General Information
Subject Area: Mathematics (B.E.S.T.)
Grade: 1
Strand: Number Sense and Operations
Date Adopted or Revised: 08/20
Status: State Board Approved
Benchmark Instructional Guide
Connecting Benchmarks/Horizontal Alignment
Terms from the K-12 Glossary
- Expression
Vertical Alignment
Previous Benchmarks
Next Benchmarks
Purpose and Instructional Strategies
The purpose of this benchmark is for students to understand that the value of a digit is impacted by its position in a number. A three in the tens place has a value of 30 while a 3 in the ones place has a value of 3. In Kindergarten, students learned to recognize and count numbers to 100 verbally. Students counted out objects within 20 when given that number verbally or by its written numeral (MTR.5.1).- Instruction includes the understanding that in expanded form each digit of a multi-digit number is assigned a value based on its place.
- Instruction includes experiences with numbers written in different forms (MTR.2.1).
- Instruction includes the use of both proportional and non-proportional models like base ten models or place value disks (MTR.5.1).
Common Misconceptions or Errors
- Students may confuse the value of the digits with how they are stated as a number.
- For example, the standard form of fifteen is 15 and not 51.
- Students may write sequences of numbers rather than expanded form like 83 as 8 + 3 instead of 80 + 3. Having students use base ten blocks to model the number could be helpful for students to understand that the value is directly correlated to tens and ones.
Strategies to Support Tiered Instruction
- Instruction includes opportunities to use a place value chart and base ten blocks to
represent a two-digit number like 76. Students write the expanded form below the base
ten blocks on the place value chart, reading the expanded form aloud. This will assist in
the word form of the numbers. Students write out the word form below the expanded
form, referring to a math word wall where number names may be listed as needed.
- For example, to confirm that students understand the value of the digits ask, “How is the number 67 the same or different than 76?”
- Teacher provides the opportunity to use a place value chart and connecting cubes or
break-apart base ten blocks. Have students represent a two-digit number, like 36. Then,
have the students represent this model with a drawing on the place value chart.
- For example, ask students to use the same blocks and create the representation of 63 (students should not be able to do so with only 3 tens and 6 ones). Discuss why they cannot create this number with blocks they have. Then, provide them more blocks and have them create the representation of 63. Ask them to compare the two different numbers. What do they notice and wonder? Have students identify or match the expanded forms and word forms of the numbers used.
Instructional Tasks
Instructional Task 1 (MTR.2.1, MTR.4.1)
Provide students with the graphic organizer shown below.- Part A. Using tens and ones base ten blocks, create a two-digit number and record in the first column. Write an addition expression in the second column that corresponds to the representation in the first. In the last column, write your number. Repeat until you have created four numbers and written four addition expressions.
- Part B. With a partner, review your work and explain how you know your expressions are correct.
Instructional Items
Instructional Item 1
- How are 16 and 61 alike and different?
Instructional Item 2
- Kourtney wrote a number in expanded form: 90 + 4. What is the standard form of her number?
Instructional Item 3
- Using the word form of a number, complete the table below with the missing standard form or expanded form.
*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive.