2 A Story of Units® Ten Tens

TEACH ▸ Module 1 ▸ Place Value Concepts Through Metric Measurement and Data · Place Value, Counting, and Comparing Within 1,000

The bold brushstrokes and vivid colors in Maurice Prendergast’s painting invite us to step inside this lively street scene in Venice, Italy. A group of ladies with parasols is crossing a bridge. Getting lost in a crowd can be intimidating, but as we learn about base ten, counting large numbers—of people, parasols, or anything— will be a breeze.

Ponte della Paglia, 1898–1899; completed 1922

Maurice Prendergast, American, 1858–1924

Oil on canvas

The Phillips Collection, Washington, DC, USA

Maurice Prendergast (1858–1924), Ponte della Paglia, ca. 1898/ reworked 1922. Oil on canvas. The Phillips Collection, Washington, DC, USA. Acquired 1922.

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Ten Tens

Module 1 Place Value Concepts Through Metric Measurement and Data · Place Value, Counting, and Comparing Within 1,000

2 Addition and Subtraction Within 200

3 Shapes and Time with Fraction Concepts

4 Addition and Subtraction Within 1,000

5 Money, Data, and Customary Measurement

6 Multiplication and Division Foundations

Use information presented in a bar graph to solve put together and take apart problems.

to physical units by iterating a centimeter cube.

Count and bundle tens, and hundreds to 1,000.

Count efficiently within 1,000 by using ones, tens, and hundreds.

Use counting strategies to solve add to with change unknown word problems.

Organize, count, and record a collection of objects.

Count up to 1,000 by using place value units.

Write three-digit numbers in unit form and show the value that each digit represents.

Write base-ten numbers in expanded form.

Read, write, and relate base-ten numbers in all forms.

Count the total value of ones, tens, and hundreds with place value disks.

Exchange 10 ones for 1 ten, 10 tens for 1 hundred, and 10 hundreds for 1 thousand.

Model numbers with more than 9 ones or 9 tens.

Problem solve in situations with more than 9 ones or 9 tens.

Compare three-digit numbers by using >, =, and <.

Apply place value understanding to compare by using >, =, and <.

Organize, count, represent, and compare a collection of objects.

numbers in different forms.

Grade 1 Module 1

Students collect data by answering questions, sorting sets, and making observations. They create bar graphs, picture graphs, and tally charts to visually represent the data. As students count to find totals and visually compare quantities, they recognize that linear organizations are useful.

Grade 1 Module 4

Students explore indirect comparison, whereby the length of one object is used to compare two other objects, and they order objects by length. Students begin measuring with same-size standard units, centimeter cubes. They express the length of an object as the total number of centimeter cubes laid end to end. As students measure objects longer than 10 cm, they use 10 cm sticks and additional centimeter cubes and practice counting by tens and some ones. Students use measurement as a context for solving comparison problems.

In topic A, students mathematize their world by organizing categorical data on bar graphs. Students use a scale to help them track data without counting all. Then they use bar graphs to solve put together, take apart, and compare problems. Students may use counting, one-to-one matching, or addition and subtraction strategies to solve problems.

Metric measurement lays the groundwork for place value understanding in topic B as students work with units of ones, tens, and hundreds. Students begin by using centimeter cubes to create a 10 cm ruler. Students come to understand that the numerals on a ruler represent the number of length units, or the distance, from zero. As the need arises to measure longer objects, students use ten 10 cm rulers to build a 100 cm tool, a meter stick. With a growing toolbox, students self-select appropriate measuring tools based on the size and shape of various objects. Students use the relationship between metric units to express measurements with different units, such as 105 cm and 1 m 5 cm.

In topic C, students use measurement benchmarks to estimate the length of objects. They compare estimates with the actual measurements and model the difference in length by using a tape diagram. Students see that comparison problems can be solved with both addition and subtraction strategies—by adding or subtracting a part to make the tapes the same or by subtracting the matching part. They then apply this understanding to solving comparison problems in the context of height.

In Topic D, students draw on their understanding of length as they explore problem solving through linear models and measurement contexts. Students model adding and subtracting efficiently by getting to a benchmark number when they use a measuring tape as a number line. Students engage in the Read–Draw–Write routine and use a tape diagram to represent and solve compare with difference unknown word problems. Students share and compare solution strategies and notice that the same problem can be solved by using different operations and equations.

Students estimate and measure weight and liquid volume. They explore the relationship between place value units by reasoning that there are 1,000 grams in 1 kilogram and 1,000 milliliters in 1 liter. Students apply their understanding of metric measurement as they represent word problems with a tape diagram and solve flexibly. In addition, students use their understanding of the number line to read vertical measurement scales. Finally, students represent data in scaled bar graphs and solve problems related to graphs.

Students use the interval from 0 to 1 on the number line as the whole. They iterate fraction tiles to partition a number line into fractional units. Students count unit fractions and relate the placement of a fraction on the number line to its distance from 0. Then students apply their understanding of fractions on the number line to rulers and to the creation of line plots.