All Lessons

(B) Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

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.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1.NBT.2.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).

(A) Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99

(Y1) Count collections to 100 by partitioning numbers using place value (ACMNA014)

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

(B) Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones

(Y1) Count collections to 100 by partitioning numbers using place value (ACMNA014)

1.NBT.2.B The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

(D) Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10

(Y1) Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

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.

(B) Illustrate that the length of an object is the number of same-size units of length that, when laid end-to-end with no gaps or overlaps, reach from one end of the object to the other

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

(E) Tell time to the hour and half hour using analog and digital clocks.

(Y1) Tell time to the half-hour (ACMMG020)

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

(C) Use relationships to determine the number that is 10 more and 10 less than a given number up to 120

(Y1) Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero (ACMNA012)

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.

(E) Tell time to the hour and half hour using analog and digital clocks.

K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.

(B) Use data to create picture and bar-type graphs

(Y1) Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

(A) Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

(Y1) Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

(A) Collect, sort, and organize data in up to three categories using models/representations such as tally marks or T-charts

(Y1) Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

(C) Draw conclusions and generate and answer questions using information from picture and bar-type graphs.

(Y1) Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays (ACMSP263)

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

(Y2) Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)

2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.