SFUSD Mathematics Core Curriculum Development Project...1 Entry Task Digging Dinosaurs 1 per student 4 Lesson Series 1 Dot Cards (6 pages) LS1 Day 1 Worksheet LS1 Day 2 Worksheets

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SFUSD Mathematics Core Curriculum, Grade 1, Unit 1.6: Problems with Unknowns within 20, 2014–2015

SFUSD Mathematics Core Curriculum Development Project

2014–2015

Creating meaningful transformation in mathematics education

Developing learners who are independent, assertive constructors of their own understanding

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Grade 1

Unit 1.6 Problems with Unknowns within 20

Number of Days

Lesson Reproducibles Number of Copies

Materials

1 Entry Task Digging Dinosaurs 1 per student

4 Lesson Series 1 Dot Cards (6 pages) LS1 Day 1 Worksheet LS1 Day 2 Worksheets (5 pages) EM Lesson 5.8 Math Masters p.145 EM Lesson 6.3 Math Masters p.166 LS1 Day 4 Subtraction Story Problems (2 pages)

1 per pair 1 per pair 1 per student 1 per student 1 per pair 1 per student

EM Number cards (can be printed on card stock)

1 Apprentice Task Find the Missing Number (3 pages) 1 per pair Number Cards (1-10)

4 Lesson Series 2 EM Name-Collection Boxes – Math Masters p.325 Equality Workmat True or False Mat and Equations (2 pages) HW: Missing Number Balance Equal or Not? Balance and Cards (4 pages) HW: Balance Sheets True or False Worksheets (3 pages) HW: True or False 1

1 per student 1 per pair 1 per student 1 per student 1 per pair 1 per student 1 per student 1 per student

Counters Scissors and glue sticks

1 Expert Task Equal or Not Cards 1 per pair Balance from Lesson Series 2

3 Lesson Series 3 Worksheets – Word Problems (4 pages) Engage NY Lesson 18 Worksheets (6 pages) Day 3 Worksheets (3 pages)

1 per student 1 per student 1 per student

Number Cards (1-20) Linker Cubes (20 per student) Counters

1 Milestone Task Milestone Task Pictures (2 pages) Provided by AAO

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Unit Overview

Big Idea

Relationships between addition and subtraction equations within 20 can be used to solve problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in different places.

Unit Objectives

● Students will be able to use addition and subtraction within 20 to solve word problems, with unknowns in all positions. ● Students will understand the meaning of the equal sign and determine if equations are true or false. ● Students will determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

Unit Description

Student will develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They will add to, take from, put together, take apart, and compare relationships between addition and subtraction problems and develop strategies to solve arithmetic problems with these operations. Students will understand the connections between addition and subtraction and use strategies based on addition and subtraction to solve addition and subtraction problems within 20. Note: Unit 1.6 focuses on numbers 0–10 (Numbers within 20). Later in the year (Unit 1.8), students will focus on numbers 11–20.

CCSS-M Content Standards

Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 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. 2 Work with addition and subtraction equations. 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = □ – 3, 6 + 6 = Δ. 2See Glossary, Table 1.

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Progression of Mathematical Ideas

Prior Supporting Mathematics Current Essential Mathematics Future Mathematics

Students understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Students solve addition and subtraction word problems and add and subtract within 10. Students fluently add and subtract within 5.

Students represent and solve problems involving addition and subtraction. Students 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. Students will understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. Students will determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

Students 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. Students will fluently add and subtract within 20 using mental strategies. By end of second grade, know from memory all sums of two one-digit numbers.

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Unit Design All SFUSD Mathematics Core Curriculum Units are developed with a combination of rich tasks and lessons series. The tasks are both formative and summative assessments of student learning. The tasks are designed to address four central questions: Entry Task: What do you already know? Apprentice Task: What sense are you making of what you are learning? Expert Task: How can you apply what you have learned so far to a new situation? Milestone Task: Did you learn what was expected of you from this unit?

