cents).
Lesson 6
Shape Play
Students are asked in Activity 2 (Option 1) to find shapes in a picture, count how many of each shape they found, and write that number at the bottom of the sheet. The provided answer key lists counts (for example, 12 triangles, 6 circles), showing that students represent a number of objects with a written numeral. The Shape Concentration and Shape Picture activities require students to identify and count shapes during matching or creation tasks.
Unit 3: Addition and Subtraction to 10
Lesson 1
Getting Ready to Add and Subtract
The lesson explicitly lists the skill "Count to 120, starting at any number less than 120" and includes activities where students point to and count on a laminated number line and answer questions about numbers before/after and 1 more/less. Students practice counting up and back from various given starting numbers (e.g., 10, then rows with 11, 12, 13, 9, 8, 7) and record results on a "Counting Up and Back" sheet. Students also write sequences of numbers by creating and extending a 1-100 number strip and practice writing numbers aloud and on paper (e.g., filling 1-20 and writing 21-30).
Lesson 2
What Are = and 0?
The Skills section explicitly lists "Count, read, and write to 120, starting at any number less than 120." In the Introduction, students write numbers 21–30, attach that strip to make 1–30, and count aloud starting at 31 up to 40, including naming the number that comes after given prompts (10, 19, 20, 29, 39). In Activities, students represent quantities with pretzels and number cards (numbers 1–10) and write simple number sentences such as 6 = 6.
Lesson 3
Getting on Board with Addition
The Skills section explicitly states students will "Count, read, and write to 120, starting at any number less than 120." Students write number strips for 1–50 (Activities 1 and Introduction) and 51–60 (Activity 9), and they take turns counting by tens so students practice starting counts at different starting points (e.g., 11, 21, 31, etc.). Students represent quantities with counters and an abacus and write/read numeric addition sentences (e.g., 5+3=8, 5+7=12), showing they translate object groups into written numerals and number sentences.
Lesson 5
Finding Differences
The lesson's Skills section explicitly states "Count, read, and write to 120, starting at any number less than 120." Students practice counting aloud in Activity 1 (counting to 60 then to 70) and name and write the numbers 61–70. In Day 3 students write numbers 71–80, place number strips on a large number strip, and follow instructions that require starting at given numbers (e.g., start on 50 or 27) and counting up or back. Students also represent quantities with counters, abacus, fingers, and write number sentences (for example, 10-4=6), showing objects and corresponding numerals for subtraction problems.
Lesson 6
Adding and Subtracting to Solve Problems
The Skills section explicitly states students will "Count, read, and write to 120, starting at any number less than 120." In the Introduction, students complete number strips beginning with 81 and 91 and say the numbers as they write them. Activities have students use play one-dollar bills to count and write totals and use an abacus and number strip to count and record multiples of 10 up to 100. Several student pages prompt students to write costs and record change, which requires writing numerals to represent counted objects (dollar bills, items).
Final Project
My Sticker Book
Students write number sentences and answers for addition and subtraction problems (e.g., 3 + 4 = 7, 8 - 4 = 4, 10 - 3 = 7). Students represent quantities by placing colored dot stickers (or crossing out stickers) to show totals and subtractions on multiple pages. Students read and respond to word problems that require matching a written numeral to a set of objects.
Unit 4: Data and Graphing
Lesson 2
Tally Sticks and Tally Marks
Students are asked to choose the correct number strip and write the numbers 101–110 on the "Counting and Writing to 120" strip, then attach it to extend their large number strip. The student pages are described as focusing on counting and writing numbers up to 120, and the introduction explicitly has the child read the numbers (distinguishing 101 from 111). In the tally activities, students count objects (craft sticks, Skittles, die rolls) and record counts, including writing totals in the third column of the Tallying Skittles sheet.
Lesson 3
Pictographs
In Activity 5 students cut out a number strip beginning with 111, write the missing numbers to complete the strip up to 120, tape it to the larger strip, and are asked to find random numbers (for example, 89, 71, 105, 99, 118) on the strip. Earlier the introduction has students count by tens up to 110 starting at 10. In Activities 1–3 students count objects in pictographs and create their own pictographs (for example, drawing or gluing one picture per Skittle or per survey response) to represent amounts.
Lesson 4
Bar Graphs
Students play Guess My Number with examples that include three-digit numbers (e.g., 105) and receive clues about greater/less than, giving some experience with numbers near 120. The Wrap-Up asks students to count by 10s to 120 and to repeat counting by 5s to 120. Students record totals on tally charts, pictographs, and bar graphs (including writing totals and using y-axes numbered up to 10), so they practice representing groups of objects with written numerals in those activities.
