Standard 1: Extend counting sequences and understand the place value of two-digit numbers.

Students are shown the numbers 0 - 20 nonsequentially and asked to read each number aloud.

Type: Formative Assessment

Students are asked to decompose two-digit numbers in three different ways.

Type: Formative Assessment

Students are asked to determine how many tens and ones there are in three different two-digit numbers.

Type: Formative Assessment

Students use a counting strategy to find the difference between two numbers.

Type: Formative Assessment

Students are asked to find a number that was represented by a length on an incomplete number line.

Type: Formative Assessment

Students are asked to scale a number line and use it to draw a segment of length nine.

Type: Formative Assessment

Students are asked to count backward by ones, first from 10, and then from larger numbers within 1000. 

Type: Formative Assessment

Students count two sets of base ten blocks, write the number for each set, and then use symbols (inequality or equality) to compare the two numbers.

Type: Formative Assessment

Students are asked to compare numbers by examining the digits in the tens and ones places and then use the greater than, less than, or equal to symbols to write an inequality statement.

Type: Formative Assessment

Students are encouraged to use Counting On to solve Add To (Result Unknown) word problems.

Type: Formative Assessment

Students use base ten blocks to compare two sets of numbers.

Type: Formative Assessment

Students are asked to identify numbers that have been modeled by base ten blocks and model numbers using base ten blocks.

Type: Formative Assessment

Students read three-digit numbers aloud, write three-digit numbers they hear the teacher say, count 116 fish on a page, and write the number of fish corresponding to their count.

Type: Formative Assessment

Students are asked to read and write numerals within 120.

Type: Formative Assessment

Students circle objects in bundles of 10, determine how many groups of 10 objects there are, and report the total number of objects.

Type: Formative Assessment

Students are asked to write equations that correspond to counting strategies used in word problems.

Type: Formative Assessment

Students are asked to use base ten blocks to model numbers and are then asked to identify a number that has been modeled for them.

Type: Formative Assessment

Students compare two two-digit numbers that have the same ones-digit.

Type: Formative Assessment

Students examine two different two-digit numbers and describe the number of tens and ones in each number.

Type: Formative Assessment

Students are guided to use counting to find the sum of two numbers.

Type: Formative Assessment

Students count 57 apples grouped in tens, and write the numeral that represents how many apples they counted. Students also read and write three-digit numbers.

Type: Formative Assessment

Students find numbers given specific criteria and use inequality symbols to compare numbers.

Type: Formative Assessment

Students are asked to read a numeral and then start counting from that number up to 120.

Type: Formative Assessment

Students will make a personalized calendar of patriotic holidays to reference throughout the academic or full calendar year.

Type: Lesson Plan

Students will describe how not having rules and laws impacts both the community and number order when they compare numbers with and without place value rules.

Type: Lesson Plan

In this integrated lesson plan, students will identify US coins, express their values using the cents (¢) symbol and state their equivalency to the US dollar while recognizing symbols and individuals that represent the United States.

Type: Lesson Plan

Pete the Cat wants a new pair of shoes and needs the students' help selecting the right ones for him. Students will work with a team to select the best shoes for Pete. Students will use symbols to compare the costs of shoes within 100.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, students will work together to problem solve. The students are presented with a problem in which they have to decide on a procedure for choosing the activity that should be done at a Move-a-Thon fundraiser. Students will organize data in a tally chart as well as a pictograph. In the “twist” students will be given combinations of bills representing the value of each of the activities. Students will work together to reevaluate their original procedure and determine if it should change, along with the rankings.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Students will listen to the book Over in the Ocean in a Coral Reef, by Marianne Berkes. They will participate in an inquiry to figure out how many baby animals are in the book. They will show the number of animals in the book in groups of ten and some left over. This lesson is a beginning place value and addition lesson for first grade. 

Type: Lesson Plan

This is a Science lesson based on force and movement. As a plus the students will also be learning a little bit about the Hispanic culture and use of piñatas. Students will practice their math skills by reading a data table and adding tens and ones.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought processes. MEAs follow a problem-based, student-centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEAs visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

This activity practices using place value to compare 2-digit numbers and creating comparison statements using greater than, less than, or equal to symbols.

Type: Lesson Plan

Teams of students will use math to solve an open-ended, real-world problem to help their parent or caregiver choose the best babysitter. Students will apply mathematical skills of place value (two-digit number tens and ones) and counting to perform math calculations while analyzing data sets. This MEA will facilitate students demonstrating higher level critical thinking and problem solving during class discussions and in writing.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this lesson, students will apply properties of addition in order to add three whole numbers. Students will then decompose the sum using tens and ones.

Type: Lesson Plan

In this lesson, students will make their own twisty cups, manipulate them to display 2-digit numbers, represent the numbers made using base ten blocks and unit blocks and record the displayed base ten numerals.

Type: Lesson Plan

In this fun lesson, students will use ant manipulatives, hundred charts and the book "One Hundred Hungry Ants" to show how to count to 100 and 120 starting on any given number.