1 Day 4 Days 1 Day 4 Days 1 Day 3 Days 1 Day

Total Days: 15

Lesson Series 1

Lesson Series 2

Lesson Series 3

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Entry Task Digging Dinosaurs

Apprentice Task Find The Missing Number

Expert Task Equal or Not?

Milestone Task Rooster off to See the World

CCSS-M Standards

1.OA.1 1.OA.8 1.OA.7, 1.OA1 1.OA.1, 1.OA.7, 1.OA.8

Brief Description of Task

In Digging Dinosaurs, students use algebraic thinking to solve problems involving multiple answers, optional solutions, variables, and functions. This task challenges students to use words and number sentences to describe the number of dinosaurs in a lake given the number of visible dinosaur feet.

The Find the Missing Number task asks students to solve addition and subtraction equations up to 10 with different structures so that they are able to see the connections between addition and subtraction more easily.

The Equal or Not? task asks students to understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false.

Rooster Off to See the World asks students to solve problems using addition and subtraction represented in multiple ways. Students will experience “adding on” and “taking from” patterns in this story.

Source http://insidemathematics.org/

http://www.k-5mathteachingresources.com/

https://grade1commoncoremath.wikispaces.hcpss.org

Rooster’s Off to See the World by Eric Carle SFUSD Teacher Created

Lesson Series 1

Lesson Series 2

Lesson Series 3

CCSS-M Standards

1.OA.1, 1.OA.8 1.OA.7 1.OA.1, 1.OA.7, 1.OA.8

Brief Description of Lessons

Lessons in this series allow students an opportunity to develop the concept of the unknown using concrete models, visual representations, and hands-on activities.

This lesson series will reinforce that the equal sign in mathematics means that the quantity on the left hand side is the same as the quantity on the right hand side. Students need to understand that quantities can be represented in many different ways and can be decomposed into different representations. Students need to see that 6 = 4 + 2, 6 = 5 + 1, etc.

The problems in this lesson represent the Add To contexts for addition and subtraction. Students will experience and practice with all three types of these problems, finding unknown numbers in all three positions. Students will also gain more understanding of the equals sign and understand that it means that the quantity on the left side is the same as the quantity on the right side.

Sources NY’s Common Core Mathematics Curriculum http://www.engageny.org

Everyday Mathematics https://grade1commoncoremath.wikispaces Howard County Public School System

SFUSD Teacher Created http://www.engageny.org/

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Entry Task Digging Dinosaurs

What will students do?

Mathematics Objectives and Standards Framing Student Experience

Math Objectives: ● Students will use addition and/or subtraction to obtain and

justify a solution to a word problem. ● Students will use words, drawings, and/or equations to

represent multiple solutions for answering the question of how many dinosaurs are standing in the water.

CCSS-M Standards Addressed: 1.OA.1 Potential Misconceptions:

● There is more than one solution to this story problem. Some students may see a four-legged dinosaur, some may see a two-legged dinosaur. Some may see two four-legged dinosaurs that lost a leg and one two-legged dinosaur, etc. Student should be allowed to make sense of the problem, construct a viable argument, and critique the reasoning of others. (Mathematical Practices #4)

Launch: Display the picture of the dinosaur legs under water. Set the scene: Discussion on the rug: (Hold up the picture.) “Tell me about this picture? What do you see?” (Solicit answers from students.) “How many dinosaur feet do you see in this picture?” (Solicit answers from students and then state that the class will investigate this question.) “Imagine you are swimming underwater in a lake and you see dinosaur feet in the water. You don’t want to go to the surface in case they are not friendly dinosaurs. Below is a picture of what you see. We are going to try and figure out how many dinosaurs are standing in the lake.” During: In small groups: Each student has a picture and you ask the following questions:

• How many legs does a dinosaur have? Can you think of a dinosaur that has two legs? (T-Rex)

• Can you think of a dinosaur that has four legs? (Stegosaurus) • How many dinosaurs are standing in the lake? Explain why. • You think it would be that number. Can you draw a complete drawing of the

dinosaurs standing in the lake? • Can you show how you got your answer?

