Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

a. 10 can be thought of as a bundle of ten ones—called a “ten.” 

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones

c. 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).

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

.

Students will be able to count by tens from 10-90 and understand that these are bundles of tens.

Students will be able to reconize and count numbers 11-19 by using a ten frame/stick and ones.

Students will be able to compare numbers based on the tens and one places using correct symbols and language.

Formative Assessments: Informal observation during whole class activities such as singing the “Count by Tens” song, answering if numbers are bigger than, less than, or equal to each other. Filling out ten frames to make a ten. Filling in ten frames to demonstrate 11-19 as well as 10, 20, 30, 40. 50, 60, 70, 80, 90, 100. Use worksheets as individuals and groups to fill in 10 frames to represent numbers as well as compare numbers. 

Summative Assessment: Unit test consisting of all objectives for the unit.