Grade 1 Addition & Subtraction to 20 Unit: 4 Trimester: 1 Pacing: 5 Weeks

CCSS Math Essential Standards 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.3 Apply properties of operations as strategies to add and subtract. 1.OA.4 Understand subtraction as an unknown-addend problem. 1.OA.5 Relate counting to addition and subtraction. 1.OA.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.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers (ex: 8 + ? = 11).

CCSS Math Spiral Standards 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

CCSS Math Supporting Standards 1.NBT.1 Count at 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Academic Vocabulary addition, add, subtraction, subtract, equation, equal, equal sign, addends, sum, difference

commutative property, associative property, decompose, branching, number line, count on, count back, doubles, near doubles, make a 10

Essential Questions

What happens when we join two quantities or take one quantity from another? (1.OA.1) What is the commutative property? (1.OA.3) What is the associative property? (1.OA.3) How do you count on? (1.OA.6) What are doubles facts? (1.OA.6) How can you take apart/decompose a number to make it easier to use a strategy to add? (1.OA.6) How can different strategies be helpful when solving a problem? (1.OA.6)

Big Ideas Strategies such as finding ways to make ten, identifying doubles facts, using doubles plus one, the number line, branching, decomposing, and counting on can be used to solve addition problems that exceed a sum of 10. The commutative property tells us that addends can be listed in either order and still be true (ex: 3 + 4 = 4 + 3). The associative property tells us that addends can be grouped differently and still have the same sum. (ex: (5+4) +2 = 5 + (4 + 2) or 9 + 2 = 5 + 6)

Different strategies can be applied to different problems, depending on the relationship between two addends (ex: do they make ten? are they doubles?). Subtraction can be thought of as a missing-addend problem.

Unwrapped Essential Standards VERBS-Nouns Depth of Knowledge (DOK) Use-strategies to solve addition problems. (DOK 1) Add-two or more addends. (DOK 1) Count On-to add. (DOK 1) Make Ten-to add. (DOK 1) Subtract-to find the difference. (DOK 1) Understand-how to use the different strategies taught. (DOK 1) Determine-which strategy is most efficient when solving addition and subtraction problems. (DOK 2) Demonstrate-an ability to use strategies when solving addition and subtraction problems. (DOK 2) Decompose-numbers to create friendlier numbers when adding. (DOK 2) Apply-an understanding of strategies when choosing the best strategy for solving an addition problem. (DOK 4)

Student Friendly Standards I can model addition and subtraction word problems using objects, drawings, and equations. (1.OA.1) I can solve word problems with unknown numbers in different positions. (1.OA.1) I can add three whole numbers whose sum is less than 20. (1.OA.2) I can show that adding zero to any number does not change the number. (1.OA.3) I can show that changing the order of the addends does not change the sum. (1.OA.3) I can show when adding three numbers in any order, the sum does not change. (1.OA.3) I can use properties of operations to add and subtract. (1.OA.3) I can rewrite a subtraction equation as an addition equation with a missing addend. (1.OA.4) I can add by counting on. (1.OA.5) I can subtract by counting back. (1.OA.5) I can add and subtract within 20 by using equal but easier numbers. (1.OA.6) I can explain that the equal sign means “same as.” (1.OA.7) I can determine the unknown value in an addition or subtraction equation when two out of three of the numbers in the equation are given. (1.OA.8)

Suggested Progression and Resources for Instruction Investigations Unit Investigation Session Resource Master Student Activity Book 3-Solving Story Problems 1-Combinations 1.1- How Many of Each?

1.2- Missing Parts 1.3- Combinations of Numbers 1.4-Combinations of Numbers Cont.

