New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Table of Contents
GRADE 1 • MODULE 6
Place Value, Comparison, Addition and Subtraction to 100

Module Overview ......................................................................................................... i

Topic A: Comparison Word Problems ................................................................... 6.A.1

Topic B: Numbers to 120........................................................................................ 6.B.1

Topic C: Addition to 100 Using Place Value Understanding.................................... 6.C.1

Topic D: Varied Place Value Strategies for Addition to 100 .................................... 6.D.1

Topic E: Coins and Their Values.............................................................................. 6.E.1

Topic F: Varied Problem Types Within 20 .............................................................. 6.F.1

Topic G: Culminating Experiences ..........................................................................6.G.1

Module Assessments ............................................................................................. 6.S.1

Module 6: Place Value, Comparison, Addition and Subtraction to 100

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
1•6
New York State Common Core

Grade 1 • Module 6
Place Value, Comparison, Addition
and Subtraction of Numbers to 100
OVERVIEW
In this final module of the Grade 1 curriculum, students bring together their learning from Module 1 through
Module 5 to learn the most challenging Grade 1 standards and celebrate their progress.
In Topic A, students grapple with comparative word problem types (1.OA.1). While students have solved
some comparative problem types during Module 3 and within the Application Problems in Module 5, this will
be their first opportunity to name these types of problems and learn to represent comparisons using tape
diagrams with two tapes.
Students extend their understanding of and skill with tens and ones to numbers to 100 in Topic B (1.NBT.2).
For example, they mentally find 10 more, 10 less, 1 more, and 1 less (1.NBT.5) and compare numbers using
the symbols >, =, and < (1.NBT.3). They then count and write numbers to 120 (1.NBT.1) using both standard
numerals and the unit form.
In Topics C and D, students again extend their learning from Module 4 to the numbers to 100 to add and
subtract (1.NBT.4, 1.NBT.6). They add pairs of two-digit numbers in which the ones digits sometimes have a
sum greater than 10, recording their work using various methods based on place value (1.NBT.4). In Topic D,
students focus on using drawings, numbers, and words to solve, highlighting the role of place value, the
properties of addition, and related facts.
At the start of the second half of Module 6, students are introduced to nickels and quarters (1.MD.3), having
already used pennies and dimes in the context of their work with numbers to 40 in Module 4. Students use
their knowledge of tens and ones to explore decompositions of the values of coins. For example, they might
represent 25 cents using 1 quarter, 25 pennies, 2 dimes and 1 nickel, or 1 dime and 15 pennies.
In Topic F, students really dig into MP.1 and MP.3. The topic includes the more challenging compare with
bigger or smaller unknown word problem types wherein more or less suggest the incorrect operation
(1.OA.1), thus giving a context for more in-depth discussions and critiques. On the final day of this topic,
students work with varied problem types, sharing and explaining their strategies and reasoning. Peers ask
each other questions and defend their choices. The End-of-Module Assessment follows Topic F.
The module and year close with Topic G, wherein students celebrate their year’s worth of learning with fun
fluency festivities that equip them with games to maintain their fluency during the summer months prior to
Grade 2. The final day is devoted to creating a math folder illustrating their learning in which to send home
their year’s work.

Module 6: Place Value, Comparison, Addition and Subtraction to 100

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New York State Common Core

Focus Grade Level Standards

Represent and solve problems involving addition and subtraction.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations with a symbol for the unknown number to
represent the problem. (See CCLS Glossary, Table 1.)

Module 6 Place Value, Comparison, Addition and Subtraction to 100

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New York State Common Core

Extend the counting sequence.

1.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.

Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following special cases:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
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.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.
1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, 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.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having
to count; explain the reasoning used.
1.NBT.6 Subtract multiples of 10 in the range 10–90 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.

Tell and write time and money. 1

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Recognize and
identify coins, their names, and their values.

Foundational Standards
K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
K.OA.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using
objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3
and 5 = 4 + 1).

1
Focus on money.

Module 6 Place Value, Comparison, Addition and Subtraction to 100

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New York State Common Core

K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number,
e.g., by using objects or drawings, and record the answer with a drawing or equation.
K.NBT.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g.,
by using objects or drawings, and record each composition or decomposition by a drawing or
equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and
one, two, three, four, five, six, seven, eight, or nine ones.

Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Throughout Topic A, students
analyze given situations and determine whether they are compare, take away, or put together
problem types. Students’ drawings, such as single and double tape diagrams, represent their
planning towards a solution pathway. During Topic F, students initially work independently,
supporting them in learning how to persevere and make sense of problems. As students
share their strategies and solutions asking and answering peer questions, they demonstrate
understanding of the approaches of their peers and identify corresponding elements between
the approaches.
MP.3 Construct viable arguments and critique the reasoning of others. During Topic F, students
share their strategies and reasoning as they explain their solutions to various problem types.
They ask useful questions to help clarify or improve peers’ explanations, such as, “How does
your drawing help demonstrate your thinking?” Students consider how a selected student’s
work helped her solve the problem as well considering other pathways for at student to
correctly solve the problem. As students share their thinking, they explain the mathematical
reasoning that supports their argument.
MP.4 Model with mathematics. Throughout this module, students model their mathematics in
various ways. While problem solving, students use tape diagrams and number sentences to
model situations and solutions. When sharing various strategies for adding within 100,
students use number bonds, number sentences, and sometimes drawings to solve for the
sums and to demonstrate their understanding and use of place value, properties of addition,
and the relationship between addition and subtraction as they decompose and recompose
numbers.
MP.5 Use appropriate tools strategically. After learning varied representations and strategies for
adding and subtracting pairs of two-digit numbers, students choose their preferred methods
for representing and solving problems efficiently. As they share their strategies, students
explain their choice of making ten, adding tens and then ones, or adding ones and then tens.
They also demonstrate how their choice of written method (number bonds, vertical
alignment, or arrow notation) expresses their strategy work.

Module 6 Place Value, Comparison, Addition and Subtraction to 100

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New York State Common Core

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days

1.OA.1 A Comparison Word Problems 2

Lesson 1: Solve compare with difference unknown problem types.
Lesson 2: Solve compare with bigger or smaller unknown problem types.

1.NBT.1 B Numbers to 120 7

1.NBT.2a Lesson 3: Use the place value chart to record and name tens and ones
1.NBT.2c within a two-digit number up to 100.
1.NBT.3
Lesson 4: Write and interpret two-digit numbers to 100 as addition
1.NBT.5
sentences that combine tens and ones.
Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit
number within 100.
Lesson 6: Use the symbols >, =, and < to compare quantities and
numerals to 100.
Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.
Lesson 8: Count to 120 in unit form using only tens and ones. Represent
numbers to 120 as tens and ones on the place value chart.
Lesson 9: Represent up to 120 objects with a written numeral.

1.NBT.4 C Addition to 100 Using Place Value Understanding 8

1.NBT.6 Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,
including dimes.
Lesson 11: Add a multiple of 10 to any two-digit number within 100.
Lesson 12: Add a pair of two-digit numbers when the ones digits have a
sum less than or equal to 10.
Lessons 13–14: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 using decomposition.
Lesson 15: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 with drawing. Record the total below.
Lessons 16–17: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 with drawing. Record the new ten below.

Module 6 Place Value, Comparison, Addition and Subtraction to 100

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New York State Common Core

Standards Topics and Objectives Days

1.NBT.4 D Varied Place Value Strategies for Addition to 100 2

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare results of different recording methods.
Lesson 19: Solve and share strategies for adding two-digit numbers with
varied sums.

Mid-Module Assessment: Topics A–D (assessment 1 day, return 1 day, 3

remediation or further applications 1 day)

1.MD.3 E Coins and Their Values 5

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or
value. Decompose the values of nickels and dimes using
pennies and nickels.
Lesson 21: Identify quarters by their image, name, or value. Decompose
the value of a quarter using pennies, nickels, and dimes.
Lesson 22: Identify varied coins by their image, name, or value. Add one
cent to the value of any coin.
Lesson 23: Count on using pennies from any single coin.
Lesson 24: Use dimes and pennies as representations of numbers to 120.

1.OA.1 F Varied Problem Types Within 20 3

Lessons 25–26: Solve compare with bigger or small unknown problem types.
Lesson 27: Share and critique peer strategies for solving problems of
varied types.

End-of-Module Assessment: Topics E–F (assessment 1 day, return ½ day, 2

remediation or further applications ½ day)

G Culminating Experiences 3
Lessons 28–29: Celebrate progress in fluency with adding and subtracting
within 10 (and 20). Organize engaging summer practice.
Lessons 30: Create folder covers for work to be taken home illustrating the
year’s learning.

Total Number of Instructional Days 35

Module 6 Place Value, Comparison, Addition and Subtraction to 100

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 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
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New York State Common Core

Terminology
New or Recently Introduced Terms
 Comparison problem type
 Dime
 Nickel
 Penny
 Quarter

Familiar Terms and Symbols 2

 <, >, = (less than, greater than, equal to)

Suggested Tools and Representations

 100-bead Rekenrek
 Tape diagram

Scaffolds3
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”

2
These are terms and symbols students have seen previously.
3
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National
Instructional Materials Accessibility Standard (NIMAS) format.

Module 6 Place Value, Comparison, Addition and Subtraction to 100

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Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic D Constructed response with rubric 1.OA.1
Assessment Task 1.NBT.1
1.NBT.2a
1.NBT.2c
1.NBT.3
1.NBT.4
1.NBT.5
1.NBT.6
End-of-Module After Topic F Constructed response with rubric 1.OA.1
Assessment Task 1.NBT.1
1.NBT.2a
1.NBT.2c
1.NBT.3
1.NBT.4
1.NBT.5
1.NBT.6
1.MD.3 4

4
Focus on money.

Module 6 Place Value, Comparison, Addition and Subtraction to 100

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 New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Topic A
Comparison Word Problems
1.OA.1

Focus Standard: 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem. (See CCLS Glossary, Table 1.)
Instructional Days: 2
Coherence -Links from: G1–M3 Ordering and Comparing Length Units as Numbers
G1–M4 Place Value, Comparison, Addition and Subtraction to 40
-Links to: G2–M7 Problem Solving with Length, Money, and Data

Topic A of Module 6 opens with students exploring one of the most challenging problem types for their grade
level,1 comparison word problems (1.OA.1). Students were informally introduced to the problem type in
Module 3 as they analyzed data and compared measurements. During Module 5, students worked with
comparison contexts through Application Problems. It is with this background that teachers can make
informed choices during Module 6 to support students in recognizing and solving comparison word problems.
In Lesson 1, students work with compare with difference unknown problem types using double tape diagrams.
They then carry their understanding of double tape diagrams into Lesson 2 to tackle compare with bigger or
smaller unknown problem types. Throughout the module, students continue to practice these problem types
as they solve Application Problems in the topics that follow.

1
Found in the Counting and Cardinality and Operations and Algebraic Thinking Progressions Document, p. 9.

Topic A: Comparison Word Problems

Date: 11/26/13 6.A.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 1 6

Topic A: Comparison Word Problems

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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 1 6

A Teaching Sequence Towards Mastery of Comparison Word Problems

Objective 1: Solve compare with difference unknown problem types.

(Lesson 1)

Objective 2: Solve compare with bigger or smaller unknown problem types.

(Lesson 2)

Topic A: Comparison Word Problems

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•6

Lesson 1
Objective: Solve compare with difference unknown problem types.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Concept Development (38 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Number Bond Addition and Subtraction 1.OA.6 (5 minutes)
 Happy Counting 1.NBT.1 (2 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets

Note: Give the appropriate Practice Set to each student. Students who completed all questions correctly on
their most recent Practice Set should be given the next level of difficulty. All other students should try to
improve their scores on their current levels.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Number Bond Addition and Subtraction (5 minutes)

Materials: (S) Personal white boards, die per pair

Note: Practice with missing addends and subtraction will help prepare students to solve comparison
problems in today’s Concept Development.
 Assign partners of equal ability.
 Allow partners to choose a number for their whole and
roll the die to determine one of the parts.
 Both students write two addition and two subtraction
sentences with a box representing the unknown number
in each equation and solve for the missing number.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•6

 They then exchange boards and check each other’s work.

Happy Counting (2 minutes)

Note: In this module, students will be adding and subtracting within 100 and extending their counting and
number writing skills to 120. Give students practice counting by ones and tens within 100. When Happy
Counting by ones, spend more time changing directions where changes in tens occur, which is typically more
challenging.
Happy Count by ones the regular way and Say Ten way between 60 and 100. Then Happy Count by tens,
starting at a number with some ones (e.g., 78).

T:

T/S: 97 96 (pause) 97 98 (pause) 99 100 99 100 (etc.)

Concept Development (38 minutes)

Materials: (T) 4 ten-sticks, 2 charts with today’s story problems (S) Personal math toolkit with 4 ten-sticks,
personal white board

Note: Prepare two charts, one with the first story problem
about Rose and Nikil, and another with the second. Save the NOTES ON
second chart with the solution for tomorrow’s lesson. Today’s
MULTIPLE MEANS OF
lesson objective is addressing word problems. Therefore, there
REPRESENTATION:
is no separate Application Problem.
Some students may find it helpful to
Gather students in the meeting area with their materials. use linking cubes to represent the
problems. Students can use different
Problem 1: Model a change unknown problem with numerals color linking cubes for each part being
within the tape rather than dots. represented, and then draw the tape
diagrams to match their concrete
T: (Post chart with the story problem.) Let’s read this
representations.
story problem together.
T/S: Rose wrote 8 letters to her friends. Her goal is to write
12 letters. How many more letters does she need to
write to meet her goal?
T: Use a tape diagram to solve how many more letters Rose needs to
write. You may also use your linking cubes to help draw and solve.
S: (Solve as the teacher circulates and notices various strategies.)
T: (Choose a student who used a tape diagram to solve. As the student
shares, draw the tape diagram on the chart paper.)
S: I drew a rectangle around 8 circles to show how many letters Rose
already wrote. Then I drew a rectangle with a question mark

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.5

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•6

because we need to find out how many more letters she needs to write. Then I put arms from the
first part to the end of the second part because I knew that she wants to write 12 letters. 8 + __ =
12, so the answer is 4 letters.
T: Great. (Show a 12-stick of linking cubes made of 8 red and 4
yellow cubes.) I made a model of this story using linking cubes.
Watch me as I draw my tape diagram only using numbers. Read
the first sentence of the story problem.
S: Rose wrote 8 letters to her friend.
T: (Draw a tape and label it R.) This represents the letters Rose wrote. What number should I write
inside? (Point to the linking cubes.)
S: 8.
T: (Write 8 inside the tape.) Read the next sentence.
S: Her goal is to write 12 letters.
T: Is that a part of how many letters she wants to write or is it
the total of letters she wants to write?
S: The total.
T: So that means there are some more letters Rose needs to
write. We just don’t know how many more yet. (Draw
another part and write in a question mark and label it M as
shown to the right. Point to the additional part of the
linking cubes.)
T: These two parts (point to each), make up the total of how
many letters?
S: 12 letters.
T: (Draw the arms with 12, then hold the linking cube NOTES ON
stick at both ends, mimicking the arms drawn in the MULTIPLE MEANS OF
diagram.) What addition sentence help find the REPRESENTATION:
missing part? To connect students’ use of linking
S: 8 + ___ = 12. cubes to model the problem with the
tape diagram, write the numbers for
T: What is the subtraction number sentence to find the each part on stickers and adhere the
missing part? stickers to each part as you draw the
S: 12 – 8 = 4. tape diagram. A sticker with a
T: How many more letters does Rose need to write? question mark can be used to
represent the unknown number.
S: 4 letters.

Problem 2: Model a compare with difference unknown problem.

T: (Post the second chart with the next story problem.) Let’s read another story problem together.
T/S: Rose wrote 8 letters. Nikil wrote 12 letters. How many more letters did Nikil write than Rose?
T: Partner A, using one color, make a stick of how many letters Rose wrote. Partner B, using a different
color, make a stick to show the number of letters Nikil wrote. (Allow students time to make their
sticks.)

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•6

T: Lay the two sticks down on the personal board so we can compare them easily.
T: I see that many of you put your sticks side by side so
that they are easier to compare. Let’s all turn our
sticks the same way, so we can talk about them
together. (Demonstrate by laying down the sticks
horizontally on a personal board, as shown on the
right.) (Point to the 8-stick.) This stick represents
whose letters?
S: Rose.
T: (Label R on the personal board as shown.) (Point to the 12-stick.) This stick represents?
S: Nikil’s letters.
T: (Label with N as shown.) Watch me as I use these cubes to help me draw my tape diagram to
compare the number of letters Rose and Nikil wrote. (Write R.) How many letters did Rose write?
S: 8 letters.
T: (Draw a rectangle and write 8 inside.)
T: (Write N in the next line.) How many letters did Nikil write?
S: 12 letters.
T: Will his tape, his part, be longer or shorter than Rose’s tape, her part?
S: Longer!
T: Tell me when to stop when you think the length of the tape represents 12. (Begin drawing the tape.)
S: Stop!
T: (Stop at an appropriate length to represent 12 and complete the rectangle.) What number goes with
this tape?
S: 12.
T: The question says, “How many more letters did Nikil
write than Rose?” This tape (point to Rose’s tape)
represents 8, so this much of Nikil’s tape is also 8.
(Partition Nikil’s tape with a dotted line and write 8.)
This part of Nikil’s tape represents how many more
letters he wrote. (Circle that part of Nikil’s tape and
write a question mark as shown to the right.)
T: What is the total number of letters Nikil wrote?
S: 12 letters.
T: What is the part of Nikil’s letters that are the same number as Rose’s letters?
S: The 8 letters.
T: (Point to the question mark.) How many more letters did Nikil write than Rose? What can we do to
figure out the unknown part? Turn and talk to your partner.
S: I compared the linking cubes we made and counted the extra cubes. I counted on.  There were 8
and I counted on from 4 to get to 12. There were 4 more cubes.  I thought 8 + ___ = 12. It’s 4. 
I used subtraction. I took away 8 from 12 and got 4.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.7

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•6

T: If we count on 4 more from 8, we are adding 8 + 4 to get 12. If we cover up the 8 to see how many
more letters he wrote, that’s the same as taking away 8 from…?
S: 12!
T: What is 12 – 8?
S: 4.
T: How many more letters did Nikil write?
S: 4 letters.
T: I want you to see that we can use subtraction to compare the number of letters Rose and Nikil’s
wrote.
T: Who wrote fewer letters?
S: Rose.
T: How do you know?
S: The tape diagram is shorter than Nikil’s.  We know that Nikil
wrote more, so Rose wrote fewer.
T: How many fewer letters did Rose write than Nikil?
How do you know?
S: Four fewer letters!  Look at Rose’s tape diagram.
She needs 4 more to match Nikil’s tape diagram. 
Eight is 4 less than 12.  Nikil wrote 4 more letters, so
Rose wrote 4 fewer letters.  Take away 8 from 12,
and that tells you how many fewer letters Rose wrote.
T: (Draw an invisible circle around the space after Rose’s tape that
would be where the additional letters would need to be for Rose
to have the same number of letters as Nikil.) This part is the same length as Nikil’s extra 4 letters.
(In the image to the right, we have included a dotted line to show where to demonstrate the
invisible circle.)
Repeat the process with the following story problems. For each problem, ask students to use the linking
cubes with their partners to represent the story and guide them through drawing the double tape diagrams.
Tamra collected 9 seashells on the beach. Julio collected 11 seashells.
a. How many more seashells did Julio collect?
b. How many fewer seashells did Tamra collect?
c. How many seashells did Tamra and Julio collect? (This component provides a good contrast between
the comparison problem type and a put together problem type.)
Willie saw 13 leaping lizards at the park. Fran saw 8 lizards.
a. How many more lizards did Willie see?
b. How many fewer lizards did Fran see?
c. How many lizards did Willie and Fran see?

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.8

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5, Use
Appropriate Tools Strategically. Students should solve
these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the careful sequencing
of the Problem Set guide your selections so that problems
continue to be scaffolded. Balance word problems with
other problem types to ensure a range of practice. Assign
incomplete problems for homework or at another time
during the day.

Student Debrief (10 minutes)

Lesson Objective: Solve compare with difference

unknown problem types.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 1. Using the same story, how
many fewer goats does Peter have than Julio?
What do you notice about the answer to the
question in the Problem and this new question?
Explain your thinking. How was setting up
Problem 3 similar to and different from setting up
Problems 1 and 2? What did you need to be sure
to do? Why?
 How can your double tape diagram for Problem 4(a) help you solve Problem 4(b)?
 When we know the total and just one of the parts, what strategy did we use to solve for the missing

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.9

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 1•6

part?
 When two tapes are arranged one above the other like the ones we used today, we call that a double
tape diagram. How does setting up our two tapes this way help you compare more easily?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.10

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 NYS COMMON CORE MATHEMATICS CURRICULUM Core Fluency Practice Set A 1•6

Name Date

My Addition Practice

1. 6 + 0 = ___ 11. 7 + 1 = ___ 21. 5 + 3 = ___

2. 0 + 6 = ___ 12. ___ = 1 + 7 22. ___ = 5 + 4

3. 5 + 1 = ___ 13. 3 + 3 = ___ 23. 6 + 4 = ___

4. 1 + 5 = ___ 14. 3 + 4 = ___ 24. 4 + 6 = ___

5. 6 + 1 = ___ 15. ___ = 3 + 5 25. ___ = 4 + 4

6. 1 + 6 = ___ 16. 6 + 3 = ___ 26. 3 + 4 = ___

7. 6 + 2 = ___ 17. 7 + 3 = ___ 27. 5 + 5 = ___

8. 5 + 2 = ___ 18. ___ = 7 + 2 28. ___ = 4 + 5

9. 2 + 5 = ___ 19. 2 + 7 = ___ 29. 3 + 7 = ___

10. 2 + 4 = ___ 20. 2 + 8 = ___ 30. ___ = 3 + 6

Today I finished _____ problems.

I solved _____ problems correctly.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.11

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 NYS COMMON CORE MATHEMATICS CURRICULUM Core Fluency Practice Set B 1•6

Name Date

My Missing Addend Practice

1. 6 + ___ = 6 11. 3 + ___ = 6 21. 4 + ___ = 7

2. 0 + ___ = 6 12. 4 + ___ = 8 22. 7 = 3 + ___

3. 5 + ___ = 6 13. 10 = 5 + ___ 23. 2 + ___ = 7

4. 4 + ___ = 6 14. 5 + ___ = 9 24. 2 + ___ = 8

5. 0 + ___ = 7 15. 5 + ___ = 7 25. 9 = 2 + ___

6. 6 + ___ = 7 16. 8 = 5 + ___ 26. 2 + ___ = 10

7. 1 + ___ = 7 17. 5 + ___ = 9 27. 10 = 3 + ___

8. 7 + ___ = 8 18. 8 + ___ = 10 28. 3 + ___ = 9

9. 1 + ___ = 8 19. 7 + ___ = 10 29. 4 + ___ = 9

10. 6 + ___ = 8 20. 10 = 6 + ___ 30. 10 = 4 + ___

Today I finished _____ problems.

I solved _____ problems correctly.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.12

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 NYS COMMON CORE MATHEMATICS CURRICULUM Core Fluency Practice Set C 1•6

Name Date

My Related Addition and Subtraction Practice

1. 5 + ___ = 6 11. 7 + ___ = 10 21. 4 + ___ = 8

2. 1 + ___ = 6 12. 10 – 7 = ___ 22. 8 – 4 = ___

3. 6 - 1 = ___ 13. 5 + ___ = 7 23. 4 + ___ = 7

4. 9 + ___ = 10 14. 7 – 5 = ___ 24. 7 – 4 = ___

5. 1 + ___ = 10 15. 5 + ___ = 8 25. 5 + ___ = 9

6. 10 – 9 = ___ 16. 8 – 5 = ___ 26. 9 – 5 = ___

7. 5 + ___ = 10 17. 4 + ___ = 6 27. 6 + ___ = 9

8. 10 – 5 = ___ 18. 6 – 4 = ___ 28. 9 – 6 = ___

9. 8 + ___ = 10 19. 3 + ___ = 6 29. 4 + ___ = 7

10. 10 – 8 = ___ 20. 6 – 3 = ___ 30. 7 – 4 = ___

Today I finished _____ problems.

I solved _____ problems correctly.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Core Fluency Practice Set D 1•6

Name Date

My Subtraction Practice

1. 6 - 0 = ___ 11. 6 - 3 = ___ 21. 8 - 4 = ___

2. 6 - 1 = ___ 12. 7 - 3 = ___ 22. 8 - 3 = ___

3. 7 - 1 = ___ 13. 9 – 3 = ___ 23. 8 - 5 = ___

4. 8 - 1 = ___ 14. 10 - 8 = ___ 24. 9 - 5 = ___

5. 6 - 2 = ___ 15. 10 - 6 = ___ 25. 9 - 4 = ___

6. 7 - 2 = ___ 16. 10 – 4 = ___ 26. 7 - 3 = ___

7. 9 - 2 = ___ 17. 10 - 5 = ___ 27. 10 - 7 = ___

8. 10 - 10 = ___ 18. 7 – 6 = ___ 28. 9 - 7 = ___

9. 10 - 9 = ___ 19. 7 - 5 = ___ 29. 9 - 6 = ___

10. 10 - 7 = ___ 20. 6 - 4 = ___ 30. 8 - 6 = ___

Today I finished _____ problems.

I solved _____ problems correctly.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.14

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 NYS COMMON CORE MATHEMATICS CURRICULUM Core Fluency Practice Set E 1•6

Name Date

My Mixed Practice

1. 4 + 2 = ___ 11. 2 + ___ = 6 21. 8 - 5 = ___

2. 2 + ___ = 6 12. 6 - 2 = ___ 22. 3 + ___ = 8

3. 6 = 3 + ___ 13. 6 - 4 = ___ 23. 8 = ___ + 5

4. 2 + 5 = ___ 14. 5 + ___ = 7 24. ___ + 2 = 9

5. 7 = 5 + ___ 15. 7 - 5 = ___ 25. 9 = ___ + 7

6. 4 + 3 = ___ 16. 7 - 4 = ___ 26. 9 – 2 = ___

7. 7 = ___ + 4 17. 7 - 3 = ___ 27. 9 - 7 = ___

8. 8 = ___ + 4 18. 8 = 6 + ___ 28. 9 - 6 = ___

9. 4 + 5 = ___ 19. 8 - 2 = ___ 29. 9 = ___ + 4

10. 9 = ___ + 4 20. 8 – 6 = ___ 30. 9 - 6 = ___

Today I finished _____ problems.

I solved _____ problems correctly.

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.15

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 1•6

Name Date
Read the word problem.
Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the
story.

1. Peter has 3 goats living on his farm. Julio has 9 goats living on his farm. How many
more goats does Julio have than Peter?

2. Willie picked 16 apples in the orchard. Emi picked 10 apples in the orchard. How
many more apples did Willie pick than Emi?

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.16

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 1•6

3. Lee collected 13 eggs from the hens in the barn. Ben collected 18 eggs from the
hens in the barn. How many fewer eggs did Lee collect than Ben?

4.
a. Shanika did 14 cartwheels during recess. Kim did 6 more cartwheels than
Shanika. How many cartwheels Kim do?

b. How many cartwheels did Shanika and Kim do?

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.17

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket 1•6

Name Date
Read the word problem.
Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the
story.

1. Anton drove around the racetrack 12 times during the race. Rose drove around the
racetrack 5 more times than Anton. How many times did Rose go around the
racetrack?

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.18

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 1•6

Name Date
Read the word problem.
Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Fran donated 11 of her old books to the library. Darnel donated 8 of his old books
to the library. How many more books did Fran donate than Darnel?

2. During recess 7 students were reading books. There were 17 students playing on
the playground. How many fewer students were reading books than playing on the
playground?

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework 1•6

3. Maria is 18 years old. Her brother Nikil is 12 years old. How much older is Maria
than her brother Nikil?

4.
a. It rained 15 days in the month of March. It rained 4 more days in April than in
March. How many days did it rain in April?

b. How many days did it rain in March and April?

Lesson 1: Solve compare with difference unknown problem types.

Date: 11/26/13 6.A.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 1•6

Lesson 2
Objective: Solve compare with bigger or smaller unknown problem types.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Concept Development (38 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (12 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Number Bond Addition and Subtraction 1.OA.6 (5 minutes)
 Happy Counting 1.NBT.1 (2 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1–M6–Lesson 1

Note: Give the appropriate Practice Set to each student. Help students become aware of their improvement.
After students finish today’s Practice Sets, ask them to raise their hands if they tried a new level today or
improved their score from the previous day.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Number Bond Addition and Subtraction (5 minutes)

Materials: (S) Personal white boards, die per pair

Note: Practice with missing addends and subtraction will help prepare students to solve comparison
problems in today’s Concept Development.
Conduct activity as directed in G1–M6–Lesson 1.

Happy Counting (2 minutes)

Note: In this module, students will be doing addition and subtraction within 100 and extending their counting
and number writing skills to 120. Give students practice counting by ones and tens within 100. When Happy

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 1•6

Counting by ones, spend more time changing directions where changes in tens occur, which is typically more
challenging.
Conduct activity as directed in G1–M6–Lesson 1.

Concept Development (35 minutes)

Materials: (T) Chart with yesterday’s tape diagram and Problem 1, chart with today’s story Problems 2 and
3, 4 ten-sticks (S) Personal math toolkit with 4 ten-sticks, personal white board

Note: Today’s lesson objective is addressing word problems. Therefore, there is no separate Application
Problem.
Gather students in the meeting area with their materials.

Problem 1
T: (Post the tape diagram from yesterday’s Concept
Development, Problem 2.)
T: What was the story that went with this tape diagram
yesterday?
S: Rose and Nikil both wrote letters. Rose wrote 8 letters and
Nikil wrote 12 letters.  How many more letters did Nikil
write than Rose?  We also answered how many fewer
letters did Rose write than Nikil?  We also figured out how
many letters Nikil and Rose wrote in all.
T: Great! I have a new problem for you. (Point to the diagram as you speak.) Rose wrote 8 letters.
Nikil wrote 4 more letters than Rose. How many letters did Nikil write? Turn and talk with your
partner. (Wait as students discuss.)
T: If Rose wrote 8 letters, and Nikil wrote 4 more letters
than Rose, how many letters did Nikil write?
S: 12 letters!
T: How do you know? NOTES ON
S: You have to add Rose’s 8 letters and then 4 more.  MULTIPLE MEANS OF
You can look at the tape diagram on the chart. Nikil ACTION AND
has the same 8 letters as Rose, plus 4 more letters. EXPRESSION:
T: Yesterday, you subtracted to find the difference If students struggle with word
problems, consider using either smaller
between the two sets of letters. Is that what you did
numbers or encouraging students to
this time? Talk with a partner and decide what
include circle representations for the
number sentence you needed to use. (Wait as objects and then draw rectangles
students discuss.) around the circles to create the tape
S: We needed to add this time.  Eight letters plus 4 diagrams.
more letters is 12 letters.  8 + 4 = 12.

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 1•6

Problem 2
T: Let’s try another one. This time, use your linking cubes with a partner. Each of you will show linking
cubes for your character.
T/S: Ben solved 6 math problems. Robin solved 4 more problems than Ben. How many problems did
Robin solve?
T: Partner A, represent the problems Ben solved. Partner B, represent the problems Robin solved.
Then, use your linking cubes to try to solve the problem together. (Circulate as students work to
solve the problem. Remind them to read each sentence to recheck their work, making sure that
their cubes match every part of the story.)
T: Let’s draw a tape diagram to show what you just did. Who is this story about?
S: Ben and Robin.
T: (Write B and R to start a double tape diagram.) I like that most of you remembered to label your
parts.
T: They each solved math problems. (Draw the same size rectangle next to each letter. This will help
highlight the parts that are the same as well as the additional part that will be in Robin’s tape.)
T: What do you notice about these two tapes?
S: They are the same size!
T: The same size tape means they solved the same amount of problems. Is this true?
S: No!
T: Who solved more problems?
S: Robin!
T: You are right! I’m going to add an extra part of tape next to Robin’s to show that she solved more
problems than Ben. (Draw.) How many more problems did Robin solve?
S: Four more problems.
T: Let’s go back to our story. Read the first sentence.
S: Ben solved 6 math problems.
T: What information can I add to my double tape diagram?
S: Write 6 in Ben’s tape!
T: Where else can I write in the 6? Turn and talk to your partner and explain why.
S: Write 6 in the first part of Robin’s tape.  It’s the same size as Ben’s tape, so it makes sense to put
6 there, too.  It makes sense to put 6 in Robin’s first rectangle
because the story says she solved 4 more than Ben. It has to show 4
more than 6 since 6 stands for how many problems Ben solved.
T: Great. (Write 6 in the first part of Robin’s tape.) Does this match
the linking cubes on your personal board?
S: Yes!
T: If it doesn’t, this is a good time to fix your model.
T: As I read each part of the story problem again, touch the part of the
double tape model on your board that corresponds to what I’m
saying.

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 1•6

T/S: (Read each sentence and have students point to the parts of their
tape model.)
T: Write a number sentence that helped you find how many problems
Robin solved.
S: 6 + 4 = 10.
T: How many problems did Robin solve?
S: Ten problems! (As students write 10 on the personal board next to
their model, add 10 to the double tape diagram as shown.)

Problem 3
T: Let’s read another story problem together.
T/S: Tamra found 12 ladybugs. Willie found 4 fewer
ladybugs than Tamra. How many ladybugs did Willie
find? NOTES ON
MULTIPLE MEANS OF
T: Who are children in this story problem?
REPRESENTATION:
S: Tamra and Willie!
Solving problems with the word fewer
T: (Record T and W to begin a double tape diagram and can be difficult, especially for English
draw two equal size rectangles.) language learners. When solving
T: Is it true that they found the same number of problems of this type, teach students
ladybugs? to always focus on “who has more.”
For example, after reading the
S: No! problem, before solving, have students
T: Who found more ladybugs? Read the story carefully look at who has fewer and who has
again. Then turn and talk to your partner. more. Establishing this before solving
S: Tamra.  It didn’t say Tamra found more. But it said will make sure students really
understand how to solve this problem
Willie found 4 fewer ladybugs. That means Tamra
type.
found more.
T: Great thinking! I need to add an extra tape, the ”more tape,”
onto…?
S: Tamra’s tape!
T: (Add an extra box.) How many more ladybugs did Tamra find
than Willie?
S: 4 more ladybugs.
T: (Record 4 in the extra tape.) Let’s read the first sentence of
the story.
T/S: Tamra found 12 ladybugs.
T: Take a look at Tamra’s tape. Turn and talk to your partner
about where the 12 should go.
S: It should go inside the first part of the tape.  No, it should go outside, like we did yesterday for
Nikil’s 12 ladybugs. Twelve is the total number of ladybugs, so we need to put the arms around the
entire tape for Tamra.
T: Hmm, let’s try the first idea and see. (Write 12 in the first tape.) According to Tamra’s tape now, did

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 1•6

she find 12 ladybugs?

S: No. It looks like she found 16 ladybugs.
T: You are right. Is 12 the total amount of ladybugs Tamra found or just a part?
S: The total.
T: Let’s try the other suggestion.
T: (Make a bracket with 12 for Tamra’s tape.) Does this show that Tamra found a total of 12 ladybugs?
S: Yes!
T: Read the next sentence.
S: Willie found 4 fewer ladybugs than Tamra.
T: Did we show that in our double tape diagram?
S: Yes!
T: Read the last part of our story problem.
S: How many ladybugs did Willie find?
T: (Record a question mark in Willie’s tape.) Look at Willie’s tape. What do you notice about the size
of the tape?
S: It’s the same as the first part of Tamra’s tape.
T: If we find out what the missing part for Tamra’s tape is, then we are also finding out?
S: Willie’s tape.
T: How can we find this missing part of Tamra’s tape? Turn and talk to your partner.
S: I did 4 + ___ = 12. The answer is 8.  I used subtraction to find the missing part. 12 – 4 = 8. The
missing part is 8.
T: Great. If this part is 8 (fill in the 8 to complete Tamra’s tape), then what else is 8?
S: Willie’s tape!
T: So, how many ladybugs did Willie find?
S: 8 ladybugs!
Repeat the process by using the following story problems. For each problem, guide students through drawing
the double tape diagram.
 Shanika used 11 blocks to build a house. Julio used 5 more blocks than Shanika. How many blocks
did Julio use?
 Darnel caught 10 fewer fish than Fran. Fran caught 16 fish. How many fish did Darnel catch?
 Maria found 9 flowers in the garden. Kiana found 12 flowers. How many more flowers did Kiana
find than Maria?

