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eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshopGame™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

536 Unit 6 Developing Fact Power

Advance PreparationChildren will use the Addition/Subtraction Facts Table (Math Masters, page 324) often in this unit and for

the rest of the school year. For Part 1, you may want to laminate the page and tape it to children’s desks.

For the optional Readiness activity in Part 3, divide a piece of chart paper into 11 columns (labeled 2–12).

For the optional Enrichment activity in Part 3, divide a piece of chart paper into 15 columns (labeled 2–16)

for each partnership.

Teacher’s Reference Manual, Grades 1–3 pp. 186–189

Key Concepts and Skills• Compare sums of whole numbers. 

[Number and Numeration Goal 7]

• Find sums of whole numbers. 

[Operations and Computation Goal 1]

• Use the Addition/Subtraction Facts Table

to find sums of 1-digit whole numbers.  

[Operations and Computation Goal 1]

• Identify and describe simple numerical

patterns. 

[Patterns, Functions, and Algebra Goal 1]

Key ActivitiesChildren generate addition facts by throwing

a pair of dice. They record facts and observe

patterns in the sums. Children learn to use

the Addition/Subtraction Facts Table to find

sums and to play Addition Top-It.

Ongoing Assessment: Recognizing Student Achievement Use Mental Math and Reflexes. [Number and Numeration Goal 7]

Key VocabularyAddition/Subtraction Facts Table

MaterialsMath Journal 2, p. 109 and inside front cover

transparency of Math Masters, p. 324

(optional) � per partnership: 2 dice, 4 each

of number cards 0–9 (from the Everything

Math Deck, if available) � slate

Playing the Difference Gameper partnership: 4 each of number

cards 1–10 (from the Everything Math

Deck, if available), 40 tool-kit pennies

Children practice subtraction skills

with coins.

Math Boxes 6�1Math Journal 2, p. 110

Children practice and maintain skills

through Math Box problems.

Home Link 6�1Math Masters, pp. 162 and 163

Children practice and maintain skills

through Home Link activities.

READINESS

Charting Domino Sumsper group: 2 sets of 6|6 dominoes

Children chart the sums of dots on dominoes.

ENRICHMENTExploring Polyhedral Dice Rollsper partnership: 2 polyhedral dice, chart paper

Children record sums and observe patterns

when rolling pairs of 8-sided dice.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

�������

The Addition/SubtractionFacts Table

Objectives To provide experience exploring patterns in sums

of two dice; and to introduce the Addition/Subtraction Facts Table.o

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Lesson 6�1 537

�

Ongoing Assessment: Mental Math

and

Reflexes �Recognizing Student Achievement

Use Mental Math and Reflexes to assess children’s ability to estimate.

Children are making adequate progress if their answers for medium-sized

items are somewhere between the costs for small- and large-sized items.

[Number and Numeration Goal 7]

Dice-Throw Record 2LESSON

6 �1

Date Time

Reco

rd e

ach

fact

and

its

turn

-aro

und

fact

onc

e.di

cedo

ts

Unit

1+4

4+1

6+

3

2

3 4

5 6

7 8

9 10

11

12

Ord

er w

ill va

ry.

1 + 6

4 +

2 6 +

1 6 +

2

3 +

2 2 +

4 5 +

2 2 +

6 5 +

4

2 + 2

2 + 3

1 + 5

2 + 5

5 + 3

4 + 5

5 + 5

2 + 1

3 + 1

5 +

1 4 +

3 3 +

5 3 +

6 6 +

4 6 +

5 1 +

1 1 +

2 1 +

3

3 + 3

3 + 4

4 + 4

4 +

6 5 +

6 6 +

6

109-136_EMCS_S_SMJ_G1_U06_576396.indd 109 2/2/11 9:41 AM

Math Journal 2, p. 109

Student Page

Getting Started

Math MessageOn your slate, write two addition facts that have 5 as a sum.

Mental Math and ReflexesHave children estimate the cost of several items from the farmer’s market.

A small cucumber costs 20¢, and a large cucumber costs 40¢. About how much would a medium-sized cucumber cost?

A small container of apple cider costs 80¢, and a large container of apple cider costs $1.00. About how much would a medium container of apple cider cost?

