An error occurred while receiving your review. Please refresh the page and try again.

An error occurred while saving. Please refresh the page and try again.

Unit 4, Lesson 27

Add a pair of two-digit numbers when the ones digits have a sum greater than ten.

EngageNY 60 min(s)

In this lesson, students practice adding tens and ones when the ones digits have a sum greater than 10 (such as 19 + 15), methods for which were introduced in the previous lesson.

You must log inorsign upif you want to:*

*Teacher Advisor is 100% free.

Other lessons from Unit 4 in Grade 1 by EngageNY

Previous Lesson

Unit 4, Lesson 26

Add a pair of two-digit numbers when the ones digits have a sum greater than 10.

60 min(s)

Next Lesson

Unit 4, Lesson 28

Add a pair of two-digit numbers with varied sums in the ones.

60 min(s)

Other lessons similar to this one

Unit 1, Lesson 9

Arrow Cards

68 min(s)

North Carolina Department of Public Instruction

Unit 1, Lesson 1

Adding a 2-digit number and a 1-digit number using ten frames

60 min(s)

2 Content Standards are aligned with this lesson

1.NBT.C.4
1.NBT.C.5

Major StandardsSupporting StandardsAdditional Standards

Standard 1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models 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 method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Part of Major Cluster 1.NBT.C

1 Math Practice Standard is aligned with this lesson

Standard MP.5

Use appropriate tools strategically.

Prerequisites for 1.NBT.C.4

1st Grade

1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

1.NBT.B.2

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

1.NBT.B.2.A

10 can be thought of as a bundle of ten ones - called a "ten."

1.NBT.B.2.B

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

1.NBT.B.2.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).

Upcoming Standards for 1.NBT.C.4

2nd Grade

2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

2.NBT.B.5

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Teacher Advisor uses cookies and other tracking technologies for performance, analytics, and marketing purposes.

By using this website, you accept this use. Learn more about these technologies in the Privacy policy.