Key Concept: When comparing two-digit quantities one compares tens to tens, ones to ones, and compares the tens place value first.

Topic Overview | Standards Alignment | #### Common Core

1.MD.C.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

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.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.#### Georgia

MGSE1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.

MGSE1.NBT.B.2.Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE.1.NBT.B.2.A 10 can be thought of as a bundle of ten ones — called a "ten."

MGSE1.NBT.B.2.B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

MGSE1.NBT.B.2.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).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). IEP Goals

In this topic, students build fluency with counting and comparing quantities to 99. Students use place value to compare quantities and to determine how many more or fewer one quantity is than another.

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

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.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

MGSE1.NBT.B.2.Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE.1.NBT.B.2.A 10 can be thought of as a bundle of ten ones — called a "ten."

MGSE1.NBT.B.2.B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

MGSE1.NBT.B.2.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).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).

1. Given two groups of objects with quantities less than or equal to 99, the student will compare the groups for 5 out of 6 examples by the completion of the IEP.

2. Given two numerals less than or equal to 99, the student will compare the numbers for 5 out of 6 examples by the completion of the IEP.

3. Given two groups of objects with quantities less than or equal to 99, the student will determine how much larger one group is than the other for 5 out of 6 examples by the completion of the IEP.

2. Given two numerals less than or equal to 99, the student will compare the numbers for 5 out of 6 examples by the completion of the IEP.

3. Given two groups of objects with quantities less than or equal to 99, the student will determine how much larger one group is than the other for 5 out of 6 examples by the completion of the IEP.

T.3-1-3 Compare Quantities to 99 |

View Teacher-Facilitated Lesson Students use the phrases more than, fewer than, and equal to in order to compare groups of objects to 99. (35-45 min)

T.3-1-4 Compare Quantities to 99 with Symbols |

View Teacher-Facilitated Lesson Students use greater than, less than, and equal to symbols to compare groups of objects to 99. (35-45 min)

T.3-1-5 Compare Quantities to 99: How Many More |

View Teacher-Facilitated Lesson Students compare quantities and determine how much larger or smaller one group is than the other. (35-45 min)

T.3-1-6 Compare Numerals to 99: Make a Model |

View Teacher-Facilitated Lesson Students build upon their understanding of comparing groups of objects to 99 in order to use models to compare numerals to 99. (35-45 min)

T.3-1-7 Compare Numerals to 99 |

View Teacher-Facilitated Lesson Students apply their understanding of place value to compare numerals to 99. (35-45 min)

Key Concept: 1 ten is equivalent to 10 ones.

Topic Overview | Standards Alignment | #### Common Core

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.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.#### Georgia

MGSE1.NBT.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.

MGSE1.NBT.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). IEP Goals

In this topic, students build their understanding of place value to understand a ten as a unit that is composed of 10 ones as well as a unit in and of itself. This understanding is developed through counting and creating units of tens and ones.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE1.NBT.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).

1. Given linking cubes, the student will create a quantity of ten from individual cubes for 5 out of 6 examples by the completion of the IEP.

2. Given Base 10 rods, the student will count multiples of ten for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens and then count on by ones to the number for 5 out of 6 examples by the completion of the IEP.

2. Given Base 10 rods, the student will count multiples of ten for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens and then count on by ones to the number for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

Key Concept: 1 ten is equivalent to 10 ones.

Topic Overview | In this topic, students build their understanding of place value to understand a ten as a unit that is composed of 10 ones as well as a unit in and of itself. This understanding is developed through counting and creating units of tens and ones. Standards Alignment | #### Common Core

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.

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.#### Georgia

MGSE1.NBT.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.

MGSE1.NBT.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). IEP Goals

1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE1.NBT.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).

1. Given linking cubes, the student will create a quantity of ten from individual cubes for 5 out of 6 examples by the completion of the IEP.

2. Given Base 10 rods, the student will count multiples of ten for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens and then count on by ones to the number for 5 out of 6 examples by the completion of the IEP.

2. Given Base 10 rods, the student will count multiples of ten for 5 out of 6 examples by the completion of the IEP.

3. Given a number less than or equal to 100, the student will verbally count by tens and then count on by ones to the number for 5 out of 6 examples by the completion of the IEP.

This topic is still in development.

In this unit, students build upon their understanding of place value to compare quantities. In Kindergarten, students understood that a teen number is composed of 10 ones and some more ones. As students move to first grade, they begin to understand that a ten can be a unit in and of itself. Students use their understanding of tens and ones to compare quantities.

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

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.1.NBT.B.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

MGSE1.NBT.B.2.Understand that the two digits of a two-digit number represent amounts of tens and ones.

MGSE1.NBT.B.2.A 10 can be thought of as a bundle of ten ones — called a "ten."

MGSE1.NBT.B.2.B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

MGSE1.NBT.B.2.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).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).