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 1•6

Student Debrief (10 minutes)

Lesson Objective: Solve compare with bigger or smaller

unknown problem types.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Look at Problems 1 and 2. How was drawing
Nikil’s tape and Emi’s tape different? Explain why
this is so.
 How was setting up the tape diagram from
Problem 3 different from Problem 1?
 Explain to your partner how you solved Problem
6.
 In which problem were you able to use your
doubles or doubles plus 1 facts to solve?
 How did working on number bond addition and
subtraction in today’s fluency activity help you
with solving today’s story problems?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.26

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Nikil baked 5 pies for the contest. Peter baked 3 more pies than Nikil. How many
pies did Peter bake for the contest?

2. Emi planted 12 flowers. Rose planted 3 fewer flowers than Emi. How many flowers
did Rose plant?

3. Ben scored 15 goals in the soccer game. Anton scored 11 goals. How many more
goals did Ben make than Anton?

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.27

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set 1•6

4. Kim grew 12 roses in a garden. Fran grew 6 fewer roses than Kim. How many roses
did Fran grow in the garden?

5. Maria has 4 more fish in her tank than Shanika. Shanika has 16 fish. How many fish
does Maria have in her tank?

6. Lee has 11 board games. Lee has 5 more board games than Darnel. How many board
games does Darnel have?

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.28

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the
story.

1. Tamra decorated 13 cookies. Kiana decorated 5 fewer cookies than Tamra. How
many cookies did Kiana decorate?

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.29

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Kim went to 15 baseball games this summer. Julio went to 10 baseball games. How
many more games did Kim go to than Julio?

2. Kiana picked 14 strawberries at the farm. Tamra picked 5 fewer strawberries than
Kiana. How many strawberries did Tamra pick?

3. Willie saw 7 reptiles at the zoo. Emi saw 4 more reptiles at the zoo than Willie.
How many reptiles did Emi see at the zoo?

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.30

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework 1•6

4. Peter jumped into the swimming pool 6 times more than Darnel. Darnel jumped in 9
times. How many times did Peter jump into the swimming pool?

5. Rose found 16 seashells on the beach. Lee found 6 fewer seashells than Rose. How
many seashells did Lee find on the beach?

6. Shanika got 12 cards in the mail. Nikil got 5 more cards than Shanika. How many
cards did Nikil get?

Lesson 2: Solve compare with bigger or smaller unknown problem types.

Date: 11/26/13 6.A.31

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 New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Topic B
Numbers to 120
1.NBT.1, 1.NBT.2a, 1.NBT.2c, 1.NBT.3, 1.NBT.5

Focus Standard: 1.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.
1.NBT.2 Understand that the two digits in a two-digit number represent amounts of tens and
ones. Understand the following special cases:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
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.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.
Instructional Days: 7
Coherence -Links from: G1–M4 Place Value, Comparison, Addition and Subtraction of Numbers to 40
-Links to: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000

Topic B extends students’ use of counting sequences and understanding of tens and ones to numbers up to
and including 120.
In Lesson 3, students apply their understanding of tens and ones to two-digit numbers greater than 40.
Students count by tens, then extra ones to efficiently count large groups of objects. They then use the place
value chart to record quantities as tens and ones as well as by their traditional number (1.NBT.2).
Through Lesson 4, students connect this understanding with its application to addition sentences. Students
recognize that numbers such as 67 can be interpreted as 6 tens 7 ones and that the units can be combined to
find the total: 60 + 7 = 67. This work of decomposing and composing 67 into its tens and ones supports the
work students will be doing later in Topic C, as they decompose two-digit numbers before adding to another
two-digit number.
Students continue to consider tens and ones in Lesson 5 when they identify 10 more, 10 less, 1 more, and 1
less than any two-digit number (1.NT.5). This work helps students attend to the parts within a two-digit
number, a skill that is critical to adding two-digit numbers within 100. Students recognize that when looking
at a number such as 37, they focus on the tens place when adding or subtracting 10 and on the ones place
when adding or subtracting 1. Students also explore numbers such as 89, where adding 1 more creates
another ten.

Topic B: Numbers to 120

Date: 11/26/13 6.B.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic B 1•6

During Lesson 6, students practice comparing numbers using the symbols >, =, and < (1.NBT.3). They
compare numbers such as 65 and 75, as well as numbers in various unit form combinations, such as 7 tens 5
ones, 5 ones 7 tens, and 6 tens 15 ones. Through these explorations, students consider ways that each
number can be decomposed and recomposed.
In Lesson 7, students work with the counting sequence to 120 (1.NBT.1). Starting at 78, students use Hide
Zero cards to build each number. Their strong familiarity with counting from 0 to 20 and back is then related
to the sequence from 100 to 120, helping students recognize that their prior knowledge can help them
succeed at this new level.
Lesson 8 continues the use of the Hide Zero cards, as students use 5-group cards of 10 to write numbers
within place value charts. Students represent 100 as 10 tens and then represent 101 as 10 tens and 1 one.
This work with the unit form of numbers to 120 supports student understanding of the written numerals 101
through 109, which are the most challenging to write (1.NBT.1).
Following students’ work with the unit form of numbers to 120, students then represent a number of objects
in Lesson 9, presented concretely and pictorially, with the written numeral (1.NBT.1).

A Teaching Sequence Towards Mastery of Numbers to 120

Objective 1: Use the place value chart to record and name tens and ones within a two-digit number up
to 100.
(Lesson 3)

Objective 2: Write and interpret two-digit numbers to 100 as addition sentences that combine tens and
ones.
(Lesson 4)

Objective 3: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number within 100.
(Lesson 5)

Objective 4: Use the symbols >, =, and < to compare quantities and numerals to 100.
(Lesson 6)

Objective 5: Count and write numbers to 120. Use Hide Zero cards to relate numbers 0 to 20 to 100 to
120.
(Lesson 7)

Objective 6: Count to 120 in unit form using only tens and ones. Represent numbers to 120 as tens and
ones on the place value chart.
(Lesson 8)

Objective 7: Represent up to 120 objects with a written numeral.

(Lesson 9)

Topic B: Numbers to 120

Date: 11/26/13 6.B.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 1 6

Lesson 3
Objective: Use the place value chart to record and name tens and ones
within a two-digit number up to 100.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (15 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Tamra has 4 more goldfish than Peter. Peter has 10 goldfish. How many
goldfish does Tamra have?
Note: Throughout G1–Module 6, the Application Problem will come
before the Fluency Practice so that the core fluency can move directly
into the operations with two-digit numbers. Today’s Application
Problem continues students’ practice with the compare with bigger
unknown problem type, which was part of G1–M6–Lesson 2’s objective.

Fluency Practice (15 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Subtraction with Cards 1.OA.6 (5 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint from G1−M5−Lesson 1

Note: Choose an appropriate Sprint based on the needs of the class. For today’s movement-counting
between Sprints A and B, consider practicing Say Ten counting to prepare students for today’s lesson.
Suggested counting pattern: Count by ones from 37 to 52 and back, then count by tens from 87 to 107 and
back.

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 1 6

Core Fluency Sprint List:

 Core Addition Sprint (targeting core addition and
missing addends)
NOTES ON
 Core Addition Sprint 2 (targeting the most challenging MULTIPLE MEANS OF
addition within 10)
REPRESENTATION:
 Core Subtraction Sprint (targeting core subtraction) Differentiating Sprints for students
 Core Fluency Sprint: Totals of 5, 6, and 7 (developing helps meet the needs of the class.
understanding of the relationship between addition Adjust them to suit specific learning
and subtraction) needs so students feel successful and
do not show frustration while
 Core Fluency Sprint: Totals of 8, 9, and 10 (developing
completing them.
understanding of the relationship between addition
and subtraction)

Subtraction with Cards (5 minutes)

Materials: (S) 1 pack of numeral cards 0─10 per set of partners (from G1─M1─Lesson 36)

Note: This review activity strengthens students’ ability to subtract within 10, which supports their work
decomposing numbers in future lessons within the module.
 Students combine their digit cards and place them face down between them.
 Each partner flips over two cards and subtracts the smaller number from the larger one.
 The partner with the smallest difference keeps the cards played by both players in that round.
 If the differences are equal, the cards are set aside and the winner of the next round keeps the cards
from both rounds.
 The player with the most cards at the end of the game wins.

Concept Development (30 minutes)

Materials: (T) Hide Zero cards (from G1–M1–Lesson 38 and G1–M3–Lesson 2), chart paper (S) 4 ten-sticks
from personal math toolkit, personal white board with Place Value Chart Template inserted

Students sit at their desks with their materials.

T: (Show 47 using Hide Zero cards.) What number am I showing?
S: 47.
T: When I pull apart these Hide Zero cards, 47 will be in two parts. What will they be?
S: 40 and 7.
T: (Write 40 and 7 on the board.) You’re right! Explain to your partner why we don’t see 40 but just
the digit 4. (Listen as partners explain their thinking to each other.)
S: When you pull apart the cards, you’ll see the 0 hiding behind 7.  4 stands for 40 because it’s in the
tens place. 7 stands for just 7 ones.

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.4
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 1 6

T: (Pull apart 47 into 40 and 7.) You are right! Show me 47 using quick ten drawings. Count out each
ten and add on each of the ones the Say Ten way as you draw them.
S: 1 ten, 2 tens, 3 tens, 4 tens, 4 tens 1, 4 tens 2….
T: How many tens did you draw?
S: 4 tens.
NOTES ON
T: How many ones did you draw? MULTIPLE MEANS OF
S: 7 ones. ENGAGEMENT:
T: Let’s fill in the place value chart. How many tens are in Provide challenging extensions for
47? students. Give clues with tens and
S: 4 tens. ones and have students guess the
number you are thinking of. For
T: Let’s write 4 in the? example, “What number is made up
S: Tens place. (Fill in 4.) of…?”
T: How many ones are in 47? 2 tens and 23 ones, 6 tens and 35 ones,
S: 7 ones. 1 ten and 47 ones, 9 tens and 14 ones,
etc.
T: Let’s write 7 in the?
S: Ones place. (Fill in 7.)
Repeat the process with the following suggested sequence: 57, 67, 86, 68, 95, and 100.
T: (Write 64 on the place value chart.) What does the digit 6 stand for?
S: 6 tens.
T: 6 tens is the same as?
S: 60.
MP.4
T: What does the digit 4 stand for?
S: 4 ones.
T: What is 6 tens and 4 ones or 60 and 4?
S: 64.
Repeat the process using the following sequence: 74, 84,
93, 73, 65, 56, 79, 97, and 100.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 1 6

Student Debrief (10 minutes)

Lesson Objective: Use the place value chart to record

and name tens and ones within a two-digit number up
to 100.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Look at your answers for Problems 1 and 7.
What is the difference between these two
numbers? Explain how you know.
 For Problem 3, a student said there are 87
cubes. Is he correct? How can you help this
student so he understands place value
correctly?
 Using a quick ten drawing or your Hide Zero cards explain how you solved Problem 9(j).
 Look at Problem 9(b). What must we add to 46 to get 5 tens and 0 ones?
 Think about the fluency exercises we did between our two Sprints today. How can Say Ten counting
help you think about the tens and ones in two-digit numbers? Use an example as you share your
explanation.
 Look at your Application Problem. How did you solve the problem? Which problem from yesterday
is this problem most like?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 1•6

Name Date

Write the tens and ones. Complete the statement.

1. 2.

43 = ____ tens ____ ones ____ = ____ tens ____ ones

3. 4.

There are _______ cubes. There are _______ cubes.

5. 6.

There are _______ cubes. There are _______ cubes.

7. 8.

There are _______ peanuts. There are _______ juice boxes.

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.7
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set 1•6

9. Write the number as tens and ones in the place value chart, or use the place value
chart to write the number.

tens ones tens ones

a. 40 b. 46

tens ones tens ones

c. ______ 5 9 d. ______ 9 5

tens ones tens ones

e. 75 f. 70

tens ones tens ones

g. 60 h. ______ 8 0

tens ones tens ones

i. ______ 5 5 j. ______ 10 0

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.8
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Exit Ticket 1•6

Name Date

1. Write the tens and ones. Complete the statement.

There are _______ markers.

2. Write the number as tens and ones in the place value chart, or use the place value
chart to write the number.

tens ones tens ones

a. 90 b. ______ 8 7

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.9
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 1•6

Name Date

Write the tens and ones. Complete the statement.

1. 2.

52 = ____ ten ____ ones ____ = ____ ten ____ ones

3. 4.

There are _______ cubes. There are _______ cubes.

5. 6.

There are _______ cubes. There are _______ cubes.

7. 8.

There are _______ carrots. There are _______ markers.

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.10
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework 1•6

9. Write the number as tens and ones in the place value chart, or use the place value
chart to write the number.

tens ones tens ones

a. 70 b. 76

tens ones tens ones

c. ______ 4 9 d. ______ 9 4

tens ones tens ones

e. 65 f. 60

tens ones tens ones

g. 90 h. ______ 10 0

tens ones tens ones

i. ______ 8 3 j. ______ 8 0

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.11
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Template 1•6

Lesson 3: Use the place value chart to record and name tens and ones within a
two-digit number up to 100. 6.B.12
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 1•6

Lesson 4
Objective: Write and interpret two-digit numbers to 100 as addition
sentences that combine tens and ones.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (17 minutes)

Concept Development (28 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Tamra has 14 goldfish. Darnel has 8 goldfish. How many fewer goldfish
does Darnel have than Tamra?
Note: Today’s Application Problem presents a compare with difference
unknown problem type. Continue to ask students as you have throughout
the year:
 Can you draw something?
 What can you draw?
 What does your drawing show you that can help answer the
question?

Fluency Practice (17 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Digit Detective 1.NBT.2 (4 minutes)
 Tens and Ones 1.NBT.4 (3 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint (G1−M5−Lesson 1)

Note: Based on the needs of the class, select a Sprint from yesterday’s materials. There are several possible
options available.

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.13
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 1•6

1. Re-administer the Sprint from the day before.

2. Administer the next Sprint in the sequence.
3. Differentiate. Administer two different Sprints. Simply have one group do a counting activity on
the back of their Sprint while the other Sprint is corrected.
Hopefully, the daily Sprints and Practice Sets are helping students to make good progress toward mastering
the required Core Fluency for Grade 1. Support students who regularly finish less than half of the problems
on a Sprint. Take note of the problem types that slow them down. Perhaps send the next day’s Sprint home
with them the night prior to administration. Awareness of a student’s weak spots facilitates targeted support
from within the learning community. For example, a volunteer can be charged with helping a certain student
gain fluency with subtracting 3 from numbers within 10.

Digit Detective (4 minutes)

Materials: (T/S) Personal white boards

Note: This activity reviews place value for two-digit numbers to 100, which was introduced in the previous
lesson. Allow students to use their personal boards to record the mystery numbers as needed.
Write a number on your personal board, but do not show students.
T: The digit in the tens place is 2. The digit in the ones place is 1. What’s my number?
S: 21.
T: What’s the value of the 2? (Pause, then snap.)
S: 20.
T: What’s the value of the 1? (Pause, then snap.)
S: 1.
Repeat with the following suggested sequence: 12, 45, 54, 63, 87, 78, and 92. Alternate saying the number in
the ones place first and saying the number in the tens place first. For the last minute, challenge students with
adding or subtracting clues for mystery numbers between 40 and 99, as below.
T: The digit in the tens place is 1 more than 3. (Pause.) The digit in the ones place is 10 less than 12.
Say the number the Say Ten way.
S: 4 tens 2.
T: The digit in the ones place is equal to 5 + 3. The digit in the tens place is equal to 10 – 5. Say the
number the Say Ten way.
S: 5 tens 8.

Tens and Ones (3 minutes)

Materials: (T) Rekenrek

Note: Reviewing this G1–Module 4 fluency activity prepares the students for today’s lesson.
Practice decomposing numbers into tens and ones using the Rekenrek.

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 1•6

T: (Show a 16 on the Rekenrek.) How many tens do you see?

S: 1.
T: How many ones?
S: 6.
T: Say the number the Say Ten way.
S: Ten 6.
T: 1 ten plus 6 ones is?
S: 16.
Slide over the next row and repeat for 26 and 36. Continue with the following suggested sequence within 40:
15, 25, 35, 17, 27, 37, 19, 29, and 39.

Concept Development (28 minutes)

Materials: (T) Chart paper with a place value chart, Hide Zero cards (S) Personal white board with place
value chart template inserted (from G1–M6–Lesson 3), numeral cards (from G1–M1–Lesson 36)

Gather students in the meeting area in a semi-circle formation with their personal boards.
T: (Show 78 with Hide Zero cards.) When I pull out these Hide Zero cards, what two numbers will you
see?
S: 70 and 8.
T: (Pull apart the Hide Zero cards.) How many tens are in 70? Record the tens in your place value
chart.
S: 7 tens. (Write 7 in the tens place.)
T: How many ones are here? (Show the 8 card.) Fill in the rest of your place value chart.
S: 8 ones. (Write 8 in the ones place.)
T: Say this number as tens and ones.
S: 7 tens 8 ones.
T: 7 tens and 8 ones is the same as?
S: 78!
T: On your board, make a number bond that shows the tens and
the ones.
S: (Break apart 78 into 70 and 8.)
T: (Record the number bond on the chart.) Write as many
addition sentences as you can that use your number bond.
Circulate and ensure that students are only using the three numbers
from this bond: 78, 70, and 8. If students begin writing subtraction
sentences, remind them of the directions. The teacher may choose to
challenge some students to consider subtraction sentences, but these
sentences will not be addressed during the course of the lesson.

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.15
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 1•6

T: Give me a number sentence that matches this number bond. Start with the part that represents the
tens. (Record on the chart as students answer.)
S: 70 + 8 = 78.
T: Start your number sentence with the ones. (Record on
the chart.) NOTES ON
MULTIPLE MEANS OF
S: 8 + 70 = 78.
EXPRESSION:
T: 78 is the same as…?
Students may need additional support
S: 70 plus 8. (Write 78 = 70 + 8 as students answer.) with the language of “___ is the same
T: This time start with the ones. 78 is the same as? as ___,” “___ is ___ more than ___,”
S: 8 plus 70. (Write 78 = 8 + 70 as students answer.) etc. Insert a sentence frame into the
personal white board, and allow the
T: Talk to your partner. What do you notice about the student to fill in the blanks. Pointing to
addends in all of these number sentences? each word and number as it is read can
S: 70 is a bigger number than 8.  They always say how provide a bridge between the concrete
many tens and ones make up the total.  You can and the abstract.
switch the addends around and the total is still the
same.
T: Let’s make some more than statements. 8 more than
70 is? Say the whole sentence.
NOTES ON
S: 8 more than 70 is 78. (Record on the chart.) MULTIPLE MEANS OF
T: 70 more than 8 is…? Say the whole sentence. ENGAGEMENT:
S: 70 more than 8 is 78. (Record on the chart.) When playing games with students,
modeling how the game is played is
Repeat the process following the suggested sequence: 54, 62,
very important. Oral instructions alone
75, 57, 83, 91, and 100. Use different language to elicit a variety
will not help everyone in the class
of answers for each number, e.g., 54 is the same as , 50 understand how the game is played.
plus 4 is , 5 tens and 4 ones is , 4 more than 50 is , Have two students demonstrate
and 50 more than 4 is . Partner A and Partner B roles so that all
For the remainder of time, have partners play Combine Tens students see and hear the way the
game is played.
and Ones. Leave the chart for 78 up on the board as a
reference to support students.
 Prepare two decks of numeral cards 0 through 9 from
each player.
 Pick a card from the first deck. This number is placed in
the tens place on the place value chart (e.g., 7 is drawn
and placed in the tens place).
 Pick a card from the second deck. This number is placed
in the ones place on the place value chart (e.g., 5 is
drawn and placed in the ones place).
 Partner A and B make a number bond decomposing the
number into tens and ones.

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.16
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 1•6

 Partner A writes two addition number sentences

such as those in the image to the right.
 Partner B writes 1 more than statement that
combines tens and ones such as those in the
image to the right.
 Switch roles for the next set of cards drawn.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Write and interpret two-digit numbers

to 100 as addition sentences that combine tens and ones.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 For Problems 3 and 4, even though the totals use
the same digits, the value of each answer is
different. Explain why this is so.
 Look at Problem 10. How many tens make up
100? How can you express 100 as all ones?
 Look at Problem 1. If we unbundled one of the
tens, how many tens and ones will we have?
 Look at Problems 3, 4, and 5. What do you think are in the baskets? In the bottles? In the bags?
What makes you think this?

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.17
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 1•6

 How did today’s fluency activities connect with today’s lesson?

 How did you solve the Application Problem? What other problems did this one remind you of?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.18
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 1•6

Name Date
Count the objects and fill in the number bond or place value chart. Complete the
sentences to add the tens and ones.

1. 2.

40 and 3 make ____. 40 and 6 make ____.

40 + 3 = ____ 40 + 6 = ____

3. 4.

57 = ____ + ____ 75 = ____ + ____

7 more than 50 is ____. 5 more than 70 is ____.

5. 6.

____ + ____ = ____ ____ + ____ = ____

____ tens + ____ ones = ____ ____ tens + ____ ones = ____

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.19
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 1•6

7. 8.

____ = ____ + ____ ____ = ____ + ____

____ ones + ____ tens = ____ ____ ones + ____ tens = ____

9. 10.

____ + ____ = ____ ____ + ____ = ____

____ tens + ____ ones = ____ ____ tens + ____ ones = ____

11. Complete the sentences to add the tens and ones.

a. 50 + 6 = ______ b. ______ + 9 = 89

c. 5 tens + ______ ones = 56 d. 9 ones + 8 tens = ______

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.20
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 1•6

Name Date

1. Count the objects and fill in the number bond or place value chart. Complete the
sentences to add the tens and ones.

____ + ____ = ____

____ tens + ____ ones = ____

2. Complete the sentences to add the tens and ones.

a. 90 + 2 = ______ b. 7 tens + ______ ones = 79

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.21
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 1•6

Name Date
Count the objects and fill in the number bond or place value chart. Complete the
sentences to add the tens and ones.

1. 2.

70 and 6 make ____. 40 and 5 make ____.

70 + 6 = ____ 40 + 5 = ____

3. 4.

69 = ____ + ____ 97 = ____ + ____

9 more than 60 is ____. 7 more than 90 is ____.

5. 6.

____ + ____ = ____ ____ + ____ = ____

____ tens + ____ ones = ____ ____ tens + ____ ones = ____

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.22
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 1•6

7. 8.

____ = ____ + ____ ____ = ____ + ____

____ ones + ____ tens = ____ ____ ones + ____ tens = ____

9. 10.

____ + ____ = ____ ____ + ____ = ____

____ tens + ____ ones = ____ ____ tens + ____ ones = ____

11. Complete the sentences to add the tens and ones.

a. 80 + 6 = ______ b. ______ + 7 = 57

c. 9 tens + ______ ones = 95 d. 4 ones + 8 tens = ______

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.23
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Template 1•6

Hide Zero Cards. Copy double-sided and replace the cards from G1–Module 4.

Numerals

1 0 2 0
3 0 4 0
5 0 6 0
7 0 8 0
Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences
that combine tens and ones. 6.B.24
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Template 1•6

Hide Zero Cards. Copy double-sided and replace the cards from G1–Module 4.

Quick tens

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.25
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Template 1•6

Hide Zero Cards. You may wish to copy the 100 on a different colored paper to differentiate by place value.

Numerals

9 0

1 0 0
Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences
that combine tens and ones. 6.B.26
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Template 1•6

Hide Zero Cards. You may wish to copy the 100 on a different colored paper to differentiate by place value.

Quick Tens

Lesson 4: Write and interpret two-digit numbers to 100 as addition sentences

that combine tens and ones. 6.B.27
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 1•6

Lesson 5
Objective: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit
number within 100.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (13 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Kiana has 6 fewer goldfish than Tamra. Tamra has 14 goldfish.

How many goldfish does Kiana have?
Note: Today’s Application Problem is the last in a series of three
problems that use a related context. The three problems can be
discussed together during the Student Debrief. As students share
strategies and compare and contrast the problem stories, they gain
a stronger sense of each particular problem type.

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Subtraction with Cards 1.OA.6 (5 minutes)
 Coin Drop 1.NBT.5, 1.MD.3 (3 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1─M6─Lesson 1

Note: Give the appropriate Practice Set to each student. Students who completed all of the questions on
their most recent Practice Set correctly should be given the next level of difficulty. All other students should
try to improve their scores on their current levels.
Have students complete as many problems as they can in 90 seconds. Assign a counting pattern and start
number for early finishers, or have them practice make ten addition or subtraction on the back of their

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.28
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 1•6

papers. Collect and correct any Practice Sets completed within the allotted time.

Subtraction with Cards (5 minutes)

Materials: (S) 1 pack of numeral cards 0─10 (from G1─M1─Lesson 36) per pair

Note: This review activity targets the core subtraction fluency for Grade 1. As students play, closely monitor
any students who have not performed well on the core Practice Sets and Sprints to see if they are able to be
successful in this untimed, interactive game. Take advantage of any opportunity to highlight improvement.
 Students combine their digit cards and place them face down between them.
 Each partner flips over two cards and subtracts the smaller number from the larger one.
 The partner with the smallest difference keeps the cards played by both players in that round.
 If the differences are equal, the cards are set aside and the winner of the next round keeps the cards
from both rounds.
 The player with the most cards at the end of the game wins.

Coin Drop (3 minutes)

Materials: (T) 4 dimes, 10 pennies, can NOTES ON
MULTIPLE MEANS OF
Note: In this activity, students practice adding and subtracting ENGAGEMENT:
ones and tens within 40. This skill will be expanded to numbers After playing Coin Drop with pennies
within 100 in today’s lesson. then dimes, mix pennies and dimes so
that students have to add based on the
T: (Hold up a penny.) Name my coin. changing value of the coin. Alternate
S: A penny. between naming the coin and the
T: How much is it worth? value before dropping the coins. This
will challenge students and keep them
S: 1 cent. listening for what will come next.
T: Listen carefully as I drop coins in my can. Count along
in your minds.
Drop in some pennies and ask how much money is in the can. Take out some pennies and show them. Ask
how much money is still in the can. Continue adding and subtracting pennies for a minute or so. Then repeat
the activity with dimes.

Concept Development (32 minutes)

Materials: (T) 2 pieces of chart paper with two pairs of place value charts as
shown (S) Personal white boards with place value chart template
from G1–M6─Lesson 3 inserted

Have students sit at their desks with all materials.

T: Draw 62 using a quick ten drawing.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.29
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 1•6

S: (Draw 6 quick tens and 2 circles.)

T: According to your picture, how many tens and ones
are in 62?
S: 6 tens and 2 ones.
T: (Write 62 on the double place value chart template.)
T: Show me 1 more than 62.
S: (Draw 1 more circle.)
T: What is 1 more than 62? Say the whole sentence.
S: 1 more than 62 is 63. (Write 63 on the second place
value chart.)
T: From 62 to 63, we added 1 more. (Draw an arrow NOTES ON
from the first place value chart to the second and write MULTIPLE MEANS OF
+ 1 above the arrow.) ENGAGEMENT:
T: Look at the place value chart. Turn and explain to your Some students may not be able to
partner about what did and did not change. imagine adding or subtracting a ten at
S: The tens didn’t change. They both stayed as 6 tens this point. Support these students with
because we only added 1 more.  The ones changed all of the materials used in the lesson
from 2 to 3 because we added 1 more. 3 is 1 more and give them plenty of practice. Their
than 2.  To figure out 1 more, I just have to add 1 path to abstract thinking may be a little
longer than that of other students.
more to the ones place! (Note: In Problem 3 of the
Problem Set, when dealing with 1 more than 89, the
common misconception voiced by the last student is
used as a talking point in the Debrief.)
T: Show me 62 with your drawing again.
S: (Show 62.)
T: (Write 62 on a new place value chart.) How can you
show 10 more than 62? (Draw an arrow and write + 10
above it.) Turn and talk to your partner.
S: Just draw 1 more quick ten!
T: Do that.
T: What is 10 more than 62? Say the whole sentence. NOTES ON
S: 10 more than 62 is 72. MULTIPLE MEANS OF
T: (Write 72 into the second place value chart.) Talk to ENGAGEMENT:
your partner about what changes and what stays the Other students in the class may be able
same? to visualize adding and subtracting
S: The tens changed this time from 6 tens to 7 tens ones and tens. Since these students
because we added 10 more.  The ones didn’t change have moved from concrete to abstract
MP.4
thinking, challenge them by giving
because we just added 1 ten.  We could add 10
problems adding or subtracting 2 ones
extra circles, but once you get 10 we make them into a
or tens or 3 ones or tens.
quick ten, so why bother? We can add a ten quickly.
 I just have to add 1 ten to the tens!

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.30
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 1•6

T: We added 10 more to 62 and now have 72.

Repeat the process using 1 less and 10 less with 87 as
shown.

Then follow the suggested sequence:

 1 less/10 less than 77
 1 more/1 less than 90

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Identify 10 more, 10 less, 1 more,

and 1 less than a two-digit number within 100.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 I say, “When I find 1 more, only the ones digit
changes,” I’m wrong! Which problem shows that

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.31
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 1•6

I’m wrong? When am I correct?

 I say, “When I find 1 less, only the ones digit changes,” I’m wrong! Which problem shows that I’m
wrong again?
 How can you use the place value chart to help you count by ones? By tens?
 How did our fluency activity of Coin Drop relate to today’s lesson?
 Look at your Application Problem. How is it similar and how is it different from other Application
Problems you have solved? Share your strategy for beginning to solve the problem.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.32
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 1•6

Name Date

1. Solve. You may draw or cross off (x) to show your work.
a. b.

1 more than 68 is _____. 10 more than 68 is _____.

c. d.

10 less than 71 is _____. 1 less than 70 is _____.

2. Find the mystery numbers. Use the arrow way to explain how you know.

a. 10 more than 59 is _______. b. 1 less than 59 is _______.

+ 1 ten

5 9

c. 1 more than 59 is _______. d. 10 less than 59 is _______.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.33
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set 1•6

3. Write the number that is 1 more. 4. Write the number that is 10 more.

a. 10, ____ a. 10, ____

b. 70, ____ b. 60, ____

c. 76, ____ c. 61, ____

d. 79, ____ d. 78, ____

e. 99, ____ e. 90, ____

5. Write the number that is 1 less. 6. Write the number that is 10 less.

a. 12, ____ a. 20, ____

b. 52, ____ b. 60, ____

c. 51, ____ c. 74, ____

d. 80, ____ d. 81, ____

e. 100, ____ e. 100, ____

7. Fill in the missing numbers in each sequence.

a. 40, 41, 42, ____ b. 89, 88, 87, ____

c. 72, 71, ____, 69 d. 63, ____, 65, 66

e. 40, 50, 60, ____ f. 80, 70, 60, ____

g. 55, 65, ____, 85 h. 99, 89, ____, 69

i. ____, 99, 98, 97 j. ____, 77, ____, 57

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.34
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Exit Ticket 1•6

Name Date

1. Find the mystery numbers. Use the arrow way to show how you know.

a. 1 less than 69 is _______. b. 10 more than 69 is _______.

2. Write the number that is 1 more. 3. Write the number that is 10 more.

a. 40, ____ a. 50, ____

b. 86, ____ b. 62, ____

c. 89, ____ c. 90, ____

4. Write the number that is 1 less. 5. Write the number that is 10 less.

a. 75, ____ a. 80, ____

b. 70, ____ b. 99, ____

c. 100, ____ c. 100, ____

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.35
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 1•6

Name Date

1. Solve. You may draw or cross off (x) to show your work.
a. b.

10 more than 79 is _____. 10 less than 81 is _____.

c. d.

1 more than 79 is _____. 1 less than 80 is _____.

2. Find the mystery numbers. You may make a drawing to help solve, if needed.

a. 10 more than 75 is _______. b. 1 more than 75 is _______.

+ 10

7 5

c. 10 less than 88 is _______. d. 1 less than 88 is _______.

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.36
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework 1•6

3. Write the number that is 1 more. 4. Write the number that is 10 more.

a. 40, ____ a. 60, ____

b. 50, ____ b. 70, ____

c. 65, ____ c. 77, ____

d. 69, ____ d. 89, ____

e. 99, ____ e. 90, ____

5. Write the number that is 1 less. 6. Write the number that is 10 less.

a. 53, ____ a. 50, ____

b. 73, ____ b. 60, ____

c. 71, ____ c. 84, ____

d. 80, ____ d. 91, ____

e. 100, ____ e. 100, ____

7.
a. 50, 51, 52, ____ b. 79, 78, 77, ____

c. 62, 61, ____, 59 d. 83, ____, 85, 86

e. 60, 70, 80, ____ f. 100, 90, 80, ____

g. 57, 67, ____, 87 h. 89, 79, ____, 59

i. ____, 99, 98, 97 j. ____, 84, ____, 64

Lesson 5: Identify 10 more, 10 less, 1 more, and 1 less than a two-digit number
within 100. 6.B.37
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 1•6

Lesson 6
Objective: Use the symbols >, =, and < to compare quantities and numerals
to 100.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (13 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Nikil has 12 toy cars. Willie has 4 toy cars. When Nikil
and Willie play, how many toy cars do they have?
Note: Today we return to the very simple put together
with result unknown problem type. Please use this to
highlight that students might use either a double or
single tape to model as is pictured to the right.

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Coin Drop 1.NBT.5, 1.MD.3 (3 minutes)
 True or False Number Sentences 1.OA.6, 1.OA.7 (5 minutes)

Core Fluency Differentiated Practice Sets (5 minutes) NOTES ON

MULTIPLE MEANS OF
Materials: (S) Core Fluency Practice Sets from G1─M6─Lesson 1 ENGAGEMENT:
For students who are still on Practice
Note: Give the appropriate Practice Set to each student. Help Set A, a privately administered oral
students become aware of their improvement by asking them to Practice Set may help them be more
quickly stand if they tried a new level or improved their score successful. The pencil and paper can
from the previous day. also hold some students back who may
have trouble with their fine motor
Students complete as many problems as they can in 90 seconds.
skills.
Assign a counting pattern and start number for early finishers, or have

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.38
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 1•6

them practice make ten addition or subtraction on the back of their papers. Collect and correct any Practice
Sets completed within the allotted time.

Coin Drop (3 minutes)

Materials: (T) 10 dimes, 10 pennies, can

Note: This activity reviews yesterday’s lesson, in which students learned to add and subtract ones and tens
within 100.
Today, start with 5 dimes in the can. Drop a penny or a dime into the can, asking them the total after each
drop of one coin. Ask them to say, “1 cent more is 51 cents,” or “10 cents more is 60 cents.” For today,
perhaps limit it to 1 more and 10 more.

True or False Number Sentences (5 minutes)

Materials: (T/S) Personal white boards

Note: This activity provides practice with Grade 1’s core fluency, while reviewing the inequality symbols that
were presented in G1─M4─Topic B.
Review the symbols =, >, and <. Write true and false number sentences using the symbols. Onthe signal,
students say whether the number sentence is true or false. Then, choose a student who answered correctly
to prove it.
T (Write 5 = 7.) Is this number sentence true or false? (Pause, then snap.)
S: False.
T: Why? Student A.
S: 5 is less than 7.
T: (Write 8 = 6 + 2.) True or false? (Pause, then snap.)
S: True.
T: Why? Student B.
S: 6 + 2 is 8 and 8 is the same as 8.
T: (Write 8 = 8 underneath 8 = 6 + 2.)
Continue with the following suggested sequence. Be sure to space the number sentences so students can
easily see the two expressions and provide time for students to solve on their personal boards as needed.
Before the > and < columns, write the symbol in the middle of the board and review its meaning.
a. 6 = 8–2 e. 5>6 i. 8<9
b. 3 = 8–5 f. 7> 4 j. 6<5
c. 5+1=4+1 g. 8>7 k. 6<3+3
d. 5+1=4+2 h. 6>9 l. 5+2<2+5

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.39
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 1•6

Concept Development (32 minutes)

Materials: (T) Chart paper, comparison cards, tape (S) Place value chart template (from G1─M6─Lesson 2)
inserted into personal white boards, comparison cards

Gather students in the meeting area with their materials.