Invite students to use their own thinking and consider the possibility of more than one answer. Give students enough think time the process answers. Students think-pair-share their thinking and have an opportunity to share their reasoning with the group. Circle groups of legs with each circle encompassing all the legs on that dinosaur’s body. Create an addition equation together that could represent how many legs are in the water. e.g., 4 legs + 4 legs = 8 legs, 3 legs + 3 legs +2 legs=8 legs, 2+2+2+2=8, 2+4+2=8

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Closure/Extension: Ask students to close their eyes to image that one of the dinosaurs was a four-legged stegosaurus that was snatched out of the water by a T-Rex. How many dinosaurs would be left in the water now? Circle groups of legs with each circle encompassing all the legs on that dinosaur's body. Create a subtraction equation together that could represent this scenario. e.g. 8 legs – 4 legs = 4 legs.

Digging Dinosaurs

How will students do this?

Focus Standards for Mathematical Practice: 2. Reason abstractly and quantitatively 4. Model with mathematics

Structures for Student Learning: Academic Language Support:

Vocabulary: dinosaur, feet, how many, water, swimming, lake, surface, friendly Sentence frames: I know there are ______ dinosaurs because _______________.

Differentiation Strategies: Students can act out or draw the problem to help them visualize it.

Participation Structures (group, partners, individual, other): ● Whole class, Partners and small groups.

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Lesson Series #1 Lesson Series Overview: In this series, students are developing conceptual understanding of unknown whole numbers in subtraction and addition equations. This is an opportunity for you and your students to concretely model equations containing unknown quantities. The lessons are structured to guide students from the concrete to the representative to the abstract with sufficient support and scaffolds. CCSS-M Standards Addressed: 1.OA.8 Time: 4 days

Lesson Overview - Day 1 Resources

Description of Lesson: Students first practice the counting on strategy to add using the dot/number cards. In a highly scaffolded and structured example, students then apply the skill of counting on to determine a missing addend using a highly visual representation of the concept. Finally, students try to apply the skill to represent a missing addend when writing a number sentence. Notes:

Day 1 Lesson Dot Cards EM Number Cards (may be reproduced from masters on cardstock) Worksheet for Student Practice Pond Image


Description of Lesson: Students will solve addition problems with unknowns using manipulatives. They represent these problems using number sentence and practice strategies to solve addition equations with unknowns. Notes:

Day 2 Lesson Worksheet for Student Practice


Description of Lesson: Children solve different subtraction number stories involving a comparison scenario. Notes:

Everyday Mathematics Lesson 5.8 Math Masters p. 145 and p. 166

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The important sections of this lesson to focus on are: • Math Message • Section 1 - Teaching the Lesson - In this section, highlight the comparison

stories using the key phrase “How many more _____ than _____.”


Description of Lesson: This lesson offers instruction and practice that includes three different problem types using the "Add To" context with a discrete quantity.

Day 4 Lesson Plan Day 4 Subtraction Story Problems

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Apprentice Task Find The Missing Number



Math Objectives: ● Determine the unknown whole number in an addition or subtraction

equation relating to three whole numbers. CCSS-M Standards Addressed: 1.OA.8 Potential Misconceptions:

● Students may have a difficult time dispelling the notion that the equal sign means "compute."

● Students cannot write down a number to fill in the number sentence until they pull a card with the number they want to use.

Launch: Introduce the task by modeling while you are giving the following instructions:

1. Work with a partner. Choose a game board and place the numeral cards 1–10 face down in a row above it. Ro Sham Bo to determine who is Player 1 and Player 2, and write your names above the table labeled Table 1 or Table 2. NOTE: You can ask students to cut their game board down the middle on the black line that separates "Table 1 / Table 2" so that each partner has their side of the game board in front of them.

