Learning Domain: Number and Operations in Base Ten
Standard: 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.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Operations and Algebraic Thinking
Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Number and Operations in Base Ten
Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)
Degree of Alignment:
Not Rated
(0 users)
Cluster: Add and subtract within 21
Standard: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Degree of Alignment:
2.5 Strong
(2 users)
Cluster: Use place value understanding and properties of operations to add and subtract
Standard: 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.
Degree of Alignment:
2.5 Strong
(2 users)
Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic
Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)
Degree of Alignment:
1 Limited
(2 users)
on Oct 25, 01:10am Evaluation
CCSS.Math.Content.1.NBT.C.4: Superior (3)
I thought this lesson related to CCSS 1 .NBT.C.4 and 1.OAC.6 very well. It will help students in 1st really develop those skills number sense skills.
on Oct 25, 01:10am Evaluation
Quality of Explanation of the Subject Matter: Strong (2)
As you mentioned, the direction are a little too advanced for this age group and explanations will be needed. I think there is a better way to simplify those instructions.
on Oct 25, 01:10am Evaluation
Utility of Materials Designed to Support Teaching: Limited (1)
This lesson can help reinforce those ideas that you have instilled in the students priorly.
on Oct 25, 01:10am Evaluation
Quality of Assessments: Limited (1)
This seems to be only an after topic has been taught because students will have to know how do add or count to 20 to get any answer.
on Oct 25, 01:10am Evaluation
Quality of Technological Interactivity: Strong (2)
There is a potential to do this activity using technology, but nothing was mentioned. This can be done on a smart board or smart device, if allowed to draw on it.
on Oct 25, 01:10am Evaluation
Quality of Instructional and Practice Exercises: Superior (3)
Since this focuses on one concept, it allows students to keep practicing using one number which can help them build their mathematical confidence.
on Oct 25, 01:10am Evaluation
Opportunities for Deeper Learning: Superior (3)
Since there is more than one answer, it can help students think critically and solve more complex problems in the future because they would have built this strong foundation to go off of.
This is a fun way to address CCSS 1.NBT.4. Gives a variety of solutions. I like that there are challenging questions. This map can be manipulated in ways to suit the needs of the current class one may have. Commentary tells how to do this activity in a variety of ways. Solutions are provided.