T: (On chart paper, write 100 and 50 in place value charts
with room between them to insert comparison card.)
Which number is greater?
S: 100!
T: How do you know?
S: 50 has 5 tens and 100 has 10 tens.  When you count up, you say 50 a long time before you say
100.  10 tens is 5 tens more than 5 tens.  You need to add more to 50 to make 100.
T: (Show < and > cards.) Which symbol should I use?
S: Greater than!  The one on the right.
T: (Tape > symbol between the two place value charts.) What are some of the ways you help yourself
remember that this (point to >) is the greater than symbol.
S: Pretend the open side is a hungry alligator’s mouth that eats the bigger number.  The side with
two endpoints is near the greater number. The side with 1 endpoint is near the smaller one.
T: (Tape the other two symbol cards to the chart paper.) What is the name of this symbol?
S: Less than!
T: This one?
S: Equal to!
T: Choose the symbol you think I should use to compare the two numbers I write. Wait for the snap.
T: (Write 60 and 90. Pause before giving the signal. Add the < symbol between 60 and 90.) Let’s read
our math sentence together.
S/T: 60 is less than 90.
Repeat the process from above with the following suggested
sequence of numbers: 59 and 52, 80 and 70, 49 and 94, 7 tens NOTES ON
and 6 tens 8 ones, 78 ones and 8 tens, 67 ones and 6 tens, 7 MULTIPLE MEANS OF
tens and 6 tens 10 ones, 10 tens and 90, and 8 tens 2 ones, and ENGAGEMENT:
7 tens and 15 ones As students are working on the
If students could use more practice, invite them to play sequence of numbers, be sure they are
reading the math sentence out loud
Compare It! with a partner.
once they choose the symbol to
 Each partner writes a number from 0 to 100 on compare the numbers. Being able to
his board, without showing his partner. read the sentence properly
demonstrates they have mastered the
 When both are ready, they show their boards.
difference between the symbols.
 For the first round, Partner A uses the cards to
put the symbol between the boards.

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.40
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 1•6

 Partner B reads the true number sentence that

you made. (Demonstrate with the number
sentence on the board.)
At the end of the first round, have partners use Partner
B’s cards. Alternate for each round until the students
have played for four minutes. During that time,
circulate and notice which students are successful and
which students may need more support. Encourage
students to make the game more challenging by varying
how they represent the number, using quick tens, place
value charts, and writing the numbers as tens and ones.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use the symbols >, =, and < to

compare quantities and numerals to 100.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 1(g). How did you solve this
problem? Explain your thinking.
 Which problem was the trickiest in the Problem
Set to compare? What made it tricky and how did
you or your partner solve it? If you were going to
give a friend advice on how to solve these kinds of tricky comparisons, what would you suggest to

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 1•6

him?
 Share a comparison problem that you and your partner created during the Compare It! activity.
 With your partner, share how you remember the meaning of each symbol.
 How did the fluency we practiced today help you with our lesson? Explain your thinking.
 Look at your Application Problem. Share your drawing and your solution. How did your drawing
help you solve the problem? How is your drawing similar to or different from your partner’s
drawing?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.42
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 1•6

Name Date
1. Use the symbols to compare the numbers. Fill in the blank with <, >, or = to make the
statement true.

85 75 4 tens 3 ones 4 tens 6 ones

85 > 75 43 < 46
85 is greater than 75. 43 is less than 46.

a. b.
35 42 78 80

c. d.

100 99 93 8 tens 3 ones

e. f.

9 tens 8 ones 10 tens 6 tens 2 ones 2 tens 6 ones

g. h.

72 2 ones 7 tens 5 tens 4 ones 4 tens 14 ones

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.43
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set 1•6

2. Circle the correct words to make the sentence true. Use >, <, or = and numbers to
write a true statement.

a. is greater than b. is greater than

29 is less than 2 tens 9 ones 7 tens 9 ones is less than 80

is equal to is equal to

c. d.
is greater than is greater than
10 tens 0 ones 0 tens 10 ones 6 tens 1 one 5 tens 16 ones
is less than is less than

is equal to is equal to

3. Use <, =, or > to compare the pairs of numbers.

a. 3 tens 9 ones 5 tens 9 ones

b. 30 13

c. 100 10 tens

d. 6 tens 4 ones 4 ones 6 tens

e. 7 tens 9 ones 79

f. 1 ten 5 ones 5 ones 1 ten

g. 72 6 tens 12 ones

h. 88 8 tens 18 ones

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.44
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Exit Ticket 1•6

Name Date
Circle the correct words to make the sentence true. Use >, <, or = and numbers to write
a true statement.

a. is greater than b. is greater than

36 is less than 6 tens 3 ones 90 is less than 8 tens 9 ones

is equal to is equal to

c. d.
is greater than is greater than
52 is less than 5 tens 2 ones 4 tens 2 ones is less than 3 tens 14 ones

is equal to is equal to

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.45
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 1•6

Name Date
1. Use the symbols to compare the numbers. Fill in the blank with <, >, or = to make the
statement true.

62 57 5 tens 6 ones 5 tens 9 ones

62 > 57 56 < 59
62 is greater than 57. 56 is less than 59.

a. b.
43 35 60 86

c. d.

10 tens 99 5 tens 4 ones 54

e. f.

7 tens 9 ones 9 tens 7 ones 1 ten 3 ones 31

g. h.

3 tens 0 ones 2 tens 10 ones 3 tens 5 ones 2 tens 17 ones

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.46
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework 1•6

2. Fill in the correct words from the box to make the sentence true. Use >, <, or = and
numbers to write a true statement.

is greater than is less than is equal to

a. 37 __________________________ 73

b. 42 __________________________ 1 ten 2 ones

c. 6 tens 7 ones _______________________5 tens 17 ones

d. 2 tens 14 ones _____________________ 4 ones 2 tens

e. 9 ones 5 tens __________________________ 9 tens 5 ones

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.47
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Activity Template 1•6

Comparison cards, page 1. Print double-sided on cardstock. Distribute each of the three
cards to students.

> < = <

> < = >
> < = =
> < =
Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.48
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Activity Template 1•6

Comparison cards, page 2. Print double-sided on cardstock. Distribute each of the three
cards to students.

less than equal to less than greater than

greater than equal to less than greater than

equal to equal to less than greater than

equal to less than greater than

Lesson 6: Use the symbols >, =, and < to compare quantities and numerals to
100. 6.B.49
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 1•6

Lesson 7
Objective: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (15 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Shanika has 6 roses and 7 tulips in a vase. Maria has 4 roses and 8
tulips in a vase. Who has more flowers? How many more flowers
does she have?
Note: Today’s problem embeds an opportunity for comparison.
Students continue to practice adding across ten, which supports
their work in Topic C.

Fluency Practice (15 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 True or False Number Sentences 1.OA.6, 1.OA.7 (5 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint from G1─M5─Lesson 1

Note: Choose an appropriate Sprint based on the needs of the class. As students work, pay attention to their
strategies and the number of problems they answer. Today, practice Say Ten counting up and down from 67
to 77 in between Sides A and B of the Sprint.
Core Fluency Sprint List:
 Core Addition Sprint (targeting core addition and missing addends)
 Core Addition Sprint 2 (targeting the most challenging addition within 10)
 Core Subtraction Sprint (targeting core subtraction)

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.50
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 1•6

 Core Fluency Sprint: Totals of 5, 6, and 7 (developing understanding of the relationship between
addition and subtraction)
 Core Fluency Sprint: Totals of 8, 9, and 10 (developing understanding of the relationship between
addition and subtraction)

True or False Number Sentences (5 minutes)

Materials: (T/S) Personal white boards

Note: This activity reviews yesterday’s lesson.

Review the symbols =, >, and <. Write true and false number sentences using the symbols. Signal, then wait
for students to say whether the number sentence is true or false. Choose a student who answered correctly
to prove it.
Use the first two columns as the suggested sequence. At each checkpoint, decide whether students are ready
for the next column or if you should continue with similar problem types. The third column is provided as a
possible opportunity for a few students who would really enjoy a challenge.
a. 5 > 4 e. 30 + 5 = 35 i. 9 + 8 = 10 + 7
b. 50 > 40 f. 53 = 5 + 30 j. 15 + 10 = 25 – 10
c. 45 > 54 g. 73 < 7 tens 3 ones k. 14 – 7 > 9
d. 15 < 41 h. 94 > 9 ones 3 tens l. 80 < 79 + 1
Checkpoint. Checkpoint.

Concept Development (30 minutes)

Materials: (T) Vertical counting sequence template, Hide Zero cards (from G1─M6─Lesson 4) (S) Hide Zero
cards (optional)

Have students sit at their desks at the start of the lesson. If students will be using Hide Zero cards, distribute
cards up to 9 tens. Hold students’ 10 tens card until later in the lesson. The 11 tens and 12 tens cards will not
be needed for today’s lesson.
T: (Project vertical counting sequence template, preferably on interactive board or easel paper.) This
chart shows numbers from 1 through 77. Can you help me write more numbers until we fill up all of
the empty spaces?
S: (Write the numbers on the chart as the students count.) 78, 79, 80, 81, 82, …100.
T: We have more spaces on the chart. Who knows what number comes after 100?
S: One hundred one.
T: Yes, one hundred one (101), one hundred two (102), ...120. (Be clear to read the number without
saying and between one hundred and the ones place unit.)
T: These last two columns look a little like other columns on the chart. Does anyone see what I see?
S: The first two columns have most of the same digits.

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.51
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 1•6

T: Let’s look more closely at these columns. (If using an

interactive board, highlight numbers 1 through 20 and NOTES ON
numbers 101 through 120.) Talk with a partner about MULTIPLE MEANS OF
what you notice. (Circulate and listen as students ENGAGEMENT:
discuss.)
Challenge students who seem
S: I notice that there is a 1, 2, 3, 4... all the way to 20 at confident with this skill to start at 120
the beginning of this chart and at the end of this chart. and complete their chart by counting
 The pattern goes to 100 and starts over again, but back.
you can’t forget to include 100 each time as you say
the new numbers.  Once you get to 100, the
numbers start over again, only this time you say 100
first, so instead of 1, 2, 3, 4, it’s 101, 102, 103, and 104.
T: Let’s try this again with Hide Zero cards and see if we NOTES ON
can tell what’s happening. I’m going to give you a new MULTIPLE MEANS OF
Hide Zero card. This one has 10 tens. (Distribute 10 ENGAGEMENT:
tens card.) If students have trouble completing the
T: When we get to 100, the next number is? Problem Set because they do not know
S: 101! their numbers to 120, give them a
vertical counting sequence to
T: Point to the ones place on your hundred card. reference as they complete the
S: (Students point.) problems.
T: Place one on top of your 100 card in the ones
place. What number did you make?
S: One hundred one!
T: Yes! It looks like a zero sandwich with the ones as the bread. What number is that again?
S One hundred one!
T: Now let’s add another one. 100, 101, …?
S: 102!
MP.4
T: Which card did you need to show 102?
S: Our 100 card and a 2.
Repeat this process until the class reaches 120. Then, as a class, count down either verbally as the teacher
points to the numbers on the chart displayed or as students create the numbers with their Hide Zero cards,
until reaching 88.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For
some classes, it may be appropriate to modify the assignment by specifying which problems they work on
first. Some problems do not specify a method for solving. Students solve these problems using the RDW
approach used for Application Problems.

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.52
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 1•6

Student Debrief (10 minutes)

Lesson Objective: Count and write numbers to 120.

Use Hide Zero cards to relate numbers 0 to 20 to 100 to
120.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Look at Problem 1. What are some patterns you
notice in the chart?
 Look at Problem 4. Which sequences were the
quickest for you to solve? Why? Which
sequences were trickier? On your personal
board, create a really tricky problem for your
partner. What did you do to make it tricky to
solve? What strategies might you use to solve it
correctly?
 Share the progress you have made with your
work with Sprints. Tell us about the math
accomplishments you are proud of.
 Look at your Application Problem. Share your
strategies for solving the problem.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.53
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 1•6

Name Date
1. Fill in the missing numbers in the chart up to 120.

71 81 91 111
82 102
73 83 93 113
84 94 104 114

76 86 96 106 116
77 87 97 117

79 89 99 109 119
80 100 110

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.54
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set 1•6

2. Write the numbers to continue the counting sequence to 120.

96, 97, _____, _____, _____, _____, _____,

_____, _____, _____, _____, _____, _____,
_____, _____, _____, _____, _____, _____,
_____, _____, _____, _____, _____, _____

3. Circle the sequence that is incorrect. Rewrite it correctly on the line.

107, 108, 109, 110, 120 99, 100, 101, 102, 103

_________________________________________________________

4. Fill in the missing numbers in the sequence.

a. b.

115, 116, ____, ____, ____ _____, _____, 118, _____, 120

c. d.

100, 101, ____, ____, 104 97, 98, _____, _____, _____, _____

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.55
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket 1•6

Name Date

1. Complete the chart by filling in the missing numbers.

88 108
99 119
90

2. Fill in the missing numbers to continue the counting sequence.

a. b.
117, _____, 119, _____ 108, 109, _____, _____, _____,

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.56
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 1•6

Name Date
1. Fill in the missing numbers in the chart up to 120.

71 91 111
82 102
93
74 114
85 105
96 116
87
108
79 99 119
80 90 110

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.57
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 1•6

2. Write the numbers to continue the counting sequence to 120.

99, _____, 101, _____, _____, _____, _____,

_____, _____, _____, _____,_____, _____,
_____, _____, _____, _____,_____, _____,
_____, _____, _____

3. Circle the sequence that is incorrect. Rewrite it correctly on the line.

116, 117, 118, 119, 120 96, 97, 98, 99, 100,110

_________________________________________________________

4. Fill in the missing numbers in the sequence.

a. b.

113, 114, ____, ____, ____ _____, _____, _____, 120

c. d.

102, _____, ____, _____ 88, 89, _____, _____, _____, _____

Lesson 7: Count and write numbers to 120. Use Hide Zero cards to relate
numbers 0 to 20 to 100 to 120. 6.B.58
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 1•6

Lesson 8
Objective: Count to 120 in unit form using only tens and ones. Represent
numbers to 120 as tens and ones on the place value chart.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (14 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Lee found 15 sparkly rocks. Kim found 8 sparkly rocks. How many more
sparkly rocks did Lee find than Kim?
Note: Today’s Application Problem is a compare with difference
unknown problem type. For students who are successful with solving
this problem when the term more is used, consider adjusting the
question to ask how many fewer sparkly rocks Kim found. You may also
ask both questions to help students recognize that the same solution
sentence can be used with either question.

Fluency Practice (14 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 1 More, 1 Less, 10 More, 10 Less 1.OA.5, 1.NBT.5 (4 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint (G1─M5─Lesson 1)

Note: Based on the needs of the class, select a Sprint from yesterday’s materials. There are several possible
options available.
 Re-administer the Sprint from the day before.
 Administer the next Sprint in the sequence.
 Differentiate. Administer two different Sprints. Simply have one group do a counting activity on the

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.59
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 1•6

back of their Sprint while the other Sprint is corrected.

Today, practice Say Ten counting from 88 to 99 and back between Sides A and B of the Sprint.

1 More, 1 Less, 10 More, 10 Less (4 minutes)

Materials: (T) Vertical hundreds chart NOTES ON
MULTIPLE MEANS OF
Note: This fluency activity reviews the grade level standard of
REPRESENTATION:
mentally finding 10 more or less than a number without having
Some students may need practice
to count.
writing the number after they mentally
Display the vertical hundreds chart for reference. find 1 or 10 more or less. As an
alternative for certain students, have
T: Say the number that is 1 more. 5. (Pause, then snap.) them write the numbers instead of
S: 6. saying them.
T: 15. (Pause, then snap.)
S: 16.
Continue with the following suggested sequence, as time permits: 55, 75, 105, 115; 67, 97, 107; 9, 49, 99,
109, 119.
Repeat for 10 more: Repeat for 10 less: Repeat for 1 less:
10, 40, 90, 100 20, 50, 70 4, 14, 84
3, 23, 63 45, 65, 95 8, 38, 88
56, 86, 96 88, 118, 108 10, 70, 120

Concept Development (31 minutes)

Materials: (T) 100-bead Rekenrek and 20-bead Rekenrek (if available), place value chart, personal white
board, document camera (S) Place value chart, personal white boards

Note: If the 20-bead Rekenrek is not available, draw two rows of large dots (5 white and 5 red in each row)
on chart paper to represent two more rows of beads. Along with the bead sets, put the place value chart in a
board under the document camera or put an image of the place value chart on an interactive board.
Gather students in the meeting area for today’s lesson.
T: You did a great job with the Say Ten counting between the two Sprints today. Let’s count by tens
the Say Ten way.
S: (Move the beads over on the Rekenrek as students count.) 1 ten, 2 tens, 3 tens, …9 tens, 10 tens.
T: (Write 10 in the tens position on the place value chart.) Since we were only counting tens, there are
no additional ones, just 10 tens. (Write 0 in the ones position on the place value chart.)
T: 10 tens is the same as…?
S: 100!
T: What if I add 1 more bead? (Hold up the 20-bead Rekenrek and slide 1 bead over.) Do I still have 10

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.60
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 1•6

tens?
S: Yes!
T: But I also have?
S: 1 one.
T: I need a volunteer to change our place value chart to show 10 tens and 1 one. (Select a student and
wait as she erases 0 in the ones position and writes 1.)
T: 10 tens 1 one is?
S: 101! (Some students may say one hundred and one. If they do, explain that 100 + 1 describes 100
and 1 but the name of the number is one hundred one. This is similar to naming other numbers,
such as 25. Twenty and 5, is written 20 + 5. To say the number, we say twenty-five.
T: We had 10 tens, then 10 tens 1. Next we would have? (Move another bead on the 20-bead
Rekenrek.)
S: 10 tens 2!
T: Let’s change our place value charts to record the tens
and ones.
NOTES ON
T: 10 tens 2 is the same as?
MULTIPLE MEANS OF
S: 102. REPRESENTATION:
T: Let’s see. 100, 101, 102. Next would be…? (Slide a If some students need more support,
third bead.) have them look at the Rekenreks as
S: 103! they are counting. This visual support
will help them to identify the number
T: How many tens and ones are in 103? Let’s change our
of tens and then the number of
place value charts to record the tens and ones.
additional ones.
T: Let’s count together starting at 98. Listen for when I
say to stop.
S/T: (Count together without the Rekenrek.) 98, 99, 100, 101, 102, 103, 104, 105, 106, 107, 108, 109.
T: Stop!
T: How many tens and ones are in 109? Talk with a partner. Let’s show that many on the Rekenrek,
and record it on your place value chart. (Circulate and notice students’ recordings.)
T: Let’s look at the Rekenrek. It shows how many tens?
S: 10 tens!
T: It shows how many additional ones?
S: 9 ones!
T: What if we slide over one more bead? How many tens would we have then?
S: 11 tens! (Slide over one more bead, so that the Rekenreks now show 11 tens.)
T: Write this amount on your place value chart. Tell your partner what number has 11 tens. (Wait as
students complete the task.)
T: 11 tens is the same as?
S: One hundred ten!

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.61
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 1•6

Repeat the process, having students count from a given

number and stop at a given number. Students identify
the number in both its traditional form and its unit
form. A suggested sequence would be 97 to 103, 108 to
112, and 108 to 120. Alternate between saying
numbers the regular way and the Say Ten way. If
students need more practice, the following partner
activity may be used.
 Partner A uses quick tens and ones to draw a
number between or including 100 and 120.
 Partner B records the number in the place
value chart while Partner A writes the number
below their drawing.
 The two partners check that they have
matching numbers, and then switch roles to
start again.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Count to 120 in unit form using only

tens and ones. Represent numbers to 120 as tens and
ones on the place value chart.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.62
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 1•6

You may choose to use any combination of the questions below to lead the discussion.
 Look at Problem 1(d). What similarities and differences do you notice between reading a number
and seeing the number in tens and ones?
 Look at Problem 2. Which matches were easy to identify and which were more challenging? Explain
why this was so.
 Choose a number from Problem 1. What is another way you could show this number in unit form?
(This question is best used if students have been highly successful with today’s lesson.)
 How can Say Ten counting help you with numbers from 100 to 120?
 Look at your Application Problem. Share your strategies for solving the problem.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.63
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 1•6

Name Date
1. Write the number as tens and ones in the place value chart, or use the place value
chart to write the number.

tens ones tens ones

a. 74 b. 78

tens ones tens ones

c. ______ 9 1 d. ______ 10 9

tens ones tens ones

e. 116 f. 103

tens ones tens ones

g. ______ 11 2 h. ______ 12 0

tens ones tens ones

i. ______ 10 5 j. 102

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.64
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 1•6

2. Match.

tens ones
10 tens 5 ones
9 7

tens ones
10 tens 7 ones
10 7

tens ones 9 tens 7 ones

11 0

12 tens 0 ones
tens ones

10 5
110
tens ones

10 1
11 tens 8 ones

tens ones

12 0 101
tens ones

11 8

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.65
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 1•6

Name Date
1. Write the number as tens and ones in the place value chart, or use the place value
chart to write the number.

tens ones tens ones

a. 83 b. ______ 9 4

tens ones tens ones

c. ______ 11 5 d. 106

2. Write the number.

a. 10 tens 2 ones is the number _________.

b. 11 tens 4 ones is the number _________.

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.66
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 1•6

Name Date
1. Write the number as tens and ones in the place value chart, or use the place value
chart to write the number.

tens ones tens ones

a. 81 b. 98

tens ones tens ones

c. ______ 11 7 d. ______ 10 8

tens ones tens ones

e. 104 f. 111

2. Write the number.

a. 9 tens 2 ones is the number _______. b. 8 tens 4 ones is the number _______.

c. 11 tens 3 ones is the number _______. d. 10 tens 9 ones is the number ______.

e. 10 tens 1 ones is the number _____. f. 11 tens 6 ones is the number _____.

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.67
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 1•6

3. Match.

tens ones
11 tens 4 ones
10 2

tens ones
9 tens 5 ones
9 5

tens ones 11 tens 8 ones

11 4

11 tens 0 ones
tens ones

11 0
102
tens ones

10 8
10 tens 0 ones

tens ones

10 0 108
tens ones

11 8

Lesson 8: Count to 120 in unit form using only tens and ones. Represent numbers
to 120 as tens and ones on the place value chart. 6.B.68
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 1•6

Lesson 9
Objective: Represent up to 120 objects with a written numeral.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (14 minutes)

Concept Development (31 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Emi and Julio together have 17 pet mice. How many mice might each child
have?
Extension: Who has more and how many more does that child have?
Note: Today’s Application Problem practices decomposing a two-digit
number. This work will support students’ compositions and decompositions
when they begin Topic C in G1–M6–Lesson 10. Students will be composing,
decomposing, and recomposing various two-digit addends.

Fluency Practice (14 minutes)

 Sprint: +1, –1, +10, –10 1.NBT.5 (10 minutes)

 Beep-Counting 1.NBT.1, 1.NBT.5 (4 minutes)

Sprint: +1, –1, +10, –10 (10 minutes)

Materials: (S) +1, –1, +10, –10 Sprint

Note: This Sprint reviews the grade level standard of mentally adding or subtracting 10 and supports
students’ understanding of place value.

Beep-Counting (4 minutes)
Note: This activity reviews counting and reading numbers to 120.
Write number sequences on the board with missing numbers. Students read the sequence aloud, saying beep
for the missing number. Then, students say the missing number on your signal.

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.69

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 1•6

Suggested sequence, as time permits:

a. 10, 11, 12, ___ e. 17, 18, __, 20 i. 12, 11, ___, 9
b. 110, 111, 112, ___ f. 117, 118, ___, 120 j. 112, 111, ___, 109
c. 20, 19, 18, ___ g. 8, 9, ___, 11 k. ___, 7, 8, 9
d. 120, 119, 118, ___ h. 108, 109, ___, 111 l. ___, 107, 108, 109

Concept Development (31 minutes)

Materials: (T) 12 ten-sticks of linking cubes (ideally 6 red and 6 white ten-sticks), 10 additional loose linking
cubes (S) Personal white boards

Gather students with their personal boards into a semi-circle in the meeting area. Place the linking cubes
close to you, but not in front of the students.
T: Let’s use our efficient counting skills to count different combinations of linking cubes. When I put
out the linking cubes, your job is to count them as quickly as you can and write down the number of
cubes I have. I put most of the cubes into sticks of ten, which should make it faster for you.
T: (Place 5 red ten-sticks and 5 white ten-sticks in the center for students to see. Scatter them far
enough apart for students to count the 10 sticks. Wait as students count the sticks and record.)
T: How many linking cubes are here?
S: 100!
T: (Take all the sticks back. Place 10 ten-sticks down again, this time in 5 group formation, with two
rows of 5 sticks. Wait as students count and record. Check that students are recording 100 using the
proper digits.)
T: How many linking cubes are here?
S: 100!
T: How did you know so quickly this time?
S: It’s set up like 5 groups.  5 tens and 5 tens is 10 tens. 10 tens is 100.  I saw 10 sets of sticks
when I looked at them, so I knew 10 tens was 100.
T: (Lay out 12 ten-sticks using the 5 group formation with 2 more sticks on the side. As students count
MP.4 and record, watch for proper notation for 120.)
T: How many tens do you see?
S: 12 tens. NOTES ON
MULTIPLE MEANS OF
T: How many cubes do you see?
ACTION AND
S: 120 cubes. EXPRESSION:
T: How many ones would that be? For students who are struggling, work
S: 120! together to write the number in a place
value chart and then check the
Repeat the process with the following number of linking cubes. placement of the digits in the number.
 99

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.70

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 1•6

 101
 109
NOTES ON
 110 MULTIPLE MEANS OF
 111 ENGAGEMENT:
 113 As a challenge for some students, use
other combinations of tens and ones,
 119 such as 9 tens 16 ones.
 115
 104
 107
 110 made with 10 ten-sticks and 10 additional separated ones
For more combinations, lay out objects for numbers between 98 and 120 using more than 10 ones, along with
ten-sticks.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Represent up to 120 objects with a

written numeral.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions below to lead the discussion.
 How many objects are in Problem 4? Problem 5? Which number is greater? Which picture takes up
more space? What is another example of more objects taking up less space? Talk to your partner.

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.71

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 1•6

 Look at Problems 8 and 9. Which problem was

quicker to draw and solve? Why?
 How is counting large numbers of objects like
counting smaller numbers of objects? Explain
your thinking. How is it different?
 Which beep-counting sequences are the quickest
for you to answer? Why?
 Look at your Application Problem. What
combinations did you use to show 17 pet mice?
Are there other combinations that could be
used?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that
were presented in the lesson today and plan more
effectively for future lessons. You may read the
questions aloud to the students.

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.72

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Sprint 1•6

Number correct:

Name Date
*Write the missing number. Pay attention to the addition or subtraction sign.

1 5+1=☐ 16 29 + 10 = ☐
2 15 + 1 = ☐ 17 9+1=☐
3 25 + 1 = ☐ 18 19 + 1 = ☐
4 5 + 10 = ☐ 19 29 + 1 = ☐
5 15 + 10 = ☐ 20 39 + 1 = ☐
6 25 + 10 = ☐ 21 40 – 1 = ☐
7 8–1=☐ 22 30 – 1 = ☐
8 18 – 1 = ☐ 23 20 – 1 = ☐
9 28 – 1 = ☐ 24 20 + ☐ = 21
10 38 – 1 = ☐ 25 20 + ☐ = 30
11 38 – 10 = ☐ 26 27 + ☐ = 37
12 28 – 10 = ☐ 27 27 + ☐ = 28
13 18 – 10 = ☐ 28 ☐+ 10 = 34
14 9 + 10 = ☐ 29 ☐ – 10 = 14
15 19 + 10 = ☐ 30 ☐– 10 = 24

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.73

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Sprint 1•6

Number correct:

Name Date
*Write the missing number. Pay attention to the addition or subtraction sign.

1 4+1=☐ 16 28 + 10 = ☐
2 14 + 1 = ☐ 17 9+1=☐
3 24 + 1 = ☐ 18 19 + 1 = ☐
4 6 + 10 = ☐ 19 29 + 1 = ☐
5 16 + 10 = ☐ 20 39 + 1 = ☐
6 26 + 10 = ☐ 21 40 – 1 = ☐
7 7–1=☐ 22 30 – 1 = ☐
8 17 – 1 = ☐ 23 20 – 1 = ☐
9 27 – 1 = ☐ 24 10 + ☐ = 11
10 37 – 1 = ☐ 25 10 + ☐ = 20
11 37 – 10 = ☐ 26 22 + ☐ = 32
12 27 – 10 = ☐ 27 22 + ☐ = 23
13 17 – 10 = ☐ 28 ☐+ 10 = 39
14 8 + 10 = ☐ 29 ☐ – 10 = 19
15 18 + 10 = ☐ 30 ☐– 10 = 29

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.74

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 1•6

Name Date
Count the objects. Fill in the place value chart and write the number on the line.

1. tens ones

_______

2.

tens ones

_______

3.

tens ones

_______

4.

tens ones

_______

5.
tens ones

_______

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.75

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Problem Set 1•6

6.

tens ones

_______

7.

tens ones

_______

Use quick tens and ones to represent the following numbers. Write the number on the
line.

8. 9.
tens ones tens ones

10 9 _______ 12 0 _______

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.76

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Exit Ticket 1•6

Name Date
1. Count the objects. Fill in the place value chart and write the number on the line.

tens ones

_______

2. Use quick tens and ones to represent the following numbers. Write the number on
the line.

a. b.
tens ones tens ones

11 0 _______ 10 1 _______

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.77

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 1•6

Name Date
Count the objects. Fill in the place value chart and write the number on the line.

1.
tens ones

_______

2.

tens ones

_______

3.

tens ones

_______

4. tens ones

_______

5.
tens ones

_______

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.78

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 Homework 1•6

6.
tens ones

_______

7.

tens ones

_______

Use quick tens and ones to represent the following numbers. Write the number on the
line.

8. 9.
tens ones tens ones

11 0 _______ 10 5 _______

Lesson 9: Represent up to 120 objects with a written numeral.

Date: 11/26/13 6.B.79

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 New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Topic C
Addition to 100 Using Place Value
Understanding
1.NBT.4, 1.NBT.6

Focus Standard: 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and
tens, ones and ones; and sometimes it is necessary to compose a ten.
1.NBT.6 Subtract multiples of 10 in the range 10–90 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.
Instructional Days: 8
Coherence -Links from: G1–M4 Place Value, Comparison, Addition and Subtraction to 40
-Links to: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000

During Topic C, students apply all of their place value and Level 3 strategy knowledge to add pairs of two-digit
numbers to sums within 100. To this point, students have only added pairs of two-digit numbers within 40.
They now extend their skills and strategies to larger pairs, such as 36 + 57, using all of the same methods.
Lesson 10 focuses students on number work with tens, as they add and subtract multiples of 10 from
multiples of 10. Students see that 20 + 70 is the same as 2 tens + 7 tens, and that 80 – 50 is the same as 8
tens – 5 tens (1.NBT.4, 1.NBT.6).
Building from student work with multiples of
10, Lesson 11 scaffolds students to add a
multiple of 10 to any two-digit number, such as
64 + 30 (1.NBT.4). While some students may
initially apply their ability to mentally add 10 by
counting on by tens (64, 74, 84, 94), students
also decompose 64 into 60 and 4 to solve as
shown to the right.

Topic C: Addition to 100 Using Place Value Understanding

Date: 11/26/13 6.C.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 1•6

In Lesson 12, students add a pair of two-digit

numbers when the ones digits have a sum less
than or equal to 10 (1.NBT.4). They continue
using strategies developed in Module 4. For
example, when adding 47 + 23, students may
choose to decompose the second addend into
20 and 3. They then add 20 to 47, making 67,
and then add the remaining ones. Other
students may choose to add the ones to the
first addend and then add on the remaining
tens, as shown to the right.
Lessons 13 and 14 focus on the most
challenging addition work of this grade level, as
students add a pair of two-digit numbers when
the ones digits have a sum greater than 10,
using the same number bond work as Lesson 8,
as shown to the right (1.NBT.4).
During Lesson 15, students see how they can
align materials or drawings to more distinctly
separate and add tens with tens and ones with
ones, recording the total below the drawings.
Students connect this work with their
decomposition work from Lessons 9 and 10, as
shown to the right.
Lesson 16 extends the work of Lesson 11,
having students add a pair of two-digit
numbers, such as 36 + 57, recording the 13 as 1
ten 3 ones as a part of their written method for
recording their process. During Lesson 17,
students continue to strengthen their skills and
strategies (1.NBT.4).

Topic C: Addition to 100 Using Place Value Understanding

Date: 11/26/13 6.C.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic C 1•6

A Teaching Sequence Towards Mastery of Addition to 100 Using Place Value

Objective 1: Add and subtract multiples of 10 from multiples of 10 to 100, including dimes.
(Lesson 10)

Objective 2: Add a multiple of 10 to any two-digit number within 100.

(Lesson 11)

Objective 3: Add a pair of two-digit numbers when the ones digits have a sum less than or equal to 10.
(Lesson 12)

Objective 4: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 using
decomposition.
(Lessons 13–14)

Objective 5: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with
drawing. Record the total below.
(Lesson 15)

Objective 6: Add a pair of two-digit numbers when the ones digits have a sum greater than 10 with
drawing. Record the new ten below.
(Lessons 16–17)

Topic C: Addition to 100 Using Place Value Understanding

Date: 11/26/13 6.C.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 1•6

Lesson 10
Objective: Add and subtract multiples of 10 from multiples of 10 to 100,
including dimes.

Suggested Lesson Structure


Application Problem (5 minutes)

Fluency Practice (13 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Fran had 8 lizards. Anton gave some lizards to Fran. Fran now has 13
lizards. How many lizards did Anton give Fran?
Note: Today’s problem is an add to with change unknown problem
type. Some students may use a double tape diagram to solve, while
others choose to use a single tape diagram to solve.

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Race to the Top 1.OA.6 (5 minutes)
 Get to Ten(s) 1.NBT.4 (3 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1–M6–Lesson 1

Note: Give the appropriate Practice Set to each student. Students who completed all questions correctly on
their most recent Practice Set should be given the next level of difficulty. All other students should try to
improve their scores on their current levels.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.4
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 1•6

Race to the Top (5 minutes)

Materials: (S) Personal white boards with Race to the Top insert, 2 dice per pair of students

Note: This fluency activity primarily targets the core fluency for Grade 1. Remember to closely monitor the
strategies of students who are not performing well on the Practice Sets or Sprints. For students whose fine
motor skills are not well developed, activities like Race to the Top will allow them to demonstrate their
growing fluency.
Assign partners. Students take turns rolling the dice, saying an addition sentence, and recording the sums on
the graph. The game ends when time runs out or one of the columns reaches the top of the graph.

Get to Ten(s) (3 minutes)

Materials: (T) 100-bead Rekenrek

Note: In this fluency activity, students apply their knowledge of partners to ten to find analogous partners to
multiples of 10. Students will need this skill when they learn to apply the make ten strategy to add two two-
digit numbers in G1–M6–Lesson 13.
Model with the Rekenrek for the first few problems. Then, put the Rekenrek away to give students practice
mentally getting to the next ten.
T: (Show 9.) Say the number.
S: 9.
T: Say the number sentence to make ten.
S: 9 + 1 = 10.
T: (Move 1 bead to make 10. Show 19.)
T: Say the number.
S: 19.
T: Say the number sentence to make 20.
S: 19 + 1 = 20.
Suggested sequence: 59, 79, 99; 5, 65, 85, 95; 8, 48, 78, 98; 7, 37, 87, 97; etc.

Concept Development (32 minutes)

Materials: (T) Chart paper, 10 dimes (S) Personal white boards with triple number bond/number sentence
template, 5 dimes

Students sit in the meeting area in a semi-circle formation.

