What's

In this unit, students students read, write, represent and compare numbers to 120. Students add two digit numbers plus one-digit numbers or multiples of 10, within 100 using models, drawings and strategies. Students subtract multiples of 10 from multiples of 10 in the range of 10-90 using models and strategies and explain their reasoning.

* Count to 120, starting at any number less than 120.

* Read and write numerals to 120.

* Represent a number of objects with a written numeral.

* Add a two-digit number nd a one-digit number within 100 using models, drawings, and strategies.

* Add a two-digit number and a multiple of 10, within 100 suing models, drawings, and strategies.

* Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90.

* Relate computational strategies to a written method and explain the reasoning used.

* Compare two 2-digit numbers and record the results of the comparisons using correct mathematical symbols ( <,>,or =).

Addition and Subtraction within 10

The children are learning strategies to help them solve addition and subtraction problems within 10. By the end of first grade, children should be able solve all problems within 10 in three seconds a problem. In order to help the children learn how to do this, the problems are broken down in strategies. You may have hear your child use the words: "ten friend" , "double", or "counting on". Below is a description of each strategy the children are learning:

Count on 1, 2, 3:

When adding two numbers, put the larger number in your head and count on 1, 2, or 3. You may have to change the order of the addends to do this. 6+3=(6... 7, 8, 9), 2+7=(7...8,9)

Count Back 1, 2, 3:

Put the whole in your head and count back. 9-2= (9...8,7)

Count On "Think Addition" :

When subtracting and the numbers are close start with the small number and count on to the large number to get the difference.. 9-7= (7...8,9 your answer is 2)

Doubles:

Adding a number to itself. 2+2=, 4+4=, also knowing if 4+4=8, then 8-4=4.

Near Doubles or Doubles +1:

When adding two numbers that are one apart (or number neighbors) double the small number and add one to the answer. 4+3=, double the 3 and add 1 to the answer. 3+3=6, so 4+3=7.

Ten Friends:

Two numbers when added together equal 10. 4+6=10, 8+2=10

Also knowing when 10 is the whole and you take away a part, the missing part is the ten friend. 10-7=3.

Below are addition and subtraction strategy flashcards. Some strategies will be introduced as we move on in the year. Feel free to copy at your convenience!

**new**in math?

In this unit, students read, write, represent, and compare numbers 0-100. Students use place value to represent and compare numbers based on the meanings of tens and ones. Students add within 100 using an open number line, ten frames, number grids, and bundles. Students will find 10 more and 10 less than a number mentally and explain their thinking.__Counting, Comparing, and Adding Numbers to 100__In this unit, students read, write, represent, and compare numbers 0-100. Students use place value to represent and compare numbers based on the meanings of tens and ones. Students add within 100 using an open number line, ten frames, number grids, and bundles. Students will find 10 more and 10 less than a number mentally and explain their thinking.

__Adding to 100 and Subtracting Multiples of 10__In this unit, students students read, write, represent and compare numbers to 120. Students add two digit numbers plus one-digit numbers or multiples of 10, within 100 using models, drawings and strategies. Students subtract multiples of 10 from multiples of 10 in the range of 10-90 using models and strategies and explain their reasoning.

Common Core Focus:Common Core Focus:

• Read and write numbers to 100 and represent numbers in that range.__Counting, Comparing, and Adding Numbers to 100__• Read and write numbers to 100 and represent numbers in that range.

**• Compare numbers 10-99 using <,>,= symbols.****• Add a two-digit to a one-digit number within 100 and a multiple of ten using concrete models.****• Mentally find 10 more or 10 less than a two digit number without having to count and explain reasoning used.**__Adding to 100 and Subtracting Multiples of 10__* Count to 120, starting at any number less than 120.

* Read and write numerals to 120.

* Represent a number of objects with a written numeral.

* Add a two-digit number nd a one-digit number within 100 using models, drawings, and strategies.

* Add a two-digit number and a multiple of 10, within 100 suing models, drawings, and strategies.

* Subtract multiples of 10 in the range of 10-90 from multiples of 10 in the range of 10-90.

* Relate computational strategies to a written method and explain the reasoning used.

* Compare two 2-digit numbers and record the results of the comparisons using correct mathematical symbols ( <,>,or =).

**What's ahead in math?**

In this unit, students will i__Equivalent Value of Coins__In this unit, students will i

**dentify the values of all US coins and know their comparative values (e.g., a dime is of greater value than****a nickel). Find equivalent values (e.g.,a nickel is equivalent to 5 pennies). Use appropriate notation****(e.g., 69¢). Use the values of coins in the solutions of problems (up to 100¢).**

Addition and Subtraction within 10

The children are learning strategies to help them solve addition and subtraction problems within 10. By the end of first grade, children should be able solve all problems within 10 in three seconds a problem. In order to help the children learn how to do this, the problems are broken down in strategies. You may have hear your child use the words: "ten friend" , "double", or "counting on". Below is a description of each strategy the children are learning:

Count on 1, 2, 3:

When adding two numbers, put the larger number in your head and count on 1, 2, or 3. You may have to change the order of the addends to do this. 6+3=(6... 7, 8, 9), 2+7=(7...8,9)

Count Back 1, 2, 3:

Put the whole in your head and count back. 9-2= (9...8,7)

Count On "Think Addition" :

When subtracting and the numbers are close start with the small number and count on to the large number to get the difference.. 9-7= (7...8,9 your answer is 2)

Doubles:

Adding a number to itself. 2+2=, 4+4=, also knowing if 4+4=8, then 8-4=4.

Near Doubles or Doubles +1:

When adding two numbers that are one apart (or number neighbors) double the small number and add one to the answer. 4+3=, double the 3 and add 1 to the answer. 3+3=6, so 4+3=7.

Ten Friends:

Two numbers when added together equal 10. 4+6=10, 8+2=10

Also knowing when 10 is the whole and you take away a part, the missing part is the ten friend. 10-7=3.

Below are addition and subtraction strategy flashcards. Some strategies will be introduced as we move on in the year. Feel free to copy at your convenience!

**addition_strategies.pdf****subtraction_strategies.pdf**What is

Children work with a partner to play a math game.

Children work independently to solve word problems in their math journals.

Children work with technology to practice their fluency with math facts.

Children work with place value activities.

Children practice skills reinforcing what they have already been taught.

**B.U.I.L.D.**?**B.U.I.L.D**. is embedded into our math workshop.**B = Buddy Games**Children work with a partner to play a math game.

**U = sUper Problem Solving**Children work independently to solve word problems in their math journals.

**I = I-Pad/Computer**Children work with technology to practice their fluency with math facts.

**L = Learning About Numbers**Children work with place value activities.

**D = Doing Math**Children practice skills reinforcing what they have already been taught.