2. Take turns to turn over a card. Check to see whether you can use that number to complete a number sentence on your side of the board.

3. If you can use that number, keep the card and write the number in the correct space on your board. If you cannot use the number place it back face down above the board. If you're able to use the number, say "I can use ___ because _____."

4. Keep going until you have both filled in all your missing numbers. During: Students will be turning over a card and checking to see whether they can use that number to complete a number sentence on their side of the game board. If they can use the number, they will keep the card and write the number in the correct space on their game board. If they cannot use the number they will place it back face down above the board. If they can use the number, they should say "I can use ___ because ____." Students work on filling up their entire board. Closure/Extension: As an extension, students can pick another game board with their partner and repeat the steps above.

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Find The Missing Number


Focus Standards for Mathematical Practice: 1. Make sense and perseveres in solving problems. 2. Models with mathematics.


Vocabulary: addition, subtraction, combinations, different

Sentence frames: 3 + 7 = 5 + 5

Differentiation Strategies: Some students might not be able to list all the combinations. For these students, you might want a bank of all possible combinations that they can use as a check off list to ensure that they have all of them. Participation Structures (group, partners, individual, other): Whole group instruction, partners where they can think-pair-share the different combinations, and individually write the combinations on their recording sheet.

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Lesson Series #2 Lesson Series Overview: This lesson series will reinforce that the equal sign in mathematics means that the quantity on the left hand side is the same as the quantity on the right hand side. Students need to understand that quantities can be represented in many different ways. This lesson highlights the importance of students understanding that numbers can be decomposed into many different representations. Students need to see that 6 = 4 + 2, 6 = 5 + 1, etc. When students are asked to make a statement such as: 4 + 2 = 5 + ?,True, they have an understanding of the various representations of 6. CCSS-M Standards Addressed: 1.OA.7 Time: 4 days


Description of Lesson: Understanding the Equal Sign and Balance Equivalencies Students will learn how to show the values on each side of an equal sign must be equal in order for an equation to be true. They will use models to represent equivalent forms of the same number. Notes: You should put more focus on teaching the meaning of the equal sign and assure that students understand that the values on each side of an equal sign must be equal in order for an equation to be true.

Everyday Mathematics Lesson 6.2


Description of Lesson: Balance Equivalencies / True or False? Students will be able to show that the values on each side of an equal sign must be the same in order for an equation to be true. Students will be able to determine if equations are true or false and explain their reasoning. Guiding Question(s): What does the equal sign mean? How can I tell if an equation is true or false?

Day 2 Lesson Equality Workmat True or False Mat True or False Equations Missing Number Balance HW

Suggested Technology: Document Camera Special Materials Needed: counters

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Prior Knowledge: What prior knowledge should students have for this lesson? Students should have prior knowledge solving addition and subtraction equations with unknowns in each position of the equation. Students should also have experience solving addition and subtraction equations with the sum/difference to the left of the equal sign and the expression that makes the equation true on the right side of the equation (i.e., 6 = 3 + 3).

I do: Put the workmate under the document reader/projector. On each side of the equal sign put 6 red counters. Tell students that they are going to learn what the equal sign means. Ask, "Is what I have made on the workmat true?" (Yes.) "Let’s write this equation down." Write the equation (6 = 6). On the right side of the workmat, take away 3 red counters and replace them with 3 yellow counters. Ask students, "Is what I made on the workmat true?" (Yes.) "What equation did I make?" (6 = 3+3) Take away 1 red counter from the left side of the equation. Ask students, "Is what I made on the workmat true?" (No.) "How do you know?" (Help students to understand that the quantity on one side of the equal sign must equal the quantity of the other side of the equal sign, or it is false.) Put 5 red counters and 1 yellow down on the right side, and on the left side put 4 yellow counters and 2 red counters. Ask students, "Is what I made on the workmat true?" (Yes.) "What equation can I write from what you see on the workmat?" (5 + 1 = 4 + 2)

We do: Using the document reader, solve the following problem with help from students. Invite students to come up to document reader to explain their thinking using the red and yellow manipulates on the work mat:

5 = 4 + __ 3 + 5 = 7 + __

Introduce the idea of TRUE and FALSE. Have students put their thumb down and say “false!” Have students put their thumb up and say “true!”