A small bag of sunflower seeds costs $2.50, and a large bag of sunflower seeds costs $5.50. About how much would a medium bag of sunflower seeds cost?

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

Children share addition facts. Write each sum-of-5 fact as a number model on the board until all of the facts and their turn-arounds are listed. Do not repeat a fact.

� Making a Dice-Throw PARTNER ACTIVITY

Record of Facts(Math Journal 2, p. 109)

Partners take turns throwing a pair of dice. Both partners record each throw as an addition fact in the correct column of the table in their journals.

The first time two numbers are rolled, they are recorded as a fact and as its turn-around fact. For example, for a throw of 4 and 2, 4 + 2 and 2 + 4 should be recorded above the 6. Ignore throws of 4 and 2 thereafter. Doubles facts are recorded only once.

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Interactive whiteboard-ready

ePresentations are available at

www.everydaymathonline.com to

help you teach the lesson.

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538 Unit 6 Developing Fact Power

� ,� 0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10 11

2 3 4 5 6 7 8 9 10

3 4 5 6 7 8 9 10 11 12 13

4 5 6 7 8 9 10 11 12 13 14

5 6 7 8 9 10 11 12 13 14 15

6 7 8 9 10 11 12 13 14 15 16

7 8 9 10 11 12 13 14 15 16 17

8 9 10 11 12 13 14 15 16 17 18

9 10 11 12 13 14 15 16 17 18 19

10 11 12 13 14 15 16 17 18 19 20

11 12

0

1

2

3

4

5

6

7

8

9

10

THIS BOOK IS PROPERTY OF:

STATE ________________________________

PROVINCE ____________________________

COUNTY ______________________________

PARISH _______________________________

SCHOOL DISTRICT _____________________

OTHER _______________________________

ISSUED TO Year Used CONDITION

ISSUED RETURNED

PUPILS to whom this textbook is issued must

not write on any page or mark any part of it in

any way, consumable textbooks excepted.

1. Teachers should see that the pupil’s

name is clearly written in ink in every

book issued.

2. The following terms should be used

in recording the condition of the book:

New; Good; Fair; Poor; Bad.

Book No. ________

Enter information

in space to the

left as instructed

EM3MJ2_G1_IFC_IBC.indd 2 2/10/10 11:58 AMMath Journal 2, inside front cover

Student Page

Adjusting the Activity

After children have filled in their tables, discuss the results. Ask questions such as the following:

● How many ways can you roll 2 (or 12)? There is one way to roll 2 (1 + 1) and one way to roll 12 (6 + 6).

● How many ways can you roll 9 (or 5)? 4 ways

● Why are there more facts in the 7 column than in any of the other columns? There are more different ways to throw 7 than any other number.

Ask children the following questions:

• For which sums are there an even number of facts? 3, 5, 7, 9, and 11

• Why do odd sums have an even number of facts? Every fact has a turn-

around fact.

• For which sums are there an odd number of facts? 2, 4, 6, 8, 10, and 12

• Why do even sums have an odd number of facts? One of the facts for an

even sum is a doubles fact. While every other fact has a turn-around fact,

doubles facts do not.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Introducing the Addition/ WHOLE-CLASS ACTIVITY

Subtraction Facts Table(Math Journal 2, inside front cover)

Give children a difficult fact to solve, such as 6 + 8. They may use any method, including counting on a number line or number grid, using counters or tally marks, or counting on fingers. However, they may not use a calculator. Then have children share how they got their answers. You may wish to show children how to write their solution strategies.

Direct children’s attention to the Addition/Subtraction Facts Table on the inside front cover of the journal. Ask if anyone can tell how to use the table to find the sum of 6 + 8.

Distribute a sheet of paper to each child. Have children draw an arrow in the corner as shown in the margin. Then demonstrate how to find the sum of 6 + 8 using the transparency of the facts table (Math Masters, page 324) and the paper with the arrow.

1. Find the 6 in the shaded column on the left side of the table. Move the arrow so it points to the 6.

2. Find the 8 in the shaded row at the top of the table. Move the paper horizontally across the page so that the right side of the paper is aligned with the 8 column.

The arrow will point to 14, the sum of 6 and 8. (See margin.)