Lesson 5
More Graphing Practice
Students practice counting by 2s (2 to 20), by 5s (20 to 50), and by 10s (50 to 100). Students count physical counters and line them up to compare quantities (e.g., 5 vs. 3, 6 vs. 8) and count pictured/stuffed-animal icons when creating pictographs and tally charts. Students record numeric answers on the "Who Has the Most?" answer lines and fill in counts on graphs or tally charts.
Final Project
The Animal Shelter Newsletter
Students identify and highlight numerals in the articles (e.g., 12 dogs, 10 cats, 5 large blankets). Students create pictographs by placing or drawing animal icons and make tally charts by marking tally marks and writing totals in the "Total" column. Students label and draw bars on a bar graph with a vertical scale numbered 1–12, showing quantities for supplies.
Unit 5: Addition and Subtraction to 20
Lesson 1
Addition and Subtraction Review
Students draw from a shuffled deck of number cards 1 to 100, read the number aloud, and say the number that comes one before and one after it, which practices reading numerals and counting sequences within 1–100. Students practice skip-counting by 2s, 5s, and 10s from given starting points (10, 20, 30, 40, 50, 60). Students use counters, an abacus, a number line, and write number sentences (including creating their own) to represent and solve addition and subtraction problems.
Lesson 5
Addition Games and Crafts
Students practice reading and writing numerals and representing quantities in multiple activities focused on numbers up to 20. The Number Collection page asks students to show the number 15 in many ways and to write addition sentences (e.g., 5+5+5=15). The Party Paper Chains activity requires students to arrange and label chains with addition sentences and specific total link counts (e.g., chains of 12, 14, 15, 16, 18). The Climbing the Path and Number Toss pages use numbered stones (1–18) and numbers 3–10, requiring students to read those numerals and find sums.
Lesson 6
Subtracting Within 20
Students write numerals on a whiteboard when they record original numbers and add 10 to them (e.g., changing 6 to 16) and fill answer boxes on subtraction worksheets with numerals (problems include numbers up to 20). Students represent numbers with objects by placing or drawing coins that total 18 cents and by using counters and an abacus to show and check differences. Students use number cards 1–20, flashcards (1 and 20), and number-line activities that start at 20 and involve counting up and back.
Final Project
Numbers Are Missing!
Students work with number cards 11–18 and a number line from 1–20 where they identify and write missing numerals (for example, writing 11 in the blank box and indicating it is greater than 10 and less than 12). Students represent a given number (example 11) with two 2-addend and two 3-addend addition sentences, two subtraction sentences, pictures of objects/coins/counters/dominoes, and abacus beads. Students practice writing the numeral in the top box and filling related comparison and addition prompts on the "Missing Number" activity and the "Missing Number Sign Requirements" sheet.
Unit 7: Place Value
Lesson 1
What Is the Base-10 System?
Students count by ones in guided activities (for example, from 10 to 50 and from 10 to 30). Students read and write numerals when they write numbers on the whiteboard, complete the "My Number Grid" up to 100, and record two-digit numbers on sticky notes from dominoes. Students represent quantities with base-10 blocks, ten-frames, and the abacus (e.g., show 14 as 1 ten rod + 4 unit blocks, color ten-frames for 11–19, and move tens/ones beads on the abacus).
Lesson 2
What Is Place Value?
The lesson explicitly lists the skill "Count to 120, starting at any number less than 120" and provides multiple activities where students match numbers to base-10 block pictures, use a place-value mat to write tens and ones (e.g., making 10, 11–19, 20, 30), and use number cards 1–30 with virtual base-ten blocks. Students write digits in the tens and ones boxes on the place-value mat and fill a number grid from 31 to 50 while showing numbers on the abacus. The Time and Money activities also require students to match coin groups to written cent amounts, representing collections of objects with numerals.
Lesson 3
Tens
Students write and read one- and two-digit numerals in the Introduction when they write numbers from clues. Students count objects and group them into tens and ones in the story discussion and Activity 1 (tallying and circling groups of ten). Students practice representing tens with base-10 rods, naming numbers as "four tens"/"forty," and completing the "Showing Tens" sheet with numbers through 90 in Activities 2 and 3 and the Wrapping Up section.
Lesson 4
Distinguishing Tens and Ones
The Skills section explicitly lists counting to 120 and reading/writing numerals, and students are asked to name numbers (e.g., say "twenty-five" or "2 tens and 5 ones") and write digits in the tens and ones spaces on the place-value mat. Students use abacuses, place-value cards, and base-10 blocks to show two-digit numbers (examples: 18, 24, 37, 45, 53) and match pictorial representations to written numerals on the "Matching Numbers" and "Which Place?" activities. Multiple tasks require students to represent quantities with physical objects and then write the corresponding numerals or digits.