Ask if the following situations are true or false, and have students respond with thumbs up or thumbs down.

2 + 2 = 4 7 = 5 + 1 1 + 5 = 6 0 + 1 = 20 10 = 2 + 8 4 + 5 = 2 + 7

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After each true or false equation, ask students how they know the equation is true or false. This justification is crucial to helping students to cement their understanding of the equal sign concept. It is also an opportunity for students to construct viable arguments and critique the reasoning of others. Based on student results, determine if more guided practice is needed.

You Do: Students will work in pairs to sort equations

Closure: Exit ticket: Write this equation on the board: 12 = __ + __. Ask students to generate three different true solutions to this equation and one false solution. Then create an anchor chart of all of the student answers, and as a class students will work on determining if each of the student-generated equations are true or false.

ACCOMMODATIONS & RECOMMENDATIONS:

Accommodations: You may want to give students the workmat with counters pre-drawn, and students can color the counters with yellow and red crayons. Extensions: Advanced learners may include expressions on both sides of the equal sign (6 + 6 = 9 + 3), come up with their own missing addend/sum situations, or come up with a real-world situation for the missing addend/sum.


Description of Lesson: Students will be able to show that the values on each side of an equal sign must be equal in order for an equation to be true. Students will be able to determine if equations are true or false and explain their reasoning.

I do: Three-digit equations: Put a piece of paper or mini white board under the document reader/projector. Write: 6 + 1 = 7. Ask, "Is what I have made on the workmat true?" (Yes.) "Let’s use tally marks (or manipulatives) to check our work." Show students how this equation means there are 7 on each side of the equal symbol using manipulatives or tally marks. Next, write the equation: 7 = 6 + 1. Repeat the progress of using tally marks to double check the equation and review the concept that the equal sign can be found in different positions as long as both sides are the same, such as 6 + 1 = 7 and 7 = 6 + 1. Four-digit equations: Write a four-digit equation under the document reader (1 + 1 = 1 + 1)/

Day 3 Lesson Equal or Not? Balance Equal or Not Sorting Expressions A and B HW: Balance Sheets Suggested Technology: Document Camera

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Reiterate the idea that equations can have more than 3 numbers. Determine if these equations are true as a class:

1 + 1 = 1 + 1 2 + 1 = 2 + 1 5 + 1 = 4 + 2

We do: Using the document reader, ask students to determine if the 5 + 1 = 4 + 2 problem is true or false. Do the sum of the numbers on the right side of the equal sign have the same sum as the numbers on the left side of the equal sign? Invite students to come up to document reader to explain their thinking using manipulates, tallies, or a number line. Introduce different ways to solve this problem such as:

Placing tally marks above each number. Using a number line to determine the sum on each side of the number line. Using manipulative or fingers to count each side. Breaking the problem into two and solving each side. 5 + 1 = 4 + 2 =

Use the resource scale balance template to show students the following equations under document reader. Ask if the following equations are true or false and have students respond with a thumbs up or thumbs down. Use equity sticks to choose volunteers to come up to document reader and check the box if it is true or x the box if it is false.

0 + 0 = 20 10 = 5 + 5 10 = 2 + 8 1 + 1 = 1 + 1

After each true or false equation, ask students how they know the equation is true or false. This justification is crucial to helping students to cement their understanding of the equal sign concept. It is also an opportunity for students to construct viable arguments and critique the reasoning of others. Based on student results, you can determine if more guided practice is needed.

You Do: Students will work in pairs to complete the Equal or Not activity Instructions for Equal or Not activity:

Model how each student will cut out the number cards 0–10 and the equation cards.

