First Grade Mathematics Place Value

• The student must be able to use the greater than symbol (>); the less than symbol (<); and the equal to symbol (=) to record the results of their comparison of two whole numbers up to 100. Students should be ready to explain their thinking using a place value model or an open number line.(1.2) G
• The student must be able to add 10, 20, 30, 40, 50, 60, 70, 80, or 90 and 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9 using concrete models such as base-ten models, place value disks, linking cubes, and pictorial models such as base-ten pictorials, place value disks, open number lines, and strip diagrams. They must be efficient in modeling their sums, explaining their addition strategies, and recording their number sentences. (1.3) A
• The student must be able solve problems by understanding number relationships of 10 more and 10 less. They must be able to explain how they solved the problem and how they know they are correct.(1.5) C
• The student must be able to put in order whole numbers up to 120 based on the meaning of the hundreds, tens, and ones digits. Students should be able to explain their thinking using a place value model and an open number line. (1.2) F
• The student must be able to compare whole numbers up to 120 based on the meaning of the hundreds, tens, and ones digits. They must use the terms greater than, more than, less than, fewer than, equal to, or same as to compare and explain their thinking(1.2) E
• The student must find a number that is more than or less than a given whole number up to 120. They must be able to explain their ideas and connect them to place value (ones, tens, and hundreds) and number relationships. (1.2) D
• The student must be able to use objects and pictures to represent numbers up to 120. They must be able to think flexibly and write the number in standard form and write the number in expanded form as a sum of hundreds, tens, and ones. (1.2) C
• The student must be able to use concrete objects, such as ten-frames, rekenreks, base-ten blocks, bundled sticks,place value disk, or the open number line, and sketch pictures of the objects to represent composing or putting together, and decomposing, breaking apart of numbers, up to 120. They must use various combinations of hundreds, tens, and ones and must be able to explain their sums using multiple visual models. (1.2) B

• 1.2 C (R) Use objects, pictures, and expanded and standard forms to represent numbers up to 120
• 1.2 G (R) Represent the comparison of two numbers to 100 using the symbols >, <, or =
• 1.2 B (S) 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
• 1.2 D (S) generate a number that is greater than or less than a given whole number up to 120
• 1.2 E (S) use lace value to compare whole numbers up to 120 using comparative language
• 1.2 F (S) order whole numbers up to 120 using place value and open number lines
• 1.3A (S) Use concrete and pictorial models to determine the sum of a multiple of ten and a one-digit number in problems up to 99
• 1.5 C (S) Use relationships to determine the number that is 10 more and 10 less than a given number up to 120

• I can use objects and pictures to represent numbers up to 120. 1.2C
• I can use standard form and expanded form to represent numbers up to 120. 1.2C
• I can compare 2 numbers up to 100 using the symbols <, >, and =. 1.2G
• I can use pictorial and concrete models to compose and decompose numbers up to 120 in more than one way as so many ones, tens, and hundreds. 1.2B
• I can generate a number that is greater than or less than a given number up to 120. 1.2D
• I can use place value to compare numbers up to 120 using comparative language. 1.2E
• I can order numbers up to 120 using place value and an open number line. 1.2F
• I can use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99. 1.3A
• I can use relationships to determine the number that is 10 more or 10 less than a given number up to 120. 1.5C

• What are ways to count and show numbers to 120?
• What are ways to compare and order numbers to 120?
• How can you use symbols to compare numbers?
• How do you order numbers using place value and a number line?
• How can a number be represented in pictures?
• How can a number be represented in standard form?
• How can a number be represented in expanded form?

Vocabulary:  digit, expanded form, hundreds, ones, place value, standard form, tens, >greater than, <less than, = Equal to, 10 more, 10 less, greatest to least, inequality, least to greatest, open number line, doubles fact family, make 10, think addition/count on, twos, fives, tens
Previously introduced:  backward, compose, decompose, forward, word form, addition, difference, number sentence/equation, subtraction, sum