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Progress to AlgebraTeaching for DepthMaterials plastic sandwich bags, small objects

Children will use base-ten blocks to model, read, and write numbers from 110 to 120 in this lesson.

Children can gain a deeper understanding of place value by applying the concepts they have learned about counting tens and ones to counting real-world objects.

• Provide children with 11 sandwich bags and from 111 to 120 countable objects, such as marbles or buttons. Encourage children to group the objects by tens, putting 10 objects in each bag and leaving the extra objects outside. Have children identify the number of fi lled bags (tens) and leftovers (ones).

LESSON AT A GLANCE

Progressto Algebra

385A Chapter 6

Hands On • Model, Read, and Write Numbers from 110 to 120

LESSON 6.10

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

iTools: Base-Ten Blocks

About the Math

Learning ObjectiveRead and write numerals to represent a number of 110 to 120 objects.

Language ObjectiveTeams draft instructions to an absentee child, explaining how to model, read, and write numbers from 110 to 120.

MaterialsMathBoard, base-ten blocks, Counting Chart (see eTeacher Resources)

F C R Focus:Common Core State Standards

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP2 Reason abstractly and quantitatively. MP4 Model with mathematics.MP6 Attend to precision.

F C R Coherence:Standards Across the GradesBeforeK.CC.A.1K.CC.A.2

Grade 11.NBT.A.1

After2.NBT.A.1

F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 327J.

FOCUS COHERENCE RIGOR

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ENGAGE1Daily Routines

Common Core

3 1 7 5 10

1 23 4 Pages 46–47 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

Lesson 6.10 385B

How can you model, read, and write numbers

from 110 to 120?

with the Interactive Student Edition

Essential QuestionHow can you model, read, and write numbers from 110 to 120?

Making ConnectionsRemind children that they have learned about how numbers are arranged in order.

What is the number to the right of 83 in a hundred chart? 84

What number comes between 59 and 61? 60

Learning ActivityWhat is the problem children are trying to solve? Connect the story to the problem. Ask questions like the following.

• What do you notice about the numbers from 110 to 119? They all have 11 groups of ten.

• How does a model help you read and write a number like 116? It helps me see that there are 11 tens and six ones more.

Literacy and MathematicsView the lesson opener with the children. Then choose one or more of the following activities.

• Have children retell the story in their own words.

• Have children find classroom objects to model a number from 110 to 120, illustrate the model, and write a caption to describe it. For example, “111 paper clips and 4 crayons is 115 objects.”

1 23 4 Fluency BuilderMaterials connecting cubes, paper, Basic Facts (See eTeacher Resources)

Connect TenHave children work in pairs. Give each pair 10 cubes in one color and 10 cubes in another color.

Invite partners to write different addition number sentences with two addends to get a sum of 10. Have children use the cubes to model and check their work. Challenge children to write as many number sentences as they can.

Have volunteers explain how they used their cubes to find two addends that equal 10.

Problem of the Day 6.10Number of the Day 19

Circle the number that is 1 more one than 19.

17 18 19 20 21

Circle the number that is one more ten than 19.

9 19 29 39 49

Suggest that children use a hundred chart to help them find the number that is one more one and one more ten than 19.

Vocabulary

Common Core Fluency Standard 1.OA.C.6

Interactive Student EditionMultimedia Glossary e

EXPLORE2

Name

11 11

1111

Make a NumberWrite any digit from 0 to 9 in the blank. Then fi nish the drawing to match.

1. 2.

3. 4.

Writing and Reasoning Finish the drawing to show 120. Write to explain.

Lesson 6.10Enrich

I drew 5 more ones. 11 tens and 10 ones is the

same as 120.

vary. Check children’s work.Answers will

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6-24 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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10 20 30 40 50 60 70 80 90 100 111 112 113110

Name 

Count by tens. Then count by ones.

Model, Read, and Write Numbers from 110 to 120

What is the number?

The number is 113  —.

Use to model the number. Write the number.

1.

114 —

2.

111 —

3.

116 —

4.

