Grade 1 Mathematics Weeks 23–24: Teacher Guide and Answers
Suggested pacing: review 5 minutes, model 10 minutes, guided practice 10 minutes, independent work 10 minutes, feedback 5 minutes. Adapt to student needs.
Week 23: Add within 100 using tens and ones
Day 111: Add within 100 using tens and ones
Example: 24 + 13 = ___ Answer: 37. Represent each number with tens and ones, then combine.
Practice 1: 26 + 15 = ___ Answer: 41.
Practice 2: 27 + 13 = ___ Answer: 40.
Practice 3: 24 + 14 = ___ Answer: 38.
Practice 4: 25 + 15 = ___ Answer: 40.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 112: Add within 100 using tens and ones
Example: 25 + 14 = ___ Answer: 39. Represent each number with tens and ones, then combine.
Practice 1: 27 + 13 = ___ Answer: 40.
Practice 2: 24 + 14 = ___ Answer: 38.
Practice 3: 25 + 15 = ___ Answer: 40.
Practice 4: 26 + 13 = ___ Answer: 39.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 113: Add within 100 using tens and ones
Example: 26 + 15 = ___ Answer: 41. Represent each number with tens and ones, then combine.
Practice 1: 24 + 14 = ___ Answer: 38.
Practice 2: 25 + 15 = ___ Answer: 40.
Practice 3: 26 + 13 = ___ Answer: 39.
Practice 4: 27 + 14 = ___ Answer: 41.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 114: Add within 100 using tens and ones
Example: 27 + 13 = ___ Answer: 40. Represent each number with tens and ones, then combine.
Practice 1: 25 + 15 = ___ Answer: 40.
Practice 2: 26 + 13 = ___ Answer: 39.
Practice 3: 27 + 14 = ___ Answer: 41.
Practice 4: 24 + 15 = ___ Answer: 39.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 115: Add within 100 using tens and ones
Example: 24 + 14 = ___ Answer: 38. Represent each number with tens and ones, then combine.
Practice 1: 26 + 13 = ___ Answer: 39.
Practice 2: 27 + 14 = ___ Answer: 41.
Practice 3: 24 + 15 = ___ Answer: 39.
Practice 4: 25 + 13 = ___ Answer: 38.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Week 24: Subtract tens and ones
Day 116: Subtract tens and ones
Example: 68 – 25 = ___ Answer: 43. Use a drawing or count back to subtract.
Practice 1: 70 – 27 = ___ Answer: 43.
Practice 2: 71 – 25 = ___ Answer: 46.
Practice 3: 68 – 26 = ___ Answer: 42.
Practice 4: 69 – 27 = ___ Answer: 42.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 117: Subtract tens and ones
Example: 69 – 26 = ___ Answer: 43. Use a drawing or count back to subtract.
Practice 1: 71 – 25 = ___ Answer: 46.
Practice 2: 68 – 26 = ___ Answer: 42.
Practice 3: 69 – 27 = ___ Answer: 42.
Practice 4: 70 – 25 = ___ Answer: 45.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 118: Subtract tens and ones
Example: 70 – 27 = ___ Answer: 43. Use a drawing or count back to subtract.
Practice 1: 68 – 26 = ___ Answer: 42.
Practice 2: 69 – 27 = ___ Answer: 42.
Practice 3: 70 – 25 = ___ Answer: 45.
Practice 4: 71 – 26 = ___ Answer: 45.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 119: Subtract tens and ones
Example: 71 – 25 = ___ Answer: 46. Use a drawing or count back to subtract.
Practice 1: 69 – 27 = ___ Answer: 42.
Practice 2: 70 – 25 = ___ Answer: 45.
Practice 3: 71 – 26 = ___ Answer: 45.
Practice 4: 68 – 27 = ___ Answer: 41.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 120: Subtract tens and ones
Example: 68 – 26 = ___ Answer: 42. Use a drawing or count back to subtract.
Practice 1: 70 – 25 = ___ Answer: 45.
Practice 2: 71 – 26 = ___ Answer: 45.
Practice 3: 68 – 27 = ___ Answer: 41.
Practice 4: 69 – 25 = ___ Answer: 44.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Assessment and progression
Use unfamiliar parallel questions to assess transfer. Record accuracy, strategy explanation, and independent work separately. Revisit skills that need reteaching. This material is locally developed, not a certification of full Alabama mathematics standards alignment.