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Work together to identify a number and an expression that balance, and lay them on the balance mat. Reverse their positions and ask if they are still balanced.

Have students identify two expressions that balance and lay them on the mat. Choose a number or expression and have the students identify multiple expressions (if

available) that would make the scale balance. Write all the equations that make 0 balance. Repeat for numbers 1–10.

Students work in partnerships to repeat this process at their tables and record equivalencies on paper for numbers 0–10

Closure: Exit ticket: Write this equation on the board: 15 = __ + __. Ask students to generate one true solution to this equation and one false solution on a note card. Have students put note cards in a box, and pull two notecards. The class will determine if the equations are true or false.


Warm Up: Write the number 4 on the board and circle it. Ask students to come up with different ways to make 4 using subtraction. Give the example of 10-6 and 10-2-2 and record it on the board. Demonstrate how I use my fingers and the number grid to help me with my thinking. Give students time to think-pair-share. Then call on students with equity sticks to share a way to make 4 using subtraction. Lesson: I do: Model how to complete the true/false worksheet with students on Elmo (or write on white board). Look at the first problem: 7 = 5 – 2. Read the problem out loud and use a number line to determine if 5 – 2 is equal to 7. Reinforce the meaning of the equals sign and that 7 = 5 – 2 is the same as saying 5 – 2 = 7. Determine together that 5 – 2 is 3, not 7 and that the answer is false. Circle “false” together and move on to the next problem.

We do: Invite students to think about the next problem. Ask volunteers to share their thinking about the problem being true or false. Do several problems together and let students circle “true” or “false.”

You do: Students will go to their tables with their own copy of the worksheet and tell if each equation is true or false. Extension: Use the second true/false worksheet.

True or False Worksheets Homework: Use the homework template to create several equations that are true and several that are false. Students circle the problems that are true and then make their own true/false problem.

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Expert Task

Equal or Not?



Math Objectives: ● Students will understand the meaning of the equal sign and determine

if equations involving addition and subtraction are true or false. CCSS-M Standards Addressed: 1.OA.8 Potential Misconceptions:

● Students may have a difficult time dispelling the notion that the equal sign means "compute."

● Students may not yet feel comfortable placing the expressions on either side of the scale balance.

Launch: Remind students of the work they did in the last lesson series with the scalce balance and ask what they needed to do to make the scale. During: Circulate as the students create and record their equations. Ask students to justify their equations. Closure/Extension: Call students together and show some of their equations. Ask students if they are true or false, and have them justify their responses. Ask students if they can think of another expression that would work with the same number.

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Equal or Not?


Focus Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them. 4. Model with mathematics.


Vocabulary: balance, scale, equations, expressions Sentence frames: 5 = 3 + 2 2 + 3 = 5

Differentiation Strategies: • Allow use of counting cubes. • Some students might have difficulty seeing the addition sign in the front of the equations. • Allow students to use smaller sum equations; allow smaller sum equations.

Participation Structures (group, partners, individual, other): Partners, think-pair-share, and individual work.

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Lesson Series #3 Lesson Series Overview: The problems in this lesson represent the Add To contexts for addition and subtraction. Students need experience and practice with all three types of these problems, finding unknown numbers in all three positions. While students are expected to add and subtract fluently within 10 in first grade and have experience adding and subtracting within 20 (1.OA.6), they are not expected to add and subtract fluently within 20 until second grade (2.OA.2). Students will also gain more understanding of the equals sign and understand that it means that the quantity on the left side is the same as the quantity on the right side. Students need to understand that quantities can be represented in different ways. Students will gain understanding that numbers can be decomposed into many different representations. CCSS-M Standards Addressed: 1.OA.1, 1.OA.7, 1.OA8 Time: 3 days