M1-M25 1-18

1.5-Dot Addition 1.6-Addition Games 1.7-Conuting On 1.8-Solving an Addition Story Problem 1.0 Assessment

3-Solving Story Problem 2-Introducing Subtraction 2.1-Introducing Subtraction 2.2-Solving Subtraction Story Problems 2.3-Subtraction Strategies

M28-M31 19-26

3-Solving Story Problem 3-Working with Addition and Subtraction

3.1-Story Problem 3.2-Today’s Number 3.3-Adding and Subtracting: Story Problems and Games

M13, M35-M38 27-38

6- Number Games and Crayon Puzzles

2-Combinations of Numbers

2.1-Revisiting how Many of Each? 2.2-Crayon Puzzles About Me 2.3-Dot Addition 2.4-More Crayon Puzzles 2.5-Assessment

M25-M41 15-27

6- Number Games and Crayon Puzzles

3-Addition and Subtraction 3.1-Five-in-a-Row with Three Cards 3.2-Subtraction Games 3.3-Assessment 3.4 Addition and Subtraction Story Problem

M42-M55 28-43

8-Twos, Five, and Tens 1-Getting to 100, continued 1.1 -Ten Turns 1.2 -Revisiting the 100

Chart

M1-M2, M5 1-2, 4

8-Twos, Five, and Tens 2-Twos, Fives, and Tens 2.1 How Many Hands 2.2 More Problems About Twos 2.3 Twos and Fours 2.4 How Many Fingers 2.5 How Many Squares? 2.6 How Many Feet?

M22-M29 14-37

2.7 How We Counted 2.8 Assessment

Online Resources Bridges Learning, Addition and Subtraction: http://catalog.mathlearningcenter.org/files/pdfs/SecB1SUP-A7_NumAddSub-201304.pdf North Carolina http://www.insidemathematics.org/index.php/number-and-operations-in-base-ten-nbt Shorty Forty Inside Mathematics http://www.insidemathematics.org/index.php/number-and-operations-in-base-ten-nbt Got Your Number http://www.math-aids.com/ Make your own worksheets K-5 Math Teaching Resources http://www.k-5mathteachingresources.com/support-files/1st-Gd-MJv.2-Preview.pdf Math Journals Free Preview Tasks: 16-30, 46-57 http://www.k-5mathteachingresources.com/1st-grade-number-activities.html Activities Include: Addition Word Problems Subtraction Word Problems Add to: Change Unknown Problems Add to: Start Unknown Problems Take from: Change Unknown Problems Bunk Bed Problem Double Decker Bus Problem Making Apple Ten Packs Word Problems with Three Addends *Other activities available on the website

Assessment See attached: Pre-Assessment, Post-Assessment, Performance Task, Answer Key, Rubric

Use the number line to find the sum. 7 + 6 = __________

19 - 5 = ________

Using the commutative property, find the missing addend.

Name: _______________

Unit 4 Skills Assessment Addition and Subtraction to 20

Pre-Assessment

1.

Using the associative property, find the missing addend. 2.

3.

Use the number line to find the difference.

4.

Score:

10

Use doubles to find the two addends that equal the sum. ________ + __________ = 14

________ + __________ = 18

Find the sum by decomposing to make ten.

5. - 6.

7.

9 + + =

Ava was working on an addition problem. Examine her work.

16 + 4

10 + 6 + 4

10 + 9

19

8. Did Ava make any mistakes? Yes No

9 + 8 =

9. Circle the mistakes. Then, show Ava your strategy towards solving.

Use the number line to find the sum. 7 + 6 = __________

19 - 5 = ________

Using the commutative property, to find the missing addend.

Name: _______________

Unit 4 Skills Assessment Addition and Subtraction to 20 Pre - Assessment

1.

Using the associative property, to find the missing addend. 2.

3.

Use the number line to find the difference.

4.

Score: 10

7 Bumblebees

6 Fish

13

14

Student must show proper use of the number line when finding the sum.

Student must show proper use of the number line when finding the difference.

Use doubles to find the two addends that equal the sum. ________ + __________ = 14

________ + __________ = 18

Find the sum by decomposing to make ten.

5. - 6.

7.

9 + + =

Ava was working on an addition problem. Examine her work.

16 + 4

10 + 6 + 4

10 + 9

19

8. Did Ava make any mistakes? Yes No

9 + 8 =

7 7

9 9

17

1 7 17

9. Circle the mistake(s). Then, show Ava your strategy towards solving.

Use the number line to find the sum. 9 + 6 = __________

20 - 7 = ________

Using the commutative property, to find the missing addend.