Type: Lesson Plan

In this lesson, students will use manipulatives to decompose two-digit numbers into tens and ones. The students will then find ten more or ten less by adding or subtracting “just ten”. This will also be demonstrated on a hundreds chart.

Type: Lesson Plan

In this lesson, students will count forward from a given number while manipulating animals in a pond during a read aloud by the teacher.

Type: Lesson Plan

This is not a stand-alone lesson that delves in depth with the standard, but rather a daily activity to be used for the entire school year. It describes work that can be done with the calendar each day.

Type: Lesson Plan

Remember playing musical chairs? Well, now do it while practicing place value. Students will practice making 2-digit numbers using base-ten blocks through this fun and engaging interactive activity.

Type: Lesson Plan

Who doesn't love the card game War? Use it to help enhance your teaching of comparing numbers within 100 using place value with this engaging and interactive lesson.

Type: Lesson Plan

In the story Curious George and the Pizza Party (by Rey, H.A., and Margret Rey), Curious George attends a pizza party for a friend. Now the man with the yellow hat wants to plan his own pizza party for Curious George, but he needs the students' help. Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst, considering the toppings offered, crust options, prices, and customer satisfaction ratings. Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals. Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for George's party.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In this Model Eliciting Activity, MEA, the students will use data given in a tally chart and pictograph to help a chip company determine which new flavor of chips it should sell. Students will analyze the data and determine a procedure for ranking the chips. In the “twist,” students will be given the number of calories to compare and take into account for their procedure for ranking.

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Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

Type: Lesson Plan

Children are challenged to create hurricane kits from a list of $5 supplies and a fixed budget. In a twist, students are asked to revise their kits to account for diverse families including families with young children, families with elderly adults, and families with pets. They are given an increased budget and a checklist for each type of kit.  The expectation is that students can determine which supplies would be useful in an emergency hurricane kit and that they can skip-count by 5’s to make sure they stay within their budgets.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

In the story Arthur's Pet Business, Arthur shows his parents that he is responsible enough to deserve a pet dog and his mom gives him permission to get one. However, Arthur needs your help choosing the perfect dog. Help Arthur meet all the requirements needed to find the perfect pet for his family from the research he shares with you about the breeds they are considering, taking into consideration size, shedding, barking, friendliness, etc. Then write a justification to describe why you chose the perfect pet for Arthur and his family.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

Type: Lesson Plan

This lesson allows students to gain insight into how to use place value when adding a two-digit number and a one-digit number. The focus is on students using their bodies, as well as math manipulatives, to solve addition problems within 100 that do not require regrouping.

Type: Lesson Plan

In this paired activity, students will explore two digit numbers and how they are composed of tens and ones using place value disks. Students will also use terms and symbols to compare two digit numbers using the place value of the tens and ones digits.

Type: Lesson Plan

Help the Third Little Pig skip count to 1,000 bricks in groups of 5. (Note students are not expected to count from 0-1,000 by 5s, but this activity allows them to experience counting within a variety of contexts between 0 and 1,000.)

Type: Lesson Plan

This fun, kinesthetic lesson allows students to gain insight into how to use place value when subtracting a one-digit number from a two-digit number. The focus is on students using their bodies, as well as math manipulatives, to solve subtraction problems within 100 that do not require regrouping.

Type: Lesson Plan

Students will practice and explore base ten concepts and 2-digit numbers by filling ten frame buses with counters and then describing the total values in terms of tens and ones. After initial guided practice, students will play a game to fill ten buses, demonstrating the composition of each 2-digit value using objects and expressions.

Type: Lesson Plan

In this lesson, students will use counting strategies to help them line up in numerical order using numbers from 1 to 120. They will also use hundred charts to help find missing numbers in a number sequence.

Type: Lesson Plan

Students will explore the meaning of the digits in two-digit numbers as they determine the total number of objects in cups by making groups of ten. They will use the groups of ten and singles left over to figure out the total amount and then record the total in expanded form and standard form. Students will read numbers written in standard form to connect each numeral to its word name. Teacher questioning and students' discussions will help students develop an understanding of place value (tens and ones).

Type: Lesson Plan

In this lesson, students will learn that there can be multiple ways (multiple coin combinations) to reach a given money amount. Using money manipulatives, students will work cooperatively and independently to practice finding different coin combinations for a given money amount. Students will also become comfortable knowing that there are multiple ways to reach a correct answer.

Type: Lesson Plan

In this lesson students will use Digiblocks (place value blocks) to decompose values into tens and ones along place value lines. Students will break numbers into multiple place value decompositions. Students will also be asked to decide if 3 tens and 31 ones is one way to show the number 63. Students will be asked to solve and justify their thinking.

Type: Lesson Plan

Help Astronaut Archimedes teach the alien students to show numbers using place value and equations in this interactive tutorial.