T: (Write 4 + 3 on the chart. Call up two volunteers.) Using your
magic counting sticks, show us 4 + 3.
S: (Student A shows 4 fingers; Student B shows 3 fingers.)
T: How many fingers are there? Say the number sentence.

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 1•6

S: 4 + 3 = 7.
T: (Complete the number sentence on the chart.) Yes. 3 fingers + 4 fingers = 7 fingers.
On their boards, have students write the number sentence, use math drawings to show 4 + 3 = 7, and make a
number bond as you record the information on a chart.
T: Let’s pretend these circles stand for bananas!
Say the number sentence using bananas as the
unit.
S: 4 bananas + 3 bananas = 7 bananas.
T: (Call for five additional volunteers to join the two volunteers.)
Show us 4 tens + 3 tens using your magic counting sticks.
S: (Clasp hands to show 4 tens and 3 tens.)
T: (Help the first four students stand closer together to show 4
tens.)
T: (Point to the first four students.) How many tens do we have
here?
S: 4 tens.
T: (Point to the last three students closely standing next
to each other.) How many tens do we have here? NOTES ON
S: 3 tens. MULTIPLE MEANS OF
T: How many tens are there in all? REPRESENTATION:
S: 7 tens. Students demonstrate a true
understanding of math concepts when
T: Say the number sentence the Say Ten way. (If students
they can apply them in a variety of
struggle, say, “Say the number sentence starting with 4
situations. Some students may not be
tens.”) able to make the connection between
S: 4 tens + 3 tens = 7 tens. different number bonds as seen in this
T: Say the number sentence the regular way starting with lesson. Their path to abstract thinking
40. may be a little longer than others.
Support these students with use of
S: 40 + 30 = 70. manipulatives (linking cubes and coins)
T: (Record the number sentence on the chart.) and plenty of practice on their personal
white boards.
Direct students write the number sentence, use math drawings,
and make a number bond as you chart their responses as shown
to the right.
Repeat the process using the following suggested sequence and
have the students solve each problem using the Say Ten way and
the regular way:
 7 tens – 4 tens
 30 + 60
 9 dimes – 3 dimes
 60 cents + 20 cents

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.6
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 1•6

 70 + 30
 10 tens – 4 tens
T: (Write 6 dimes – 4 dimes on the chart.) Draw a number bond for this subtraction problem and share
your thinking with your partner.
S: 6 dimes is the total. 4 dimes is one of the parts.  We know one part. The mystery is the other
part to make 60.  6 dimes take away 4 dimes is 2 dimes. The total take away a part finds the
unknown. (Show the number bond with 2 dimes still missing.)
T: What addition sentence can we write to match this number bond? Remember, we can say unknown
or mystery number.
S: 4 dimes + the mystery number = 6 dimes. (Record on the chart.)
T: What is the missing part?
S: 2 dimes!
T: Say the subtraction sentence and the related addition sentence the Say Ten way.
S: 6 dimes – 4 dimes = 2 dimes. 4 dimes + 2 dimes = 6 dimes.
T: Let’s say it the regular way, too.
S: 60 – 40 = 20. 40 + 20 = 60.
Repeat the process as needed to support students’ understanding.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add and subtract multiples of 10 from

multiples of 10 to 100, including dimes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.7
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 1•6

You may choose to use any combination of the

questions below to lead the discussion.
 Look at Problems 1 and 2. Did you show your
bonds the regular way or the Say Ten way?
 What did you notice about Problems 6 and 7?
Can you find another set of problems that show a
similar pattern?
 Use Problem 10 and create a related problem by
drawing a picture and writing the number
sentence in the same way that Problem 6 and 7
go together.
 Write all the ways you can make a total of 10 tens
or 100 using only tens. You may use three
addends!
 Explain how knowing 3 + 6 can help solve 30 + 60.
 How can Race to the Top and the Core Fluency
Practice Sets help you solve addition and
subtraction problems from today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Recording Sheet 1•6

Names Date

Race to the Top!

2 3 4 5 6 7 8 9 10 11 12

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 1•6

Name Date
Complete the number bonds and number sentences to match the picture.
1.
50
__3__ tens + ____ tens = ____ tens

30 20

30 + 20 =_______

2.

____ tens + ____ tens = ____ tens

_________________________

3.

____ tens – ____ tens = ____tens

_________________________

4.

____ tens + ____ tens = ____ tens

_________________________

5.

____ tens – ____ tens = ____

tens

_________________________

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.10
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Problem Set 1•6

Count the dimes to add or subtract. Write a number sentence to match the dimes.

6. + 40 + 20 =
_____________________________

7. _____________________________

8. +
_____________________________

9.
_____________________________

10.
_____________________________

11. Fill in the missing numbers.

a. 40 + 40 = _____ b. 50 – 30 = _____ c. 10 + _____ = 70

d. 60 – _____ = 0 e. 90 – _____ = 10 f. 70 + _____ = 90

g. 50 + 40 = _____ h. 100 – 30 = _____ i. 100 – _____ = 70

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Exit Ticket 1•6

Name Date

1. Fill in the missing numbers.

a. 40 + 50 = _____ b. 80 – 60 = _____ c. 30 + _____ = 70

2. Write a number sentence to match the picture.

_____________________________

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.12
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 1•6

Name Date

1. Complete the number bond or number sentence, and find the matching picture.

a.
90

30

b.

_____ – 40 = 60

60
c.

40

d.

80 – _____ = 60

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 1•6

2. Fill in the missing numbers.

a. 70 + _____ = 90 b. _____ + 30 = 80 c. 100 – _____ = 20

d. 30 + 60 = _____ e. 70 – _____ = 20 f. 20 + _____ = 60

g. _____ – 20 = 60 h. 90 – _____ = 20 i. 50 + _____ = 100

3. Count the dimes to add or subtract. Write a number sentence to match the dimes.

a.

+
40 + 20 =
_____________________________

b.
_____________________________

c.

+ _____________________________

d.

_____________________________

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Template 1•6

_____ _____ _____

_____ ten _____ ten _____ ten

______ ______ ______

Lesson 10: Add and subtract multiples of 10 from multiples of 10 to 100,

including dimes. 6.C.15
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 1•6

Lesson 11
Objective: Add a multiple of 10 to any two-digit number within 100.

Suggested Lesson Structure

 Application Problem (5 minutes)

 Fluency Practice (10 minutes)
 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Ben sharpened 5 pencils. He has 8 more unsharpened pencils

than sharpened pencils. How many unsharpened pencils does
Ben have?
Note: Today’s comparison with bigger unknown poses the
additional challenge that there is only one person in the story. If
students are still struggling with comparison problem types, you
may want to alter the problem so that two students’ pencils are
being compared. Have a brief student discussion of the solution
before moving on to Fluency Practice.

Fluency Practice (10 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Coin Drop 1.NBT.5, 1.MD.3 (3 minutes)
 Get to the Next Ten 1.NBT.4 (2 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1−M6−Lesson 1

Note: Give the appropriate Practice Set to each student. Help students become aware of their improvement.
After students do today’s Practice Sets, ask them to stand if they tried a new level today or improved their
score from the previous day. Consider having students clap once for each person standing to celebrate
improvement.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.16

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 1•6

for early finishers, or have them practice make ten addition or subtraction on the backs of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Coin Drop (3 minutes)

Materials: (T) 10 dimes, 10 pennies, can

Note: This activity reviews yesterday’s lesson, where students added and subtracted tens within 100.
Repeat from G1−M6−Lesson 5. Now that students have learned to add and subtract multiples of 10 from
multiples of 10, you may take out more than one dime at a time and have students calculate the remaining
dimes.

Get to the Next Ten (2 minutes)

Note: This fluency activity builds on yesterday’s Get to Ten(s) activity to prepare students for G1–M6–Lesson
13.
Say a number. Students say an addition sentence to get to the next multiple of 10. For the first few
problems, begin with a number from 0 to 9 to provide students with a helper problem on which to build.
Then, say numbers without providing the helper problem.
T: Say the addition sentence to get to the next ten. 9.
S: 9 + 1 = 10.
T: 59.
S: 59 + 1 = 60.
Continue with the following suggested sequence: 5, 65; 8, 78; 7, 87; 6, 96; etc.

Concept Development (35 minutes)

Materials: (T) 100-bead Rekenrek (S) Personal white boards NOTES ON

MULTIPLE MEANS OF
Have students gather in the meeting area in a semi-circle ENGAGEMENT:
formation with their materials. At this point in the year, students
should be able to add a multiple of ten
T: (Write 40 + 30 = ? on chart paper.) On your personal
to any multiple of 10 within 100. If
board, write the number sentence and replace the
there are students who are struggling,
question mark with the missing number. (Wait as have them use linking cubes in ten-
students complete the task.) sticks or quick ten drawings for more
T: 40 + 30 is…? concrete or pictorial supports. Use the
S: 70. language of place value so that the
dialogue begins to become part of their
T: Explain how you know that 40 + 30 equals 70. You can independent thinking. Work towards
draw or write on the chart paper to explain your solving without the concrete.
thinking.

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.17

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 1•6

S: If you use the Rekenrek, you slide 4 tens over and then 3 tens over, and that’s 7 tens or 70.  Four
tens plus 3 tens is 7 tens. That’s 70.  In the Place Value Chart, you add 3 tens to the 4 tens you
have. (Post or show yesterday’s chart paper if available. Draw the place value chart and the number
bond on today’s chart paper.)
T: (Draw a line to start a new section of the chart paper. Write 45 + 30 = ? Move over 45 beads on the
100-bead Rekenrek.) On your personal board, write this number sentence and replace the question
mark with the solution.
T: (Wait as students complete the task. If students do not know the answer right away, provide more
time for them to remember solution strategies, e.g., quick ten drawings, the Rekenrek, counting on,
decomposing, and composing).
T: 45 + 30 is…?
S: 75!
T: Who would like to share how they solved 45 + 30? Listen to
your friends’ ideas and be ready to ask questions or
comment. (As students are explaining, record their examples
on the chart using number bonds and place value charts.)
S: On the Rekenrek there are 4 rows and 3 rows, and 5 extra
beads, so that’s 7 tens and 5 ones. 75.
T: Does anyone have a question or comment about the
Rekenrek solution?
S: Why did you say row? The five extras are a row, too.
S: Because I meant a row of ten. I guess I should say a full row.
T: Did anyone solve 45 + 30 in a different way?
S: I started at 45 and counted on ten 3 times. 45, 55, 65, 75.
T: Does anyone have a question or comment about the
counting on solution?
MP.3
S: Could you start counting on at 30?
S: Sure, I guess so. 30, 40, 50, 60, 70, 75. It’s just easier NOTES ON
for me the other way. MULTIPLE MEANS OF
T: Did anyone solve 45 + 30 in a different way? ACTION AND
EXPRESSION:
S: I broke 45 into 40 and 5 with the number bond, and
then I added 40 and 30 first, 70, and added on 5 to Some students may get confused with
all of the strategies available to them
make 75.
for solving problems. As the teacher, it
T: Questions or comments about the number bond might help these students to include
solution? one consistent method for solving.
S: That’s easy for me. I like that better than my way. Then students can share alternative
strategies to allow exposure but
T: Why?
consistency really helps students who
S: Because it’s like I could just see it better. I counted on are struggling.
and it seemed slower, too.
T: Did anyone solve 45 + 30 in a different way?
S: I thought of the place value chart, and just added 3 tens to 4 tens and left the 5 ones alone. That

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.18

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 1•6

gave me 75.
T: Comments and questions about the place value chart solution?
S: I don’t understand what you mean that you left the 5 ones alone.
MP.3
S: I mean when I was adding the tens the ones didn’t change.
T: It is important to really listen to your friends’ solution strategies so you could comment and ask
questions.
Provide time for students to solve the following suggested sequence of problems. Students who would
benefit from more concrete or pictorial support may use linking cubes in ten-sticks and ones, dimes and
pennies, or quick ten drawings.
 51 + 40
 24 + 60
 50 + 38
 62 cents + 3 dimes
 8 dimes + 12 cents
 63 + ____ = 93
 14 + ____ = 74
 ____ + 39 = 59
 ____ + 40 = 98
After each problem, have one or two students share a different method for solving the problem.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add a multiple of 10 to any two-digit

number within 100.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 1•6

Invite students to review their solutions for the Problem

Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Look at Problems 5(c) and 5(d). How could
solving 5(c) help you solve 5(d)?
 Look at Problems 6(a) and 6(b). Did you or
your partner use a different strategy than the
number bond work from the top of the page?
If so, explain your strategy.
 Look at Problems 6(c) and 6(d). How did you
find the missing addends? Explain your
thinking.
 How is today’s work similar to and different
from yesterday’s work?
 How did the coin drop fluency activity help you
get better at adding tens?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 1•6

Name Date

Solve using the pictures. Complete the number bond and number sentence to match.

1.

____ + ____ = ____

2.

____ + ____ = ____

3.

____ + ____ = ____

4.

____ + ____ = ____

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Problem Set 1•6

5. Solve.

a. 47 + 40 = ______ b. 57 + 30 = ______

c. 35 + 30 = ______ d. 35 + 50 = ______

e. 30 + 63 = ______ f. 40 + 39 = ______

6. Solve and explain your thinking to a partner.

a. 2 + 50 = _____ b. 58 + 40 = _____

c. 48 + _____ = 98 d. 60 + _____ = 86

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Exit Ticket 1•6

Name Date

1. Solve. Use quick tens and ones drawings or number bonds.

a. 42 + 50 = ______ b. 30 + 57 = ______

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 1•6

Name Date

1. Solve using the pictures. Complete the number sentence to match.

a.

____ + ____ = ____

b.

____ + ____ = ____

c.

____ + ____ = ____

d.

____ + ____ = ____

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 11 Homework 1•6

2. Use number bonds to solve.

a. 38 + 40 = ______ b. 54 + 30 = ______

c. 46 + 40 = ______ d. 30 + 57 = ______

e. 20 + 68 = ______ f. 25 + 70 = ______

3. Use number bonds to solve.

a. 72 + 20 = _____ b. 48 + 50 = _____

c. 46 + _____ = 96 d. _____ + 40 = 87

Lesson 11: Add a multiple of 10 to any two-digit number within 100.

Date: 11/26/13 6.C.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 1•6

Lesson 12
Objective: Add a pair of two-digit numbers when the ones digits have a
sum less than or equal to 10.

Suggested Lesson Structure

 Application Problem (5 minutes)

 Fluency Practice (15 minutes)
 Concept Development (30 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Kiana wants to have 14 stickers in her folder. She needs 6

more stickers to make her goal. How many stickers does she
have right now?
Note: Today’s problem is an add to with start unknown
problem type. This can be challenging because some students
associate the word more in a problem as meaning they must
add.

Fluency Practice (15 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Add Tens 1.NBT.4 (3 minutes)
 Analogous Addition Sentences 1.OA.6, 1.NBT.4 (2 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint from G1–M5–Lesson 1

Note: Choose an appropriate Sprint based on the needs of the class. As students work, pay attention to their
strategies and the number of problems they are answering. If the majority of students complete the first
three quadrants today, try giving them the next level of difficulty when administering the next Sprint. If many
students are not making it to the third quadrant, consider repeating today’s Sprint.

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.26
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 1•6

Core Fluency Sprint List:

 Core Addition Sprint
 Core Addition Sprint 2
 Core Subtraction Sprint
 Core Fluency Sprint: Totals of 5, 6, and 7
 Core Fluency Sprint: Totals of 8, 9, and 10

Add Tens (3 minutes)

Materials: (S) Personal white boards, die per pair of students

Note: This fluency activity reviews adding multiples of 10 to two-digit numbers, which helps prepare students
for today’s lesson.
Choose a student to help model the activity. Then assign partners of equal ability to work together.
 Partner A writes or draws a number (with quick tens and ones) between 10 and 40 (e.g., 25).
 Partner B rolls the die to determine the number of tens to add (e.g., if she rolls 5, add 5 tens).
 Both partners write the number sentence on their personal boards and check each other’s work
(e.g., 25 + 50 = 75).

Analogous Addition Sentences (2 minutes)

Note: This fluency activity encourages students to use sums within 10 to solve more challenging problems.
Reviewing adding a one-digit number to a two-digit number when the ones have a sum less than or equal to
10 prepares students for today’s lesson.
T: Say the number sentence with the answer. 3 + 2.
S: 3 + 2 = 5.
T: 43 + 2.
S: 43 + 2 = 45.
T: 42 + 3.
S: 42 + 3 = 45.
T: 3 + 42.
S: 3 + 42 = 45.
Continue with the following suggested sequence:
6+2 4+3 6+3
56 + 2 64 + 3 96 + 3
96 + 2 63 + 4 93 + 6
42 + 6 4 + 63 6 + 93

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.27
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 1•6

Concept Development (30 minutes)

Materials: (T) Chart paper (S) Personal white boards

NOTES ON
Begin today’s lesson with students sitting at their desks or MULTIPLE MEANS OF
tables with their materials. ACTION AND
EXPRESSION:
Three sets of problems have been provided for students to
Some students may benefit from more
extend their double-digit addition skills from G1–Module 4.
concrete or pictorial supports. Use
Choose the appropriate set, or portion of a set, that best meets linking cubes in ten-sticks and ones as
students’ needs. Although it may be tempting to begin with a well as quick ten drawings for these
review of a particular method to solve problems, refrain from students. While supporting students
doing so at the onset of the lesson. Instead, encourage and with these materials, be sure to
MP.5
remind students of their tool kit: number sentences, the place connect them with number sentences
value chart, linking cubes, drawings, number bonds, counting with decomposed bonds to support
on, etc. Although students may ask questions, resist giving hints increased understanding. See
or solving the problem as a class, but continue to ask questions G1−M4−Lesson 24 for examples of how
that will prompt students to use their tool kit. For example, these materials have been used for
“How can this be solved? What method could you use?” similar instructional objectives.

After each problem, have students share their solutions and

invite one or two students to explain their strategy. Today, try
to pre-select students that have used varied strategies, such as
adding ones first or adding tens first. Encourage students to use
place value language to describe strategies for solving. Ask
questions such as, “What is another way this can be solved?
Why did you choose your method?”
In Problems 1–4 pairs of two-digit numbers from G1–Module 4–
Lessons 24 and 25 are presented with an analogous problem
using numbers from 40 to 100 from G1–Module 6.
Problems 5–8 provide a scaffold-less opportunity to add pairs of two-digit numbers.
Problems 9–12 encourage students to identify the missing number in varied positions within the number
sentence.
Problems 1–4 Problems 5–8 Problems 9–12
24 + 13, then solve 54 + 13 76 + 23 63 + ____ = 84
15 + 13, then solve 45 + 23 23 + 57 48 + ____ = 100
15 + 15, then solve 45 + 45 41 + 39 ____ + 59 = 70
26 + 14, then solve 66 + 34 34 + 53 32 + ____ = 100

Should students need additional support, the following dialogue presents a more guided approach to
Problems 1–4.
T: (Write 24 + 10 on chart paper.) Use quick tens to

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.28
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 1•6

show and solve this problem. (Wait as students draw

on their personal boards.)
NOTES ON
T: 24 + 10 is…? MULTIPLE MEANS OF
S: 34! ACTION AND
T: (Write 24 + 13 on chart paper.) Use quick tens to EXPRESSION:
show and solve this problem. (Wait as students draw Encourage students to explain their
on their personal boards.) thinking about adding or subtracting
T: 24 + 13 is…? tens. Students may learn as much
from each other’s reasoning as from
S: 37!
the lesson. This also provides the
T: What did you do to solve this problem? Turn and talk opportunity for the teacher to learn
with a partner. (Wait as students discuss.) more about a student’s level of
S: I took apart 13, making it 10 and 3. I added 10 first, thinking and ability to express that
that’s 34, and then 3 more makes 37.  I already thinking.
know 24 + 10 was 34, so 3 more was 37.
T: (As students explain, use number bonds with number
sentences to record their process.)
T: Great job adding the tens and then adding the rest of
the ones.
T: (Write 54 + 13 on chart paper.) Solve this problem
using your same thinking. If quick tens will help you,
use them, or challenge yourself to use number bonds
with your number sentence to solve the problem.
(Wait as students draw on personal boards.)
T: 54 + 13 is…?
S: 67!
Invite students to share how they solved this problem. Emphasize their process of decomposing at least one
number into tens and ones as they put the addends together. Repeat this process for 15 + 13 and 45 + 13.
When beginning 15 + 15, note that students may choose to add the ones first as shown demonstrated below.
T: (Write 15 + 15 on chart paper.) Solve this problem. (Wait as students solve.)
T: 15 + 15 is…?
S: 30!
T: What did you do to solve this problem?
S: I took apart the second 15, making it 10 and 5. I added 10
first; that’s 25, and then 5 more makes it 30.  I started the
same way, but I added 15 + 5 first; that’s 20, and then added
10 more to make 30.  I made both fifteens into 10 and 5. I
added 5 and 5 to make 10, so then I had 3 tens. That’s 30.
Use number bonds and number sentences to record students’ methods.
If all students add the tens first, pose the other methods as ways that you
solved the problem, as an opportunity to consider alternative methods.

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.29
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 1•6

T: (Point to the example while describing each

method.) Some of you broke the second 15 into
tens and ones and added the tens first and then
the ones. Some of you broke the second 15 into
tens and ones and added the ones first and then
the tens. A few of you broke both fifteens into
tens and ones and added ones with ones and
tens with tens. Did you all find the total of 30?
S: Yes!
Have students work on the following problems or repeat
the same process with the following 45 + 45, 26 + 14, and
66 + 34.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add a pair of two-digit numbers

when the ones digits have a sum less than or equal to
10.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 1. Did you solve all of your
problems the same way? What was your strategy?
 Did anyone solve some problems one way, and then use a different strategy to solve other

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.30
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 1•6

problems? Explain your reasoning.

 How does yesterday’s work with adding multiples of 10 connect to today’s work?
 How did your fluency work today help you with
today’s problems? Use specific examples to
explain your thinking.
 Look at your Application Problem. Share your solution and your strategy for solving.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.31
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 1•6

Name Date

1. Solve.

a. 84 + 12 = _____ b. 71 + 26 = _____

c. 57 + 22 = _____ d. 59 + 41 = _____

e. 35 + 65 = _____ f. 26 + 54 = _____

g. 57 + 42 = _____ h. 37 + 63 = _____

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.32
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Problem Set 1•6

2. Solve.

a. 45 + 13 = _____ b. 45 + 23 = _____

c. 21 + 27 = _____ d. 27 + 23 = _____

e. 48 + 32 = _____ f. 48 + 52 = _____

g. 34 + 65 = _____ h. 46 + 43 = _____

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.33
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Exit Ticket 1•6

Name Date

1. Solve using number bonds. You may choose to add the ones or tens first. Write the
two number sentences to show what you did.

a. 56 + 43 = _____ b. 22 + 75 = _____

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.34
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 1•6

Name Date

1. Solve.

a. 46 + 22 = _____ b. 74+ 23 = _____

c. 54 + 25 = _____ d. 68 + 31 = _____

e. 45 + 55 = _____ f. 86 + 13 = _____

g. 37 + 52 = _____ h. 47 + 52 = _____

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.35
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 12 Homework 1•6

2. Solve using number bonds. You may choose to add the ones or tens first. Write the
two number sentences to show what you did.

a. 76 + 23 = _____ b. 45 + 33 = _____

c. 31 + 67 = _____ d. 57 + 32 = _____

e. 58 + 21 = _____ f. 25 + 63 = _____

g. 44 + 55 = _____ h. 47 + 53 = _____

Lesson 12: Add a pair of two-digit numbers when the ones digits have a sum less
than or equal to 10. 6.C.36
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 1•6

Lesson 13
Objective: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 using decomposition.

Suggested Lesson Structure

 Application Problem (5 minutes)

 Fluency Practice (14 minutes)
 Concept Development (31 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Julio read 6 books this week. Emi read 12 books this week. How
many fewer books did Julio read than Emi? How many books did
they read in all? How many more books does Julio have to read so
that he has read one more book than Emi?
Note: Today’s problem begins with a comparison with difference
unknown. Each of the succeeding questions can help students
contrast this type of question with the both the put together with
result unknown problem type and the add to with change unknown
problem type.

Fluency Practice (14 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Make Ten Addition with Partners 1.OA.6 (4 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint (G1−M5−Lesson 1)

Note: Based on the needs of the class, select a Sprint from yesterday’s materials. There are several possible
options available.
1. Re-administer the Sprint from the day before.
2. Administer the next Sprint in the sequence.

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.37
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 1•6

3. Differentiate. Administer two different Sprints. Simply have one group do a counting activity on
the back of their Sprint while the other Sprint is corrected.

Make Ten Addition with Partners (4 minutes)

Materials: (S) Personal white boards

Note: This fluency activity reviews how to use the Level 3 strategy of making ten to add two single-digit
numbers. Reviewing the make ten strategy will prepare students for today’s lesson, in which they will make
ten to add two two-digit numbers.
 Assign partners of equal ability.
 Partners choose an addend for each other from 1 to
10. NOTES ON
 On their personal boards, students add their numbers MULTIPLE MEANS OF
to 9, 8, and 7. Remind students to write the two ENGAGEMENT:
addition sentences they learned in G1–Module 2. Careful selection of pairs for
 Partners then exchange boards and check each other’s collaborative work is essential to
work. achieving expected outcomes. Some
lessons lend themselves to groupings
of students with similar skill sets while
others work better when students are
heterogeneously grouped. Some
students would benefit from the
opportunity to work independently and
share with the teacher or another pair
after they have completed the task.

Concept Development (31 minutes)

NOTES ON
Materials: (T) Chart paper, document camera (if available) MULTIPLE MEANS OF
(S) Personal white boards ACTION AND
EXPRESSION:
Gather students in the meeting area with their materials in a Students may choose how they want to
semi-circle formation. solve problems—with drawings,
number bonds, or the arrow way.
Three sets of problems extend students’ double-digit addition Students should begin to move away
skills from G1–Module 4. Although it may be tempting to from drawing to the more abstract
MP.5 review a particular method to solve two-digit addition
method of problem solving. However,
problems, refrain from doing so. Instead, encourage and not all students will be ready to
remind students of the same tools they used in G1–M6–Lesson abstractly solve problems, so support
12. students wherever they are in their
learning and guide them as they
progress.

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.38
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 1•6

After each problem, have students share their solutions. Invite one or two students to explain their strategy
for solving. They may redraw their work or display the work using a document camera. Select work that
MP.5
represents a variety of strategies, including decomposing to get to the next ten, adding the tens and then the
ones, and adding the ones and then the tens.
Encourage students to use place value language to describe how their strategy works. Ask questions such
as, “Why did you choose your method?”
Problems 1−4 review work from G1–M4–Lessons 26 and 27 with analogous problems now between 40 and
100.
Problems 5−12 provide a scaffold-less opportunity to add pairs of two-digit numbers.
Problems 1–4 Problems 5–12
19 + 11, 59 + 11, 59 + 21 49 + 12
NOTES ON
19 + 13, 59 + 13, 59 + 33 59 + 22 MULTIPLE MEANS OF
18 + 15, 68 + 25 48 + 24 ACTION AND
EXPRESSION:
17 + 16, 37 + 56 54 + 48
Continue to challenge advanced
37 + 37 students. Change some of the
37 + 46 expressions into number sentences
with missing addends or give students
78 + 22 some word problems to solve with
similar numbers.
33 + 67

Should students need additional support, the following dialogue

presents a more guided approach to Problems 2−4. Problems 1(a),
1(b), and 1(c) practice the work from yesterday’s lesson to segue into
today’s objective.
T: (Write 19 + 13 = ___ on the chart.) Use quick tens to show these
two numbers. Then solve for the total. (Circulate as students work
to assess students’ ability to solve independently and identify
common errors.)
T: 19 plus 13 equals?
S: 32!
T: Talk with your partner about how you solved the problem. Try to
show your thinking using number bonds with your number
sentence. (Circulate as students explain their solution methods
and create written notation of their methods.)
T: I heard many of you say you started with 19 and added 10. (Select a
student who used this method to show the class. Walk through the
steps of breaking apart 13 into 10 and 3. 19 + 10 is 29. Then to add 29
+ 3, the student may have broken 3 into 1 and 2, for a total of 32, as
shown to the right. If the student’s written notation is appropriate,

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.39
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 1•6

have her share her written notation. If it is not, then model the number sentence and number bond
work as the student describes her process.)
T: 19 is so close to 20. You are all very good at adding multiples of ten. How could I break 13 to make
the next ten and then add the rest? How much more does 19 need to make 20?
S: 1 more!
T: I would break 13 into 1 and? (Begin written notation to show the bond below 13.)
S: 12!
T: Our first number sentence would be 19 + 1 is?
S: 20.
T: Then we would have?
S: 20 + 12 = 32.
Repeat the process with the analogous problem of 59 +
13 and then with 59 + 33. As you move on to Problems 3
and 4, consider asking students to take on more of the
demonstrations and explanations.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add a pair of two-digit numbers

when the ones digits have a sum greater than 10 using
decomposition.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Which problem was the easiest for you to
solve? What made it easy for you?

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.40
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 1•6

 Find two problems in your Problem Set that

are related in some way. Explain your thinking.
 How is Make Ten Addition from today’s
Fluency Practice related to some of the work
you did on your Problem Set?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that
were presented in the lesson today and plan more
effectively for future lessons. You may read the
questions aloud to the students.

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.41
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 1•6

Name Date

1. Solve and show your work.

a. 79 + 12 = _______ b. 59 + 32 = _______

c. 38 + 45 = _______ d. 36 + 47 = _______

e. 48 + 45 = _______ f. 57 + 34 = _______

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.42
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Problem Set 1•6

2. Solve and show your work.

a. 24 + 37 = _______ b. 48 + 45 = _______

c. 29 + 67 = _______ d. 48 + 34 = _______

e. 69 + 27 = _______ f. 78 + 17 = _______

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.43
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Exit Ticket 1•6

Name Date

1. Solve and show your work.

a. 49 + 37 = _______ b. 56 + 38 = _______

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.44
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 1•6

Name Date

1. Solve and show your work.

a. 15 + 26 = _______ b. 46 + 49 = _______ c. 28 + 54 = _______

d. 69 + 13 = _______ e. 69 + 23 = _______ f. 69 + 19 = _______

g. 49 + 43 = _______ h. 67 + 36 = _______ i. 68 + 23 = _______

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.45
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 13 Homework 1•6

2. Solve and show your work.

a. 34 + 47 = _______ b. 38 + 45 = _______ c. 68 + 23 = _______

d. 39 + 57 = _______ e. 38 + 44 = _______ f. 17 + 76 = _______

g. 68 + 24 = _______ h. 18 + 77 = _______ i. 14 + 67 = _______

Lesson 13: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.46
Date: 11/26/13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 1•6

Lesson 14
Objective: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 using decomposition.

Suggested Lesson Structure

 Application Problem (5 minutes)

 Fluency Practice (13 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

There are 12 chairs at the lunch table and 15 students. How many
more chairs are needed so that every student has a chair?
Note: Today’s problem is a comparison with difference unknown
problem type. Students who have struggled with comparison
problems may successfully solve this common real life problem. Before
moving on to Fluency Practice, have students briefly discuss the
solution.

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Add Tens 1.NBT.4 (3 minutes)
 Take Out Ones 1.OA.6, 1.NBT.4 (5 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1−M6−Lesson 1

Note: Give the appropriate Practice Set to each student. Students who completed all questions correctly on
their most recent Practice Set should be given the next level of difficulty. All other students should try to
improve their scores on their current levels.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.47
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 1•6

Collect and correct any Practice Sets completed within the allotted time.

Add Tens (3 minutes)

Materials: (S) Personal white boards, die per pair of students

Note: This fluency activity reviews adding multiples of 10 to two-digit numbers.

 Partner A writes or draws a number (with quick tens and ones) between 10 and 40 (e.g., 25).
 Partner B rolls the die to determine the number of tens to add (e.g., if she rolls 5, add 5 tens).
 Both partners write the number sentence on their personal boards and check each other’s work
(e.g., 25 + 50 = 75).

Take Out Ones (5 minutes)

Materials: (S) Personal white boards

Note: Taking out some ones from a two-digit number strengthens students’ ability
to apply the make ten strategy when adding two two-digit numbers.
Give students a sequence of three related numbers at a time and have them write
number bonds on their personal boards. Challenge early finishers to think of
additional related number bonds for each sequence. Suggested sequence:
 Take out 1: 8, 18, 28; 6, 56, 86.
 Take out 2: 5, 15, 25; 7, 37, 97.
 Take out 3: 6, 36, 76; 9, 69, 99, 109.
 Take out 4: 8, 48, 88, 108; 7, 77, 107, 117.

Concept Development (32 minutes)

Materials: (T) Chart paper, document camera if available

NOTES ON
(S) personal white boards
MULTIPLE MEANS OF
Begin today’s lesson with students at their desks or tables with ACTION AND
their personal boards. EXPRESSION:
Students may choose how they want to
Similar to the last two days, today’s lesson provides
solve problems—with drawings,
opportunities for students to practice solving two-digit addition number bonds, or the arrow way.
problems. Students should begin to move away
However today, in each set, a string of problems is related to from drawing to the more abstract
one another, e.g., 56 + 21, 56 + 24, and 56 + 27. For students methods of problem solving. However,
not all students will be ready so
who need additional support, the movement through the
support students wherever they are in
problems from simple to complex can help them choose a
their learning and guide them as they
solution strategy. progress.

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.48
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 1•6

Challenge students who are becoming proficient at solving two-digit addition problems to identify the
relationship between each problem and create other strings that would exemplify the same set of
relationships. Use their problems in the class if possible.
As in G1–M6– Lessons 12 and 13, invite students to share their method for solving using place value language
and explaining why they chose to solve using this method.
Problems 1−6 use easier combinations of ones, as they create sums in the ones place that are equal to or
greater than 10.
Problems 7−12 use combinations of ones that are typically more challenging for students.
Problems 1–6 Problems 7–12
65 + 15 56 + 28
65 + 16 46 + 28 NOTES ON
MULTIPLE MEANS OF
65 + 19 38 + 56
ACTION AND
48 + 33 37 + 57 EXPRESSION:
48 + 53 37 + 47 Continue to challenge advanced
students. Change some of the
38 + 63 45 + 37 expressions into number sentences
Below are some of the various methods and explanations that with missing addends or give students
some word problems to solve with
students might share:
similar numbers.

I added 20 to 46 first. I made a ten first. I added the 4 tens to 2

tens first.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.49
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 1•6

Student Debrief (10 minutes)

Lesson Objective: Add a pair of two-digit numbers

when the ones digits have a sum greater than 10 using
decomposition.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Look at Problems 1(a) and 1(b). How can
solving 1(a) help you solve 1(b)?
 Look at Problems 2(g) and 2(h). How are they
related? How could solving one help you solve
the other?
 Think about Take Out Ones in our Fluency
Practice today. How did it help you when you
were solving the more challenging problems?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that
were presented in the lesson today and plan more
effectively for future lessons. You may read the
questions aloud to the students.

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.50
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 1•6

Name Date

1. Solve and show your work.

a. b.
48 + 21 = ____ 48 + 22 = ____

c. d.
39 + 43 = ____ 48 + 34 = ____

e. f.
77 + 14 = ____ 67 + 27 = ____

g. h.
58 + 37 = ____ 68 + 29 = ____

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.51
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Problem Set 1•6

2. Solve and show your work.

a. b.
39 + 31 = ____ 58 + 23 = ____

c. d.
77 + 23 = ____ 69 + 26 = ____

e. f.
68 + 25 = ____ 45 + 37 = ____

g. h.
59 + 39 = ____ 58 + 38 = ____

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.52
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Exit Ticket 1•6

Name Date

1. Solve and show your work.

a. b.
47 + 42 = ____ 78 + 22 = ____

c.
56 + 38 = ____

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.53
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 1•6

Name Date

1. Solve and show your work.

a. b.
68 + 21 = ____ 59 + 32 = ____

c. d.
39 + 44 = ____ 58 + 36 = ____

e. f.
76 + 17 = ____ 68 + 26 = ____

g. h.
56 + 39 = ____ 58 + 29 = ____

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.54
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 14 Homework 1•6

2. Solve and show your work.

a. b.
39 + 41 = ____ 48 + 43 = ____

c. d.
87 + 13 = ____ 59 + 25 = ____

e. f.
65 + 27 = ____ 27 + 67 = ____

g. h.
49 + 39 = ____ 38 + 58 = ____

Lesson 14: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 using decomposition. 6.C.55
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 1•6

Lesson 15
Objective: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 with drawing. Recording the total below.

