Use this video with children to count along with Peg, Cat, and friends as they collect and count space rocks by 10s. While collecting space rocks for NASA, Ramone has time to show Peg, Cat, Richard, and Pig how to count by 10s to 100.

Content Standard(s):

Mathematics MA2019 (2019) Grade: 1

14. Given a two-digit number, mentally find 10 more or 10 less than the number without having to count, and explain the reasoning used.

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Evidence Of Student Attainment:

Students:

Can efficiently find 10 more or 10 less than the given number.

Explain their mental strategies.

Teacher Vocabulary:

Ten more

Ten less

Knowledge:

Students know:

how to mentally find 10 more or 10 less of a two digit number and explain reasoning.

place value vocabulary: tens, ones.

Skills:

Students are able to:

mentally add or subtract 10 from a number in the range from 1-100.

Explain their reasoning using place value understanding and patterns.

Understanding:

Students understand that:

patterns in the place value system can be used to mentally compute sums and differences.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.1.14.1: Define more and less.
M.1.14.2: Demonstrate conceptual understanding of adding or subtracting 10 using concrete models.
M.1.14.3: Count backward from 100 by tens.
M.1.14.4: Count forward to 100 by tens.
M.1.14.5: Count to 100 by ones.

Prior Knowledge Skills:

Define ones and tens.

Match the number in the ones and tens position to a pictorial representation or manipulative of the value.

Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.

Count objects up to 10.

Count to 50 and above.

Mimic counting by ones.

Recognize numbers from 1-50.

Understand the concept of amount.

Pair the number of objects counted with "how many?"

Understand that the last number name tells the number of objects counted.

Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).

Count objects one-by-one using only one number per object (up to ten objects).

Recognize that numbers have meaning.

Recognize numbers 1-10.

Rote count to 50.

Communicate number words.

Add one to a set of objects (up to 10 objects).

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.1.13 Compose and decompose numbers from 1 to 15 into one ten and ones using objects, drawings, or pictures.

Mathematics MA2019 (2019) Grade: 1

15. Subtract multiples of 10 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used.

Unpacked Content

Evidence Of Student Attainment:

Students:

subtract multiples of 10 from more tens using concrete models, drawings, and written equations.

look for and describe patterns they find.

explain their reasoning using place value and patterns.

Teacher Vocabulary:

Multiple of 10

Knowledge:

Students know:

place value models for adding and subtracting numbers less than 100.

strategies for adding and subtracting multiples of 10.

Skills:

Students are able to:

use models and strategies to find and record solutions to problems where a multiple of 10 is subtracted.

explain their strategies.

Understanding:

Students understand that:

patterns in the place value system can be used to mentally compute sums and differences.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.1.15.1: Demonstrate conceptual understanding of subtraction using concrete models.
M.1.15.2: Model written method for recording problems involving subtraction of 10 from multiples of 10.
M.1.15.3: Count backward from 100 by tens.
M.1.15.4: Count forward to 100 by tens.
M 1.15.5: Mimic counting to 100 by tens.

Prior Knowledge Skills:

Define subtraction as separating groups of objects.

Represent numbers with objects or drawings.

Separate sets with nine or fewer objects.

Combine objects to form sets up to nine.

Notice same/different and some/all.

Subtract one from a set of objects (up to five objects).

Given a group of objects (ten or less), divide the group into smaller groups in various ways.

Take away objects from a large group to create two smaller groups.

Establish one-to-one correspondence between numbers and objects when given a picture a drawing or objects.

Understand number words.

Understand that 10 1's = 10.

Count forward to 50 by tens.

Count backwards from 50 by tens.

Mimic counting to 50 by tens.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.1.13 Compose and decompose numbers from 1 to 15 into one ten and ones using objects, drawings, or pictures.

14. Given a two-digit number, mentally find 10 more or 10 less than the number without having to count, and explain the reasoning used.

15. Subtract multiples of 10 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written method and explain the reasoning used.