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```									1st   Grade Academy

Bundle 6
Investigations Unit 8:
Twos, Fives, and Tens
   Investigations 3
   Session 1: Games about Combinations of Ten
   Session 2: Roll Tens
   Session 3: Ten Plus
   Session 4: Tens and Ones
   Session 5: Equivalent Expressions Review type lessons
Math TEKS Connection Lessons
   Groups and Singles I
   Comparing Tens
   Up to One Hundreds

Word for word directions for teacher instruction
and possible student response.

Envisions Topic 10 Sessions to create and
build numbers with tens and ones.
Investigations 3: Session 1
   Make 10s and Tens Go Fish
   Counters in a Cup and How Many am I
Hiding (Review games. Use higher numbers)

Great ways to reinforce the concept cards of
Friends of Ten.

These games should have already been
introduced. Continue to working on addition
and subtraction word problems.
Investigations 3: Session 2

   Roll Tens…
   Great way to reinforce place value up to 30, 50,
and 100.
Investigations 3: Session 3

   Ten Plus… Students get reinforcement on
the importance of TEN.

9 plus… Move 1
8 plus… Move 2
7 plus… Move 3

Students see the value of the linking cubes and
how 7 + 6 is really 10 + 3…
Investigations 3: Session 4 and 5

   Continued review of the building of tens
concept. These sessions can be skipped. Do
the Math TEKS Lessons as whole group and
use the games as your anchors
Math TEKS Connection Lessons….

   Whole group instruction with directed
lessons. There are handouts and teacher
questions for you and typical student

   Envision Topic 10
   Do a lesson with each Math TEKS Connection in
teacher directed small group during anchor
rotation time.
Mary Alice Activities in Anchors

   Sailboat Cover Up
   Place Value Pass Around
   Moving on the 100’s chart
Don’t use this one!
Don’t use this one!
Pass Around Directions
• The nice thing about these – you only need 1 set of cards
(maybe 2 for a large class).
• Everyone gets 1 card – solves it & then passes it to the next
person. They might start with problem 7 – so they record their
work on space 7 – their next problem might be problem 2.
• Depending on the number of problems in a set – you might
provide a recording sheet OR you might have the students
organize their work something like:
1         2
3         4
5         6
7         8
9         10
START   MOVES   END

23     

58     

34     

92     
START   MOVES   END

23          26

58         54

34         34

92        89
START   MOVES   END

60     

54     

47     

56     
START   MOVES   END

60          30

54          84

47         47

56        86
START   MOVES   END

36     

61     

25     

66     
START   MOVES   END

36          17

61         79

25          7

66         59
Just enough time for a little
MENTAL MATH
•100 chart
1   2   3   4   5   6   7   8   9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

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