Standard #: MA.1.NSO.1.3

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

• MA.1.NSO.2.2
• MA.1.NSO.2.3
• MA.1.NSO.2.4
• MA.1.NSO.2.5
• MA.1.AR.2.2

 

Terms from the K-12 Glossary

• Expression 
• Equation

 

Vertical Alignment

Previous Benchmarks

• MA.K.NSO.2.2
• MA.K.AR.1.2

 

Next Benchmarks

• MA.2.NSO.1.2

 

 

Purpose and Instructional Strategies

The purpose of this benchmark is for students to identify ways that numbers can be written flexibly using decomposition. In Kindergarten, students decomposed numbers from 0 to 10 into two numbers and decomposed numbers from 10 to 20 into a ten and the corresponding ones (MTR.2.1). 

• Instruction includes the use of base ten manipulatives and place value disks for students to develop a conceptual understanding that 3 tens + 7 ones is the same as 2 tens + 17 ones (MTR.5.1). 
• Instruction includes the idea that the equal sign means “same as” and is used to balance equations.

 

Common Misconceptions or Errors

• Students may not recognize that larger sets of ones can also be seen as tens and ones. 
  • For example, 15 ones is the same amount as 1 ten + 5 ones. The use of base ten manipulatives can help model for students that 15 ones units is the same as amount at 1 ten + 5 ones though it is arranged differently (MTR.2.1).

 

Strategies to Support Tiered Instruction

• Instruction provides opportunities to use base ten blocks and a place value chart. Teacher provides a 2-digit number, like 56, and ask students to exchange one ten for ones. Next, the teacher asks students to represent the value using a drawing. Then, students are asked to explain what their new model shows and how it is similar and different from the original representation of the number. Students share the different representations with the group and again compare the similarities and differences. Finally, students name/identify the different ways to name the values (e.g. grouping the tens into the ones, 5 tens and 6 ones, 4 tens and 16 ones, or 3 tens and 26 ones, etc.) 
  • Example: 

• Teacher models using connecting cubes or break-apart base ten blocks. Students practice exchanging tens for ones and a hundred for tens. Students connect ten ones to create a rod, therefore showing that the ten ones are equivalent to one ten. With each exchange, the students represent using both the original representation and the new representation in a drawing on a place value chart. At every opportunity, ask the students to name/identify the values they are using in the numbers.

 

Instructional Tasks

Instructional Task 1 (MTR.2.1) 

• Part A. Look at each equation in the table below. Circle true or false for each expression.