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Lesson 6�1 539

Playing Addition Top-It

Say several addition facts. Children use the paper and facts table to find the sums and then record the sums on their slates. Circulate and check that children are using their papers correctly.

NOTE It is okay for children to look up either 6 and 8 or 8 and 6 on the

Addition/Subtraction Facts Table. This is a good opportunity to discuss

turn-around facts. Also, children can use the Addition/Subtraction Facts Table

located on the inside front cover of their journals to find answers.

� Introducing Addition Top-It PARTNER ACTIVITY

(Math Journal 2, inside front cover)

Children play Addition Top-It to practice addition facts. The game is played with a deck of number cards, 4 cards for each number 0–9. (As many as 4 children can play, but at first, just 2 children should play.) Provide directions and then have children play at least one game. Children should play this game often in the next few weeks to practice the facts.

Directions

1. Shuffle the deck and place it number-side down.

2. Each player turns over 2 cards and calls out the sum of the numbers. If the players don’t know the sum, they may find it in the Addition/Subtraction Facts Table (Math Journal 2, inside front cover). Players should check each other’s sums, using the table.

3. The player with the largest sum wins the round and takes all of the cards.

4. In case of a tie for the largest sum, each tied player turns over 2 more cards and calls out the sum of the numbers. The player with the largest sum takes all of the cards from both plays.

5. The game ends when not enough cards are left for each player to have another turn.

6. The player with the most cards wins.

Variation: Have children practice finding sums of 3 addends using the Associative Property of Addition while playing Addition Top-It. Have children turn over 3 cards rather than 2 cards.

As children play Addition Top-It, visit each partnership. Notice which facts children are solving and ask them to share their strategy for finding the sum. When necessary, direct children to the Fact Strategy Wall to assist them in finding a strategy.

NOTE The facts table is one source for

looking up facts. Do not expect all children to

find the table easy to use at first. Encourage

them to use the table so that they can

eventually use it with ease.

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540 Unit 6 Developing Fact Power

Math Boxes LESSON

6 �1

Date Time

1. Write the sums.

7 + 10 = = 4 + 8

= 9 + 5

5 + 6 =

3. Add.

1 + 9 = 8 + 6 = 9 + 9 = 10 + 4 =

4. Draw lines to match the shapes that look alike.

2. What is the missing rule?

Column A Column B

Rule

out

in

in out

3 5

17 19

14 16

Fill in the circle next to the best answer.A +3 B +2C -2 D -5

17

10141814

1411

12

109-136_EMCS_S_SMJ_G1_U06_576396.indd 110 2/3/11 9:36 AM

Math Journal 2, p. 110

Student Page

Adjusting the Activity

One child’s work in response to the Writing/Reasoning prompt

2 Ongoing Learning & Practice

� Playing the Difference Game PARTNER ACTIVITY

Children practice subtraction skills with coins by playing the Difference Game. For detailed instructions, see Lesson 5-7.

Have children record number models on half-sheets of paper for

each round of play. For example, if Player 1 has 8 pennies and Player 2 has 10

pennies, the number model is 10 - 8 = 2.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Math Boxes 6�1 INDEPENDENTACTIVITY

(Math Journal 2, p. 110)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 6-3. The skills in Problem 4 preview Unit 7 content.

Writing/Reasoning Have children draw, write, or verbalize an answer to the following question: How do turn-around facts help you learn math facts? A reasonable

answer should explain that if you know one fact, then you also know its turn-around fact.

NOTE Remember to use the Dice Roll

Activity on a regular basis to practice fact

strategies. See Lesson 5-10 for detailed

instructions. When your class is ready, you

may wish to try some of the variations listed in

Lesson 5-10.

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Lesson 6�1 541

py

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p

Name Date

Finding Addition Sums continuedHOME LINK

6 �1

Use the color code to color the picture.

Color Code10 = green 14 = yellow12 = blue 15 = red

5+ 9

6 + 6 = ___

7 + 7 = ___

8+ 7

3+ 7

5+ 7

8+ 2

6+ 9

4 + 6 = ___

5 + 5 = ___

___ = 3 + 9

14

12

15

12

10

12

1010

15

10

yello

w

blueyellow

bluered

blue

green green

green

red

green

14

Show 37¢. Use Í, Â, and Î.

