Transcript ten.

Week of 03/3/14
This week we will be reviewing all tested
standards. The next two slides will tell in
detail what the standards are. The
benchmark tests are the following week.
The test dates are Tuesday the 11th
(reading), Wednesday the 12th (math) and
Thursday the 13th (science). If you go back
to my webpage and go under the science
link you can pull a science review for the
benchmark test.
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MCC1.OA.3 Apply properties of operations as strategies to add and subtract.
Examples: If 8+3=11 is known, then 3+8=11 is also known. (Commutative
property of addition.) To add 2+6+4, the second two numbers can be added to
make a ten, so 2+6+4=2+10=12. (Associative property of addition.)
MCC1.OA.4 Understand subtraction as an unknown addend problem. For
example, subtract 10−8 by finding the number that makes 10 when added to 8.
Add and subtract within 20.
MCC1.OA.8 Determine the unknown whole number in an addition or subtraction
equation relating three whole numbers. For example, determine the unknown
number that makes the equation true in each of the equations 8+? =11, 5=? −3,
6+6=?
MCC1.NBT.2 Understand that the two digits of a two-digit number represent
amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones-called a “ten.”
The numbers from 11-19 are composed of a ten and one, two, three, four, five,
six, seven, eight, or nine ones.
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).
MCC1.NBT.3 Compare two two-digit numbers based on meanings of the tens and
ones digits, recording the results of comparisons with the symbols >, =, and <.
• MCC1.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.
• MCC1.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.
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• MCC1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples
of 10 in the range 10-90 (positive or zero differences), 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.
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• MCC1.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.
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Monday 3/3/14
Parker has 90 GI Joe men. Tavares has 60 GI Joe men.
How many more does Parker have?
10 more than 32
Draw the tens rods and ones cubes to represent
12____45 <>=
11=1+___
65
a. 60+50 b. 60+5 c. 6+5
36 is composed of
A. 3 tens 6 ones. B. 6 tens 3 ones C. 6 tens 6 ones
Subtract 60-10 (remember to write it the correct way
on your paper)
Write two different number sentences to represent
this picture.
How many people voted in the survey?
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Tuesday 3/4/14
Suzzie has 13 pairs of pink and red shoes. 6 of the
pairs of shoes are pink the rest are red. How many
pairs of shoes are red?
10 more than 45
Draw Tens rods and ones cubes to represent
62____24 <>=
12=3+___
98
a. 90+80 b. 90+8 c. 9+8
24 is composed of
A. 2 tens 4 ones. B. 4 tens 2 ones C. 6 tens 0 ones
Subtract 60-10 (remember to write it the correct way
on your paper)
Write two different number sentences to represent
this picture.
9. How many people voted in the survey?
Wednesday 3/5/14
1. Barnie has 25 basketballs. Freddie has 21 basketballs.
How many basketballs do they have altogether?
2. Draw Tens rods and ones cubes to represent 54___54
<>=
3. 10 less than 24
4. 36
a. 30+60 b. 3+6 c. 30+6
5. ___+5=9
6. Write two number sentences that represent this
picture
7. Subtract 80-30 (remember to write it the correct way
on your paper?)
8. 45 is composed of
A. 5 tens 4 ones. B.4 tens 5 ones C.10 tens 0 ones
9. How many people voted for bears and lions?
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Thursday 3/6/14
Bobbie has 50 blue race cars and 80 red race cars.
How many more red race cars does he have?
10 more than 69
Draw Tens rods and ones cubes to represent
56___65 <>=
12=3+___
13
a. 1+3 b. 10+30 c. 10+3
Write two different number sentences to represent
this picture.
7. Add 90-50 (remember to write it the correct way on
your paper)
8. 65 is composed of
A. 6 tens 5 ones. B. 5 tens 6 ones C. 3 tens 6 ones
9. How many more people voted for tigers than
crocodiles?
Friday 3/7/14
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There were 15 children going the AR challenge from Mrs.
Dollar’s room and 12 children going from Mrs. Livingston’s
room. How many children are going to the AR challenge in all?
Draw Tens rods and ones cubes to represent78___87 <>=
10 less than 12
51 a. 5+1 b. 50+1 c. 50+10
___+2=10
Write two different number sentences to represent this
picture.
7. Subtract 60-20 (Remember to write it the correct way on your
paper)
8. 28 is composed of
A. 2 tens 8 ones. B. 8 tens 2 ones C. 4 tens 3 ones
9. How many people voted for lions or bears?