118 —

Lesson 6.10Reteach

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6-23 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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1

2

3 DifferentiatedInstruction

Progressto Algebra

Listen and DrawListen and Draw

MATHEMATICAL PRACTICES 2MathTalk

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Model, Read, and Write Numbers from 110 to 120Essential Question How can you model, read, and write numbers from 110 to 120?

How many shells are there?

Chapter 6 three hundred eighty-fi ve 385

There are 104 — shells.

Reasoning How did you decide how many shells there are? Explain.FOR THE TEACHER • The picture shows the

shells that Heidi has collected. How many shells does Heidi have?

HANDS ONLesson 6.10

Number and Operations in Base Ten—1.NBT.A.1

MATHEMATICAL PRACTICESMP2, MP4, MP6

Math Talk: Possible answer: I circled as many groups of ten as I could. There are 10 groups of 10 and 4 more, so there are 104 shells.

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385 Chapter 6

Listen and Draw Materials base-ten blocks, Counting Chart (see eTeacher Resources)Read the following aloud as children listen.

The picture shows the shells that Heidi has collected. How many shells does Heidi have?

Have children look at the picture. • What do you notice about the way the

shells are organized? Possible answer: They are in rows and columns.

Display a Counting Chart. Remind children that they know how to count by tens and ones on the chart. They can count the seashells in a similar way.• How many shells are in each row? Possible

answer: There are 10 shells in each row except for the last row. It has 4 shells.

• How many rows of 10 shells are there? 10 So, how many tens are there? 10 tens

• How many shells are in the last row? 4 So, how many ones are there? 4 ones

• How many seashells does Heidi have? 10 tens and 4 more, or 104

MathTalk

MP2 Reason abstractly and quantitatively. Use Math Talk to focus on children’s understanding of modeling, reading, and writing numbers from 110 to 120.

MP4 Model with mathematics.• How does the picture help you know how

many seashells Heidi has? The picture shows the shells in groups of 10. I can count the groups of ten and the ones left over.

ELL Strategy: Develop Meanings

Children can demonstrate their understanding of numbers from 110 to 120 by making models to match visuals.Have children look at the Counting Chart.Write each number from 110 to 120 on the board where children can see them.Point to a number. Have children explain how they can represent the number with tens and ones, modeling it with base-ten blocks.Repeat with other numbers on the board.

LESSON 6.10

HandsOn

1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

Enrich 6.10Reteach 6.10

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EXPLAIN3

Advanced Learners

Model and DrawModel and Draw

Share and ShShare and ShShare and Show MATHBOARDMATHBOARD

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11 tens is 110.

110 —

12 tens is 120.

120 —

386 three hundred eighty-six

Use to model the number.Write the number.

111 —

113 —

112 —

114 —

1. 2.

3. 4.

Quick Check

If

Rt I RRR1

2

3

COMMON ERRORS

Then

Lesson 6.10 386

Error Children may not count the 11th ten and include it in their number.

Example In Exercise 2, children write 102.Springboard to Learning Have children count aloud the number of tens. Emphasize that 11 tens is 110. Then have children include the number of ones to write the number.

a child misses the checked exercises

Differentiate Instruction with • Reteach 6.10

• Personal Math Trainer 1.NBT.A.1

• RtI Tier 1 Activity (online)

Model and Draw MATHEMATICAL PRACTICES

MP6 Attend to precision. Work through the model with children. Together, count how many tens blocks make each number.• What number is the same as 11 tens? 110

• How many tens are there in 120? 12 tens

• What does the 0 in the numbers 110 and 120 mean? There are no ones.

Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD

Having children use base-ten blocks to match the models shown in Exercises 1–4 helps make a hands-on connection. Have children count the blocks first by tens and then by ones to find and write the number. Have Counting Charts available.• How do you know your answer is correct?

Possible answer: The drawings show I have ten tens plus another ten and some ones. My answer shows I have 100 plus one ten plus some ones. My answers match the drawings.

Use the checked exercises for Quick Check. Children should use MathBoards to show their solutions.

Materials index cards, crayons, two-color counters

• Have children work in pairs. Have partners make game boards using the numbers 110–120. Have them each fold a sheet of paper lengthwise once and then fold it across twice to make 8 rectangles. Have partners write different numbers from 110–120 in each rectangle.

