Valentine Rekenrek Count and Cover Numbers 10-20

Valentine Rekenrek Count and Cover Numbers 10-20
Valentine Rekenrek Count and Cover Numbers 10-20
Valentine Rekenrek Count and Cover Numbers 10-20
Valentine Rekenrek Count and Cover Numbers 10-20
Valentine Rekenrek Count and Cover Numbers 10-20
Valentine Rekenrek Count and Cover Numbers 10-20
Valentine Rekenrek Count and Cover Numbers 10-20
Valentine Rekenrek Count and Cover Numbers 10-20
File Type

PDF

(2 MB|45 pages)
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Standards
  • Product Description
  • StandardsNEW

Valentine Rekenrek Count and Cover Numbers to 10-20 engages students in counting 'how many' on a rekenrek to build understanding of place value in teen numbers.

This Product Includes:

  • Chocolates Rekenrek Cards (21 Cards) and Valentine Count and Cover Numbers Mat
  • Cupid with Hearts Rekenrek Cards (21 Cards) and Valentine Count and Cover Numbers Mat
  • Wagon with Flowers and Pets Cards (21 Cards) and Valentine Count and Cover Numbers Mat
  • Valentine Booth Rekenrek Cards (21 Cards) and Valentine Count and Cover Numbers Mat
  • Bucket of Hearts Rekenrek Cards (21 Cards) and Valentine Count and Cover Numbers Mat
  • Heart Balloon Rekenrek Cards (21 Cards) and Valentine Count and Cover Numbers Mat
Log in to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
10 can be thought of as a bundle of ten ones - called a “ten.”
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Total Pages
45 pages
Answer Key
N/A
Teaching Duration
N/A
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