Suggested Lesson Structure

 Application Problem (5 minutes)

 Fluency Practice (10 minutes)
 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

There are 20 students in class. Nine students put away their

backpacks. How many more students still need to put away their
backpacks?
Note: This is a take apart with addend unknown problem type that is
set in a typical classroom context. Take note of students’ independent
choices to solve using addition or subtraction number sentences.

Fluency Practice (10 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Take Out Ones 1.OA.6, 1.NBT.4 (5 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1−M6−Lesson 1

Note: Give the appropriate Practice Set to each student. Help students become aware of their improvement.
After students complete today’s Practice Sets, ask them to stand if they tried a new level today or improved
their score from the previous day. Consider having students clap once for each person standing to celebrate
improvement.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.56
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 1•6

Take Out Ones (5 minutes)

Materials: (S) Personal white boards

Note: Taking out some ones from a two-digit number strengthens students’ ability to apply the make ten
strategy when adding two two-digit numbers.
Repeat from the previous lesson. Give students a
sequence of three related numbers at a time and have
them write number bonds on their personal boards.
Challenge early finishers to think of additional related
number bonds for each sequence. Suggested sequence:
 Take out 1: 2, 42, 72; 5, 55, 85.
 Take out 2: 7, 47, 67; 9, 69, 99.
 Take out 3: 8, 58, 78; 7, 67, 97, 107.
 Take out 4: 6, 46, 86, 106; 9, 79, 109, 119.

Concept Development (35 minutes)

Materials: (T) 10 ten-sticks (5 red, 5 yellow) (S) 5 ten-sticks, personal white board, place value chart (from
G1−M6−Lesson 3)

Students sit in the meeting area with their materials in a semi-circle formation.
T: (Write 59 + 34 = ___.) I want to show this problem with the ten-sticks. What is the total number of
tens in the first addend?
S: 5 tens.
T: (Project 5 ten-sticks onto the white board.) How many ones are in 59?
S: 9 ones.
T: (Project 9 cubes arranged in a 5-group formation
shown to the right.)
T: How many tens are in 34?
NOTES ON
S: 3 tens. MULTIPLE MEANS OF
T: Will we be adding 3 tens to the ones or to the tens? REPRESENTATION:
S: To the tens. Support students who may have
T: (Vertically align 3 ten-sticks to the 5 ten-sticks.) How difficulty lining up their numbers to add
many ones are in 34? vertically. These students may benefit
from more concrete or pictorial
S: 4 ones. supports while adding. Have them use
T: We should add them to? the place value chart more regularly
S: The ones! until they are able to line up the digits
independently.

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.57
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 1•6

T: (Vertically align 3 ones to 9 ones as shown.) Our cubes are arranged so we are ready to add. What
is 9 ones and 4 ones? Turn and talk to your partner about what I can do with the ones.
S: 13 ones.  9 needs 1 more to make ten. Take 1 from the 4. Now we have 10 and 3.
T: (Group the 9 and 1 cube on the board.) Now that we made a new ten, how many ones do we still
have?
S: 3 ones.
T: (Write 3 in the ones place.) How many tens do we have now?
Explain your thinking to your partner.
S: 9 tens.  5 tens and 3 tens is 8 tens. We also made a new
ten when we added 9 and 3, so that makes 9 tens altogether.
T: (Write 9 in the tens place.) So, what is 59 + 34? Say the
number sentence.
S: 59 + 34 = 93!
Repeat the process using the following sequence:
 49 + 35
 43 + 36
NOTES ON
 38 + 47 MULTIPLE MEANS OF
 17 + 65 REPRESENTATION:
 38 + 52 Students demonstrate a true
 38 + 62 understanding of math concepts when
they make connections and apply them
Beginning at 17 + 65, have students make quick ten drawings to in a variety of situations. By scaffolding
show their work. questioning you guide connections,
T: (Write 17 + 65 = ___.) Make a quick ten drawing to analysis, and mastery in your students.
show the first addend.
S: (Draw 1 quick ten and 7 ones.
T: (Circulate and make sure the students arrange their 7
circles in 5-groups.)
T: Let’s get ready to draw 65. Where should we draw the 6
quick tens?
S: Under the tens, right below the 1 ten from 17.
T: Where should we draw the 5 ones?
S: Under the ones, right below the 7 ones from 17.
T: Draw 65 and solve. (Circulate and support students as
needed.)

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.58
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 1•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add a pair of two-digit numbers when

the ones digits have a sum greater than 10 with drawing.
Recording the total below.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with
a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problems 2(c), 2(d), and 2(e). How can
they have the same answer but different
numbers?
 Look at Problem 1(b) or 1(d). Why is it more
efficient to add the ones first instead of the
tens?
 How does lining up the ones and tens help us
with adding?
 How is lining up the ones and tens similar and
different than using the make ten strategy to
add?
 Which is easier for you? Adding by lining up
our ones and tens or using the number bonds?
Explain your thinking.
 How did the today’s fluency activity help you solve today’s addition problems?

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.59
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 1•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.60
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up your tens with tens
and ones with ones. Write the total below your drawing.
a. b.
29 + 42 = ____ 39 + 54 = ____

c. 41 + 38 = ____ d. 58 + 24 = ____

e. 47 + 46 = ____ f. 48 +29 = ____

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.61
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Problem Set 1•6

2. Solve using quick tens and ones. Remember to line up your tens with tens and ones
with ones. Write the total below your drawing.

a. b.
49 + 22 = ____ 38 + 62 = ____

c. d.
59 + 23 = ____ 68 + 14 = ____

e. f.
46 + 36 = ____ 69 + 26 = ____

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.62
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Exit Ticket 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up your drawings and
write the total below your drawing.
a. b. 57 + 36 = ____
49 + 34 = ____

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.63
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up your tens with tens
and ones with ones. Write the total below your drawing.
a. b.
39 + 42 = ____ 48 + 36 = ____

c. 31 + 48 = ____ d. 47 + 34 = ____

e. 57 + 39 = ____ f. 58 +27 = ____

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.64
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 Homework 1•6

2. Solve using quick tens and ones. Remember to line up your tens with tens and ones
with ones. Write the total below your drawing.

a. b.
59 + 25 = ____ 48 + 42 = ____

c. d.
39 + 53 = ____ 78 + 14 = ____

e. f.
57 + 25 = ____ 69 + 27 = ____

Lesson 15: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Recording the total below. 6.C.65
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 1•6

Lesson 16
Objective: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 with drawing. Record the new ten below.

Suggested Lesson Structure

 Application Problem (5 minutes)

 Fluency Practice (13 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Fifteen students ordered pizza for lunch. Seven students brought

their lunch from home. How many fewer students brought their
lunch from home than ordered lunch?
Note: Today’s Application Problem is a compare with difference
unknown problem type. Consider altering the meal choice to match
your school’s lunch menu for the day.

Fluency Practice (13 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Coin Drop 1.NBT.5, 1.MD.3 (3 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint from G1−M5−Lesson 1

Note: Choose a Sprint based on the needs of the class.

 Core Addition Sprint
 Core Addition Sprint 2
 Core Subtraction Sprint
 Core Fluency Sprint: Totals of 5, 6, and 7
 Core Fluency Sprint: Totals of 8, 9, and 10

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.66
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 1•6

Coin Drop (3 minutes)

NOTES ON
Materials: (T) 4 dimes, 10 pennies, can MULTIPLE MEANS OF
ENGAGEMENT:
Note: In this activity, students practice adding and subtracting
After playing Coin Drop with pennies
ones and tens within 100. then dimes, mix pennies and dimes so
T: (Hold up a penny.) Name my coin. that students have to add based on the
changing value of the coin. This will
S: A penny.
challenge students and keep them
T: How much is it worth? listening for what will come next.
S: 1 cent.
T: Listen carefully as I drop coins in my can. Count along
in your minds.
Drop in some pennies and ask how much money is in the can. Take out some pennies and show them. Ask
how much money is still in the can. Continue adding and subtracting pennies for a minute. Then repeat the
activity with dimes. For the final minute, begin with some pennies in the can and add and subtract dimes.

Concept Development (32 minutes)

Materials: (T) Chart paper (S) Personal white boards with the
recording tens and ones template inserted
NOTES ON
Gather students in the meeting area with their materials.
MULTIPLE MEANS OF
T: (Write 39 + 26 = ___ on the board.) On your personal ACTION AND
board, make a quick ten drawing to solve. EXPRESSION:
S: (Solve as the teacher circulates and selects one student Giving students an opportunity to share
to share with the class.) their thinking allows students to
T: (Choose a student, Student 1, to model the drawing on evaluate their process and practice.
the board.) As Student 1 draws and explains what he English language learners will also
benefit from hearing other students
did, I’m going to stop him after every step to show how
explain their thinking.
we can record using just numbers.
S1: (Draws 39.) I drew 3 tens and 9 ones.
T: Stop! He made 3 tens, so I write 3 in the tens place. He made 9 ones, so I write the 9 in the…?
S: Ones place!
T: (Write 39.)
S1: (Draws 26 vertically aligned to 39.) I drew 2 tens and 9 ones right below so
I can add tens to tens and ones to ones.
T: Stop! Watch me as I match exactly what Student 1 did with his drawing.
(Write 26.) I’m adding the 2 tens to the 3 tens, 6 ones to the 9 ones, just
like the picture. (Draw the equal sign.)

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.67
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 1•6

S1: Then I added the ones together. 9 needs 1 from 6 to get to 10. (Frames 10.) 10 and 5 is 15.
T: Stop! Student 1 made 15 by adding 9 and 6. (Point to the digits in the
ones place.) That’s 1 ten 5 ones. Watch where I record that new ten.
(Record the new ten below the second addend in the tens place as
shown to the right.) I didn’t write the 1 ten where the answer goes yet
because I have more tens to add later. 15 is 1 ten and…?
S: 5 ones.
T: (Write 5 in the ones place.)
S1: Then I added 3 tens and 2 tens plus the 1 ten I made when I added 9
and 5. That’s 6 tens. (Writes 6 in the tens place.)
T: Ah, ha! So he added 3 tens and 2 tens (Point to the digits 3 and 2.)
plus this new ten we wrote in from 15 when we added the
ones. So 3 tens + 2 tens + 1 ten is…?
S: 6 tens. NOTES ON
T: So, what is 39 + 26? Say the number sentence. MULTIPLE MEANS OF
ACTION AND
S: 39 + 26 = 65.
EXPRESSION:
T: Let’s try some more.
Continue to challenge advanced
Continue with the following process using the suggested students. Encourage students to write
sequence as you feel your students are ready: a creative word problem to match one
of the number sentences they solved
39 + 36, 59 + 37, 28 + 43, 47 + 35, 26 + 67. today.
 Have another student model the quick ten drawings as
the teacher represents the drawings with numbers.
 Teacher draws the quick ten drawings and
MP.4 students represent the drawings with just
numbers on the place value chart.
 Students make the quick ten drawings and
represent them with just numbers side by side.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.68
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 1•6

Student Debrief (10 minutes)

Lesson Objective: Add a pair of two-digit numbers

when the ones digits have a sum greater than 10 with
drawing. Record the new ten below.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Look at page 1 of your Problem Set. What is
different about Problem 1(d) compared to the
others?
 Look at Problem 1(f). Why is there a zero in
the ones place in the answer when we added
some ones together in the problem?
 What new math notation did we use today to communicate how we added precisely?
 Do you prefer to add by lining up your tens and ones or by using the number bond to add?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.69
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up your drawings and
rewrite the number sentence vertically.
a. b.
29 + 43 = ____ 34 + 49 = ____

c. d.
45 + 39 = ____ 54 + 25 = ____

e. f.
47 + 36 = ____ 54 +46 = ____

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.70
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Problem Set 1•6

2. Solve using quick tens and ones. Remember to line up your drawings and rewrite the
number sentence vertically.

a. b.
39 + 24 = ____ 58 + 36 = ____

c. d.
55 + 37 = ____ 59 + 36 = ____

e. f.
37 + 58 = ____ 68 + 29 = ____

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.71
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Exit Ticket 1•6

Name Date

1. Solve using quick tens and ones. Remember to line up your drawings and rewrite the
number sentence vertically.

a. b.
49 + 26 = ____ 58 + 37 = ____

c. d.
55 + 37 = ____ 69 + 26 = ____

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.72
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up

your drawings and rewrite the number sentence vertically.

a. b.
39 + 45 = ____ 64 + 28 = ____

c. d.
47 + 38 = ____ 53 + 27 = ____

e. f.
38 + 48 = ____ 53 +45 = ____

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.73
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Homework 1•6

2. Solve using quick tens and ones. Remember to line up your drawings and rewrite the
number sentence vertically.

a. b.
79 + 14 = ____ 28 + 47 = ____

c. d.
58 + 33 = ____ 19 + 66 = ____

e. f.
39 + 59 = ____ 49 + 48 = ____

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.74
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 16 Template 1•6

Recording Tens and Ones Template

Lesson 16: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.75
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 1•6

Lesson 17
Objective: Add a pair of two-digit numbers when the ones digits have a
sum greater than 10 with drawing. Record the new ten below.

Suggested Lesson Structure

 Application Problem (5 minutes)

 Fluency Practice (13 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Application Problem (5 minutes)

Rose saw 14 monkeys at the zoo. She saw 5 fewer monkeys than
foxes. How many foxes did Rose see?
Note: Today’s problem is a comparison with larger unknown where
fewer suggests the wrong operation problem type. Students should
be exposed to these problems, but mastery is not expected until the
end of Grade 2.

Fluency Practice (13 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Analogous Addition Sentences 1.OA.6, 1.NBT.4 (3 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint (G1−M5−Lesson 1)

Note: Based on the needs of the class, select a Sprint from yesterday’s materials. There are several possible
options available.
1. Re-administer the Sprint from the day before.
2. Administer the next Sprint in the sequence.
3. Differentiate. Administer two different Sprints. Simply have one group do a counting activity on
the back of their Sprint while the other Sprint is corrected.

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.76
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 1•6

Analogous Addition Sentences (3 minutes)

Note: This fluency activity encourages students to use sums within 10 to solve more challenging problems.
T: Say the number sentence with the answer. 5 + 2.
S: 5 + 2 = 7.
T: 45 + 2.
S: 45 + 2 = 47.
T: 42 + 5.
S: 42 + 5 = 47.
T: 5 + 42.
S: 5 + 42 = 47.
Continue with the following suggested sequence:
4+3 6+3 5+4
84 + 3 76 + 3 95 + 4
83 + 4 73 + 6 94 + 5
4 + 83 6 + 73 5 + 94

Concept Development (32 minutes)

NOTES ON
Materials: (T) Chart paper (S) Personal white board with MULTIPLE MEANS OF
recording tens and ones template from ACTION AND
G1−M6−Lesson 16 (optional), numeral cards EXPRESSION:
Continue to challenge advanced
Students sit at their tables with their personal boards. students. After they have completed
Lesson 17’s Concept Development can be used to solidify the the Problem Set, encourage them to
learning acquired in G1–M6–Lessons 15 and 16. Three sets of write a word problem adding a pair of
two-digit numbers. Have students who
problems have been provided for students who are ready to
write a word problem trade papers to
extend their double-digit addition skills. The teaching sequence
solve each other’s problem.
from G1–M6–Lesson 16 may be used to guide instruction and
students should be encouraged to solve by using quick ten
drawings as well as the standard algorithm. Encourage students
to use place value language to describe strategies for solving.
NOTES ON
Problems 1–4 Problems 5–8 Problems 9–12
MULTIPLE MEANS
25 + 13 49 + 25 55 + 39 OF ENGAGEMENT:
29 + 13 58 + 32 36 + 57 Appropriate scaffolds help all students
feel successful. As students are
39 + 23 67 + 28 15 + 78 working, observe closely to determine
if any would benefit from one-on-one
38 + 25 67 + 26 27 + 73
problem solving assistance.

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.77
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 1•6

If time allows, have student pairs use numeral cards to generate two-digit addition problems to solve with
their partners. This will also give the teacher an opportunity to work with students who need extra support
in a small group.
 Create a tens pile (digits 0−4) and a ones pile
(digits 5−9) using numeral cards from both
players and put them face-down.
 Put the place value chart template between the
partners and add an addition sign in between the
charts.
 Partner A creates the first addend by drawing a
card from the tens and ones pile and places them
in the first place value chart.
 Partner B creates the second addend in the same
way and places them in the second place value
chart.
 Each student solves the problem with a quick ten drawing and the standard algorithm on her
personal board.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Add a pair of two-digit numbers when

the ones digits have a sum greater than 10 with drawing.
Record the new ten below.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 How can solving Problem 1(b) help you solve

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.78
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 1•6

1(c)?
 Look at your quick ten drawing for 2(d). How did
you make a new ten? Show another way to make
a new ten.
 Look at Problems 1(a) and 2(a) with a partner.
How are these problems related? How can
solving 1(a) help you solve 2(a)? Think of another
problem you could solve that is related to
Problems 1(a) and 2(a).
 Look at Problems 1(c) and 1(d). How are these
problems alike? Why is the total of 47 and 42 a
number in the 80s and the total of 47 and 45 is a
number in the 90s?
 Which addition strategy do you prefer? Explain
your thinking.
 How did today’s Analogous Addition Sentences
help you with addition during today’s lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.79
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up your tens and ones
and rewrite the number sentence vertically.

a. b.
39 + 52 = ____ 48 + 42 = ____

c. d.
47 + 42 = ____ 47 + 47 = ____

e. f.
68 + 17 = ____ 68 + 29 = ____

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.80
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 1•6

2. Solve using quick tens and ones drawings. Remember to line up your tens and ones
and rewrite the number sentence vertically.

a. b.
39 + 32 = ____ 48 + 31 = ____

c. d.
43 + 49 = ____ 57 + 38 = ____

e. f.
61 + 39 = ____ 68 + 25 = ____

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.81
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Exit Ticket 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up your tens and ones
and rewrite the number sentence vertically.

a. b.
39 + 47 = ____ 58 + 32 = ____

c. d.
49 + 44 = ____ 58 + 39 = ____

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.82
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 1•6

Name Date

1. Solve using quick tens and ones drawings. Remember to line up your tens and ones
and rewrite the number sentence vertically.

a. b.
49 + 33 = ____ 68 + 32 = ____

c. d.
36 + 43 = ____ 27 + 67 = ____

e. f.
78 + 17 = ____ 69 + 28 = ____

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.83
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Homework 1•6

2. Solve using quick tens and ones drawings. Remember to line up your tens and ones
and rewrite the number sentence vertically.

a. b.
29 + 52 = ____ 58 + 31 = ____

c. d.
73 + 26 = ____ 67 + 28 = ____

e. f.
41 + 59 = ____ 48 + 45 = ____

Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.84
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Activity Template 1•6

Numeral Cards

0 1 2 3
4 5 6 7
8 9 10 10
10 10 5 5
Lesson 17: Add a pair of two-digit numbers when the ones digits have a sum
greater than 10 with drawing. Record the new ten below. 6.C.85
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 New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Topic D
Varied Place Value Strategies for
Addition to 100
1.NBT.4

Focus Standard: 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit number and a multiple of 10, 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. Understand that in adding two-digit numbers, one adds tens and
tens, ones and ones; and sometimes it is necessary to compose a ten.
Instructional Days: 2
Coherence -Links from: G1–M4 Place Value, Comparison, Addition and Subtraction to 40
-Links to: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000

During Topic D, students discuss and compare the various place value strategies they use when adding to 100
(1.NBT.4). Students have the opportunity to explain their thinking and better understand the strategies
based on the examples and explanations of peers.
Lesson 18 has students adding a pair of two-digit numbers, such as 36 + 57, in more than one way, explaining
the similarities and differences in the methods. Students recognize that they can achieve the same accurate
sum through the varied strategies, as they decompose and recompose the numbers, attending to the tens
and ones.
Students share their preferred strategies in Lesson 19, explaining the reason they choose to use a particular
strategy for a particular set of addends. For instance, when adding 39 + 43, one student may prefer to use
the make ten strategy, decomposing 43 into 1 and 42, because adding 40 + 42 is an easy problem for her.
Another student may prefer vertically aligning the numbers to ensure that he is adding ones with ones and
then tens with tens. Students discuss questions such as, “In which number bonds do you see an easier
problem to solve? Is there another way to solve this problem? How are [the selected student]’s methods
different from or the same as your partner’s? What is a compliment you would like to give [him or her]?”

Topic D: Varied Place Value Strategies for Addition to 100

Date: 11/26/13 6.D.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic D 1 6

A Teaching Sequence Towards Mastery of Varied Place Value Strategies for Addition to 100
Objective 1: Add a pair of two-digit numbers with varied sums in the ones, and compare the results of
different recording methods.
(Lesson 18)

Objective 2: Solve and share peer strategies for adding two-digit numbers with varied sums.
(Lesson 19)

Topic D: Varied Place Value Strategies for Addition to 100

Date: 11/26/13 6.D.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 1•6

Lesson 18
Objective: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods.

Suggested Lesson Structure


Fluency Practice (13 minutes)

Application Problem (5 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Standards Check: Commutative Property 1.OA.3, 1.OA7 (5 minutes)

 Standards Check: Subtraction as Unknown Addend 1.OA.4 (8 minutes)

Standards Check: Commutative Property (5 minutes)

Materials: (S) Pair of dice, personal white board

Note: In the remaining lessons, there will be a variety of fluency activities that can be used to monitor
students’ mastery of grade level standards. Take note of any students who may need additional support or
particular standards-based activities that may be useful to include in summer practice.
This activity reviews the commutative property of addition (e.g., if 6 + 3 = 9 is
known, then 3 + 6 = 9 is also known) (1.OA.3) and requires students to
understand the meaning of the equal sign (1.OA.7).
 Assign partners.
 Both partners roll a die, and then write four addition sentences using
the rolled numbers as addends.
 Partners check each other’s work.

Standards Check: Subtraction as Unknown Addend (8 minutes)

Materials: (S) Pattern Sheet List A or B

Note: This activity provides review with converting subtraction expressions to unknown addend equations.
 Assign partners of equal ability, and give one partner List A and the other List B.

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.3
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 1•6

 Students convert the subtraction expressions on their list to addition equations with unknown
addends (e.g., for 10 – 9, the student would write 9 + ___ = 10).
 Partners exchange lists and solve.

Application Problem (5 minutes)

A farmer counted 12 bunnies in their cages in the morning. In the

afternoon he only counted 4 bunnies in their cages. How many
bunnies disappeared from their cages?
Note: Today's problem is a take away with change unknown
problem type. As G1–Topic F, which focuses on varied problem
types, approaches, begin to take note of students' strength and
weakness for specific problem types.

Concept Development (32 minutes)

Materials: (T) Student work samples (template at end of lesson), projector (S) Personal white boards

Have students sit at their tables or in the meeting area with their personal boards.
T: (Write 58 + 37 on the board.) Solve this problem. (Pause while students work. Quietly post a
second problem for early finishers.)
T: The answer is?
S: 95!
T: Take a moment to discuss your strategy or correct your work with your partner.
T: (Project work from Student A and Student B.) Let’s compare Student A’s work to Student B’s work.
What is the same and what is different about their solution strategies? Turn and talk to your
partner.
S: They both used number bonds.  Both students broke apart 37.  They both used tens to solve.
T: I have two labels. Read them to me.
S: Make a Ten First. Count On by Tens First.

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.4
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 1•6

T: Talk to your partner. Which label best describes the solution strategy of each student? Explain why.
S: Student A made the next ten first.  Student A broke 37 into 2 and 35 so he could add 2 and 58 to
make 60.  Student B counted on by tens. That’s why he broke apart 37 into 30 and 7. 58 and 30 is
88.  Student B added the tens first. I don’t think he counted on by tens, but I guess that label fits
the best.
T: (Label Student A’s work Make a New Ten First. Label Student B’s work Count On by Tens First.)
T: Can both students’ work be correct even though they used tens in different ways?
S: Yes!
T: What is a compliment you can give to each of these
students? NOTES ON
MULTIPLE MEANS OF
S: They drew correct number bonds.  Student A
showed how she made a new ten first from 58. You REPRESENTATION:
can see that in the number bond and in the first Facilitate student discussions to
MP.3 provide opportunities for
addition sentence.  Student B did a good job by
comprehension. Guide students to
breaking apart the tens from 37 so he could add 3 tens
recognize strategies that can make
to 58 first.
math easier, for example, breaking a
T: What are some ways they could improve their work? larger number into number bonds as
S: Student B could write an addition sentence that well as looking for patterns and
showed how he got 88. But maybe he did that in his structures in their work.
head.
T: (Project Student C’s work.) How did Student C solve 58
+ 37? Turn and talk to your partner.
S: He drew quick tens and ones by lining up the tens to
tens and the ones to ones.  Then he showed exactly
how he added using just the numbers.
T: (Label the work The Quick Ten Drawing – Adding Tens
to Tens and Ones to Ones.)
T: This student’s answer is 85, instead of 95 like we got.
What happened? Can we find the error in his work?
S: When he added the ones together, he
made a new ten with 8 and 2 from the
7. But when he added the tens, he
forgot about the new ten!  You can
see that when he used just the
numbers. He didn’t remember the
new ten. It’s easier to remember a
new ten when you write it in the tens
place.  There should be a total of 9
tens, not 8 tens. The answer is 9 tens
5 ones. 95.
T: Discuss with your partner. What are
some ways this student can improve his work?

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 1•6

S: He can work more carefully and realize that he made a new ten.  He can record the new ten.
Then he can catch his mistake.  The student can look at his picture to check his work.
T: Yes! It is important to record when you have made a new ten. It helps to keep track of all of your
thinking.
T: Rewrite this student’s work on your board, solving it correctly. When you’re finished, check your
work with your partner.
S: (Work with partners to solve using quick ten drawings. As students finish, teacher chooses a pair of
students to show their work on the board as the new work for Student C.)
T: (Project Student D’s work.) Let’s compare Student D’s work to Student C’s new work. What
similarities and differences do you notice? Turn and talk to your partner.
S: They look different because Student D used number bonds and three addition sentences to solve the
problem. But our new work for Student C shows quick ten drawings with lined up numbers to add
tens with tens and ones with ones.  They both added ones to ones then tens to tens! They both
added 8 and 7 and got 15. Then they added 5 tens and 3 tens to get 8 tens. Then they both added
the new ten and got 95.
T: (Write 47 + 36 on the board.) Solve a new problem. You may use any method to solve but you must
show your work.
Have students swap boards with their partner and discuss the
following:
NOTES ON
 How did your partner show her solution?
MULTIPLE MEANS
 How was her work different from your work? OF ENGAGEMENT:
 How was your work the same? Appropriate scaffolds help all students
 Give your partner a compliment on her work. feel successful. As students are
working, observe closely to determine
 Give a suggestion for how she could improve her work.
if any would benefit from one-on-one
Project three or four work samples from the class, showing each problem solving assistance.
of the methods: vertical alignment, make a new ten, count on
by tens, and add ones to ones then tens to tens using number
bonds.
T: How is the student work shown different from your partner’s work?
If time allows, have students solve 26 + 65, and then share another set of student work from the class.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.6
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 1•6

Student Debrief (10 minutes)

Lesson Objective: Add a pair of two-digit numbers with varied sums in the ones, and compare the results of
different recording methods.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 2. Which strategy, count on by
tens first or make the next ten first, would you
use to solve? Explain your choice.
 Why didn’t most of us use the make the next ten
strategy when solving Problem 1?
 The make the next ten strategy and another
strategy, too, can be used for Problem 1. Explain
why these number sentences are correct to your
partner. (Write 74 + 21 = 80 + 15, 74 + 21 = 65 +
30, and 74 + 21 = 75 + 20.)
 How can solving Problem 5 help you solve
Problem 6?
 Which strategy do you find yourself using the most? Why do you prefer that strategy?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.7
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Pattern Sheet 1•6

Name Name

Partner Partner

Example Example

Step 1: Rewrite 4 – 1 = ___ as 1 + ___ = 4. Step 1: Rewrite 4 – 1 = ___ as 1 + ___ = 4.

Step 2: Exchange papers and solve. Step 2: Exchange papers and solve.

List A List B

1. 10 – 9 1. 10 - 8

2. 10 – 8 2. 10 – 7

3. 9–8 3. 8–7

4. 9–6 4. 8–6

5. 8–6 5. 9–6

6. 7–4 6. 7–6

7. 7–5 7. 7–5

8. 8-5 8. 7-4

9. 9–5 9. 8–5

10. 9-6 10. 6-4

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Problem Set 1•6

Name Date

Use any method you prefer to solve the problems below.

1. 2.
74 + 21 = _____ 79 + 21 = _____

3. 4.
46 + 34 = _____ 58 + 34 = _____

5. 6.
35 + 14 = _____ 35 + 18 = _____

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Exit Ticket 1•6

Name Date

1. Circle the work that is correct.

In the extra space, correct the mistake in the other solution using the same
solution strategy the student tried to use.

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.10
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Homework 1•6

Name Date

Use any method you prefer to solve the problems below.

1. 2.
61 + 15 = _____ 16 + 51 = _____

3. 4.
37 + 45 = _____ 27 + 46 = _____

5. 6.
58 + 27 = _____ 38 + 48 = _____

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Template 1•6

Lesson 18: Add a pair of two-digit numbers with varied sums in the ones,
and compare the results of different recording methods. 6.D.12
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 1•6

Lesson 19
Objective: Solve and share strategies for adding two-digit numbers with
varied sums.

Suggested Lesson Structure


Fluency Practice (13 minutes)

Application Problem (5 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Standards Check: True or False Number Sentences 1.OA.7 (8 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1–M6–Lesson 1

Note: Give the appropriate Practice Set to each student. Help students become aware of their improvement.
After students do today’s Practice Sets, ask them to stand if they tried a new level today or improved their
score from the previous day. Consider having students clap for each person standing to celebrate
improvement.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Standards Check: True or False Number Sentences (8 minutes)

Materials: (S) Personal white boards

Note: Use professional judgment to determine whether students would benefit more from repeating the
previous standards check or moving on to this one. Today’s standards check reviews the meaning of the
equal sign and requires students to determine if addition and subtraction equations are true or false.
T: (Write 5 = 1 + 4.) What’s 1 + 4?
S: 5

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 1•6

T: (Write 5 = 5 directly underneath 5 = 1 + 4.) Is 5 = 1 + 4 true or false?

S: True.
T: Why?
S: Because 5 is equal to 5.  Because 5 is the same as 5!
T: Now you do the same. Rename the side of the number sentence with a plus or minus symbol as one
number.
T: (Write 7 = 3 + 5.)
S: (Write 7 = 8.)
T: Show me your boards. (Pause to see.) Is 7 = 3 + 5 true or false?
S: False.
T: Why?
S: Because 7 is not the same as 8.  Because 7 doesn’t equal 8!
T/S: (Draw a line through the equal sign to show 7 ≠ 3 + 5 and 7 ≠ 8 to record they are not true.)
As time permits, continue with the following suggested sequence:
a. 7=2+5 d. 7–2=4 g. 6+1=5+2 j. 8–5=9–4
b. 3+6=9 e. 3=8–5 h. 4+3=7+1 k. 8–6=2+4
c. 8=2+7 f. 3=9–7 i. 8–4=6–2 l. 4+5=9–3

Application Problem (5 minutes)

Ben has 16 baseball cards before a card show. After the

card show, he has 20 baseball cards. How many cards were
added to Ben’s collection?
Note: Today's problem is an add to with change unknown
problem type. As G1–M6–Topic F, which focuses on varied
word problem types, approaches, begin to take note of
students' strength and weakness for specific problem types.

Concept Development (32 minutes) NOTES ON

MULTIPLE MEANS OF
Materials: (T) Projector (S) Personal white boards ACTION AND
EXPRESSION:
Students sit at their tables next to their partner with personal Giving students an opportunity to
boards. share their thinking allows them to
evaluate their process and practice.
T: Solve 39 + 43 using any strategy we’ve learned so far. English language learners also benefit
Be ready to explain why you chose the strategy. from hearing others explain their
(Circulate and note the types of strategies being used.) thinking.
S: (Solve.)

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.14
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 1•6

T: Turn and talk to your partner, and share your work. Explain to your partner why you chose that
particular strategy. What similarities and differences do you notice between your work and your
partner’s?
S: (Explain and compare strategies.)
T: (While student pairs share their work, ask two or three students to come up and write their work on
the board. Be sure to include students who solved using different strategies.)
T: Let’s hear how our friends solved 39 + 43, and why they chose to use their particular strategy.
S: (Make the next ten strategy.) I know that 39 is really close to 40, so I took 1 from 43. I saw it as 40 +
42. That’s 82.
(Vertical alignment.) It’s quick and easy for me to add 9 and 3 and 3 tens and 4 tens. I can see which
MP.5
digits I need to add more clearly when I line up the tens to tens and ones to ones.
(Standard algorithm.) I can line up my tens and ones without using drawings.
(Adding on tens first.) I am really good at adding tens onto any number. 39 and 40 is 79. Then I
added 3 to get 82.
(Compensation.) I thought of it a different way, like a balance. 39 + 43. Add one to 39 and subtract
one from 43, so it’s 40 + 42.
As each student explains the work and shares the reasons for his or her strategy choice, have students discuss
questions such as the ones listed below:
 Is there another way to solve this problem?
 How does the number bond make it easier to add the
parts? NOTES ON
 How is Student A’s strategy different or the same as MULTIPLE MEANS
your partner’s? FOR ACTION AND
 When do you think is the best time to use the make EXPRESSION:
ten strategy? Continue to challenge advanced
 What compliment can you give him or her? students. After they have completed
the Problem Set, encourage them to
 What advice can you give him or her to make the work write a word problem to match one of
better? the number sentences. Have students
 Repeat the process possibly using the following who write word problems trade papers
suggested sequence: and try to find which number sentence
the word problem matches.
66 + 29
56 + 35
18 + 78
34 + 47

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.15
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 1•6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Solve and share strategies for adding

two-digit numbers with varied sums.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 How can solving Problem 1 help you solve
Problem 2?
 Explain how Problems 3 and 4 are related. Can
you see that they would have the same sum
without calculating the sum?
 Which strategy do you use the most? Why? Do
you study the numbers and choose a specific
strategy that work better with those numbers, or
do you always use the same strategy? Use an
example from your Problem Set to explain your
reasoning.
 Today we changed our number sentences to be
very simple. We changed 5 + 3 = 7 to 8 = 9. We
changed 4 = 3 + 1 to 4 = 4. How did that help you
see if the number sentences were true or false?

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.16
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 1•6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.17
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Problem Set 1•6

Name Date

Use the strategy you prefer to solve the problems below.

1. 2.
43 + 21 = _____ 43 + 41 = _____

3. 4.
62 + 38 = _____ 52 + 48 = _____

5. 6.
75 + 14 = _____ 75 + 16 = _____

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.18
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Problem Set 1•6

Use the strategy you prefer to solve the problems below.

7. 8.
29 + 54 = _____ 27 + 54 = _____

9. 10.
38 + 23 = _____ 58 + 36 = _____

11. 12.
49 + 19 = _____ 28 + 69 = _____

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.19
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Exit Ticket 1•6

Name Date

1. Use the strategy you prefer to solve the problems below.

a. b.
24 + 38 = _____ 24 + 48 = _____

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.20
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Homework 1•6

Name Date

Use the strategy you prefer to solve the problems below.

1. 2.
53 + 22 = _____ 23 + 52 = _____

3. 4.
76 + 14 = _____ 76 + 16 = _____

5. 6.
55 + 35 = _____ 54 + 46 = _____

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.21
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 19 Homework 1•6

Use the strategy you prefer to solve the problems below.