Lesson 5
Practice Time!
The Skills list explicitly names counting to 120 and reading/writing numerals. In the Introduction and Wrapping Up, students write and name two-digit numerals (e.g., responding to clues, writing 36, 23, 19, 52, 41, and writing/naming 45). In Activity 1, students create two-digit numbers from dice, say both names (e.g., "4 tens and 2 ones" and "42"), write the numeral on the whiteboard, and draw base-10 blocks to show the number.
Lesson 6
More Work With Tens and Ones
Students are asked to continue filling in a number grid starting at 51 and going to 70 while showing each number on an abacus, which has them count sequentially and represent numbers with a manipulative. Students cut, sort, or color two-digit numbers on the Sorting Numbers and Place Value Quilt pages, identifying tens and ones and matching numerals to place-value representations. In the wrap-up students write dictated numbers (37, 26, 13, 58, 61), circle the ones digit, and write and name a number with specified tens and ones (68), practicing reading and writing numerals.
Lesson 7
Building Numbers Using Tens and Ones
The lesson's Skills list explicitly states the target: counting to 120, reading and writing numerals, and representing objects with a written numeral. Activity 2 asks students to continue a number grid and abacus starting at 71 and going up to 90, which has students count sequentially starting at a number less than 120. Multiple activities have students show, build, and name two-digit numbers using ones and tens place value cards, base-10 blocks, abacus, coins, and dominoes (e.g., drawing base-10 blocks for 23, writing tens and ones for dominoes, and showing numbers on an abacus).
Lesson 8
Reaching 100!
The Skills section explicitly states the target: "Count to 120, starting at any number less than 120" and to "read and write numerals and represent a number of objects with a written numeral." Students draw digit cards, write two-digit numbers, say them aloud, and represent them with base-10 drawings and the abacus. Activities require students to complete a number grid from 91 to 100, place the numeral "100" on an activity page with matching representations, and collect and count 100 objects in groups of ten.
Lesson 9
Playing With Bigger Numbers
Students are asked to write specific numerals (59, 33, 46, 81, and 100) as they are spoken and to count by 5s and 10s to 100. Students move a penny along a laminated number grid, counting as they go to reach 50 (and optionally 100) and track rolls with tally marks. Students use tens and ones place-value cards to build and view two-digit numerals (examples: 72, 36, 99) and name numbers that come 1 before and 1 after given numbers (10, 72, 39, 51, 80).
Lesson 10
More Work With 100
The lesson's Skills list explicitly states practice counting to 120 starting at any number less than 120 and reading/writing numerals and representing numbers with written numerals. In Activity 1, students fill in sequential number boxes starting at given numbers (9, 26, 42, 51, etc.), practicing counting from a specified start. In Activity 4, students build and label numbers from 100 up to 120 with base-10 blocks, change digits on a place-value mat (e.g., writing 101, 102, 114, 120), and complete a "Place Value to 120" sheet matching blocks to written numerals. Activities 2 and 3 have students use an abacus, ten-rods, and number bonds to compose and write numbers (for example, 30+70=100), reinforcing reading, writing, and representing quantities.
Lesson 11
Sequencing Numbers
The lesson's Skills list explicitly states "Count to 120, starting at any number less than 120." Students practice counting and sequencing with activities that use a 1–100 number grid, draw and order number cards from 1–100, and fill in missing numbers on sequences (writing numbers in blanks). In the base-10 activity students name numbers from base-10 block representations and may say numbers as "4 tens and 2 ones," showing attention to reading numerals and connecting objects (blocks) to number names.
Lesson 12
Comparing Numbers
Students are asked to put random number cards (1–100) in order while saying the numbers, and to read number sentences such as "32 is less than 41," which provides practice reading numerals. The Skills section explicitly lists "Count to 120...read and write numerals and represent a number of objects with a written numeral." Students record numbers on the Domino Place Value sheet and fill boxes with < or > symbols, which requires writing numerals and comparing written numbers. Activities repeatedly have students select, read, and order number cards and write numbers in provided spaces.
Lesson 13
10 More and 10 Less
Students count from 100 to 120 aloud while pointing to the 1-120 number grid and name randomly pointed-to numbers from 100–120. Students use base-10 blocks to show quantities (e.g., show 4 unit blocks) and then locate and color the matching numerals (4, 14, 24, ... 114) on the 1-120 grid. Students fill in missing numbers and complete sequences on worksheets (e.g., count up from 5, 16, 31 and count back from 72 and 109), which requires reading and writing numerals within the 1–120 range.