Practice Sample answer: ÍÍÍÂÎÎ

161-195_EMCS_B_MM_G1_U06_576930.indd 163 2/2/11 10:07 AM

Math Masters, p. 163

Home Link Master

pyg

gp

Name Date

162

Finding Addition SumsHOME LINK

6 �1

Children continue practicing addition facts. Today they learned how to use the facts table to find sums. Have your child explain how the table shows the fact 6 + 8 = 14.

Help your child find sums in the table. It is fine to solve the problems using other strategies, such as counting on or using counters to model the problems.

Please return the second page of this Home Link to school tomorrow. Keep a copy of the facts table at home for future use.

Family Note

1 2 3

1 2 3 4 5 6 7 8 8 9

1 4 5 6 7 8 8 9

2 2 4 6 8

6 6

7 7

8 8

10 11 12 13

11 12 13 14 15

3 3 6 9

4 4 8 12 16

5 5 6 15 20 25

6 6 7 8 9 10 11

7 8 9 10 11 12

8 9

9 10

14

16

10 12 14 16 9

12 15 18 21 24 10

20 24 28 32 11

30 35 40 12

12 13 13

13 14

15

10

11

12

13

14

15

16

17

9 9 12 13 14 15 1610 11 17 18

�, �

1 2 3

1 2 3 4 5 6 7 8 8 9

1 4 5 6 7 8 8 9

2 2 4 6 8

6 6

7 7

8 8

10 11 12 13

11 12 13 14 15

3 3 6 9

4 4 8 12 16

5 5 6 15 20 25

6 6 7 8 9 10 11

7 8 9 10 11 12

8 9

9 10

14

16

10 12 14 16 9

12 15 18 21 24 10

20 24 28 32 11

30 35 40 12

12 13 13

13 14

15

10

11

12

13

14

15

16

17

9 9 12 13 14 15 1610 11 17 18

�, �

+, - 0 1 2 3 4 5 6 7 8 9

0 0 1 2 3 4 5 6 7 8 9

1 1 2 3 4 5 6 7 8 9 10

2 2 3 4 5 6 7 8 9 10 11

3 3 4 5 6 7 8 9 10 11 12

4 4 5 6 7 8 9 10 11 12 13

5 5 6 7 8 9 10 11 12 13 14

6 6 7 8 9 10 11 12 13 14 15

7 7 8 9 10 11 12 13 14 15 16

8 8 9 10 11 12 13 14 15 16 17

9 9 10 11 12 13 14 15 16 17 18

161-195_EMCS_B_MM_G1_U06_576930.indd 162 3/31/11 10:22 AM

Math Masters, p. 162

Home Link Master

� Home Link 6�1 INDEPENDENTACTIVITY

(Math Masters, pp. 162 and 163)

Home Connection Children find sums, using the Addition/Subtraction Facts Table and complete a color-by-number picture. This Home Link consists of two pages.

NOTE If you wish to have children practice sums to 20 using the

Addition/Subtraction Facts Table, go to www.everydaymathonline.com.

3 Differentiation Options

READINESS SMALL-GROUP ACTIVITY

� Charting Domino Sums 5–15 Min

To provide experience charting sums using a concrete model, have children sort and chart domino sums. Children put each domino in the column labeled with the corresponding sum. (See Advance Preparation.) Encourage children to lay the dominoes in the columns horizontally and from the bottom of the column to the top. With a second set of 6|6 dominoes, children can add the turn-around facts to the chart. After the dominoes are sorted, discuss patterns on the chart. Sample answers: There are more dominoes in the middle columns. There is one domino in the 2 column and one domino in the 12 column. To support English language learners, review the meaning of the word sum.

ENRICHMENT PARTNER ACTIVITY

� Exploring Polyhedral 15–30 Min

Dice RollsTo apply children’s understanding of randomly generated dice sums, have them predict the results of rolling a pair of 8-sided dice. Discuss which of the true statements for the 6-sided dice roll might be true for the 8-sided dice roll. Then partners take turns rolling a pair of 8-sided dice and recording each roll as an addition fact and as its turn-around fact in the correct column on the chart. (See Advance Preparation.) Review the charted results to see if the predictions were accurate. To support English language learners, review the meaning of the word predict.

ELL

ELL

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