7. 8.
49 + 25 = _____ 59 + 45 = _____

9. 10.
37 + 37 = _____ 37 + 57 = _____

11. 12.
24 + 48 = _____ 26 + 68 = _____

Lesson 19: Solve and share strategies for adding two-digit numbers with varied
sums. 6.D.22
Date: 11/26/13
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 New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Topic E
Coins and Their Values
1.MD.3

1
Focus Standard: 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Recognize and
identify coins, their names, and their values.

Instructional Days: 5
Coherence -Links from: G1–M4 Place Value, Comparison, Addition and Subtraction to 40
-Links to: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000

Through Topic E, students learn about the four most predominant U.S. coins in
circulation, the penny, the nickel, the dime, and the quarter. Students identify and
use the coins based on their image, name, and/or value (1.MD.3).
In Lesson 20, students are introduced to the nickel, which they then use alongside
the familiar dime and penny. Students consider various ways to represent common
values. For instance, students represent a value of 10 by using 1 ten (the dime) or
10 ones (pennies), as well as the well-known decomposition of 5 + 5 (2 nickels).
Students use their background with number bonds to decompose the larger value
into the various compositions.

Lesson 21 introduces students to the quarter, which can be the most challenging
coin to learn. Students build on their understanding from Lesson 20, focusing
specifically on the value of 25. They consider how many pennies they would need
to have the same value as 1 quarter, and then trade in 2 dimes and 1 nickel or 2
dimes and 5 pennies for a quarter. Again, students use their prior work with
number bonds and place value charts to consider the various compositions.
During Lesson 22, students continue to work with all four coins. Various sequences are provided to best
match the learning needs of the class. And, in Lesson 23, students count on from any coin to create various
values.
To culminate the topic, students use dimes and pennies as representations of numbers to 120, connecting the
prior knowledge students have been developing throughout the module to the work they have been doing in
Topic E.

1
Focus on money.

Topic E: Coins and Their Values

Date: 11/26/13 6.E.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic E 1•6

A Teaching Sequence Towards Mastery of Coins and Their Values

Objective 1: Identify pennies, nickels, and dimes by their image, name, or value. Decompose the values
of nickels and dimes using pennies and nickels.
(Lesson 20)

Objective 2: Identify quarters by their image, name, or value. Decompose the value of a quarter using
pennies, nickels, and dimes.
(Lesson 21)

Objective 3: Identify varied coins by their image, name, or value. Add one cent to the value of any coin.
(Lesson 22)

Objective 4: Count on using pennies from any single coin.

(Lesson 23)

Objective 5: Use dimes and pennies as representations of numbers to 120.

(Lesson 24)

Topic E: Coins and Their Values

Date: 11/26/13 6.E.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 1 6

Lesson 20
Objective: Identify pennies, nickels, and dimes by their image, name, or
value. Decompose the values of nickels and dimes using pennies and
nickels.

Suggested Lesson Structure


Fluency Practice (15 minutes)

Application Problem (5 minutes)

Concept Development (30 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (15 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Standards Check: True or False Number Sentences 1.NBT.3 (5 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint from G1–M5–Lesson 1

Note: Choose a Sprint based on the needs of the class.

 Core Addition Sprint
 Core Addition Sprint 2
 Core Subtraction Sprint
 Core Fluency Sprint: Totals of 5, 6, and 7
 Core Fluency Sprint: Totals of 8, 9, and 10

Standards Check: True or False Number Sentences (5 minutes)

Materials: (S) Personal white board

Write a true or false number sentence. Students write a happy face on their personal boards if the number
sentence is true. If the sentence is false, students write it with the correct symbol. Notice which problem
types are difficult for them.
Use the first two columns as the suggested sequence. At each checkpoint, decide whether students are ready
for the next column or if you should continue with similar problem types. The third column is provided as a

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.3
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 1 6

possible opportunity for a few students who would really enjoy a challenge.
a. 5 > 4 e. 40 + 5 = 45 i. 9 + 7 = 10 + 6
b. 50 > 40 f. 73 = 7 + 30 j. 16 + 10 = 26 – 10
c. 57 > 75 g. 82 < 8 tens 2 ones k. 12 – 6 > 9
d. 16 < 51 h. 97 > 9 ones 7 tens l. 90 < 89 + 1
Checkpoint. Checkpoint.

Application Problem (5 minutes)

Tamra saw 10 cheetahs at the zoo. She saw 8 more leopards

than cheetahs. How many leopards did she see?
Note: Today's problem is a compare with bigger unknown
problem type. Some students may incorrectly solve the
problem because of their reliance on the term more, rather
than on their understanding of the comparison. Look at
students’ drawings to see how they made meaning of the
problem.

Concept Development (30 minutes)

Materials: (T) 10 dimes, 15 pennies, and 3 nickels (plastic or real) (S) 5 dimes, 15 pennies, 3 nickels (plastic or
real), personal white board; (optional) spinner template, paper clip, pencil

Gather students in the meeting area with their materials.

T: (Lay out or project 1 dime.) What is the name of this coin?
S: A dime.
T: What is the value of one dime?
S: 10 cents!
T: Take out your dime and show it to me. (Wait as students take it out. On chart paper, record the
dime using a circle with the number 10 in it.)
T: I want a number of pennies to equal the value of a dime. How many pennies would I need?
S: 10 pennies!
T: Why would I need 10 pennies to have 1 dime?
S: Pennies are worth 1 cent. You need 10 pennies to
make 10 cents.  A dime is the same as 10 pennies.
T: So, 1 dime (point to dime on chart paper) is equal to 10
pennies. Count the pennies for me as I draw, and
when we get to 10, don’t say 10 pennies but…
S: 1 dime!
T: Count as I point.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.4
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 1 6

S: 1 penny, 2 pennies, 3 pennies, …9 pennies, 1 dime.

T: (Hold up or project a nickel.) Two of these together
have the same value as a dime. (Create a number
bond with the coins, as shown to the right. Record the
number bond, leaving out the value of the nickels.)
T: What is the value of this coin? Turn and talk with a
partner, and make a number bond to show your
thinking. Tell your partner how you know. (Wait as
students discuss.) NOTES ON
MULTIPLE MEANS OF
T: What is the value?
REPRESENTATION:
S: 5 cents! (After students show boards, add the value 5
Make sure both parts are the same
to the two number bond parts.)
number in the students’ number
T: How do you know? bonds. Since they are both the same
S: The number bond needs the same number for both kind of coin, the two parts must be the
parts. So it must be 2 fives to make 10.  It’s like a same value.
doubles fact. 5 + 5 = 10, so they must be five cents
each.  I have nickels at home. I know they are worth
5 cents.
T: This coin is called a nickel. Find all the nickels in your
bag. (Wait as students identify the nickels.)
T: Sort the rest of your coins into piles so we can easily
get what we need for today’s lesson. Put each pile on
your personal board and write the name and value of
the coin under the pile. (Wait as students sort dimes,
pennies, and nickels.)
T: What is one of the ways we made 10 cents?
S: We made 10 cents with 10 pennies.  We made 10 cents with 1 dime.  We made 10 cents with
2 nickels.  We made 10 cents with a nickel (5 cents) and 5 pennies (1 cent each).
T: (Display 2 nickels.) Two nickels is 10 cents. How many cents will I have when I put down 1 more
nickel? (Wait as students determine the answer. Have them turn and talk as necessary.)
S: 15 cents!
T: Work with a partner to make 15 cents in different
ways. (Wait and listen as students lay out coins to NOTES ON
make 15 cents.) MULTIPLE MEANS OF
T: How did you make 15 cents? REPRESENTATION:
If students struggle to generate
S: We used 15 pennies. Pennies are worth 1 cent. 15
combinations of coins, guide students
pennies is 15 cents.  We used 1 dime and 5 pennies.
through trading pennies for a nickel or
That’s 1 ten and 5 ones.  We did like you did. We a dime using questions such as, “How
got 3 nickels.  We used 1 dime and 1 nickel to make many pennies would we need to trade
15, since it’s 10 and 5.  We used 2 nickels and 5 for a nickel? Do we have enough to do
pennies. The two nickels make 10, and then 5 more this?”
pennies makes 15. (As each student shares, record

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.5
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 1 6

their combinations on the chart paper.)

Use the following suggested sequence, asking students to work with a partner to create a coin combination
that has the given value. Record the combinations for each value on chart paper.
 6 cents
 11 cents
 16 cents
 20 cents
After students have successfully shown ways to make the above totals, provide the following riddles.
T: (Project or write 2 + 3.) I want to use 1 coin to represent the total of 2 + 3. Which coin would I use?
Tell a partner.
T: Which coin could represent the total of 2 + 3?
S: A nickel!
T: How do you know?
S: 2 + 3 = 5.  A nickel has a value of 5 cents.
Repeat the process with the following examples:
 1 coin to represent the total of 6 + 4
 1 coin to represent the total of 5 + 1 + 4
 1 coin to represent the total of 1 + 0 or the value of 6 – 5.
 1 coin to represent the total of 4 + 1
 2 coins to represent the total of 17 + 3
 2 coins to represent the total of 2 + 8
If time permits, partners may play Coin Trade. The object of the game is to
continue to trade coins, always having 10 cents.
Directions: Each player has 10 pennies and the spinner with a paper clip
and pencil.
 Partner A spins the spinner.
 Partner A trades pennies for the coin landed on. (For instance, if
the student lands on a nickel, he trades 5 pennies for 1 nickel. If
he lands on a dime, he trades 10 pennies for 1 dime. If he lands on
a penny, he trades a penny for a penny.)
 Partner B takes a turn.
 The person with the most pennies at the end of the game is the
winner.
As play continues, students might land on the coins they already have, such as landing on a penny when they
have 10 pennies. Students may trade one of their pennies for a new penny. Play the game for about five
minutes.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.6
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 1 6

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Identify pennies, nickels, and dimes by

their image, name, or value. Decompose the values of
nickels and dimes using pennies and nickels.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 1. What parts of the picture of
each coin help you identify it?
 Look at Problem 4. Share your solutions. Are
there only two ways to make 10 cents with your
coins? How many different ways can we make 10
cents using our coins?
 If you had to carry around 10 cents all day, which
combination of coins would you want to carry?
Why?
 Which coin was new to us today? (Nickel.)
Describe the coin in as many ways as you can.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.7
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 1 6

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.8
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Problem Set 1•6

Name Date

1. Use the word bank to label the coin. The front and back of the coin is shown.

penny

nickel

dime

a. _____________ b. _____________ c. _____________

2. Draw more pennies to show the value of each coin.

a. 1

b.

3. Kim has 5 cents in her hand. Cross off (x) the hand that cannot be Kim’s.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.9
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Problem Set 1•6

4. Anton has 10 cents in his pocket. One of his coins is a nickel. Draw coins to show
two different ways he could have ten cents with the coins he has in his pocket.

5. Emi says she has more money than Kiana. Is she correct? Why or why not?

Emi’s Money Kiana’s Money

Emi is correct / not correct because _____________________________________

_________________________________________________________________

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.10
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Exit Ticket 1•6

Name Date

1. Match the pennies to the coin with the same value.

a.

b.

2. Ben has 10 cents. He has 1 nickel. Draw more coin(s) to show what other coins he
might have.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.11
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 1•6

Name Date

1. Match.

penny

nickel

dime

2. Cross off some pennies so the remaining pennies show the value of the coin to their
left.

a.

b.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.12
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Homework 1•6

3. Maria has 5 cents in her pocket. Draw coins to show two different ways she could
have 5 cents.

4. Solve. Draw a line to match the number sentence with the coin (or coins) that give
the answer.

a. 10 cents + 10 cents = _____ cents

b. 10 cents - 5 cents = _____ cents

c. 20 cents - 10 cents = _____ cents

d. 9 cents – 8 cents = _____ cent

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.13
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 20 Template 1•6

Spinner: Each group or set of partners needs 1 circle from this page. See image for use with pencil
and paper clip.

Lesson 20: Identify pennies, nickels, and dimes by their image, name, or value.
Decompose the values of nickels and dimes using pennies and nickels. 6.E.14
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 1•6

Lesson 21
Objective: Identify quarters by their image, name, or value. Decompose
the value of a quarter using pennies, nickels, and dimes.

Suggested Lesson Structure


Fluency Practice (10 minutes)

Application Problem (5 minutes)

Concept Development (35 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint (G1–M5–Lesson 1)

Note: Based on the needs of the class, select a Sprint from yesterday’s materials. There are several possible
options available.
1. Re-administer the Sprint from the day before.
2. Administer the next Sprint in the sequence.
3. Differentiate. Administer two different Sprints. Simply have one group do a counting activity on
the back of their Sprint while the other Sprint is corrected.

Application Problem (5 minutes)

Willie saw 11 monkeys at the zoo. He saw 4 fewer monkeys than

tigers. How many tigers did he see at the zoo?
Note: Today's problem is a compare with bigger unknown where the
problem suggests the wrong operation. Students are expected to have
worked with these problems in Grade 1, but mastery is not expected until
the end of Grade 2. Consider scaffolding such as, “Set up your tape
diagram to first show the same number of monkeys and tigers. Which
animal did Willie see more of, monkeys or tigers? Add another section of
tape (the more tape) to the tigers. How many more tigers than monkeys did Willie see?”

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.15
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 1•6

Concept Development (35 minutes)

Materials: (T) 4 quarters, 5 dimes, 5 nickels, 25 pennies (plastic or real), chart paper (S) 1 quarter, 3 dimes, 3
nickels, 15 pennies (plastic or real), 1 six-sided die per set of partners, Problem Set

Note: Prepare the chart shown to the right prior to the lesson.
Gather students in the meeting area with their coins. Hold the Problem
Set to the side.
T: Sort your coins into piles like we did yesterday so that we can
find the coins we want more quickly. (Wait as students sort
coins.)
T: Put your finger on one dime. What is the value of one dime?
S: 10 cents!
T: Put your finger on one penny. What is the value of one penny?
S: 1 cent!
T: Put your finger on one nickel. What is the value of one nickel?
S: 5 cents!
T: What is the unit for each of these coins?
S: Cents!
T: You have 1 new coin. Pick up the new coin. Look at it closely and describe what you notice about
this coin.
S: It’s bigger than the other coins.  It has bumpy edges, like the dime. The penny and the nickel have
smooth edges.  There is an eagle on this one.  This one has a state’s name on it!
T: This coin is called a quarter. Let’s all say quarter.
S: Quarter!
T: Some quarters have different images on the back. Many have eagles on them, but others have
different pictures and names of the states on them. (Show a few different images of quarters.) But
no matter what, a quarter has a value of 25 cents.
T: Let’s use our coins to make 25 cents in different ways and record them on our chart.
T: How many pennies make 25 cents?
S: 25 pennies!
T: Count out 25 pennies. Please arrange them in 5-groups. I’ll give you about one minute.
T: To draw 1 penny we make a circle and write the value of the coin on it. (Demonstrate.) What is the
value of 1 penny?
S: 1 cent.
T: Here is your chart. (Distribute Problem Set to students.)
T: Quickly draw one penny and show me your work. (Check work.) Now you have about one minute to
draw 25 pennies in the first row of the Problem Set. Use the 5-group way.
T: How many tens do you see?

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.16
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 1•6

S: 2!
T: How many ones do you see?
S: 25!
T: How many ones are not grouped in a ten?
S: 5
T: Go down one row. What coins do we want to use to make 25 cents now?
S: Dimes and pennies!
T: Look at your 25 pennies without touching them. What is a way to trade to make 25 cents with dimes
and pennies? Talk to your partner.
S: I can trade 10 pennies for 1 dime.  I can trade 20 pennies for 2 dimes.  I could put 2 dimes and
5 pennies.  I can put 1 dime and 15 pennies.
T: Go ahead and change pennies for dimes. Put the dimes where the pennies used to be. (Allow time
MP.4 for students to work.)
T: To draw 1 dime we make a circle and write the value of the dime on it. What is the value of 1 dime?
S: 10 cents.
T: What will you draw on the circle to show a dime?
S: 10. NOTES ON
T: Record one way you used dimes and pennies to make MULTIPLE MEANS OF
25 cents. ENGAGEMENT:
T: Which was simpler, drawing 25 pennies or the dimes To immerse students in coins more
and pennies? fully, consider a classroom economy
S: The dimes and pennies! program for the duration of the year.
Provide students with plastic or real
T: If you are ready to do the rest of the problems on your coins for completing their classroom
own in the chart, you may return to your desk with tasks. The money earned can be
your coins and Problem Set. I will continue working pooled towards a class goal, or used
here on the carpet with those who want to work individually in a class store.
together.
Continue the process, emphasizing systematic trading, and inviting alternate ways to use the coins indicated.
Close by returning to the quarter.
T:How many quarters make 25 cents?
S:1! NOTES ON
T:(Write 1 before quarter, draw a circle, and write 25 MULTIPLE MEANS OF
within it on the last row of the Problem Set). EXPRESSION:
T: What is the easiest coin to use to show 25 cents? For students that need visual
reminders of the names and values of
S: A quarter!
the coins, hang chart paper with the
T: Take a moment to review with your partner all the name, value, and image of each coin.
ways that you showed that have the same value as a
quarter.
On a rainy day, engage students in a game of 25 Cents. The object of the game is to be the first player to
exchange their money for 1 quarter.

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.17
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 1•6

 Put coins in a pot in the middle.

 Player A rolls die and takes that number of
pennies.
 Player B rolls die and does the same.
 On each turn, players roll the die, add the
additional pennies, and exchange their pennies
for larger coins if possible. For instance, if Player
A has 6 pennies, she may trade 5 pennies for 1
nickel. If Player B has 1 nickel and 5 pennies, he
may trade the coins for 1 dime.
 Play continues until a player can exchange their
coins for 1 quarter, explaining that they have 25
cents.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Identify quarters by their image, name,

or value. Decompose the value of a quarter using pennies,
nickels, and dimes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 4. How many more nickels did
you need to make 25 cents than you needed to
make 10 cents?

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.18
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 1•6

 What attributes of the coins help you recognize each?

 What is the name of the coin that has a value of 25 cents? (Quarter.)
 Where do you see quarters? What coins could you use to buy a snack that costs 55 cents?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.19
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Problem Set 1•6

Name Date

1. Use different coin combinations to make 25 cents.

____ pennies

____ dimes

____ pennies

____ dimes

____ nickels

____ nickels

____ pennies

____ nickels

____ quarter

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.20
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Problem Set 1•6

pennies nickels dimes quarters

2. Use the word bank to label the coins.

a. ______________ b. _____________ c. _____________ d. ____________

3. Draw different coins to show the value of the coin shown.

4. Match the coin combinations to the coin with the same value.

a.

b.

c.

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.21
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Exit Ticket 1•6

Name Date

Use the word bank to write the names of the coins. dime nickel penny quarter

a. ______________ b. _____________ c. _____________ d. ____________

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.22
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 1•6

Name Date

1. Use the word bank to label the coins.

dime nickel penny quarter

a. ___________ b. _____________ c. _____________ d. ____________

2. Write the value of each coin.

a. The value of one dime is _______ cent(s).
b. The value of one penny is _______ cent(s).
c. The value of one nickel is _______ cent(s).
d. The value of one quarter is _______ cent(s).

3. Your mom said she will give you 1 nickel or 1 quarter. Which would you take, and
why?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.23
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 21 Homework 1•6

4. Lee has 25 cents in his piggy bank. Which coin or coins could be in his bank?
a. Draw to show the coins that could be in Lee’s bank.

b. Draw a different set of coins that could be in Lee’s bank.

Lesson 21: Identify quarters by their image, name, or value. Decompose the value
of a quarter using pennies, nickels, and dimes. 6.E.24
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 1 6

Lesson 22
Objective: Identify varied coins by their image, name, or value. Add one
cent to the value of any coin.

Suggested Lesson Structure


Fluency Practice (13 minutes)

Application Problem (5 minutes)

Concept Development (32 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Standards Check: Addition Within 20 1.OA.6 (8 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1–M6–Lesson 1

Note: Give the appropriate Practice Set to each student. Students who completed all questions correctly on
their most recent Practice Set should be given the next level of difficulty. All other students should try to
improve their scores on their current levels.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Standards Check: Addition within 20 (8 minutes)

Materials: (S) Personal white boards

Note: This fluency activity shows which strategies students are using to add within 20. Students may show
their work with a number bond, the arrow way, multi-step equations, or listing numbers to show how to
count on.
Write the following list of strategies:
1. Count all.
2. Count on.

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.25
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 1 6

3. Make ten.
4. Use a doubles fact.
5. Use a helper problem (e.g., to solve 15 + 3, add 5 and 3 first).
Say an addition expression. Students use their personal boards to solve. Choose students who used different
strategies to share what they did, or instruct students to share their strategies with a partner.
Suggested sequence:
 9 + 2, 3 + 9, 2 + 8 + 2
 5 + 6, 7 + 6, 4 + 4 + 6
 15 + 1, 3 + 16
 13 + 4, 12 + 7

Application Problem (5 minutes)

Peter has 6 more red pencils than blue pencils. He has 8 blue pencils.
How many red pencils does he have?
Note: Today's problem is a compare with bigger unknown problem
type. Because yesterday’s Application Problem suggested an incorrect
operation, students may expect the same experience with today’s
problem. Encourage students to read through the entire problem,
checking that their drawing and solution make sense for all sentences
in the story problem. Having students check their work helps them to
become better problem solvers. Be sure to point this out.

Concept Development (32 minutes)

Materials: (T) 5–10 different quarters (e.g., various commemorative quarters), 5 dimes, 5 nickels (possibly
with different images), 20 pennies, 1 dollar coin if available (real or plastic), projector
(S) 1 quarter, 2–5 dimes, 3–5 nickels, 10–20 pennies (real or plastic), 1 six-sided die, spinner
template (G1–M6–Lesson 20), paper clip, pencil per pair, personal white boards

Gather students in the meeting area with their materials.

Distribute 1 or 2 coins to each student as they come to the NOTES ON
meeting area. MULTIPLE MEANS OF
T: I had all of these coins at home. Tell your partner the ENGAGEMENT:
name and value of the coin(s) you have. Explain how If you have started a classroom
you know what coin it is. (Wait as students share. You economy, use students’ coins to have
might have them pass their coin to the right until each them identify the image, name, and
student has had a chance to identify all the major value of coins. Allow students to trade
coins.) their pennies (or nickels) for larger
coins if they have enough to do so.

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.26
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 1 6

T:
Let’s sort them into piles of the same coin. (Call out each coin. Students holding that type of coin
place their coins in a common pile in the middle of the group.)
T: (Point to the pennies.) What kind of coins are these?
S: Pennies!
T: What is the value of 1 penny?
S: 1 cent!
T: (Push forward 1 nickel.) What is the name of this coin?
S: It’s a nickel.
T: What is its value?
S: 5 cents.
T: Use a complete sentence. A nickel’s value is…?
S: A nickel’s value is 5 cents.
T: (Push 1 penny next to the nickel.) If I have 1 nickel and
1 penny, how many cents do I have altogether?
S: 6 cents!
T: How do you know?
MP.4
S: 5 + 1 = 6.  5 cents plus one more cent is 6 cents.
T: (Draw 1 nickel and 1 penny on chart paper, including
their individual value and their total value, as shown at
right.) NOTES ON
Repeat the process, first with 1 dime and 1 penny, and then MULTIPLE MEANS OF
with 1 quarter and 1 penny. Finally, push forward the dollar ENGAGEMENT:
coin. Engage students in a home-hunt for
T: (Push forward 1 dollar coin.) Does anyone know the quarters, pennies, and nickels with
name of this coin? various images. When students bring
in their findings, have them sort and
S: It’s a dollar coin! (If students do not know, introduce
name the coin and its value. Encourage
this as a dollar coin.)
students to share interesting
T: A dollar coin is worth 100 cents! observations.
S: (Push 1 penny next to the dollar coin.) If I have 1 dollar
coin whose value is 100 cents and 1 penny, how many
cents do I have altogether?
S: 101 cents!
T: (Add dollar coin and penny to chart paper, including
their individual value and their total value.)
Based on students’ ability to identify the name, value, and
image of each coin, choose one of the games played during the
past two days. To practice coin values of dime, nickel, and
penny, play Coin Trade. To practice adding on coins as well as
trading coins, play 25 Cents.

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.27
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 1 6

Coin Trade
If students are ready, include the quarter and use the new spinner at the end of this lesson.
Each player has 10 pennies (or 25 pennies if using the new spinner).
 Partner A spins the spinner.
 Partner A trades pennies for the coin selected. (For instance, if she lands on a nickel, she trades 5
pennies for 1 nickel. If she lands on a dime, she trades 10 pennies for 1 dime. If she lands on a
quarter, she trades all coins for 1 quarter.)
 Partner B takes a turn.
 The person with the most pennies at the end of the game is the winner.
As play continues, students might land on the coins they already have, such as landing on a penny when they
have 10 pennies. Students may trade one of their pennies for a new penny. Play the game for about five
minutes.

25 Cents
For students who are ready for greater challenges, you can choose to make the goal 50 cents or 100 cents.
 Put 25 pennies in a pot in the middle.
 Player A rolls die and takes that number of pennies.
 Player B rolls die and does the same.
 On each turn, players roll the die, add the additional pennies, and exchange their pennies for larger
coins if possible. For instance, if Player A has 6 pennies, he may trade 5 pennies for 1 nickel. If
Player B has 1 nickel and 5 pennies, she may trade the coins for 1 dime.
 Play continues until a player can exchange his coins for 1 quarter, explaining that he has 25 cents.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Identify varied coins by their image, name, or value. Add one cent to the value of any coin.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.28
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 1 6

 Look at Problem 2. What other combinations of

coins could you use to have the same value as a
quarter? As a dime? As a nickel?
 Look at Problem 3. What are some ways to tell a
nickel from a quarter?
 Create other problems like those in Problem 5.
Who can identify the coin with the same value?
 What new coin did we see today? (Dollar coin.)
Have you seen the dollar coin before? Where
have you seen or used it?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.29
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Problem Set 1•6

Name Date

1. Use the word bank to label the coins. quarter dime nickel penny

a. ____________ b. ____________ c. ____________ d. ____________

2. Match the coin combinations to the coin on the right with the same value.

a.

b.

c.

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.30
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Problem Set 1•6

3. Tamra has 25 cents in her hand. Cross off (x) the hand that cannot be Tamra’s.

4. Ben thinks he has more money than Peter. Is he correct? Why or why not?

Ben’s Money Peter’s Money

Ben is ________________ because _____________________________________

_________________________________________________________________

5. Solve. Match each statement to the coin that shows

the value of the answer.

a. 5 pennies = _____ cents

b. 6 cents + 4 cents = _____ cents

c. 1 quarter = _____ cents

d. 6 cents – 5 cents = _____ cent

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.31
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Exit Ticket 1•6

Name Date

Draw a line to match each coin to its correct name.

dime

nickel

penny

quarter

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.32
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Homework 1•6

Name Date

1. Match the label to the correct coins and write the value. There will be more than
one match for each coin name.

a. nickel

cents

b. dime

cents

c. quarter

cents

d. penny

cent

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.33
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Homework 1•6

2. Lee has one coin in his pocket and Pedro has 3 coins. Pedro has more money than
Lee. Draw a picture to show the coins each boy might have.

Lee’s pocket Pedro’s pocket

3. Bailey has 4 coins in her pocket and Ingrid has 4 coins. Ingrid has more money than
Bailey. Draw a picture to show the coins each girl might have.

Bailey’s pocket Ingrid’s pocket

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.34
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 22 Template 1•6

Coin Spinner with Quarter

Lesson 22: Identify varied coins by their image, name, or value. Add one cent to
the value of any coin. 6.E.35
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 1•6

Lesson 23
Objective: Count on using pennies from any single coin.

Suggested Lesson Structure

 Fluency Practice (13 minutes)

 Application Problem (5 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Standards Check: Subtraction Within 20 1.OA.6 (8 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1–M6–Lesson 1

Note: Give the appropriate Practice Set to each student. Students who completed all questions correctly on
their most recent Practice Set should be given the next level of difficulty. All other students should try to
improve their scores on their current levels.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Standards Check: Subtraction within 20 (8 minutes)

Materials: (S) Personal white boards

Note: This fluency activity shows which strategies students are using to add within 20. Students may show
their work with a number bond, the arrow way, multi-step equations, or listing numbers to show how to
count on.
Write the following list of strategies:
1. Count on or back.
2. Think of the addition problem.
3. Take from ten.

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.36

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 1•6

4. Use place value and a helper problem.

Say an addition expression. Students use their personal white board to solve. Choose students who used
different strategies to share what they did, or instruct students to share their strategies with a partner.
Suggested sequence:
 15 – 1, 18 – 2
 18 – 4, 19 – 7
 12 – 3, 11 – 2
 15 – 9, 17 – 8
 16 – 14, 18 – 15

Application Problem (5 minutes)

Peter has 8 more green crayons than yellow crayons. Peter has
10 green crayons. How many yellow crayons does Peter have?
Note: Today's problem is a compare with smaller unknown
where the problem suggests the wrong operation. Students are
expected to have worked with these problems in Grade 1, but
mastery is not expected until the end of Grade 2. Consider
scaffolding such as, “Set up your tape diagram to first show the
same number of green crayons and yellow crayons. Does Peter
have more green crayons or yellow crayons? Add another
section of tape (the more tape) to the green crayons. How
many more green crayons does he have than yellow crayons?”

Concept Development (32 minutes)

Materials: (T) 1 quarter, 3–5 dimes, 2–4 nickels, 15 pennies (plastic or real), projector (S) 1 quarter, 3–5
dimes, 2–5 nickels, 25 pennies (plastic or real), 1 six-sided die per pair of students

Gather students in the meeting area with personal boards. Coins and dice are not needed until students play
the game towards the end of the Concept Development.
T: (Project 1 quarter.) What is the name of this coin?
S: A quarter!
T: What is its value?
S: 25 cents.
T: (Add 1 penny to the quarter being projected.) How much money is shown now?
S: 26 cents!
T: How do you know?
S: You added one penny. That’s one cent more.

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.37

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 1•6

T: What is 1 quarter plus 1 penny, a quarpenny? No such thing! But we can add their values! Let’s try.
T: Tell me an addition sentence that puts together the value of the quarter and the value of the penny.
S: 25 + 1 = 26.
T: Tell me an addition sentence that puts together the value of a dime and the value of 3 pennies.
S: 10 + 3 = 13.
T: So a dime and 3 pennies would be how much money?
S: 13 cents.
T: Try some more!
Repeat the process by projecting the following sequence of coins:
 1 quarter, add 3 pennies
 3 dimes, add 6 pennies
(Use 5-group formation to show the 6 pennies. Discuss NOTES ON
why the 5-group formation helps you know the total MULTIPLE MEANS OF
amount of pennies without counting.) EXPRESSION:
 1 nickel, add 4 pennies Some students may have difficulty
keeping track of counted and
 4 pennies and 1 nickel uncounted coins. Invite students to
(Have students explain which coins they counted first place their own coins out to match the
and why. Accept both preferences.) teacher set of coins. Using these coins,
Practice counting on pennies using the following sequence: students may rearrange the coins or
slide the coins over as they count.
 3 pennies, 1 nickel
 3 pennies, 1 quarter
 4 pennies, 1 quarter
T: (Show 1 penny, 1 dime, 4 pennies.) How can we group
these to make it easier to count?
S: Put all the pennies together!
T: Great! Which will we be starting with, the dime or the pennies?
S: The dime!
T: That is just easier, I agree. So let’s move all the
pennies together and place them after the dime.
(Move first penny next to 4 pennies.)
NOTES ON
T: Tell me an addition sentence that puts together the
value of a dime, the value of 4 pennies, and the value MULTIPLE MEANS OF
of 1 penny. ENGAGEMENT:
Have students who may have difficulty
S: 10 + 4 + 1 = 15.
keeping track of their total coin value
Continue to practice counting on pennies, regardless of the between turns use their personal white
order of the coins using the following sequence: board to keep track of their totals as
they play.
 2 pennies, 1 dime, 2 pennies
 2 pennies, 1 quarter, 3 pennies

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.38

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 1•6

 1 quarter, 7 pennies
(Be sure to use the 5-group formation when presenting the 7 pennies. Discuss how the formation
can help students use the make ten strategy to add.)
If time permits, have partners play First to 50 Cents (a version of Coin Exchange). The objective of the game is
to be the first player with 50 cents.

First to 50 Cents
Players A and B begin with 1 quarter.
1. Player A rolls the die and adds that many pennies to the quarter.
2. Player B rolls the die and adds that many pennies to the quarter.
3. Players continue to take turns until someone has at least 50 cents, trading pennies for nickels or
dimes. No player who has 25 pennies can win!
Players might trade pennies for nickels, dimes, and finally, a quarter, as they play.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Count on using pennies from any single

coin.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 2. How do 5-group formations
help you count coins quickly?

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.39

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 1•6

 Three dimes and 1 dime is 4 dimes. Three

pennies and 1 penny is 4 pennies. Why is it that 3
dimes and 1 penny don’t equal 4 cents? What do
we need to do in order to add dimes and pennies
together? What is our label, or unit, to add 3
dimes and 1 penny in a number sentence? (30
cents + 1 cent = 31 cents. We change the unit to
cents, so that they have the same unit, which can
be added together.)
 Look at Problem 2(b). How many cents are
there? Look at Problem 2(c). How many cents
are there? Why is the value of 2(c) greater than
the value of 2(b), even though 2(b) has more
coins?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively
for future lessons. You may read the questions aloud to
the students.

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.40

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Problem Set 1•6

Name Date

1. Add pennies to show the written amount.

8 cents

30 cents

10 cents

18 cents

2. Write the value of each group of coins.

a.

_____ cents

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.41

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Problem Set 1•6

b.

_____ cents

c.

_____ cents

d.

_____ cents

e.

_____ cents

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.42

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Exit Ticket 1•6

Name Date

1. Add pennies to show the written amount.

9 cents

29 cents

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.43

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Homework 1•6

Name Date

1. Add pennies to show the written amount.

15 cents

28 cents

22 cents

32 cents

2. Write the value of each group of coins.

a.

_____ cents

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.44

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 23 Homework 1•6

b.

_____ cents

c.

_____ cents

d.

_____ cents

e.

_____ cents

Lesson 23: Count on using pennies from any single coin.

Date: 11/26/13 6.E.45

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 1•6

Lesson 24
Objective: Use dimes and pennies as representations of numbers to 120.

Suggested Lesson Structure

 Fluency Practice (13 minutes)

 Application Problem (5 minutes)
 Concept Development (32 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Standards Check: Place Value 1.NBT.2 (3 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint from G1–M5–Lesson 1

Note: Choose a Sprint based on the needs of the class.

 Core Addition Sprint
 Core Addition Sprint 2
 Core Subtraction Sprint
 Core Fluency Sprint: Totals of 5, 6, and 7
 Core Fluency Sprint: Totals of 8, 9, and 10

Standards Check: Place Value (3 minutes)

Materials: (T/S) Personal white boards

Note: This activity monitors students’ understanding of place value.

Write a number on your personal board, but do not show students.
T: My number has 1 ten and 3 ones. What’s my number?
S: 13.
T: (Show the board.) What’s the value of this 1? (Pause, then snap.)
S: 10.

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.46

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 1•6

T: What’s the value of this 3? (Pause, then snap.)

S: 3.
Repeat with the following suggested sequence: 22, 27, 66, 63, 36, 90, and 99. Alternate saying the number in
the ones place first and saying the number in the tens place first. For the last minute, write a two-digit
number and ask students to write the value of one of the digits on their personal boards.
T: (Show 53.) Write the value of the 5.
S: (Write 50.)

Application Problem (5 minutes)

There are 8 eggs in the carton. The carton can

hold 12 eggs. How many more eggs will fit in
the carton?
Note: Today's problem is a put together with
addend unknown problem type where students
are looking for a missing part. A single bar is
effective, especially since we are talking about
one carton of eggs that looks like a single tape.
However, some students may want to model the problem with two bars, in a sense comparing the given part
with the known total. This does make sense, especially considering they have been working with comparison
problems recently. Both solutions are modeled.