Description of Lesson: The problems in this lesson represent the Add To contexts for addition and subtraction. Students need experience and practice with all three types of these problems, finding unknown numbers in all three positions. I Do: Pose the following problems to students, illustrating each story problem either on the Elmo or white board. Model with students how to solve each problem. Invite students to share their strategies. Use objects, pictures, or equations to model to students how I represent the solutions. For example: The class had a pet snake. It was 14 inches long. It grew 3 more inches. How long is it now? Total Unknown: The snake was 17 inches long. Possible equation: 14 + 3 = ? We do: The class had a pet snake. It was 14 inches long. It grew a few more inches. Now it is 17 inches long. How many inches did it grow? Addend Unknown: The snake grew 3 more inches. Possible equation: 14 + ? = 17 Problem 2: The class had a pet snake. It grew 3 more inches. Now it is 17 inches long. How long was it to start? Start Unknown: The snake was 14 inches long to start. Possible equation: ? + 3 = 17

Day 1 Lesson Plan Word Problems Worksheet

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Show students subtraction story problem worksheet. Model how to read the first problem and we do the first one together. You do: Students complete the rest of these subtraction story problems on their own, practicing solving story problems with the unknown number in different positions. Provide students with counters, number lines, and number grids. Notes: While students are expected to add and subtract fluently within 10 in first grade and have experience adding and subtracting within 20 (1.OA.6), they are not expected to add and subtract fluently within 20 until second grade (2.OA.2).


Description of Lesson: Understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences. Launch: Dylan has 4 cats and 2 dogs at home. Laura has 1 dog and 5 fish at home. Laura says she and Dylan have an equal number of pets. Dylan thinks he has more pets than Laura. Who is right? Draw a picture, write 2 number bonds, and use a number sentence to show whether or not Dylan and Laura have an equal amount of pets. Note: This problem serves as both a bridge and as a lead-up to the current lesson’s concept development, focusing students on using the equal sign to create true number sentences. Materials: (S) 5-group cards (see G1-M1-L5), personal white board, true and false number sentence cards, red and green markers per pair Have students sit next to their math partners on the carpet or at their tables. T: (Project 7 + 1 = ___ + ___. Read the number sentence aloud with students.) Talk with your partner, and use this incomplete number sentence to finish writing a true number sentence.

S: (Write any combination that makes 8. For example, 6 + 2, 5 + 3, etc.)

T: Hold up your true number sentences. Look around the class. Did everyone use the same numbers to make 8 on both sides?

Day 2 Lesson Plan from Engage NY, G1 M1 Lesson 18

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S: No!

T: They don’t all use the same numbers, but are all of them equal to 8?

S: Yes!

T: Yesterday, you made lots of true number sentences. Use your 5-group cards to tell me why this number sentence is NOT true. (Project 4 + 2 = 5 + 3.)

S: (Build 4 + 2 = 5 + 3 with 5-group cards, and solve for each side.)

T: Is 4 + 2 = 5 + 3 true or false?

S: False!

T: Talk with your partner. How do you know that 4 + 2 = 5 + 3 is not equal, or false? (As students share, circulate and listen. Then call on one student.)

S: 4 + 2 is 6, and 5 + 3 is 8, so they are not equal because 6 is not the same as 8!

T: Talk with your partner. How can you fix this number sentence to make it equal or true? (As students share, circulate and listen. Then call on a couple of students.)

S: Change 4 + 2 to 4 + 4 to make it equal 8. Change 5 + 3 to 5 + 1 to make it equal 6.

T: Is there more than one way to fix this number sentence to make it true?

S: Yes!

T: Today, you will be playing True or False Number Sentences, just like we did.


Description of Lesson: Determine the unknown whole number in addition and subtraction equations within 20 relating to three whole numbers. Launch: Select two students to model the game SNAP. Game will be played with 3–4 players. Distribute to each group: 10–12 chips, deck of cards numbered 1–20 (see blackline), 10–12 chips, recording sheet, 20 cubes per student Student 1 selects #card from deck and tells the number of the card for all in the group to record on their page and build train with that number of cubes.