Name: _______________

Unit 4 Skills Assessment Addition and Subtraction to 20 Post-Assessment

1.

Using the associative property, to find the missing addend. 2.

3.

Use the number line to find the difference.

4.

Score: 10

Use doubles to find the two addends that equal the sum.

________ + __________ = 12 ________ + __________ = 16

Find the sum by decomposing to make ten.

5. - 6.

7.

7 + + =

Tim was working on an addition problem. Examine his work.

13 + 4

10 + 3 + 4

10 + 8

18

8. Did Tim make any mistakes? Yes No

7 + 8 =

9. Circle the mistake(s). Then, show Tim your strategy towards solving.

Use the number line to find the sum. 9 + 6 = __________

20 - 7 = ________

Using the commutative property, to find the missing addend.

Name: _______________

Unit 4 Skills Assessments Addition and Subtraction to 20 Post – Assessments ANSWER KEY

1.

Using the associative property, to find the missing addend. 2.

3.

Use the number line to find the difference.

4.

Score: 10

12 Stars

10 Pencils

15

13

Student must show proper use of the number line, when finding the sum.

Student must show proper use of the number line, when finding the difference.

Use doubles to find the two addends that equal the sum.

________ + __________ = 12 ________ + __________ = 16

Find the sum by decomposing to make ten.

5. - 6.

7.

7 + + =

Tim was working on an addition problem. Examine his work.

13 + 4

10 + 3 + 4

10 + 8

18

8. Did Tim make any mistakes? Yes No

7 + 8 =

6 6

8 8

15

3 5 15

(Student must identify that 8 is the wrong calculation.)

(This circle is optional.)

9. Circle the mistake(s). Then, show Tim your strategy towards solving.

(1 Point using any strategy to obtain a correct sum)

Name

Unit 4 Performance Task Addition and Subtraction to 20

Task #1 Use Scale A. How much does each apple weigh? _____ pounds

Task #2 Use Scale B. How much does the pineapple weigh? _____ pounds

4 pounds 4 pounds 10 pounds

Show your work.

Show your work.

SCALE A  SCALE B 

Name

Task #3 Use Scale C. How much does this fruit weigh? _____ pounds

Task #4 Use Scale C. Each piece of fruit costs $2. How much would you have to pay if you wanted to buy all of the fruit on this scale? Use two strategies to solve this problem.

? pounds

Show your work.

Show your work for your first strategy.

Show your work for your second strategy.

SCALE C 

Student Name

 

Unit 4 Performance Assessment Rubric Addition and Subtraction to 20

Questions 1 2 3 4 Score

Task #1 Student does not find the correct weight AND shows no work.

Student does not find the correct weight, but uses an appropriate strategy for solving the problem.

Student finds the correct weight, and uses an appropriate strategy for solving the problem.

Student finds the correct weight, and uses one or more appropriate and most efficient strategies for solving the problem.

Task #2 Student does not find the correct answer AND shows no work.

Student does not find a correct answer, but uses an appropriate strategy for solving the problem.

Student finds the correct weight, and uses an appropriate strategy for solving the problem. *If student did not find the correct weight of each apple, but uses his/her answer to find the weight of the pineapple, student still meets the standard.

Student finds the correct weight, and uses one or more appropriate and most efficient strategies for solving the problem.

Task #3 Student does not find the correct weight AND shows no work.

Student does not find the correct weight, but uses an appropriate strategy to solve the problem.

Student finds the correct weight, and uses an appropriate strategy to solve the problem. *If student did not find the correct weights of each fruit, but uses his/her answers and correctly adds them, student still meets the standard.

Student finds the correct weight, and uses one or more appropriate and most efficient strategies to solve the problem.

Task #4 Student does not find the correct cost AND shows no work.

Student does not find the correct cost, but uses appropriate strategies to solve the problem. OR Student finds the correct cost, but only uses one strategy to solve the problem.

Student finds the correct cost, and uses two appropriate strategies to solve the problem.

Student finds the correct cost, and uses two appropriate and most efficient strategies to solve the problem.

1 2 3 4 TOTAL SCORE

<10 Points 10-11 Points 12-14 Points 15-16 Points