Lesson 14
Working With Multiples of 10
The skills list explicitly names the target: "Count to 120, starting at any number less than 120." The Getting Started activity has students point to 86 on a number grid and name 1 more, 1 less, 10 more, and 10 less, and allows the child to repeat starting with another chosen number. Multiple activities require students to write numerals and sums on the whiteboard and activity sheets (e.g., writing multiples of 10 and sums) and to represent numbers using base-10 blocks and drawings on the student page.
Lesson 15
More Practice With 10
The lesson's Skills section explicitly lists "Count to 120, starting at any number less than 120" and also states students will "read and write numerals and represent a number of objects with a written numeral." Student worksheets and answer key include numerals across the 1–120 range (examples: 100, 109, 110, 119) that students read and fill in when finding 10 more/10 less. Activities ask students to use a number grid and base-10 blocks/abacus to find and represent numbers (e.g., forming numbers with ten rods and using blocks to find sums/differences).
Final Project
Place Value BINGO!
The lesson's skills list explicitly names "Count to 120, starting at any number less than 120," and the BINGO Numbers sheet lists numbers through 120 that students use. Students read numbers aloud when the caller selects a BINGO Number card, copy numerals onto their BINGO cards, and match or place representations shown as base-10 blocks, abacus beads, and tens+ones descriptions. The activity steps require students to show each number in four ways (digit form, tens+ones, base-10 blocks, abacus) and check off numbers as they complete them.
Unit 8: Measurement
Lesson 1
Introducing Measurement
Students write given numerals (e.g., 26 and 57) in the "Today's Number" box and fill in the Hundreds/Tens/Ones place-value chart to show the digit form. Students represent those same numbers with base-10 blocks and are prompted to show the number in alternative ways (tally marks, abacus, coins, words, or addition/subtraction sentences). Students complete 1 more / 1 less / 10 more / 10 less tasks that reinforce number sequencing and place-value relationships.
Lesson 2
Getting Started With Length
Students are asked to write specific two- and three-digit numerals (99 and 15) in the "Today's Number" activity and to show those numbers with 10-rods and unit blocks (e.g., 9 ten rods and 9 unit blocks for 99; 1 ten and 5 ones for 15). Students represent numbers in place-value form (0 hundreds, 9 tens, 9 ones) and practice related operations: one more/one less and 10 more/10 less. Students are also asked to represent numbers in other ways (for example, using coins or by creating number sentences for 15).
Lesson 3
More Work With Length
Students are asked to represent specific two-digit numbers ("Today's number is 34" and "Today's number is 41") by showing tens and ones (3 ten rods and 4 unit blocks; 4 ten rods and 1 unit block) and by stating 1 more/1 less and 10 more/10 less. Students are asked to show coin amounts (15, 23, 36 cents) in two different ways, and to write measurements and counts on worksheets (e.g., circling unit choice and writing a measurement, recording guesses and actual marshmallow counts). Several activities require students to count units (unit blocks, ten rods, marshmallows) and write the resulting numerals in the provided spaces.
Lesson 4
Working With Height
Students are asked to model specific two-digit numbers (79 and 48) using base-ten materials: e.g., "7 ten rods and 9 unit blocks" and "4 ten rods and 8 unit blocks." Students are asked to identify nearby numbers (1 more, 1 less, 10 more, 10 less) and to "show" the number in a way of their choosing, which prompts physical and representational work with tens and ones.
Lesson 5
Working With Weight
Students work with the number 100: they identify the hundred flat, show that 100 equals 10 tens, draw a representation of a hundred flat, and state neighbors (1 more = 101, 1 less = 99, 10 more = 110, 10 less = 90). The activities prompt students to show 100 in different ways and to reason about nearby numbers.
Lesson 6
Temperature
The lesson sets "Today's number is 63" and directs the child to show 6 ten rods and 3 unit blocks and to state 0 hundreds, 6 tens, 3 ones. It asks the child to produce 1 more (64), 1 less (62), 10 more (73), and 10 less (53) and to show 63 in a chosen way. The activities require matching thermometers to situations but the numeric place-value activity focuses on representing a specific two-digit number with manipulatives.
Lesson 7
Capacity/Volume
The lesson names a specific two-digit number ("Today's number is 66") and has students show 6 ten rods and 6 unit blocks and ‘‘a way to show 66 of his choosing.'' It has students identify 1 more (67), 1 less (65), 10 more (76), and 10 less (56) for that number. Day 2 suggests giving a two-digit number and asking the child to name the numbers that are 1 more, 1 less, 10 more, and 10 less.
