1. Recognizing the Counting Sequence Unit of Study: Strengthening Critical Area: Place Value Global Concept Guide: 1 of 3

2. You may have noticed that Unit 15’s GCG’s look different from the previous units. Unit 15 was provided as a way to strengthen student understanding of the critical area place value. Your student’s performance on the Units 6 & 7 Assessments and Performance Tasks will be your guide for the activities you select as you progress through this unit.

3. Content Development 1.NBT.5 builds on students’ work with tens and ones and requires them to understand and apply the concept of 10 by mentally adding ten more and ten less than any number less than 100. This understanding leads to future place value concepts. It is critical for students to do this without counting. Prior use of models such as base ten blocks, number lines, and 100 charts helps facilitate understanding. Ample experiences with ten frames will also help students see the pattern involved when adding or subtracting 10 and USE these patterns to solve such problems.

4. Day 1 Essential Question: How can I use a hundred chart to solve ten more or ten less? Allow students to reinforce their current understanding with a number chart on Day 1 using activities like the ones that follow:  Hundreds Board Pictures Activity- Riddles that lead students to create pictures on a Hundreds Chart. The activity provides clues using the hundred chart- with each clue, students are creating the letter H. The teacher can create additional riddles for students use the hundreds chart to make a letter or symbol. Hundreds Board Pictures Activity-  Scrambled Hundreds Board- Cut apart a hundreds board and have students put it back together. This file has multiple scrambled hundreds boards. Scrambled Hundreds Board-  100 Chart Activities – Activity 10 – Use a 100 chart to find 10 more/10 less. 100 Chart Activities – Activity 10 By the end of Day 1, students should be able to use a hundred chart to solve ten more or ten less.

5. Day 2 Essential Question: How can I mentally find ten more or ten less? Students should be able to use strategies learned during the course of the year to mentally count 10 more and 10 less than a number. Have students work together and monitor students’ responses.  Ten More Ten Less Game: Students choose a number from a deck and spin to state 10 more or 10 less than the number. Ten More Ten Less  Piggly Wiggly: Students will mentally solve ten more or ten less using dimes. This document has 4 problem solving scenarios using money to mentally solve. Prior to this task, the teacher may want to review the value of a dime and counting by dimes. If needed, the teacher can create more problem solving scenarios based off the provided ones. Piggly Wiggly:  Ten Game: Students roll a dice to create a two digit number. Students will spin a spinner to determine ten more or ten less. Then the student is expected to mentally solve ten more or less then record the appropriate equation. Ten Game:  See the next slide for progress monitoring and exit ticket that can be used on this day. By the end of Day 2, students should be able to mentally solve ten more or ten less from a given number.

6. Monitoring Progress- Day 2  Gathering Data Through Observation  Frequently move through the room observing partners as they practice mentally counting 10 more or less. Listen to their discussions to gain insight into their understanding and mastery. Jot down observations (Classroom Observation log)to help plan interventions, adjustments to lessons, or task modifications.Classroom Observation log  Exit Tickets can be used to monitor progress each day. Take opportunities to look at students responses and conference with students about their thinking.  Exit Ticket 1 Exit Ticket 1  Exit Ticket 2 Exit Ticket 2