1.2.C
The Standard
use objects, pictures, and expanded and standard forms to represent numbers up to 120
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students build and draw a given number, then record its numeral and the value of each place. They connect hundreds, tens, and ones across each representation.
What Mastery Looks Like
- Given 94 or 107, a student can build it, sketch it, and write 90 + 4 or 100 + 7. The student can match different representations of the same number.
Common Misconceptions
- Students may write 46 as 4 + 6 instead of 40 + 6. They may write one hundred seven as 17 or 1007, or count a hundred block as ten.
How to Assess It
- Exit ticket: Show one hundred seven with a base-ten sketch, a numeral, and an addition sentence that shows each place value.
Lesson moves
Ways to Teach It
Give pairs base-ten blocks and number cards. Students draw a card, build it, sketch it, then write its numeral and expanded form.
Ask, “How are 83 and 38 different?” Students write two sentences using tens, ones, numeral, and expanded form.
Play Match My Number with cards showing numerals, base-ten sketches, and expanded forms. Students collect sets of three matching cards.
Count a classroom supply, such as 112 crayons, and have students record it with a sketch, numeral, and expanded form.
Keep exploring
Related Standards
- 2.2.B
use standard, word, and expanded forms to represent numbers up to 1,200
- K.2.B
read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures
- 1.2.B
use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones
- 2.2.A
use concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones
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