Day 3 Lesson Plan – Snap Student Sheets data sheet (may use a blank piece of paper)

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All take the train of cubes to hide some and display the rest on the table. Student 1 shows the unhidden part of train first, and the student who first guesses the number Student 1’s cubes hidden and make correct equation (“# ! I see # so, _-_= “ or “#! I see # so, _+_=_” gets a chip (point). Each student records a number model they make. Play continues until all group members have shown their trains for Student 1’s number. Round 2 begins with Student 2 selecting a number card from the desk and repeating what Student 1 did. Play continues until each group member selects a number card. The player with most points after a few rounds wins. During: Circulate and pose questions to students:

How do you know how many cubes were hidden? How is your number model the same as your partner’s or how is if different? What is the best way show this in a number model?

Notes:

• It may be a good idea to do the first round with 10 cubes. • Students should repeat this game often to build practice recording additional

number models. • This is a good time for you to assess how students compose and decompose

numbers. Are students using strategies such as making 10, doubles, doubles + or - or 2? Are they using commutative and associative properties to help them solve problems?

Possible Misconceptions/Suggestions:

• If a student cannot determine the unknown, use a smaller number of manipulatives. • If a student cannot formulate a number model, use a number card along side with

manipulatives.

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Milestone Task Rooster Off to See the World



Math Objectives: ● Students will be able to use addition and subtraction to solve word

problems involving situations ● Students will be able to understand the meaning of the equal sign and

determine if equations involving addition and subtraction are true or false.

● Students will be able to determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

CCSS-M Standards Addressed: 1.OA.1, 1.OA.7, 1.OA.8 Potential Misconceptions:

● Students may not realize that they may use as many animals as they wish.

● Students may not realize that when a different animal is added, it represents an addition situation.

Launch: Read aloud Rooster’s Off to See the World by Eric Carle. Story has an addition pattern in the beginning with 1 rooster with 14 other animals added on and eventually a subtraction pattern taking away through counting back and ending with the 1 rooster. With the whole group, using chart paper, retell parts of the story on chart with clip art of animals modeling one number sentence depicting “adding-on”, one number sentence depicting “taking from” and one modeling the “missing unknown” whole number. During: Give the students two sets of clip art animals from the story (in Milestone Task Resources), and have them create three story situations that demonstrate addition and subtraction equations with the unknown in different positions. For example: Some turtles and 3 frogs went to visit the pond. There were 7 animals at the pond. Or, 8 turtles were sitting in the sun. Some of the turtles left to get lunch. Now there are 5 turtles sitting in the sun. Or, 5 fish were having lunch, and two turtles joined them. How many animals are having lunch? Students may use as many or as few animals as they wish by combining the 2 sets of clip art or by using fewer than the number in the animal group. Closure/Extension: Call students together and show some of their math pictures. Ask students to comment on the pictures and to justify their equations. You may have students create their own 5–6 page book in which animals join and/or leave each other on a journey. Each page should contain an appropriate drawing and equation.

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Rooster Off to See the World


Focus Standards for Mathematical Practice: 1. Make sense of problems and persevere in solving them 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 6. Attend to precision


Vocabulary: rooster, cat, frog, turtle, fish, addend*, sum, subtrahend*, minuend*, difference *It is not important that students understand these words enough to use them. But they should be exposed to them. Sentence frames: First, ____. Then _____. Now there are _____.

Differentiation Strategies: ● Students may use different numbers depending on their ability, as long as they attempt sums of at least 10 to 20. ● Students may use counters or other manipulatives as needed. ● Students may work with partners.

Participation Structures (group, partners, individual, other):

● This task should be done individually, but may be adapted for partners.

Documents

SFUSD Mathematics Core Curriculum Development Project...1 Entry Task Digging Dinosaurs 1 per student 4 Lesson Series 1 Dot Cards (6 pages) LS1 Day 1 Worksheet LS1 Day 2 Worksheets