- Assessment & Data
- Challenging Behavior
- Early Childhood/Preschool
- English Learners/Title III
- Gifted & Talented
- Iowa Core
- Non Violent Crisis Intervention (CPI)
- Positive Behavioral Interventions & Supports
- Postsecondary Readiness - Future Ready
- School Counselors
- School Improvement
- School Technology Services
- Social-Emotional-Behavioral Health
- Social Studies
- Technology Integration & Innovation
Base 10 Fall Progress Monitoring & Instructional Strategies for 1.NBT.2
Understand place value.
2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a "ten."
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Ask students to identify “how many tens are in a number?” Have student make 56 in different ways, i.e., 56 ones; 5 tens 6 ones; 4 tens 16 ones.
Number Talks Making Ten Double Ten-Frames
Kathy Richardson - Book 2 Ten plus a number
Van de Walle: Reasoning strategies section activity: FLASH OR MOVE IT, MOVE IT OR FRAMES & FACTS.
Missing Number Grids Activity