1st Grade Task: The Necklace

Standards & Objectives

Learning objectives:

Students will:

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.

Essential and guiding questions:

What do the numbers represent in the equation?

Why did you choose to count all of the cubes?

How many more beads does Etta have than Lily? How do you know?

How many more beads does Lilly have than Carmen? How do you know?

How many more beads does Carmen have than Etta? How do you know?

Why did you choose to start at 25?

How did you know to jump 6 spaces?

Describe how you broke apart the number 25.

Describe how you broke apart the number 6.

How did breaking the numbers apart help you get your answer?

Does the answer seem reasonable?

How could you check your answer?

Which girl do you think will have the most beads on her necklace? Why?

Activity/Task Variations

Blooms taxonomy level:

Applying

Extension suggestions:

If each girl starts with 25 beads and Etta adds 6 sparkly beads, Lily adds 8 sparkly beads, and Carmen adds 10 sparkly beads. How could we use the number of beads in Etta’s necklace to help us find the number of beads in Lily’s necklace and Carmen’s necklace?

Originator:

Tennessee Department of Education