• Next, have partners draw quick pictures for the numbers 110–120 on index cards. Partners then shuffle the cards and place them facedown in a pile.

• Partners take turns choosing a card and counting the tens and ones to name the number. Children place a counter over the number if the number is on his or her game board. The first child to cover all the numbers on the board wins.

Verbal / KinestheticPartners

ELABORATE4

Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

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MATHEMATICALPRACTICE 4 Model Mathematics

Use to model the number.Write the number.

SMARTER Write the number.

Chapter 6 • Lesson 10 three hundred eighty-seven 387

117 —

120 —

113 —

115 —

118 —

114 —

116 —

119 —

111 —

5. 6. 7.

8. 9. 10.

11. 12. 13.

On Your OwnOn Your Own

387 Chapter 6

On Your OwnMP4 Model with mathematics. If children answered Exercises 3 and 4 correctly, assign Exercises 5–13. Have Counting Charts available for children to use as needed.

SMARTER

Exercises 11–13 require children to use higher order thinking skills to determine the numbers shown by the models. Children are accustomed to seeing tens arranged before the ones. Make sure children count the tens first in each problem and then the ones.

Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.

DEEPER

To extend thinking, have children explore ways to represent numbers up to 120. Have children look at Exercises 11–13 and notice how the numbers are shown using quick pictures. Children should choose a number from 100 to 120, and then draw a quick picture to show their number. Have children trade drawings with a partner, who tells what the number is.MP6 Attend to precision.• How do your models compare to the models

on the page? Possible answer: I use quick pictures to model my number.

• Is it easier to find the answer to Exercises 5–10 or 11–13? Why? Possible answer: Exercises 5–10 because the groups of ten are all together so I can quickly see a group of 100.

EVALUATE5 Formative Assessment

MATHEMATICAL PRACTICES

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD

Math

MATHEMATICAL PRACTICES

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DEEPER Choose a way to solve. Draw or write to explain.

110 — toy cars

117 — buttons

112 — marbles

388 three hundred eighty-eight

14. Joe collects toy cars. He can make 11 groups of 10 toy cars. How many toy cars does Joe have?

15. Cindy collects buttons. She can make 11 groups of 10 buttons and one more group of 7 buttons. How many buttons does Cindy have?

16. Lee collects marbles. He can make 11 groups of 10 marbles and has 2 marbles left over. How many marbles does Lee have?

TAKE HOME ACTIVITY • Give your child a group of 100 to 120 small objects. Ask him or her to make as many groups of ten as possible and then tell you the total number of small objects.

17. SMARTER Finish the drawing to show 119.

Write to explain.

Check children’s work.

I drew three more ones to show 119.

Lesson 6.10 388

Essential QuestionReflect Using the Language Objective Have children work in small teams to draft instruction to an absentee child to answer the Essential Question.How can you model, read, and write numbers from 110 to 120? Possible answer: I can use tens and ones blocks to model the number. Then I can count by tens and then ones to know how to read and write the number.

Math Journal Math

Choose a number from 111 to 120. Write the number. Draw a picture to show it as tens and ones.

Have children complete Exercises 14–17. Make available base-ten blocks and Counting Charts for children to use as needed.

DEEPER

MP4 Model with mathematics. Exercises 14–16 require children to apply what they know about counting tens and ones to problems involving real-life objects.

SMARTER

In Exercise 17, children interpret the given model, determine what needs to be added, and complete it to show the target number. Then children explain what they did to complete the drawing. Children who answer incorrectly may not understand how to interpret models that show numbers over 110. Some children may simply need more practice explaining their thinking on a solution.

Children practice decomposing numbers into tens and ones.

GamesTens and Ones Race

Children read the book and use place value to find the number of strawberries.

LiteratureStrawberries

Children complete purple Activity Card 14 by reviewing place value and numbers from 10 to 50.

ActivitiesTen and Up

Problem Solving • Applications

COMMON CORECOMMCOMMON CON COREOR

PROFESSIONALDEVELOPMENT Math Talk in Action

FPOFPOProblem SolvingProblem Solving

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Practice and HomeworkLesson 6.10

COMMON CORE STANDARDS—1.NBT.A.1 Extend the counting sequence.