Concept Development (32 minutes)

Materials: (T) 12 dimes, 10 pennies (plastic or real), projector (S) 12 dimes, 10 pennies (plastic or real),
personal white board

Students begin lesson at their desks or tables, seated next to their partner with all materials.
T: (Write 80 on the board.) Use your coins to represent this number. Draw a matching place value
chart on your personal board.
S: (Use 8 dimes. Some may use 7 dimes and 10 pennies, which is considered correct as long as the
student’s place value chart matches his chosen representation.)
T: If I used only dimes to represent 80, how many dimes would I need?
S: 8 dimes!
T: How many tens in 80?
S: 8 tens!
Repeat the process with the following suggested sequence: 50, 68, 82.
T: (Write 90 on the board.) Use your coins to represent this number. Draw a matching place value
chart on your personal board.

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.47

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 1•6

S: (Use 9 dimes.)
T: If I used only dimes to represent 90, how many dimes would I need?
S: 9 dimes!
T: How many tens in 90?
S: 9 tens!
T: (Write 92 on the board.) Use your coins to represent this number. Draw a matching place value
chart on your personal board.
S: (Use 9 dimes and 2 pennies.)
T: How many dimes would I need?
S: 9 dimes!
T: How many pennies?
S: 2 pennies!
T: How many tens and how many ones is this?
S: 9 tens and 2 ones.
T: (Write 100 on the board.) How many tens are in 100? Use your dimes to show 100 cents. (Wait as
students count out 10 dimes.)
S: (Show 10 dimes.)
T: How many dimes did we use to make 100 cents?
S: 10 dimes!
T: How many tens do you have?
S: 10 tens.
T: (Next to 100, add a place value chart showing 10 tens.)
T: Do we need any additional pennies?
S: No.
T: (Write 0 in the ones place on the place value chart.)
T: (Point to the place value chart.) 10 tens 0 ones is…?
S: 100.
T: Let’s add 1 more dime. (Wait as students add 1 dime to their
collection.) How many dimes do you have now?
S: 11 dimes!
T: Draw a place value chart on your personal white board to show 11 tens
0 ones. (Wait as students show this.)
MP.4 T: (Write 100 + 10 on the board.) We added ten cents to one hundred
cents. How many cents do we have now?
S: 110 cents.
T: How many tens in 110 cents?
S: 11 tens!

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.48

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 1•6

T: Let’s add 1 more dime. (Wait as students add 1 dime to their collection.) How many dimes do you
have now?
S: 12 dimes!
T: Draw a place value chart on your personal white board
to show 12 tens 0 ones. (Wait as students show this.)
NOTES ON
T: (Write 100 + 20 on the board.) We had 100 cents.
MULTIPLE MEANS OF
Then we added 2 more dimes for 20 more cents. How
REPRESENTATION:
many cents do we have now?
Some students may have difficulty
S: 120 cents.
determining the value of coins when
T: Look at your dimes. How many tens in 120 cents? two different coins are used. Have
S: 12 tens! them count one type of coin at a time
and use their personal white boards to
Note: Some students may be familiar with the value of a dollar help them keep track of what they
and may bring up that 100 cents is 1 dollar or that 120 cents is have counted.
$1.20. Let them know they are correct, but refocus them back
to the number of tens (dimes) and ones (pennies), as that is the
focus of this lesson.
Project the following sequences of coins, and have students determine their total value:
 4 dimes, 8 pennies
 4 dimes, 10 pennies
NOTES ON
 4 dimes, 12 pennies MULTIPLE MEANS OF
 5 pennies, 6 dimes ENGAGEMENT:
 15 pennies, 6 dimes Continue to challenge advanced
 10 dimes, 10 pennies students. As an extension to the
lesson, add 2 or 4 nickels to the
If students need more practice or support representing the sequence to the left and have students
numbers or the coins, continue presenting more two-digit share their strategy to solve. They may
numbers. count the nickels as nickels, count the
nickels together as a ten, or ask to
If students demonstrate strong skills in representing numbers to
exchange two nickels for one dime.
120 using dimes and pennies, connect their understanding with
their addition work from Topics C and D as shown below:
T: (Write 52 on the board.) Partner A, use your coins to represent this number using as many dimes as
you can.
T: (Write 20 on the board.) Partner B, use your coins to represent this number using as many dimes as
you can.
T: (Add an addition symbol between the numbers to create an expression.) Add your coins together.
How much do you have? (Wait as students add coins.)
S: 72 cents!
T: On your personal board, solve 52 + 20. (Wait as students solve.) How did you solve this problem?

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.49

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 1•6

S: I lined up my numbers and added the ones with

ones and the tens with tens. There were only 2
ones. 5 tens + 2 tens is 7 tens. The total is 72. 
I did the same thing. It’s just like adding the
dimes with the dimes. There were 2 pennies.
Then 5 dimes plus 2 dimes was 7 dimes. That
makes 72 cents!  I added 2 tens. 52, 62, 72.
 That’s like counting on the dimes.
Repeat the process using the following suggested
sequence: 52 + 24, 59 + 30, 59 + 31, 59 + 34. As students
share their solution strategies, ask them to make
connections between their coins and their written
notation. What similarities do they notice? What number
bonds do they see represented by the coin combinations?

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Use dimes and pennies as

representations of numbers to 120.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
You may choose to use any combination of the questions
below to lead the discussion.
 Look at Problem 2(a). How did you determine
which set of 8 would make 80 cents? What is the
value of the other set? How would a place value

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.50

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 1•6

chart for 8 pennies look compared to the place value chart for 8 dimes?
 Look at Problem 2(b). What is the value of the set that does not equal 100 cents? How would you
show this value in a place value chart?
 Look at Problem 3. What is another way to show 58 cents?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 24: Use dimes and pennies as representations of numbers to 120.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Problem Set 1•6

Name Date

1. Find the value of each set of coins. Complete the place value chart to match.
Write an addition sentence to add the value of the dimes and the value of the
pennies.

a.

___________________________

b.

_________________________

c.

_________________________

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.52

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Problem Set 1•6

2. Check the set that shows the correct amount. Fill in the place value chart to match.

a. 80 cents

b. 100 cents

3. Draw 58 cents using dimes and pennies. Fill in the place value chart.

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.53

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Exit Ticket 1•6

Name Date

1. Find the value of the set of coins. Complete the place value chart to match.
Write an addition sentence to add the value of the dimes and the value of the
pennies.

Lesson 24: Use dimes and pennies as representations of numbers to 120.

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Homework 1•6

Name Date

1. Find the value of each set of coins. Complete the place value chart.
Write an addition sentence to add the value of the dimes and the value of the
pennies.

a.

___________________________

b.

___________________________

c.

_________________________

Lesson 24: Use dimes and pennies as representations of numbers to 120.

Date: 11/26/13 6.E.55

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 24 Homework 1•6

2. Check the set that shows the correct amount. Fill in the place value chart to match.

110 cents

3. a. Draw 79 cents using dimes and pennies. Fill in the place value chart to match.

b. Draw 118 cents using dimes and pennies. Fill in the place value chart to match.

Lesson 24: Use dimes and pennies as representations of numbers to 120.

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 New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Topic F
Varied Problem Types Within 20
1.OA.1

Focus Standard: 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns
in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem. (See CCLS Glossary, Table 1.)
Instructional Days: 3
Coherence -Links from: G1–M4 Place Value, Comparison, Addition and Subtraction to 40
G1–M3 Ordering and Comparing Length Measurements as Numbers
-Links to: G2–M7 Problem Solving with Length, Money, and Data

Topic F provides students the opportunity to focus on solving various problem types and learn from their
peers’ strategies.
Lessons 25 and 26 focus on the most challenging Grade 1 problem types: compare with bigger unknown and
compare with smaller unknown (1.OA.1). Students continue to strengthen their ability to recognize compare
problem types and solve for unknowns in varied positions. They also work with problem types that suggest
the incorrect operation, such as, “Shanika went down the slide 15 times. She went down 3 more times than
Fran. How many times did Fran go down the slide?” While students do not need to master this problem type
in Grade 1, exposure to these problems can support students’ long-term success. During Lesson 26, students
are provided more time to practice the various problem types and to learn to persevere in problem solving.
Students then practice all of the problem types they have encountered throughout the year in Lesson 27.
They discuss their methods for solving the problems and explain their work, including such questions as,
“How does Student A’s work help her solve the problem? How does Student B’s work help him solve the
problem? What compliment can we give Student A? What might Student A do to improve her work? What
do you notice about your own work after looking at Student A’s and Student B’s work?”

Topic F: Varied Problem Types Within 20

Date: 11/26/13 6.F.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Topic F 1•6

A Teaching Sequence Towards Mastery of Varied Problem Types Within 20

Objective 1: Solve compare with bigger or smaller unknown problem types.
(Lessons 25–26)

Objective 2: Share and critique peer strategies for solving problems of varied types.
(Lesson 27)

Topic F: Varied Problem Types Within 20

Date: 11/26/13 6.F.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 1•6

Lesson 25
Objective: Solve compare with bigger or smaller unknown problem types.

Suggested Lesson Structure

 Fluency Practice (15 minutes)

 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (15 minutes)

 Grade 1 Core Fluency Sprint 1.OA.6 (10 minutes)

 Standards Check: Add and Subtract Tens 1.NBT.4, 1.NBT.5 (5 minutes)

Grade 1 Core Fluency Sprint (10 minutes)

Materials: (S) Core Fluency Sprint (G1–M5–Lesson 1)

Note: Based on the needs of your class, select a Sprint from yesterday’s materials. There are several possible
options available.
1. Re-administer the Sprint from the day before.
2. Administer the next Sprint in the sequence.
3. Differentiate. Administer two different Sprints. Simply have one group do a counting activity on
the back of their Sprint while the other Sprint is corrected.

Standards Check: Add and Subtract Tens (5 minutes)

Materials: (S) Personal white boards

Note: This fluency activity monitors students’ ability to add and subtract tens. All students must be able to
find ten more or less than a number mentally.
T: What’s ten more than 25?
S: 35.
T: Write the number sentence.
S: (Write 25 + 10 = 35.)
T: What’s ten less than 25?
S: 15.

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.3

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 1•6

T: Write the number sentence.

S: (Write 25 – 10 = 15.)
T: Prove it. Draw quick tens and ones.
S: (Draw.)
Repeat with the suggested problem types. Alternate directing students to prove it with a number sentence, a
number bond, or quick tens and ones. Include opportunities for students to prove a subtraction problem with
an addition sentence (e.g., prove 10 less than 60 is 50 by writing 50 + 10 = 60).
 Mentally calculate 10 more/less than any two-digit number.
 Add and subtract multiples of 10 from multiples of 10, (e.g., 90 – 20; 40 + 50)
 Calculate multiples of 10 more than any two-digit number (e.g., 37 + 40).

Concept Development (35 minutes)

Materials: (T) Chart paper (S) Personal white boards

Note: As students approach each problem, give them the opportunity to persevere and make sense of the
problem on their own before intervening. When you feel support is necessary, encourage the student to slow
MP.1
down and read each sentence carefully. During the Student Debrief, recognize the students who have been
successful at persevering.
Students sit in the meeting area or at their tables with their personal white boards.

Problems 1 and 2: Compare with bigger and smaller unknown problem types with more or fewer suggesting
the correct operation.
T: Let’s read our story together.
S/T: Ben played 9 songs on his banjo. Lee played 3 more
songs than Ben. How many songs did Lee play?
T: On your personal board, draw and then write a
number sentence to match the story. (Circulate and
observe students’ solutions.)
S: (Draw and solve.)
T: (Choose a student who made a double tape diagram.)
Tell us how you drew your tape diagram.
S: First, I made Ben’s and Lee’s tapes to be equal but I know that’s not true. Lee played 3 more songs.
So I drew a more tape next to Lee’s tape and wrote a 3 in it. Then I put 9 in Ben’s tape. I know Lee’s
first tape is 9 because it’s the same size as Ben’s tape. Lee’s tape is now 9 and 3. That’s 12 songs.
T: Excellent! What number sentence did we use to match the story?
S: 9 + 3 = 12.
T: What does the nine describe in the story and in our model? (Point.)
S: Ben’s songs.
T: The three? (Point.)

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.4

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 1•6

S: The extra songs Lee played.  The 3 more songs of Lee.

T: The 12? (Point.)
S: How many songs Lee played.
T: Give me a statement answering the question.
S: Lee played 12 songs.
Repeat the process using the problem given below:
Nikil hopped on one leg 15 times in a row. Kim hopped 4 fewer
times. How many times did Kim hop on one leg?

Problem 3: Compare with smaller unknown problem type with

more suggesting the incorrect operation.
T: Let’s read our next story problem together.
S/T: Shanika went down the slide 15 times. She went down
3 more times than Fran. How many times did Fran go
down the slide?
T: Let’s draw a double tape diagram since we need to find
out how many times Fran went down the slide.
T: (Write S and F and draw same size tapes as shown to
the right.) We need to first ask ourselves what?
S: Who has more?
T: Yes! Read the story again carefully. (Wait.) Who has
more? Who went down the slide more times?
S: Shanika!
T: (Draw a more tape next to Shanika’s first tape.) How many more?
S: 3 more!
T: (Write 3 in the more tape.) Let’s go back to the story and read the first sentence.
S/T: Shanika went down the slide 15 times.
T: Where should we put the 15? Turn and talk to your partner.
S: We can put it in the first part of Shanika’s tape.
T: Who agrees? Who disagrees? (Choose a student who disagrees.) Tell us why. (Demonstrate as the
student explains.)
S: If we put 15 in the first part of her tape, then it will show that Shanika went down the slide 18 times
because her tape will show 15 and 3.
T: You’re correct. That does not match the first sentence of our story problem, so where would we
write 15?
S: Draw the arms to include both parts of Shanika’s tape. The whole tape is 15!
T: (Demonstrate.) Yes! That makes sense! Let’s read the second sentence.
S/T: She went down 3 more times than Fran.
T: Did we take care of that in our drawing? How?

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.5

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 1•6

S: Yes! We added a more tape for Shanika and wrote 3 inside.

T: Let’s read the last sentence.
S/T: How many times did Fran go down the slide?
T: Fran’s tape gets the question mark since that’s the unknown. Turn and talk to your partner about
how you can solve Fran’s amount.
S: We know that the first part of Shanika’s tape is equal to Fran’s tape, so we can just figure out
Shanika’s first part.  That’s easy to do. We know the total is 15 and one part is 3. 15 – 3 gives us
the other part. It’s 12!  Shanika’s first part is 12, so Fran’s tape must be 12, too!
T: So how many times did Fran go down the slide?
S: 12 times!
T: Take a moment to match the story to the model with your partner.
T: (Allow students sharing time.) What number sentence can we use to match this problem?
S: 15 – 3 = 12.
T: Tell your partner what each number in the sentence is telling about in the story and then tell a
statement that answers the question.
S: (Discuss referents.) Shanika went down the slide 12 times.
Repeat the process using the problem below:
Martha picked up 15 rocks on the beach. She picked up 8 more than Peter. How many rocks did Peter pick
up at the beach?

Problem 4: Compare with bigger unknown problem type with fewer suggesting the incorrect operation.
T: Let’s read the next story.
S/T: Anton caught 10 fireflies. He caught 7 fewer fireflies
than Julio. How many fireflies did Julio catch?
T: Set up your tape diagram so it shows who the
characters are. Make your tapes so they start out
having the same amount.
S: (Draw two same-size tapes with labels A and J as
shown to the right.)
T: I love how you made each boy have equal size tapes.
But is this true?
NOTES ON
S: No!
MULTIPLE MEANS FOR
T: We have to ask…? ACTION AND
S: Who has more! EXPRESSION:
T: Okay! Read carefully and find out who has more. Then If students struggle with word
add the more tape in your drawing. problems, consider using either smaller
S: (Develop tape diagram as the teacher circulates and numbers or encouraging students to
include circle representations for the
gives support to students.)
objects and then draw rectangles
T: (Select a student who showed 7 more for Julio.) around the circles to create the tape
diagrams.

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.6

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 1•6

S: I know that Julio has 7 more because the story said Anton caught 7 fewer fireflies, so I gave Julio the
more tape and wrote 7 inside.
T: Excellent. Now that we have our tape diagram all set up, let’s read the first sentence.
S/T: Anton caught 10 fireflies.
T: Decide where this information will go in your tape diagram.
S: (Write 10 in Anton’s tape.)
T: Read the next sentence.
S: He caught 7 fewer fireflies than Julio.
T: Check your tape diagram. Did we include this
information correctly?
S: Yes! NOTES ON
T: Explain to your partner how you showed this in your MULTIPLE MEANS OF
tape diagram. REPRESENTATION:
S: Anton caught 7 fewer fireflies, so that means Julio Some students may find it helpful to
caught 7 more. We added the “more” tape to Julio’s use linking cubes to represent the
problems. Students can use different
first tape.
color linking cubes for each part being
T: How many fireflies did Julio catch? Where does the represented, and then draw the tape
question mark for the unknown go? diagrams to match their concrete
representations.
S: All of Julio’s tape!  Draw arms to include both parts.
T: How many fireflies did Julio catch? Go ahead and
solve. Turn and talk to your partner about how you got
your answer.
S: (Solve and discuss.)
T: How did you find your answer?
S: I know that Julio’s first part is the same as Anton’s tape. That’s 10. Julio had 7 more. So 10 + 7 = 17.
Julio caught 17 fireflies!
T: Excellent work. I’m especially proud of how carefully you read to find out who had more in every
story.
Repeat the process using:
Darnel has 13 baseball cards. He has 4 fewer than Willie. How many baseball cards does Willie have?

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.7

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 1•6

Student Debrief (10 minutes)

Lesson Objective: Solve compare with bigger or smaller

unknown problem types.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson. You may choose to use any combination of the
questions below to lead the discussion.
 How was setting up your tape diagram for
Problem 4 different from Problem 5?
 Why is it easier to use a double tape diagram
when we are comparing amounts?
 Why is it important to read every part of the
story problem carefully? Give an example using
your problem set or from today’s lesson.
 Sometimes going slower when we do math means
we are getting smarter. Find an example from
your work today when you slowed down to get a
problem correct.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help you assess
the students’ understanding of the concepts that were
presented in the lesson today and plan more effectively for
future lessons. You may read the questions aloud to the
students.

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.8

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Problem Set 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the
story.
1. Kiana wrote 3 poems. She wrote 7 fewer than her sister Emi. How many poems did
Emi write?

2. Maria used 14 beads to make a bracelet. Maria used 4 more beads than Kim. How
many beads did Kim use to make her bracelet?

3. Peter drew 19 rocket ships. Rose drew 5 fewer rocket ships than Peter. How many
rocket ships did Rose draw?

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.9

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Problem Set 1•6

4. During the summer Ben watched 9 movies. Lee watched 4 more movies than Ben.
How many movies did Lee watch?

5. Anton’s family packed 10 suitcases for vacation. Anton’s family packed 3 more
suitcases than Fatima’s family. How many suitcases did Fatima’s family pack?

6. Willie painted 9 fewer pictures than Julio. Julio painted 16 pictures. How many
pictures did Willie paint?

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.10

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Exit Ticket 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Willie splashed in 7 more puddles after the rainstorm than Julio. Willie splashed in
11 puddles. How many puddles did Julio splash in after the rainstorm?

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.11

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Homework 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Julio listened to 7 songs on the radio. Lee listened to 3 more songs than Julio. How
many songs did Lee listen to?

2. Shanika caught 14 ladybugs. She caught 4 more ladybugs than Willie. How many
ladybugs did Willie catch?

3. Rose packed 3 more boxes than her sister to move to their new house. Her sister
packed 11 boxes. How many boxes did Rose pack?

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.12

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 25 Homework 1•6

4. Tamra decorated 13 cookies. Tamra decorated 2 fewer cookies than Emi. How
many cookies did Emi decorate?

5. Rose’s brother hit 12 tennis balls. Rose hit 6 fewer tennis balls than her brother.
How many tennis balls did Rose hit?

6. With his camera, Darnel took 5 more pictures than Kiana. He took 13 pictures.
How many pictures did Kiana take?

Lesson 25: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.13

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 1•6

Lesson 26
Objective: Solve compare with bigger or smaller unknown problem types.

Suggested Lesson Structure

 Fluency Practice (15 minutes)

 Concept Development (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (15 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Standards Check: Time 1.MD.3 (5 minutes)
 Fluency Favorite or Standards Review (5 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1–M6–Lesson 1

Note: Give the appropriate Practice Set to each student. Students who completed all questions correctly on
their most recent Practice Set should be given the next level of difficulty. All other students should try to
improve their scores on their current levels.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Standards Check: Time (5 minutes)

Materials: (T/S) Personal white boards with time template

Note: This review fluency provides an opportunity to monitor which students can tell and write time in hours
and half hours. When students draw hands for times to the half hour, make sure the hour hand is
approximately halfway between the numbers.

T: Draw hands on the template’s analog clock to show times to the hour and half hour.
S: (Write the time on the digital clock, and fill in the appropriate sentence frame.)
T: Write times to the hour and half hour on the digital clock.
S: (Draw the hands on the analog clock, and fill in the appropriate sentence frame.)

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.14

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 1•6

Fluency Favorite or Standards Review (5 minutes)

If needed, repeat one of the Standards Check fluency activities. If not, select a class favorite fluency activity
or begin the Concept Development.

Concept Development (35 minutes)

Materials: (S) Problem Set

Note: By working with double tape diagrams as related to the varying comparison problem types, students
have a way to approach any comparison problem.
 How do we set up our story as a tape diagram?
 Read carefully and determine who has more.
 Is every part of the story represented in your tape diagram?

Suggested Delivery of Instruction for Solving Word Problems

1. Model the problem, calculate, and write a statement.
Choose two pairs of students to work on chart paper while the NOTES ON
others work independently or in pairs at their seats. Review the MULTIPLE MEANS OF
following questions before beginning the first problem: REPRESENTATION:
Encourage students who have difficulty
 How do we set up our story into a double tape moving to the tape diagram
diagram? representation as the position of the
 Read carefully. Who has more? unknown changes to draw a number
 Is every part of the story represented in your tape bond as part of their work. Some
students more easily relate to the tape
diagram?
diagram through its similarities with
As students work, circulate and support. Some students may number bonds.
MP.1 feel stuck and struggle with choosing the appropriate method to
use. Encourage and support them in learning to persevere and
make sense of the problems.
NOTES ON
After three minutes, have the two pairs of students share their MULTIPLE MEANS
labeled diagrams. Allow students to briefly question their peers OF ACTION AND
until it is agreed the diagrams or drawings represent the story
EXPRESSION:
correctly. Then, give everyone two to three minutes to finish
If students do not have experience with
work on that question. All students should write their
a context such as the one used in
equations and statements of the answer.
Problem 2, act out the problem with a
few student volunteers before having
2. Assess the solution for reasonableness. the class begin to draw and solve the
Give all students one to two minutes to assess and explain the problem.
reasonableness of their solution to a partner. For about one
minute, have the demonstrating students receive and respond to feedback and questions from their peers.

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.15

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 1•6

3. As a class, notice the ways the drawing depicts the

story and the solution.
Ask questions to help students recognize how each part of
their diagram matches the story and solution. This will
help students begin to see how the same process can help
them solve varying word problems. Keep at least one
chart paper sample of each solution for reference later in
the lesson.

Problem 1 (Compare with difference unknown.)

Tony is reading a book with 16 pages. Maria is reading a
book with 10 pages. How much longer is Tony’s book?
Note: After the students have explained their tape
diagram and solution accurately, point to sections of the
tape diagram and ask the class questions such as, “What
does this part represent? How do you know?”
For the next five problems have only the students at the
board share their work, so that students have time to
work through and discuss all six problems. Choose one or
two probing questions similar that will support student
development as needed.

Problem 2 (Compare with bigger unknown.)

Shanika built a block tower using 14 blocks. Tamra built a
tower by using 5 more blocks than Shanika. How many
blocks did Tamra use to build her tower?
Note: For many children, Problem 2 will be more
challenging to solve than Problem 1, because one of the
sets being compared (Tamra’s) has a missing part. Some
students may quickly find an accurate solution from adding
the two numbers (14 + 5) but may not demonstrate
understanding in their drawing.

Problem 3 (Compare with difference unknown.)

Darnel walked for 10 minutes to get to Kiana’s house. The
next day, Kiana took a shortcut and walked to Darnel’s
house in 8 minutes. How much shorter in time was Kiana’s
walk?
Note: Problem 3 brings students back to a compare with
difference unknown problem type, which they should be
gaining confidence in solving. Celebrate the strategies
students are using to achieve such successes as a motivator to continue persevering at problems they initially

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.16

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 1•6

find challenging.

Problem 4 (Compare with smaller unknown.)

Lee read 16 pages in a book. Kim read 4 fewer pages in her book. How many pages did Kim read?
Note: Students sometimes struggle with the term fewer, making Problem 4 more challenging. Using
relatively small differences (such as 4) can support students in visualizing the problem and learning the
vocabulary.

Problem 5 (Compare with bigger unknown. More or fewer suggest the incorrect operation.)
Nikil’s soccer team has 13 players. Nikil has 2 fewer players on his team than Rose’s team. How many players
are on Rose’s team?
Note: Problem 5 is challenging because fewer than suggests the incorrect operation. Similar to Problem 4,
the small difference between the two team sizes (2 players) is intentionally selected to support students in
working with this challenging problem type.

Problem 6 (Compare with smaller unknown. More or fewer suggest the incorrect operation.)
After dinner, Darnel washed 15 spoons. He washed 9 more spoons than forks. How many forks did Darnel
wash?
Note: Problem 6 uses more than, but students must subtract to find the number of forks that were washed.
As a final problem, notice that the difference between the two sets being compared is 9, a much larger
difference than used in the previous two problems.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students solve these problems using the RDW approach
used for Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Solve compare with bigger or smaller unknown problem types.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the questions below to lead the discussion.
 Look at Problem 1. What did you draw? How did your drawing help you solve the problem?
 Look at Problem 3. How is your drawing similar or different from the drawing you made for Problem

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.17

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 1•6

1?
 Look at Problem 4. How was setting up your drawing similar to Problem 5? Explain your thinking.
 Why is it important to read the stories carefully? When you see the words more than, does it always
mean you have to add to find your solution? Use examples from your Problem Set to support your
thinking.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.18

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the
story.
1. Tony is reading a book with 16 pages. Maria is reading a book that has 10 pages.
How much longer is Tony’s book than Maria’s book?

2. Shanika built a block tower using 14 blocks. Tamra built a tower by using 5 more
blocks than Shanika. How many blocks did Tamra use to build her tower?

3. Darnel walked 10 minutes to get to Kiana’s house. The next day, Kiana took a
shortcut and walked to Darnel’s house in 8 minutes. How much shorter in time was
Kiana’s walk?

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.19

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Problem Set 1•6

4. Lee read 16 pages in a book. Kim read 4 fewer pages in her book. How many pages
did Kim read?

5. Nikil’s soccer team has 13 players. Nikil has 4 fewer players on his team than Rose’s
team. How many players are on Rose’s team?

6. After dinner, Darnel washed 15 spoons. He washed 9 more spoons than forks. How
many forks did Darnel wash?

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.20

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Exit Ticket 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Maria jumped off the diving board into the pool 3 fewer times than Emi. Maria
jumped off the diving board 14 times. How many times did Emi jump off the diving
board?

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.21

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Fatima walks 15 blocks home from school. Ben walks 8 blocks. How much longer is
Fatima’s walk home from school than Ben’s?

2. Maria bought a basket with 13 strawberries in it. Darnel bought a basket with 4
more strawberries than Maria. How many strawberries did Darnel’s basket have in
it?

3. Tamra has 5 books checked out from the library. Kim has 11 books checked out
from the library. How many fewer books does Tamra have checked out than Kim?

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.22

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Homework 1•6

4. Kiana picked 12 apples from the tree. She picked 6 fewer apples than Willie. How
many apples did Willie pick from the tree?

5. During recess, Emi found 16 rocks. She found 5 more rocks than Peter. How many
rocks did Peter find?

6. The first grade football team has 12 players. The first grade team has 6 fewer
players than the second grade team. How many players are on the second grade
team?

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.23

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 26 Template 1•6

:
It is ___ o’clock. It is half past ___.

Lesson 26: Solve compare with bigger or smaller unknown problem types.
Date: 11/26/13 6.F.24

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 1•6

Lesson 27
Objective: Share and critique peer strategies for solving problems of varied
types.

Suggested Lesson Structure

 Fluency Practice (13 minutes)

 Concept Development (37 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (13 minutes)

 Core Fluency Differentiated Practice Sets 1.OA.6 (5 minutes)

 Standards Check: Shapes 1.G.1, 1.G.2 (8 minutes)

Core Fluency Differentiated Practice Sets (5 minutes)

Materials: (S) Core Fluency Practice Sets from G1–M6–Lesson 1

Note: Give the appropriate Practice Set to each student. Help students become aware of their improvement.
After students do today’s Practice Sets, ask them to stand if they tried a new level today or improved their
score from the previous day. Consider having students clap once for each person standing to celebrate
improvement.
Students complete as many problems as they can in 90 seconds. Assign a counting pattern and start number
for early finishers, or have them practice make ten addition or subtraction on the back of their papers.
Collect and correct any Practice Sets completed within the allotted time.

Standards Check: Shapes (8 minutes)

Materials: (T) Two-dimensional shape flashcards, three-dimensional objects used in G1–M5–Lesson 3
(S) Personal white boards with shapes template

Note: This activity reviews the attributes and names of two-dimensional and three-dimensional shapes.
Remember that a square is also a rectangle and a rhombus, and a cube is also a rectangular prism.
1. Invite students to look at their templates and read the names of the two-dimensional shapes and
attributes with you. Show a shape card or object. Students circle the name(s) of the shape and
complete the attributes section. Repeat for all two-dimensional shapes.
2. Invite students to look at their templates and read the names of the three-dimensional shapes

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.25

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 1•6

and attributes with you. Show a three-dimensional object. Students circle the name(s) of the
shape and complete the attributes section. Repeat for all two-dimensional shapes.
3. Show two- or three-dimensional shapes. Ask students to circle the other shapes that could be
used, if any, to create them.

Concept Development (37 minutes)

Materials: (T) Chart paper (S) Problem Set

Students sit at the tables next to their partner with their materials.
Note: In today’s lesson, students work on their Problem Set and solve varied problem types they
encountered throughout the year. Selected pairs of students then discuss their methods for solving the
problems and explain their work. After they share, the whole class participates in a discussion as students
make comments and suggestions and ask each other questions.
 How does your work or tape diagram help you solve the problem?
 A compliment I could give you is….
MP.3  A question I have for you is….
 One way you might improve your work would be….
 Let’s look for similarities and differences in our drawings and strategies.

Suggested Delivery of Instruction for Sharing and Critiquing Peer Strategies

1. Solve varied problem types using the RDW process.
For each story problem, invite two pairs of students to model NOTES ON
their work on chart paper while the others work independently MULTIPLE MEANS OF
or in pairs. Choose new pairs for each problem and consider ENGAGEMENT:
selecting students who use varied strategies for solving.
Observe levels of student
As students work, circulate and provide support. Some understanding and select the most
students may feel stuck and struggle with picking the appropriate problem type to focus on
appropriate method or choosing between a single or a double during today’s Concept Development.
tape diagram to use. Encourage and support them in learning
to persevere and make sense of the problems.

2. In partnerships, share and critique peer strategies.

Give students one to two minutes to explain their methods of solving and how they found their solution with
their partners or with another pair of students.

3. As a class and with partners, share and critique peer strategies.

For Problems 1 and 2, share and critique peer strategies as a class. For about one minute, have the
demonstrating students share their methods and explain their work. The rest of the class may raise
questions, and the presenters respond to feedback and questions from their peers. For the remaining

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.26

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 1•6

problems, have students share and critique with their partner using the chart with question frames. Finally,
all students return to their work and make improvements.

Problem 1 (Add to with change unknown.)

Nine letters came in the mail on Monday. Some more letters NOTES ON
were delivered on Tuesday. Then there were 13 letters. How MULTIPLE MEANS
many letters were delivered on Tuesday? OF ACTION AND
EXPRESSION:
Note: Students have worked with this problem type throughout
If students struggle with computation,
the year. Some students may use addition to solve while others
use smaller numbers or numbers that
use subtraction. It is important to see that different operations are close together so students can
can be used as long as the story problem has been analyzed focus on how to interpret and solve
accurately. different problem types.

Problem 2 (Take apart with addend unknown.)

Ben and Tamra found a total of 18 seeds in their watermelon slices. Ben found 7 seeds in his slice. How many
seeds did Tamra find?
Note: Like Problem 1, students may solve using addition or subtraction. Larger numbers are used within the
problem, which may also promote conversation about place value as students discuss their solution
strategies.

Problem 3 (Add to with start unknown.)

Some children were playing on the playground. Eight children came to join, and now there are 14 children.
How many children were on the playground in the beginning?
Note: Problem 3 is challenging because it begins with an unknown. If you are noticing that both members of
a partnership are struggling, remind them to read the story one sentence at a time and check that their
drawing represents each sentence. Students might use concrete manipulatives and then draw after they
understand the relationships within the problem.

Problem 4 (Compare with difference unknown.)

Willie walked for 7 minutes. Peter walked for 14 minutes. How much shorter in time was Willie’s walk?
Note: This problem challenges students to notice that they are working with a comparison problem type.

Problem 5 (Compare with bigger unknown.)

Emi saw 12 ants walking in a row. Fran saw 6 more ants than Emi. How many ants did Fran see?

Note: Students must recognize that the second sentence in this story problem only gives part of the necessary
information to determine how many ants Fran saw. Support students with questions such as, “Who are the
characters? Who saw more ants? What can you draw?”

Problem 6 (Compare with smaller unknown)

Shanika has 13 cents in her front pocket. She has 8 fewer cents in her back pocket. How many cents does

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.27

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 1•6

Shanika have in her back pocket?

Note: Problem 6 presents some of the same challenges as Problem 5, this time using the term fewer. Support
students with questions such as, “Are you comparing or are you putting together? What are you comparing?
What can you draw?”

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.

Student Debrief (10 minutes)

Lesson Objective: Share and critique peer strategies for

solving problems of varied types.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
You may choose to use any combination of the
questions below to lead the discussion.
 Which problems did you and your partner find
challenging today? How did your discussion
help you to solve the problem or to improve
your strategies for solving the problem?
 What were some of the similarities in the way
you and your partner drew and solved the
problems? What were some of the
differences?
 How did seeing your partner’s work help
improve your own work? Show your
improvement to the class.

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.28

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 1•6

 What compliments did you give your partner about her work? Show the class an example of your
partner’s work.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.29

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Problem Set 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.

1. Nine letters came in the mail on Monday. Some more letters were delivered on
Tuesday. Then there were 13 letters. How many letters were delivered on
Tuesday?

2. Ben and Tamra found a total of 18 seeds in their watermelon slices. Ben found 7
seeds in his slice. How many seeds did Tamra find?

3. Some children were playing on the playground. Eight children came to join, and now
there are 14 children. How many children were on the playground in the beginning?

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.30

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Problem Set 1•6

4. Willie went for a walk for 7 minutes. Peter went for a walk for 14 minutes. How
much shorter in time was Willie’s walk?

5. Emi saw 12 ants walking in a row. Fran saw 6 more ants than Emi. How many ants
did Fran see?

6. Shanika has 13 cents in her front pocket. She has 8 fewer cents in her back pocket.
How many cents does Shanika have in her back pocket?

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.31

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Exit Ticket 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the
story.
1. Emi tried on 8 fewer costumes than Nikil. Emi tried on 4 costumes. How many
costumes did Nikil try on?

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.32

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Homework 1•6

Name Date

Read the word problem.

Draw a tape diagram or double tape diagram and label.
Write a number sentence and a statement that matches the story.
1. Eight students lined up to go to art. Some more lined up to go to music. Then there
were 12 students in line. How many students lined up to go to music?

2. Peter rode his bike 5 blocks. Rose rode her bike 13 blocks. How much shorter was
Peter’s ride?

3. Lee and Anton collected 16 leaves on their walk. Nine of the leaves were Lee’s. How
many leaves were Anton’s?

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.33

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Homework 1•6

4. The team counted 11 soccer balls inside the net. They counted 5 fewer soccer balls
outside of the net. How many soccer balls were outside of the net?

5. Julio saw 14 cars drive by his house. Julio saw 6 more cars than Shanika. How many
cars did Shanika see?

6. Some students were eating lunch. Four students joined them. Now there are 17
students eating lunch. How many students were eating lunch in the beginning?

