This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials The Very Hungry Caterpillar by Eric Carle The students work individually or in pairs. Each student or pair needs: Three ten-frames for each s...

Counting backwardMathematics Instructional Plans (MIPs) help teachers align instruction with the 2016 Mathematics Standards of Learning (SOL) by providing examples of how the knowledge, skills and processes found in the SOL and curriculum framework can be presented to students in the classroom.

This resource is a remix from Illustrative Mathematics https://tasks.illustrativemathematics.org/content-standards/tasks/1081. Suggested Modifications: It is imperative that students in their early ages of mathematics education be introduced to the idea of the number line that makes sense. In other words, they usually count the tick marks on the number line which leads to an inaccuracy in the algorithm. To help them better understand number lines, the suggestion is to introduce the idea number paths which is another way of looking at a number line. To help better facilitate the lesson, I have added a downloadable document student activity that can be used in cooperative learning groups to facilitate mathematical discourse. This activity also encourages literacy in the curriculum.   

Module 4 builds upon Module 2's work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40 .

The module opens with Topic A, where students study, organize, and manipulate numbers within 40. Having worked with creating a ten and some ones in Module 2, students now recognize multiple tens and ones. Students use fingers, linking cubes, dimes, and pennies to represent numbers to 40 in various ways--from all ones to tens and ones. They use a place value chart to organize units. The topic closes with the identification of 1 more, 1 less, 10 more, and 10 less as students learn to add or subtract like units.
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In this final module of the Grade 1 curriculum, students bring together their learning from Module 1 through Module 5 to learn the most challenging Grade 1 standards and celebrate their progress.

In Topic A, students grapple with comparative word problem type. While students solved some comparative problem types during Module 3 and within the Application Problems in Module 5, this is their first opportunity to name these types of problems and learn to represent comparisons using tape diagrams with two tapes.
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Students will find helpful resources for learning and practicing math skills and processes in this eMediaVA collection.

 ​​​a. count forward orally by ones to 110, starting at any number between 0 and 110b. write numbers 0 to 110 in sequence and out of sequencec. count backwards orally by ones when given a number between 1 and 30