Lesson 8
Thinking More About Measurement
The introduction asks students to show the number 104 using place-value models (1 hundred flat, 0 ten rods, 4 unit blocks) and to name related numerals (1 more is 105, 1 less is 103, 10 more is 114, 10 less is 94). It also asks students to show 104 in a way of their choosing, which has students represent a specific quantity with manipulatives and numerals.
Unit 9: Addition to 100
Lesson 1
Some Base-10 Review
Students count handfuls of unit blocks by ones and then group them by tens to determine numbers (Activity 1). Students complete the "Tens and Ones Practice" and "Writing Place Value" pages where they write the tens and ones and the total numeral for pictured base-10 block representations. Students also build words with base-10 blocks and read the resulting numeral (for example, showing 10 ten rods and 6 unit blocks and identifying the number 106).
Lesson 2
Working With 10 Again
Students are asked to count by tens to 120 starting at several different tens (10, 40, 20, 70, 100). Students show specific numbers (30, 80, 10, 50, 100, 40) on an abacus and name the numbers aloud. Students write numbers in number-bond circles for multiples of 10 and write addition and subtraction number sentences (e.g., 20+30, 60-40) using number cards and the whiteboard while using base-10 blocks or an abacus as needed.
Lesson 3
More Practice With Multiples of 10
Students write and read two-digit and three-digit multiples of ten (for example, numbers 10–100 appear in Activity 1, the grid, and the worksheet) and complete problems that require recording numeral answers (the answer key shows answers such as 100 and 90). Students use base-10 blocks and an abacus to represent tens and to find sums and differences, and they write addition and subtraction sentences after tossing coins onto numbered squares. Activity 2 has students cut, sort, and glue numerals into boxes, which gives practice in recognizing and writing numerals for multiples of ten.
Lesson 4
Adding a Multiple of 10 to Any Number
The Skills section explicitly lists counting to 120, reading and writing numerals, and representing numbers with written numerals. Students read place-value clues aloud (examples: 18, 65, 113, 106) and place base-10 blocks or write digits on the laminated place-value mat to form those numbers. Students also write digits in the tens and ones columns, use the abacus and number grid, and match visual base-10 representations to written number sentences in multiple activities.
Lesson 5
More Practice With Adding Multiples of 10
Students use base-10 blocks, an abacus, and a place-value mat to model and find sums in the 'Multiples of 10 Problem Solving' activity, representing object counts (coins, pages, shells, cars) and writing the numeric totals. In the cut-and-glue 'Adding Multiples of 10' activity students match and place numeral tiles into answer boxes, demonstrating reading and working with written numerals and completing numeric equations. The wrap-up and introductory card activities have students draw number cards (1–90) and add given multiples of 10, encouraging use of numeric notation to record sums.
Lesson 7
Composing 10 to Add
Students read number cards up to 100 and are asked to read the number on a card and say the next multiple of 10. Students represent numbers with base-10 blocks and an abacus (e.g., showing 35 with 3 ten rods and 5 units), exchange 10 ones for a ten rod, and write the corresponding digits (tens and ones) and number sentences such as 35+5=40 on the whiteboard. Students complete activities that require writing sums and matching addition sentences with their numeric sums.
Lesson 8
More Composing 10 to Add
Students read and respond to number cards (10–90) by identifying the number, 1 more/1 less, and 10 more/10 less. Students use base-10 blocks, a place-value mat, and an abacus to represent two-digit numbers (e.g., show 37, add 4, exchange ten units for a ten rod, and write 41). Students create and write number sentences from spinners (numbers up to 96) and fill in sums, and they read and write sums on the whiteboard.
Final Project
Addition to 100 Go Fish!
Students fill in target numbers and create addition sentences on the "Go Fish! Numbers" sheet, including writing sums such as 19, 34, 16, 47, 60, 28, 33, and 39. Students use base-10 blocks and an abacus to model numbers and to determine missing target numbers and addition sentences that show a multiple of 10 plus another addend or a two-digit plus one-digit addition. Students write addition sentences and numerals on game cards and match equivalent expressions to the same target number during gameplay.
Unit 10: Skills Review
Lesson 2
Reviewing Place Value
The Skills list explicitly states counting to 120 and reading/writing numerals. In Activity 1, students draw ten rods and unit blocks, write the resulting two-digit number on a whiteboard, and read the number aloud (e.g., writing "57" and saying "fifty-seven"). The Matching Numbers activity has students match written expressions, numerals, and base-ten visuals, and the Wrapping Up asks students to write numerals for clues including 105.