Chapter 6 three hundred eighty-nine 389

1.

110 —

2.

119 —

3.

114 —

Model, Read, and Write Numbers from 110 to 120

Use to model the number.Write the number.

Choose a way to solve. Draw or write to explain.

4. Dave collects rocks. He makes12 groups of 10 rocks and has none left over. How many rocksdoes Dave have? 120

— rocks

5. Math Choose a number from 111 to 120. Write the number. Draw a picture to show it as tens and ones.

Check children’s work.

389 Chapter 6

Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.

As children complete Exercise 3, discuss their strategies.

Teacher: How is Exercise 3 different from the other exercises?

Sheila: The ones are shown before the tens.

Craig: In the exercises above, there is a group of 10 tens and then another group. Exercise 3 has just one group.

Teacher: You are both right. Who can tell me how to count the models to find the number?

Ari: I can use a Counting Chart. I count the ones first: 1, 2, 3, 4. Then I go down the column to count thetens: 14, 24, 34, 44, 54, 64, 74, 84, 94, 104, 114, The number is 114.

Teacher: That is one way. Does anyone have a different way?

Sheila: I can use base-ten blocks. First, I use the blocks to make a model of the picture. Then, I order the blocks by tens and then ones so I can count by tens first and then by ones. 10, 20, 30, 40, 50, 60, 70, 80, 90, 100, 110, 111,112, 113, 114.

Teacher: That is a super idea, Sheila. Does someone else have another way?

Craig: I can start counting the tens in the picture first. Then I count the ones.

Teacher: Is there even another way?

Nala: I can count and circle a group of 10 tens in the picture. That is one hundred. Then I can count by tens and then by ones. So I say 100 and then count 110, 111, 112, 113, 114.

Teacher: What great ideas! I have real mathematicians in my class!

390 three hundred ninety Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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1. What number does the model show? Write the number.

117 —

Spiral Review (1.OA.C.6)

2. Show how to make a ten to solve 13 − 7.Write the number sentence.

13 —

− 3 —

− 4 —

10 — − 4 — = 6 —

So, 13 − 7 = 6 — .

Lesson Check (1.NBT.A.1)

9

2 4

Step 1 Step 2

3. What is the difference?Write the number.

5

Monitoring Common Core Success

Maintaining Focus on the Major WorkPart of the major work in Grade 1 includes extending the counting sequence (1.NBT.A.1) and place value (1.NBT.B.2). In Lessons 6.6–6.8, children generalize the skill of making tens and ones to numbers up to 100 and continue learning to represent numbers in different ways. In Lessons 6.9 and 6.10, children expand on their ability to count by learning to read and write numbers from 100 to 120.

Connecting Content Across Domains and ClustersIn Lessons 6.6–6.10, children work in two different clusters within the Domain of Numbers and Operations in Base Ten. In Cluster 1.NBT.B, children work with place value, decomposing two-digit numbers into tens and ones and understanding that numbers can be represented in different ways. This work is connected to Cluster 1.NBT.A. In Cluster 1.NBT.A, children expand on their ability to count to 120, reading and writing numbers from 100 to 120. Children use their ability to decompose two-digit numbers

along with their knowledge of place value to model numbers 100–120 as tens and ones.

Focus on Mathematical PracticesIn Lessons 6.6–6.10, children model with mathematics, MP4. In Lessons 6.6 and 6.7, children use models to represent numbers and demonstrate how to show the number of tens and ones in a number. An example of this is the Math Talk exercise in Lesson 6.6, page 361, where children group 10 ones into groups of 10. In Lessons 6.9 and 6.10, children model numbers from 100 to 120 as tens and ones using base ten blocks. This is a good chance to further the conversation of MP4 by modeling numbers within problems that arise in everyday situations. numbers into tens and ones and understanding that numbers

can be represented in different ways. This work is connected to Cluster 1.NBT.A. In Cluster 1.NBT.A, children expand on theirability to count to 120, reading and writing numbers from 100 to 120. Children use their ability to decompose two-digit numbers

everyday situations.

Lesson 6.10 390

Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.