Place+Value-Read+and+Write+Whole+Numbers+to+99

**Topic:** Place Value-Read and Write Whole Numbers to 99 **Pretest** : Give the Blank100's Chart Pretest Also give the rapid 23, 51, 112, 80, 99 are the numbers, assessment is out of 5. They must read and write the number in order to get credit.

1.1D Read and write numbers to 120 to describe sets of concrete objects.
 * TEKS: **


 * Core Components: **
 * Matches written number with a set constructed with Base Ten Blocks.
 * Constructs a number with Base 10 Blocks and writes the number.
 * Identifies numbers 0-120 (orally and written)
 * Expresses numbers In terms of tens and ones through 120.

**Vocabulary:** ones, tens, whole numbers, number chart, position of a number, row, digit, column, hundreds chart 

Then model writing that number on this paper. What number do these blocks show? Do several examples, this is like the rapid assessment. Introduce ones and tens. > 2. Have the students identify where those numbers are on the 100s chart. • What patterns in the numbers do you see? When students look for count by 10s patterns, help them see that there is one number in each row, the number ends with 0, and the tens place number increases by 1. > 3. Have the students use connecting cubes in stacks of ten to count by 10s to 100. > 4. Show the students a stack of 5 connecting cubes. Have them count the cubes or otherwise verify that there are 5 cubes. If students are subitizing numbers, they may not need to count the cubes but can recognize a set of 5 cubes. > 5. Model for students counting by tens. •5, 15, 25, 35, 45, 55, 65, 75, 85, 95 > 6. Have students identify the numbers on the 100s chart. • What patterns do you see when we count by tens starting with 5? The patterns will be very similar to the count by tens patterns: one number per row, all of the numbers are in the same column, the tens digit increases by one. The different pattern is having a 5 in the ones place each time >
 * Whole Group Mini Lesson: **
 * Show you some place value blocks // (or whatever you’re using) //** and ask you what number the blocks represent. (Van de Walle activity 5.8 pg 135, Activity 5.9 page 135) **
 * 1. Have students count by tens, starting with 10.
 * Use the blank hundreds charts where the students only have to fill in some of the numbers. There are some below.


 * Math Stations/Independent Activities: **

WAR instructions: Students at a table will divide the cards equally (you can copy 2 of each sheet). They will turn over a card, count, and the student with the highest card will take the cards shown. They play until one person has the entire stack. 





 If you have students that don't know many of the numbers, here is a hundreds chart tracer, could be good for Tiger Time

[|Number of the Day]

**Envision:** Topic 9

The Seven Chairs <span style="font-family: arial,arial;">by Helen Lanteigne
 * <span style="font-family: 'Comic Sans MS',cursive;">Literature Connections: **


 * <span style="font-family: 'Comic Sans MS',cursive;">Technology Integration: **

<span style="font-family: 'Comic Sans MS',cursive;"> This unit is the student’s first introduction to place value. Place value concepts will continue to be developed in each nine week period.
 * <span style="font-family: 'Comic Sans MS',cursive;">Common Assessment: **
 * <span style="font-family: 'Comic Sans MS',cursive;">Rapid 1D (pages 995 & 996) and 100's chart **
 * <span style="font-family: 'Comic Sans MS',cursive;">Notes: **

Intervention- If child miscounted determine if this was careless or not skilled at counting, teach ways to check work by pairing children and asking them to check one another, if child not well practiced in writing symbolic representation provide p ractice with number line or a small hundreds chart that is the same size as the 100 cube (possibly use a sharpie to write the numerals on the cube), challenge student to look at a written number and line up the base ten tools on the small chart