Unit 4_ Addition and Subtraction in Base 10.xlsx

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1	Unit 4: Addition and Subtraction in Base 10							Unit pacing: 15 Days (Dates were adjusted due to Benchmark Testing, PTC and holidays.) Module 12: February 16- 27, 2026 Module 13: March 2- 13, 2026 SPRING BREAK- March 16- 20, 2026
2	Unit Overview and Enduring Understandings	In this Unit, students engage in activities that help them identify and distinguish between tens and ones within two-digit numbers. They learn to add and subtract multiples of ten using visual models and manipulatives, developing strategies like making tens and using a hundred chart to solve problems effectively. The unit emphasizes the importance of understanding how changes in place value affect addition and subtraction operations, encouraging students to explain their reasoning using drawings, charts, and other visual aids to represent their solutions. Overall, by the end of this Unit, students are expected to achieve proficiency in adding and subtracting tens and ones, applying these skills confidently in real-world and mathematical contexts, setting a solid foundation for future mathematical learning. ENDURING UNDERSTANDINGS: What key concepts will students grasp by the end of the unit? "Students will understand that..." 1. Tens and ones help us break down and understand the value of each digit in two-digit numbers, such as recognizing that 54 is made up of 5 tens and 4 ones. 2. Strategies like making tens and using a hundred chart assist us in adding and subtracting multiples of ten efficiently. 3. Visual models and manipulatives provide concrete representations that aid in grasping abstract concepts in addition and subtraction with tens and ones. 4. Understanding place value is essential as it determines the value of digits in a number and how they interact during addition and subtraction. 5. The hundred chart serves as a tool for visualizing number patterns and relationships, facilitating the understanding and solving of addition problems within 100.
3	Essential Questions	1. How do tens and ones help us understand two-digit numbers in addition and subtraction? 2. What strategies can we use to add and subtract multiples of ten? 3. Why is it important to use visual models and manipulatives when learning addition and subtraction with tens and ones? 4. How does understanding place value affect our ability to solve addition and subtraction problems? 5. What role does the hundred chart play in helping us visualize and solve addition problems?
4	Content Domain	Essential Standards	Supporting Standards	Concepts	Skills	Strategies/ Models	Vocabulary	Evidence of Mastery	Assessments	District Aligned Resources
5	Conceptual Understanding	1.NBT.C.4- Demonstrate understanding of addition within 100, connecting objects or drawings to strategies based on place value (including multiples of 10), properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form. See Table 1.		Module 12: We can add or subtract tens and ones using place value. Addition can mean putting together or moving forward on a number line. Subtraction can mean taking away or moving backward on a number line. A group of 10 ones can be traded for 1 ten. We can break numbers apart (decompose) to make them easier to add or subtract. We can count on or count back by tens or ones. Sometimes we need to regroup (trade) when there are more than 10 ones. We can write number sentences to show our thinking. Module 13: Two-digit numbers can be added or subtracted by combining or separating tens and ones. Sometimes we need to regroup or trade between tens and ones. Models help show how tens and ones are added or subtracted. When adding ones and the total is more than ten, we regroup to make a new ten.	Module 12: a. Add and subtract multiples of 10 (e.g., 30 + 20, 70 – 40). b. Add and subtract a one-digit number from a two-digit number. c. Use place value (tens and ones) to solve addition and subtraction problems. d. Solve problems using mental strategies when working with tens. Module 13: a. Add and subtract two-digit numbers with and without regrouping. b. Use place value models to represent regrouping (e.g., 13 ones = 1 ten + 3 ones). c. Write and solve equations based on concrete and pictorial models. d. Explain strategies used in solving problems.	Module 12: a. Break apart numbers into tens and ones to simplify problems. b. Use a number line to jump forward for addition and backward for subtraction. c. Use counting on/back or making a ten as needed. d. Model tens and ones to show regrouping visually. e. Use base-ten blocks (rods and cubes) f. Use place value charts or mats g. Use open number lines h. Use arrow cards (to show place value) i. Use drawings with tens-sticks and ones-dots j. Use anchor chart Module 13: a. Use base-ten blocks to represent and trade tens/ones. b. Break apart numbers into tens and ones and then add or subtract each part. c. Regroup when there are more than 10 ones in addition, or not enough ones in subtraction. d. Check work by reversing the operation (addition ↔ subtraction). e. Use base-ten blocks (especially for showing regrouping clearly) f. Use place value charts with tens and ones columns g. Use vertical addition/subtraction models with boxes h. Use drawings showing decomposition or recomposition of numbers i. Use open number lines for mental math strategies j. Use anchor chart	Addition Subtraction Tens Ones Two-Digit Numbers Place Value Addend Sum Difference Model Strategy Count Manipulatives Representation Hundreds Chart Number Bond Number Sentence Relationship Word Problems	TSWBAT demonstrate understanding of addition within 100 by using objects or drawings to represent their strategies.	Formative Assessments: Exit Tickets Observation Checklists Weekly Tests Written Assessments Summative Assessments: Unit Test (can also be done through Galileo) Periodic/ Quarterly Tests	INTO MATH: Module 12: Understand Addition and Subtraction with Tens and Ones Module 13: Two-Digit Addition and Subtraction
6	Application		1.NBT.C.6- Subtract multiples of 10 in the range of 10 to 90 (positive or zero differences), using objects or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Relate the strategy to a written form.					TSWBAT subtract multiples of 10 with at least 90% accuracy using objects, drawings, and strategies based on place value, properties of operations, and the relationship between addition and subtraction.	Performance-Based Assessments through manipulatives and visual models Think-Pair-Share White Board Responses Group Activities Interactive Games Technology-Based Assessments: Online Quizzes Educational Apps/ Program, e.g. Happy Numbers, Prodigy, etc.
7	Procedural Skills and Fluency	1.OA.A.1- Use addition and subtraction within 20 to solve word problems with unknowns in all positions (e.g., by using objects, drawings, and/or equations with a symbol for the unknown number to represent the problem).	1.NBT.A.1- Count to 120 by 1's, 2's, and 10's starting at any number less than 100. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.C.5-Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count. 1.OA.C.5- Relate counting to addition and subtraction (e.g., by using counting on 2 to add 2). 1.OA.C.6- Fluently add and subtract within 10.					TSWBAT count to 120 by 1's, 2's, and 10's, starting at any number less than 100, with at least 90% accuracy. TSWBAT read and write numerals up to 120 and represent a given number of objects with the correct written numeral, demonstrating comprehensive understanding and fluency. TSWBAT fluently add and subtract within 10.	Math Fact Fluency Assessments Fluency Timed Tests Flash Crads
8	Considerations:	When teaching Unit 4, teachers should consider several key factors for effective instruction: 1. It is crucial to utilize hands-on manipulatives and visual aids to reinforce the concept of place value and support students in understanding how two-digit numbers are composed of tens and ones. 2. Emphasize problem-solving strategies like making tens and using a hundred chart to help students develop fluency in adding and subtracting multiples of ten. 3. Teachers should provide opportunities for students to explain their reasoning and solutions using visual models, as it will help in fostering deeper understanding of mathematical concepts. 4. Differentiate instruction to accommodate diverse learning styles to ensure that all students can grasp these foundational skills. 5. Provide regular assessments and feedbacks as these are essential to monitor progress and adjust instruction accordingly, ensuring that students master addition and subtraction with tens and ones effectively by the end of the unit.
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