Scooping Up Tens Subtraction Pack

Scooping Up Tens Subtraction Pack
Scooping Up Tens Subtraction Pack
Scooping Up Tens Subtraction Pack
Scooping Up Tens Subtraction Pack
Scooping Up Tens Subtraction Pack
Scooping Up Tens Subtraction Pack
Scooping Up Tens Subtraction Pack
Scooping Up Tens Subtraction Pack
Grade Levels
File Type

PDF

(4 MB|31 pages)
Standards
  • Product Description
  • StandardsNEW
Students practice understanding place value using tens in this 31 page pack that includes 3 different hands-on activities, reproducible sets of Base ten rods, and a label for each activity set. There are practice worksheets following each activity.

In Set 1: Scoop Up the Tens, students use ice cream scoops and cones to match different representations of multiples of tens. 1.NBT.A.1; 1.NBT.B.a; 1.NBT.B.c

In Set 2: Scoop Up Ten Less, students use ice creams scoops and cones to find 10 less than a number. 1.NBT.C.4; 1.NBT.C.5

In Set 3: Scoops of Ten, students subtract multiples of tens, matching ice cream scoops and cones. 1.NBT.C.4; 1.NBT.C.5; 1.NBT.C.6
Log in to see state-specific standards (only available in the US).
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.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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.
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).
10 can be thought of as a bundle of ten ones - called a “ten.”
Total Pages
31 pages
Answer Key
N/A
Teaching Duration
N/A
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