Type: Original Student Tutorial

Learn how to order and compare numbers from least to greatest using number lines and place value with the students in Mr. Rivera’s class in this interactive tutorial.

This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 3.

• Part 1: Number Lines
• Part 2: Using Number Lines or Order Numbers
• Part 3: Comparing Statements

Type: Original Student Tutorial

Help Amari, Sonia, and their friends compose and decompose 2-digit numbers in equivalent ways to compete in a base ten block building contest with this interactive tutorial.

This is part 3 of 3. Click below to view the other tutorials in this series.

Part 1

Part 2

Part 3

Type: Original Student Tutorial

Explore ways to break apart 2-digit numbers into tens and ones to help Amari and Sonia build base ten block towers in this interactive tutorial.

This is part 2 of 3. Click below to view the other tutorials in this series.

Part 1

Part 2

Part 3

Type: Original Student Tutorial

Help Amari and Sonia build base-ten block towers using their knowledge of 2-digit place value in this interactive tutorial.

This is part 1 of 3. Click below to view the other tutorials in this series.

Part 1

Part 2

Part 3

Type: Original Student Tutorial

Explore the history of some counting systems and learn why rules are needed, even in math, with this video.

Type: Original Student Tutorial

Learn how to order to compare numbers using >, <, and = symbols with Mr. Rivera’s class as they build and test racing cars in this interactive tutorial. 

This is Part 3 of 3 in the tutorial series. Click below to open parts 1 and 2.

• Part 1: Number Lines
• Part 2: Using Number Lines or Order Numbers

Type: Original Student Tutorial

Learn how to plot numbers on number lines using data from race cars in this interactive tutorial.

This is part 1 of 3 in a series of tutorials on plotting and comparing numbers. Click below to open the other tutorials in the series.

• Part 2 (Coming soon)
• Part 3 (Coming soon)

Type: Original Student Tutorial

Astronaut Archimedes launches into space to teach the outside world all about place value and expanded form in this interactive tutorial.

Type: Original Student Tutorial

Learn how to count to 120 and fill in the missing number on a chart to 120 in this interactive tutorial.

Type: Original Student Tutorial

Unlock an effective teaching tool that can help students all the way from basic counting principles to multiplying polynomials.

Dot Matrix sheet is available for dowload here.

Type: Perspectives Video: Teaching Idea

Unlock an effective teaching strategy for connecting geometry and numbers in order to build number sense in this Teacher Perspectives video for educators.

Type: Perspectives Video: Teaching Idea

Unlock an effective teaching strategy for teaching inequalities and equations with the math balance in this Teacher Perspectives video for educators.

Type: Perspectives Video: Teaching Idea

Put on your best cape and zip around with Zero the Hero to learn about the decade numbers!

Download the CPALMS Perspectives video student note taking guide.

Type: Perspectives Video: Teaching Idea

This game can be useful to help students who are having trouble with reversing numerals when reading numbers, for example, 14 as 41 or vise versa. Students often make this mistake because of the difference between reading teens which are read from right to left "Fourteen" versus "forty-one" which is read from left to right.

Type: Problem-Solving Task

This activity is designed to target trouble spots that children have with counting so it is important to keep the sequence short and focused. If the majority of the class is struggling with the getting past 30 into the next family, or the "teen" numbers, or crossing the century from 99 to 100 this activity can be used to target a specific area and then move on to the next trouble spot. This activity is also effective for skip counting sequences.

Type: Problem-Solving Task

The purpose of this task is for students to practice counting in a variety of ways.

Type: Problem-Solving Task

The purpose of this task is to help students learn the number sequence. One of the most common areas that young children struggle with when learning to count forward is crossing from one family to the next, for example getting to 29 in the counting sequence and not knowing what comes next or stating a random decade number. This game supports student development in this area.

Type: Problem-Solving Task

This activity is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can.

Type: Problem-Solving Task

The idea is not for the student to figure out the counting sequence but to hear it and practice it repeatedly in a facile manner. It is important to keep the counting moving quickly and smoothly so offering support to the students from the teacher by giving the number name to a student if they are struggling or having the whole group count with them until they can be independent is appropriate.

Type: Problem-Solving Task

The purpose of this task is to give students an opportunity to compare numbers less than 100 to benchmark numbers. Even though a number line is not explicitly given in the task, it is useful for students to list the numbers in the order they would appear on the number line; this allows them to focus on the relative ordering without worrying about the exact placement on the number line.

Type: Problem-Solving Task

This activity provides a connection between the counting sequence and an experience from students' daily lives. It helps to give the students a sense of how "many" each number is. This task also reinforces many skills related to understanding and representing numbers, such as using tally marks, the word form, expanded form, and place value.

Type: Problem-Solving Task

In this tutorial, you will learn to see 25 as 2 tens and 5 ones.

Type: Tutorial

In this video on using a chart to count numbers 0 to 99, you will start to see patterns in the numbers in each row and the numbers in each column.

Type: Tutorial