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.34

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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 27 Template 1•6

2-D SHAPES 3-D SHAPES

circle sphere

triangle cone

rectangle cylinder

rhombus rectangular prism

square cube

trapezoid

hexagon

____ corners ____ corners

____ square corners ____ faces
____ sides ____ straight edges
Are all sides the same length? Are all faces the same shape?
yes no yes no

Lesson 27: Share and critique peer strategies for solving problems of varied types.
Date: 11/26/13 6.F.35

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 New York State Common Core

1
GRADE
Mathematics Curriculum
GRADE 1 • MODULE 6

Topic G
Culminating Experiences
Focus Standard: Topic G is a celebration of students’ learning over the course of the year. Focus
Standards are not applicable.
Instructional Days: 3
Coherence -Links from: G1–M4 Place Value, Comparison, Addition and Subtraction to 40
-Links to: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000

Topic G culminates not only Module 6, but also a full year of learning for Grade 1 students. It is a joyous
celebration of the great progress of all students. During each lesson, students recognize how much they
know now in comparison with the start of the year. They celebrate this learning by using their acquired skills
and knowledge to enjoy entertaining games and activities with their peers.
During Lessons 28 and 29, students play games with cards and dice that celebrate their progress in fluently
adding and subtracting within 10 and 20. All of the games are played with materials that students can bring
or find at home to encourage engaging summer practice.
To culminate the year, students create folder covers that can be used to bring home the math work from the
year. The covers are designed to illustrate students’ learning across the course of the year, and celebrate
their individual accomplishments.

A Teaching Sequence Towards Mastery of Culminating Experiences

Objective 1: Celebrate progress in fluency with adding and subtracting within 10 (and 20). Organize
engaging summer practice.
(Lessons 28–29)

Objective 2: Create folder covers for work to be taken home illustrating the year’s learning.
(Lesson 30)

Topic G: Culminating Experiences

Date: 11/26/13 6.G.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 1•6

Lesson 28
Objective: Celebrate progress in fluency with adding and subtracting
within 10 (and 20). Organize engaging summer practice.

Suggested Lesson Structure

 Fluency Practice (10 minutes)

 Application Problem (5 minutes)
 Culminating Activity (35 minutes)
 Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (10 minutes)

 Sprint: Count Dots K.CC.5 (10 minutes)

Sprint: Count Dots (10 minutes)

Materials: (S) Count Dots Sprint

Note: This Sprint is the one students completed on the first day of school. Repeating it in the final days of
school will likely bring students joy as they recognize the ease at which they are able to do it after a year of
mathematical growth. Be sure to assign a counting sequence for early finishers!

Application Problem (5 minutes)

Darnel answered 30 problems on Side B of his Count

Dots Sprint today. He was proud because he answered
20 more problems today than he did on the first day of
school. How many problems did he answer on the first
day of school?
Note: This compare with smaller unknown problem
challenges students by suggesting the wrong operation.

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.2
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 1•6

Culminating Activity (35 minutes)

Materials: (T) Organizational chart for center

assignments (example to right)
(S) 5-group cards (from G1–M1–
Lesson 5), numeral cards (from
G1─M1─Lesson 36), personal white
board, Target Practice template,
Race to the Top template, die

Note: In the next two lessons, students will

revisit some of their favorite fluency activities
from the year to celebrate and reflect on their
progress.
Take the steps listed below to prepare for the
culminating activity:
 Choose from the suggested activities
or select other fluency favorites based
on the needs and interests of your
class.
 Prepare materials and stations.
 Write the names of the activities you
select on the Exit Ticket before
photocopying it for today’s lesson.
(See the picture to the right.) This is an
opportunity for students to reflect on
their progress.
Note: Students will be working with these
centers again tomorrow as a host to guests who
might be parents, support teachers, or
kindergarten buddies.
T: Today we are going to celebrate our fluency
progress. Think about the fluency activities we
did this year. Which were your favorites?
T: How did they help you improve your counting, NOTES ON
adding, and subtracting skills? Share your MULTIPLE MEANS OF
ideas with your partner.
ENGAGEMENT:
S: Happy Counting helped me count forward and It is important to provide students with
backward.  Sprints helped me with addition the math tools they need to play these
and subtraction facts.  Coin drops helped games successfully. Support students
with counting on. with use of manipulatives and possibly
T: Great! Today I have some of those activities set up at their personal white boards.

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.3
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 1•6

centers. You will start at one center and rotate at my signal to the other centers.
Review instructions for each center and assign partners. Students spend about five minutes at each center.
Choose from the fluency celebration centers suggested below. Set up the number of centers that works best
for the class.

Missing Part: Make Ten

Materials: (S) 5-group or digit cards (from G1–M1–Lesson 5)

Each partner holds a card up to his or her forehead. The partner tells how many more is needed to make ten.
Students must guess the cards on their foreheads. Partners can play simultaneously, each putting a card to
his or her forehead.

Target Practice
Materials: (S) Personal white boards with Target Practice template, die per pair

Follow directions on the game board.

Race to the Top

Materials: (S) Personal white boards with Race to the Top insert, 2 dice per pair

Partners take turns rolling the dice, saying an addition sentence and recording the sums on the graph. The
game ends when time runs out or one of the columns reaches the top of the graph.
Subtraction with Cards
Materials: (S) 1 pack of numeral cards 0─10 (from G1─M1─Lesson 36)

Partners combine their digit cards and place them face down between them.
 Each partner flips over two cards and subtracts the smaller number from the larger one.
 The partner with the smallest difference keeps the cards played by both players in that round.
 If the differences are equal, the cards are set aside and the winner of the next round keeps the cards
from both rounds.
 The player with the most cards at the end of the game wins.

Number Bond Addition and Subtraction

Materials: (S) Personal white boards, die per pair

Allow partners to choose a number less than 20 for their whole

and roll the die to determine one of the parts.
 Both students write two addition and two subtraction

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.4
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 1•6

sentences with a square for the unknown number in

each equation and solve for the missing number.
 They then exchange boards and check each other’s work.

Make Ten Addition and Take from Ten Subtraction with Partners
Materials: (S) Personal white boards

Partners alternate practicing the make ten and take from ten strategies.

Make Ten Addition:

 Partners choose an addend for each other
from 1 to 10.
 On their personal boards, students add their
number to 9, 8, and 7. Remind students to
write the two addition sentences they learned
in G1─Module 2.
 Partners then exchange boards and check each
other’s work.

Take from Ten Subtraction:

 Partners choose a minuend for each other
between 10 and 20.
 On their personal boards, students subtract 9,
8, and 7 from their number. Remind students
to write the two number sentences, (e.g., to
solve 13 – 8, they write 10 – 8 = 2, 2 + 3 = 5).
 Partners then exchange boards and check each
other’s work.

Analogous Addition Sentences STEP 1

Materials: (S) Personal white boards, dice Partner A Partner B
4 3
 Step 1: Each partner rolls a die and writes the number rolled. 14 13
They then make a list, adding 1 ten to their number on each new 24 23
line up to 3 tens. (See diagram to the right.) 34 33
 Step 2: Students write equations, adding the number on their
partners’ die to each line. STEP 2
 Partners exchange boards and check each other’s work.
Partner A Partner B
Note: This game can be modified by using dice that have more than 6 4+3=7 3+4=7
sides, as students should be ready to add numbers to 20 and add 14 + 3 = 17 13 + 4 = 17
multiples of 10 to these numbers. 24 + 3 = 27 23 + 4 = 27
34 + 3 = 37 33 + 4 = 37

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.5
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 1•6

Student Debrief (10 minutes)

Lesson Objective: Celebrate progress in fluency with adding and subtracting within 10 (and 20). Organize
engaging summer practice.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their center work today. They should
reflect on their work with a partner before sharing as a class.
Guide students in a conversation to debrief the centers and NOTES ON
reflect on their learning. MULTIPLE MEANS OF
You may choose to use any combination of the questions below REPRESENTATION:
to lead the discussion. Teachers should feel a sense of pride as
they see their students demonstrate
 What is something you did today that you could not do strategies to make math easy. It is also
before you came to first grade? exciting when students are able to
 Which of today’s centers seemed easy? How does explain how they are thinking and
your experience today compare with the first time you relate concepts to one another.
did them?
 Are there any activities that were still a little challenging? What might you do to get better?
 Which of these games might be fun to play over the summer so you can keep your math skills sharp?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.6
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Sprint 1•6

A
Number correct:

Name Date
*Write the number of dots. Try to find ways to group the dots to make counting easier!

1 16

2 17

3 18

4 19

5 20

6 21

7 22

8 23

9 24

1
25
0

1
26
1

1
27
2

1
28
3

1
29
4

1
30
5

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.7
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Sprint 1•6

B Number correct:

Name Date
*Write the number of dots. Try to find ways to group the dots to make counting easier!

1 16

2 17

3 18

4 19

5 20

6 21

7 22

8 23

9 24

10 25

11 26

12 27

13 28

14 29

15 30

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.8
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Problem Set 1•6

Name Date

1. Circle the smiley face that shows your level of fluency for each activity.

I can complete, but

I still need some
Activity still have some I am fluent.
practice.
questions.
1.

2.

3.

4.

5.

6.

2. Which activity helped you the most in becoming fluent with your facts to 10?

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.9
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Homework 1•6

Name Date

1. Teach a family member some of our counting activities. Check all the activities you
do together.
 Happy Count by ones.
 Happy Count by tens.
 Count by ones the Say Ten way.
 Count by tens the Say Ten way. First start at 0, then start at 7.
 Movement counting—count while doing squats, arm rolls, jumping jacks, etc.

2. Write the numbers from 91 to 120:

91 93

105

119

3. Count backwards by tens from 97 to 7.

97, ____, 77, ____, ____, ____, ____, ____, ____, ____.

4. On the back of your paper, write as many of your sums and differences within 20
that you can. Circle the ones that were hard for you at the beginning of the year!

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.10
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 1•6
Target Number:

Target Practice
Choose a “target number” and write it in the circle on the top of the page. Roll a die.
Write the number rolled in the circle at the end of an arrow. Then, make a bull’s-eye
by writing the number needed to make your target in the other circle.

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.11
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 1•6

Name Date

Race to the Top!

2 3 4 5 6 7 8 9 10 11 12

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.12
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 1•6

5-group cards. Copy double-sided on card stock to make 5-group cards and single-
sided for matching games.

Numerals

0 1 2 3
4 5 6 7
8 9 10 10
10 10 5 5
Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.13
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 28 Template 1•6

5-group cards.

5-groups

Lesson 28: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.14
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 1•6

Lesson 29
Objective: Celebrate progress in fluency with adding and subtracting
within 10 (and 20). Organize engaging summer practice.

Suggested Lesson Structure


Fluency Practice (3 minutes)

Application Problem (5 minutes)

Culminating Activity (42 minutes)

Student Debrief (10 minutes)
Total Time (60 minutes)

Fluency Practice (3 minutes)

 Number Bond Dash: 10 1.OA.6 (3 minutes)

Number Bond Dash: 10 (3 minutes)

Materials: (S) Number Bond Dash: 10

Note: In G1–Module 1, students used the Number Bond Dash to build fluency with decompositions to 10.
Doing it today will likely bring students joy as they realize the ease at which they complete an activity that
was once a challenge.

Application Problem (5 minutes)

In October, Tamra’s best score on the Number Bond Dash was 15 problems. Today, she correctly answered
10 more problems. What was Tamra’s score today?
Note: This add to with result unknown problem ties into today’s fluency celebration. Students will likely
relate to Tamra, as they will have just recognized their own
improvement on the Number Bond Dash.
NOTES ON
MULTIPLE MEANS OF
Culminating Activity (42 minutes) REPRESENTATION:
During the fluency celebration, be sure
Materials: (S) Various fluency activities for center work to assign partners suitably matched for
the games played. Some partners are
Note: Choose one of the following two options. better when matched by ability and
others may work better with one
stronger student.

Lesson 29: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.15
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 1•6

1. Invite parents, buddies from a kindergarten class, support staff, or another audience to your Fluency
Celebration. Set up the same fluency centers you selected as yesterday. Empower students to teach
activities to their guest. Students can either host one station or travel as a guide for one group.
2. Replace some of the yesterday’s centers with different suggested fluency celebration centers or other
fluency favorites based on the needs and interests of your class.
T: Welcome to our Fluency Celebration. Today the class
will be showing you some of the fluency activities we
have worked on this year. NOTES ON
MULTIPLE MEANS OF
Circulate as students teach the fluency games to their invited guests.
ACTION AND
EXPRESSION:
Student Debrief (10 minutes) Giving students an opportunity to
share and teach their favorite games
empowers them at the end of their
Lesson Objective: Celebrate progress in fluency with adding
year. Celebrate English language
and subtracting within 10 (and 20). Organize engaging summer
learners as they use the language they
practice. have been learning in class all year to
The Student Debrief is intended to invite reflection and active explain their thinking.
processing of the total lesson experience.
Invite students to review their center work today. They should reflect on their work with a partner before
sharing as a class. Guide students in a conversation to debrief the centers and reflect on their learning.
You may choose to use any combination of the questions below to lead the discussion.
 What is something you did today that you could not do before you came to first grade?
 What did you do to teach your guests the activities? Which ones were more difficult for them?
 Why do you think everyone says that when you teach something to someone else, you remember it
much better?
 Are there any activities that were still a little challenging? What might you do to get better?
 Which of these games might be fun to play over the summer so you can keep your math skills sharp?

Lesson 29: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.16
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 29 Pattern Sheet 1•6

Name Date

Number Bond Dash!

Directions: Do as many as you can in 90 seconds. Write the amount you finished here:
1. 2. 3. 4. 5.

10 10 10 10 10
10 9 8 9 10
6. 7. 8. 9. 10.

10 10 10 10 10
9 8 7 8 7
11. 12. 13. 14. 15.

10 10 10 10 10
6 7 6 5 4
16. 17. 18. 19. 20.

10 10 10 10 10
6 4 3 4 3
21. 22. 23. 24. 25.

10 10 10 10 10
0 1 2 4 2

Lesson 29: Celebrate progress in fluency with adding and subtracting within 10
(and 20). Organize engaging summer practice. 6.G.17
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 1•6

Lesson 30
Objective: Create folder covers for work to be taken home illustrating the
year’s learning.

Suggested Lesson Structure

 Culminating Activity (50 minutes)

 Student Debrief (10 minutes)
Total Time (60 minutes)

Note: Today is intended to be an opportunity for closure and reflection. There is no Fluency Practice or
Application Problem today.

Culminating Activity (50 minutes)

Materials: (T) White folder (S) White pocket folders, crayons, colored pencils or markers, 2 envelopes

Note: If white pocket folders are not available, manila file folders or 18 × 24 white paper can be used to make
folders.
T: What are some of the math concepts we learned this year?
S: Addition and subtraction!
T: What can we draw on our folders to remember these concepts?
S: Number sentences!  5-group drawings!  Number bonds!
T: (Model a drawing that represents addition and subtraction. Circulate as students represent addition
and subtraction on their folders.)
T: What are some other concepts we have learned?
S: Tens and ones!
T: What can we draw on our folders to represent tens and ones?
S: Dimes and pennies!  Place value charts!  Quick tens and ones!  Tens-sticks and cubes! 
Adding where we lined up tens with tens and ones with ones!
Continue this sequence of questions and prompts as students review the important concepts they have
learned throughout Grade 1. These should include measurement, data, three-dimensional shapes, two-
dimensional shapes, and word problems. When folders are complete, they can be used to send home their
completed work that represents their learning from Grade 1 and their summer packet directions or supplies.

Lesson 30: Create folder covers for work to be taken home illustrating the year’s
learning. 6.G.18
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 1•6

Summer Packet Should Include:

 G1─M6─Lesson 30 Summer Packet. (Summer Packet is found at the end of this lesson.)
 Single-sided numeral or 5-group cards. (Consider sending home the set used by the student during
the school year or a template to cut new cards from G1–M6–Lesson 28.)
 5 Core Fluency Sprints. (Other Grade 1 Sprints may also be selected, based on the needs of the
students.)
 Core Fluency Differentiated Practice Sets.

Student Debrief (10 minutes)

Lesson Objective: Create folder covers for work to be taken home illustrating the year’s learning.
Invite students to review their work today. They should reflect on their learning throughout the year by
sharing their illustration with a partner before sharing as a class. Guide students in a conversation to debrief
their reflections.
You may choose to use any combination of the questions below to lead the discussion.
 What drawing did you make to represent addition and subtraction? Why did you choose this
drawing?
 How did you show that addition and subtraction are related?
 What shapes did you draw?
 As I circulated, I saw lots of drawings: number bonds, place value charts, tape diagrams, 5-groups,
and quick tens. How do you think some of these pictures have helped you to understand math this
year?
 How did you show your learning about word problems?
 What do you think you are going to learn next year in second grade?

Lesson 30: Create folder covers for work to be taken home illustrating the year’s
learning. 6.G.19
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Summer Packet 1•6

Name Date
Complete a math activity each day. Color the box for each day you do the suggested activity.

Summer Math Review: Weeks 1–5

Monday Tuesday Wednesday Thursday Friday

Count from 87 to Play Addition Use your tangram Use quick tens Complete
Week 1

120 and back. with Cards. pieces to make a and ones to a Sprint.
fourth of July draw 76.
picture.

Do counting Play Subtraction Make a graph of the Solve 36 + 57. Complete

squats. Count with Cards. types of fruits in Draw a picture a Sprint.
Week 2

from 45 to 60 your kitchen. What to show your

and back the Say did you find out thinking.
Ten way. from your graph?

Write numbers Play Target Measure a table Use real coins Complete
from 37 to as Practice or with spoons, then or draw coins to a Sprint.
Week 3

high as you can in Shake Those with forks. Which show as many
one minute, while Disks for 9 and did you need more ways to make 25
whisper-counting 10. of? Why? cents as you
the Say Ten way. can.

Do jumping jacks Play Race and Go on a shape Use quick tens Complete
as you count up by Roll Addition or scavenger hunt. and ones to a Sprint.
Week 4

tens to 120 and Addition with Find as many draw 45 and 54.
back down to 0. Cards. rectangles or Circle the
rectangular prisms greater number.
as you can.

Write the Play Race and Measure the route Add 5 tens to Complete
numbers from 75 Roll Subtraction from your bathroom 23. Add 2. a Sprint.
to 120. or Subtraction to your bedroom. What number
Week 5

with Cards. Walk heel to toe did you find?

and count your
steps.

Lesson 30: Create folder covers for work to be taken home illustrating the year’s
learning. 6.G.20
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Summer Packet 1•6

Name Date
Complete a math activity each day. Color the box for each day you do the suggested activity.
Summer Math Review: Weeks 6–10
Monday Tuesday Wednesday Thursday Friday
Count by ones Play Missing Write a story Solve 64 + 38. Complete a
from 112 to 82. Part for 7. problem for 9 + 4. Draw a picture Core
Week 6

Then count to show your Fluency

from 82 to 112. thinking. Practice
Set.

Do counting Play Race and Graph the colors of Draw 14 cents Complete a
squats. Count Roll Addition or all your pants. What with dimes and Core
Week 7

down from 99 to Addition with did you find out from pennies. Draw Fluency
75 and back up Cards. your graph? 10 more. What Practice
the Say Ten coins did you Set.
way. use?

Write the Play Missing Write a story Use quick tens Complete a
numbers from Part for 8. problem for and ones to Core
Week 8

116 to as low as draw 76. Draw Fluency

7 + ___ = 12.
you can in one dimes and Practice
minute. pennies to Set.
show 59 cents.
Do jumping Play Race and Go on a shape Use quick tens Complete a
jacks as you Roll scavenger hunt. Find and ones to Core
Week 9

count up by tens Subtraction or as many circles or draw 89 and Fluency

from 9 to 119 Subtraction spheres as you can. 84. Circle the Practice
and back down with Cards. number that is Set.
to 0. less.

Write numbers Play Target Measure the steps Solve 47 + 24. Complete a
from 82 to as Practice or from your bedroom to Draw a picture Core
Week 10

high as you can Shake Those the kitchen, walking to show your Fluency
in one minute, Disks for 6 heel to toe, then have thinking. Practice
while whisper and 7. a family member do Set.
counting the the same thing.
Say Ten way. Compare.

Lesson 30: Create folder covers for work to be taken home illustrating the year’s
learning. 6.G.21
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Summer Packet 1•6

Addition (or Subtraction) with Cards

Materials: 2 sets of numeral cards 0─10

 Shuffle the cards and place them face down between the two players.
 Each partner flips over two cards and adds them together or subtracts the smaller number from the
larger one.
 The partner with the largest sum or smallest difference keeps the cards played by both players in
that round.
 If the differences are equal, the cards are set aside and the winner of the next round keeps the cards
from both rounds.
 The player with the most cards at the end of the game wins.

Sprint
Materials: Sprint (Sides A and B)

 Do as many problems on Side A as you can in one minute. Then, try to see if you can improve your
score by answering even more of the problems on Side B in a minute.

Target Practice
Materials: 1 die

 Choose a target number to practice (e.g., 10).

 Roll the die and say the other number needed to hit the target. For example, if you roll 6, say 4,
because 6 and 4 make ten.

Shake Those Disks

Materials: Pennies

The amount of pennies needed depends on the number being practiced. For example, if you are practicing
sums for 10, you will need 10 pennies.
 Shake your pennies and drop them on the table.
 Say two addition sentences that add together the heads and tails. (For example, if you see 7 heads
and 3 tails, you would say 7 + 3 = 10 and 3 + 7 = 10.)
 Challenge: Say four addition sentences instead of two. (For example, 10 = 7 + 3, 10 = 3 + 7, 7 + 3 =
10, and 3 + 7 = 10.)

Race and Roll Addition (or Subtraction)

Lesson 30: Create folder covers for work to be taken home illustrating the year’s
learning. 6.G.22
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 30 Summer Packet 1•6

Materials: 1 Die

 Both players start at 0.

 They each roll a die say a number sentence adding the number rolled to their total. (For example, if
a player’s first roll is 5, the player says 0 + 5 = 5.)
 They continue rapidly rolling and saying number sentences until someone gets to 20 without going
over. (For example, if a player is at 18 and rolls 5, the player would continue rolling until she gets a
2.)
 The first player to 20 wins.

Lesson 30: Create folder covers for work to be taken home illustrating the year’s
learning. 6.G.23
Date: 11/26/13
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

Name Date

1. Use the RDW process to solve the following problems. Write your statement on the
line.
a. Lucy has 5 pencils. Kim has 7 pencils. How many more pencils does Kim have than
Lucy?

______________________________________________.

b. Ben has 18 pencils. Anton has 9 pencils. How many fewer pencils does Anton
have than Ben?

______________________________________________.

c. Julio has 5 more pencils than Fran. Fran has 6 pencils. How many pencils does
Julio have?

______________________________________________.

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

2. Fill in the missing numbers in the sequence.

a. b.

97, 98, ____, ____, ____, _____ 116, 117, ____, ____, ____

c. d.

____, 14, ____, ____, 11, ____ 112, 111, _____, 109, _____, _____

3. Write the number as tens and ones in the place value chart, or use the place value
chart to write the number.

tens ones tens ones

a. 82 b. 99

tens ones tens ones

c. ______ 9 6 d. _______ 10 5

4. Match the equal amounts.

a. 51 8 tens 6 ones

b. 68 8 ones 6 tens

c. 114 4 tens 11 ones

d. 86 11 tens 4 ones

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

5. Use <, =, or > to compare the pairs of numbers.

a. 69 79

b. 15 50

c. 99 101

d. 110 108

e. 61 5 tens 11 ones

6. Ben thinks 92 ones is greater than 9 tens 2 ones. Is he correct? Explain your
thinking using words, pictures, or numbers. Draw and write about tens and ones to
explain your thinking.

7. Find the mystery numbers. Explain how you know the answers.

10 more than 90 is _______ 10 less than 90 is ________

9 0 9 0

1 more than 90 is _______ 1 less than 90 is ________

9 0 9 0

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

8. Solve for each unknown number. Use the space provided to show your work.

a. 80 + 6 = _____ b. 20 + _____ = 80

c. 7 tens - _______________ = 4 tens d. 90 – 40 = _____

e. 68 + 7 = _____ f. 51 + 20 = _____

g. 46 + 31 = _____ h. 46 + 35 = _____

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

Mid-Module Assessment Task Topics A–D

Standards Addressed
Represent and solve problems involving addition and subtraction.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem. (See CCLS Glossary, Table 1.)

Extend the counting sequence.

1.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.

Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and
ones. Understand the following special cases:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
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.NBT.3 Compare two-digit numbers based on meaning of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.
1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding
a two-digit number and a multiple of 10, 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.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.
1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90
(positive or zero differences), using concrete modules or drawings and strategies based on
place value, properties of operations, and/or relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These
steps are meant to help teachers and students identify and celebrate what the student CAN do now, and
what they need to work on next.

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)

1 The student’s answers The student’s answers The student’s answers The student correctly:
are incorrect, and are incorrect, but there are correct, but the  Solves each word
there is no evidence of is evidence of responses are problem.
1.OA.1 reasoning. reasoning. For incomplete (e.g., may
a. Kim has 2 more
example, the student is be missing labels for
pencils than
able to write a number the drawing, an
Lucy.
sentence. addition sentence, or
an explanation). The b. Anton has 9
student’s work is fewer pencils
essentially strong. than Ben.
c. Julio has 11
pencils.
 Demonstrates
understanding of
the problem
situation through
drawing/model.

2 The student is unable The student completes The student completes The student identifies
to complete any one at least one sequence. at least one sequence all numbers in the
sequence of numbers. as well as at least two sequences:
1.NBT.1 numbers in each  97, 98, 99, 100, 101,
additional sequence, 102
OR the student  116, 117, 118, 119,
completes two or more 120
sequences correctly.  15, 14, 13, 12, 11,
10
 112, 111, 110, 109,
108, 107

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.

(1 Point) (2 Points) (3 Points) (4 Points)

3 The student does not The student The student The student completes
demonstrate demonstrates demonstrates some all correctly:
understanding of tens inconsistent understanding of most a. 8-2 (or 7-12 or
1.NBT.2 and ones and is unable understanding of tens aspects of tens and 0-82)
to complete more than and ones, completing ones, completing at
b. 9-9 (or 0-99)
one answer correctly. only two answers least three answers
correctly. correctly. c. 96
d. 105

4 The student does not The student The student The students matches
demonstrate demonstrates limited demonstrates some all four equal amounts
understanding of the understanding of the understanding of the as follows:
1.NBT.2 equivalent equivalent equivalent a. 51 = 4 tens 11
representations of tens representations of tens representations of tens ones
and ones, and is unable and ones, matching and ones, matching
b. 68 = 8 ones 6
to match any equal one or two equal three equal amounts.
tens
amounts. amounts.
c. 114 = 11 tens 4
ones
d. 86 = 8 tens 6
ones

5 The student is unable The student has limited The student has some The student correctly
to use symbols to ability to use symbols ability to use symbols answers:
compare numbers and to compare numbers, to compare numbers, a. <
1.NBT.3 is unable to correctly correctly answering correctly answering
b. <
answer more than one two of the five three or four of the five
of the five comparisons. comparisons. c. <
comparisons. d. >
e. =

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.7
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.

(1 Point) (2 Points) (3 Points) (4 Points)

6 The student The student uses The student The student correctly
demonstrates little to drawings or words to demonstrates some uses drawings or words
no understanding of accurately depict at understanding of using that depict place value
1.NBT.2 comparing numbers least one of the two place value to compare to accurately explain
based on tens and numbers, numbers and correctly that 92 ones is the
ones, answering demonstrating limited identifies the greater same as 9 tens 2 ones.
incorrectly. There is no understanding of the number, but does not
evidence of reasoning. use of place value to fully explain reasoning
compare numbers. using place value.
OR
The student answers
incorrectly due to error
such as transcription
but demonstrates
strong understanding
of place value through
drawing or words.

7 The student The student The student The student identifies

demonstrates little or demonstrates limited demonstrates the 100, 91, 80, and 89,
no understanding of understanding of ability to mentally add and accurately
1.NBT.5 mentally adding or mentally adding or or subtract 10, completes the charts
1.NBT.2 subtracting 10. subtracting 10, correctly identifying to depict the arrow
Answers are incorrect, identifying at least two four mystery numbers, way.
and there is no correct mystery but reasoning is
evidence of reasoning. numbers, but does not unclear because no
complete any charts charts have been
accurately. completed accurately.
OR
The student accurately
completes charts but
makes an error in
mental calculation on
one or two of (a), (b),
(c), or (d.)

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.8
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.

(1 Point) (2 Points) (3 Points) (4 Points)

8 The student The student The student The student correctly:

demonstrates little or demonstrates some demonstrates the  Solves
no ability to add or ability to add (or ability to add (and
1.NBT.4 a. 86
subtract two-digit subtract) two-digit subtract) two-digit
numbers to 40, numbers, answering numbers, answering at b. 60
1.NBT.6
answering two or least four of eight least six of eight c. 3 tens
fewer questions correctly, and correctly, or uses d. 50
correctly. demonstrates sound process
e. 75
misunderstandings of throughout with four
place value. calculation errors at f. 71
most. g. 77
h. 81
 Represents process
to accurately solve
through drawings,
number bonds, or
the arrow way. The
notation
demonstrates use of
a sound strategy for
adding or
subtracting.

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.9
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
1•6
2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.10
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
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2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.11
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 NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
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2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.12
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2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.13
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

Name Date

1. Use the RDW process to solve the following problems. Write the statement on the
line.
a. Tamra has 12 coins. Willie has 8 coins. How many more coins does Tamra have
than Willie?

______________________________________________.

b. 16 coins are on the table. 11 of them are pennies and the rest are dimes. How
many dimes are there?

______________________________________________.

c. Peter has 6 fewer coins than Nikil. Nikil has 9 coins. How many coins does Peter
have?

______________________________________________.

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.14
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

2. Fill in the missing numbers in each sequence:

a. 115, 116, _____, _____, _____, 120 b. _____, 101, _____, 99, _____

3. Use the word bank to write the number and value of each coin.

Coin Names Coin Values

nickel dime 1 cent 5 cents
quarter penny 10 cents 25 cents

_______________________ _______________________

_______________________ _______________________

_______________________ _______________________

_______________________ _______________________

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.15
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2•3

4. Mark says that 87 is the same as 7 tens 17 ones. Suki says that 87 is the same as 8

tens 7 ones. Are they correct? Explain your thinking.

5. Use <, =, or > to compare the pairs of numbers.

a. 6 tens 42 ones b. 69 75

c. 75 6 tens 15 ones d. 8 tens 14 ones 7 tens 4 ones

6. Find the mystery numbers. Explain how you know the answers.

a. 10 more than 89 is _______ b. 10 less than 89 is ________

8 9 8 9

c. 1 more than 89 is _______ d. 1 less than 89 is ________

8 9 8 9

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.16
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

7. Solve for each unknown number. Use the space provided to draw quick tens, a
number bond, or the arrow way to show your work. You may use your kit of ten-
sticks if needed.

a. 90 + 3 = ____ b. 50 + 40 = ____ c. 80 - 30 = ____

d. 100 - ____ = 40 e. 78 + 6 = ____ f. 47 + 40 = ____

g. 65 + 34 = ____ h. 75 + 25 = ____ i. 47 + 36 = ____

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.17
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

End-of-Module Assessment Task Topics A–G

Standards Addressed
Represent and solve problems involving addition and subtraction.
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding
to, taking from, putting together, taking apart,
and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the unknown
number to represent the problem. (See CCLS Glossary, Table 1.)

Extend the counting sequence.

1.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.

Understand place value.

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following special cases:
a. 10 can be thought of as a bundle of ten ones—called a “ten.”
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.NBT.3 Compare two-digit numbers based on meaning of the tens and ones digits, recording the
results of comparisons with the symbols >, =, and <.

Use place value understanding and properties of operations to add and subtract.
1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a
two-digit number and a multiple of 10, 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.
Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose a ten.
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having
to count; explain the reasoning used.
1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive
or zero differences), using concrete modules or drawings and strategies based on place value,
properties of operations, and/or relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.

Tell and write time and money.1

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Recognize and

1
Focus on money.

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.18
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

identify coins, their names, and their value.

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is
presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4
mastery. These steps are meant to help teachers and students identify and celebrate what the
student CAN do now, and what they need to work on next.

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 The student’s answers The student’s answers The student’s answers The student correctly:
are incorrect, and are incorrect, but there are correct, but the  Solves each word
1.OA.1 there is no evidence of is evidence of responses are problem.
reasoning. reasoning. For incomplete (e.g., may
a. Tamra has 4
example, the student is be missing labels for
more coins than
able to write a number the drawing, an
Willie.
sentence. addition sentence, or
an explanation). The b. There are 5
student’s work is dimes on the
essentially strong. table.
c. Peter has 3
coins.
 Demonstrates
understanding of
the problem
situation through
drawing/model.

2 The student is unable The student completes The student completes The student identifies
to complete any at least part of one at least one sequence all numbers in the
sequence of numbers. sequence. as well as at least one sequences:
1.NBT.1 number in the  115, 116, 117, 118,
additional sequence. 119, 120

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.19
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

A Progression Toward Mastery

 102, 101, 100, 99,

98

3 The student is unable The student accurately The student accurately The student correctly
to match more than matches at least three matches one set of matches image, name,
two coins with EITHER elements within the coin information with and value of each coin:
1.MD.3 the proper name OR set, but mixes the another set, but mixes  Dime, 10 cents
the proper value. value OR the names for either the value OR the
 Penny, 1 cent
more than one pair of name of one pair of
coins. coins.  Nickel, 5 cents
 Quarter, 25 cents

4 The student The student uses The student The student correctly
demonstrates little to drawings or words to demonstrates some uses drawings or words
1.NBT.2 no understanding of accurately depict at understanding of using that depict place value
comparing numbers least one of the two place value to compare to accurately explain
based on tens and numbers, numbers and correctly that 87 is the same as
ones, answering demonstrating limited identifies the greater both 7 tens 17 ones
incorrectly. There is no understanding of the number, but does not and 8 tens 7 ones.
evidence of reasoning. use of place value to fully explain reasoning
compare numbers. using place value.
OR
The student answers
incorrectly due to error
such as transcription,
but demonstrates
strong understanding
of place value through
drawing or words.

5 The student is unable The student has limited The student has some The student answers:
to use symbols to ability to use symbols ability to use symbols a. >
compare numbers and to compare numbers, to compare numbers,
1.NBT.2 b. <
is unable to correctly correctly answering correctly answering
answer any of the four one of the four two or three of the c. =
1.NBT.3
comparisons. comparisons. four comparisons. d. >

6 The student The student The student The student identifies

demonstrates little or demonstrates limited demonstrates the 99, 90, 79, and 88, and
no understanding of understanding of ability to mentally add accurately completes
1.NBT.5 mentally adding or mentally adding or or subtract 10, the charts to depict the
subtracting 10. subtracting 10, correctly identifying arrow way.
Answers are incorrect identifying at least two four mystery numbers,
and there is no correct mystery but reasoning is
evidence of reasoning. numbers, but does not unclear because no

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.20
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

A Progression Toward Mastery

complete any charts charts have been

accurately. completed accurately.
OR
The student accurately
completes charts, but
makes an error in
mental calculation on
one or two of (a), (b),
(c), or (d.)

7 The student answers The student answers at The student answers at The student correctly:
two or fewer questions least three of nine least six of nine  Solves
1.NBT.4 correctly. correctly, and correctly, or uses a. 93
demonstrates sound process
b. 90
1.NBT.6 misunderstandings of throughout with
c. 50
place value. calculation errors.
d. 60
e. 84
f. 87
g. 99
h. 100
i. 83
 Represents process
to accurately solve
through drawings,
number bonds, or
the arrow way. The
notation
demonstrates use of
a sound strategy for
adding or
subtracting.

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.21
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© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.22
This work is licensed under a
© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.23
This work is licensed under a
© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.24
This work is licensed under a
© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
1•6
2•3

Module 6: Place Value, Comparison, Addition and Subtraction to 100

Date: 11/26/13 6.S.25
This work is licensed under a
© 2013 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.