Unit Plan 12 (Grade 1 Math): Tens & Ones—Build, Draw, Write

Focus: Represent two-digit numbers (to 99) by building with base-ten blocks, drawing quick tens/ones, and writing expanded form and numerals.

Grade Level: 1

Subject Area: Mathematics (Number & Operations in Base Ten)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

Students make sense of tens as a bundle of ten ones and use base-ten blocks and place-value mats to represent numbers to 99. They connect build → draw → write: first build with tools, then draw quick tens and ones, then write expanded form (e.g., 73 = 70 + 3) and the numeral/words. Emphasis is on accurate exchanges (10 ones ↔ 1 ten) and clear explanations.

Essential Questions

• What is a ten, and how does it help me represent numbers quickly?
• How do build, draw, write steps show the same number in different ways?
• How does expanded form help me see the value of each digit?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Explain that 10 ones make 1 ten and that two-digit numbers show tens and ones.
2. Build numbers to 99 with tens rods and ones cubes on a place-value mat.
3. Draw “quick tens” (sticks) and ones (dots) to match a build.
4. Write numbers in expanded form (e.g., 40 + 6) and as a numeral (46) and, when helpful, as number words.
5. Compose/decompose a ten (trade 10 ones ↔ 1 ten) to keep representations consistent.

Standards Alignment — CCSS Grade 1 (threaded across the unit)

• 1.NBT.2a–c: Understand that 10 is a bundle (a ten); numbers 11–19 are a ten and some ones; two-digit numbers show tens and ones; multiples of 10 refer to tens (10, 20, …, 90).
• Mathematical Practices: MP.5 (Use tools strategically) emphasized; MP.6/MP.7 threaded.

Success Criteria — Student Language

• I can build a number with tens and ones and explain my model.
• I can draw quick tens/ones and write expanded form and the numeral.
• I can compose/decompose a ten by trading 10 ones for 1 ten (and back).