Extend the counting Sequence. 1.NBT.1 Count to 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.
How do we determine the value of a number?
Add and subtract within 20. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
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 = 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 6 + 6 + 1 = 12 + 1 = 13).
Numbers are composed of other numbers.
Various strategies can be used to quickly add numbers.
What is the relationship of addition and subtraction?
Why do we take apart and put together numbers?
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 using objects, drawings, and equations 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, e.g., by using objects, drawings and equations with a symbol for the unknown number to represent the problem.
Word problems have basic problem solving structures including: Adding To, Taking From, Putting Together, Taking Apart, and Comparing.
Unknowns can be in various locations (start, change, result) in equations and can develop from combinations of numbers.
How can the structure of a word problem or equation help us to solve it?
Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and subtract.
Examples: If 8 +3 = 11 is known, then 3 + 8 = 11 is also known.
(Commutative property of addition).
To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition).
1.OA.4 Understand subtraction as an unknown-addend problem.
For example: subtract 10 – 8 by finding the number that makes 10 when added to 8.
Addition and subtraction are related/inverse operations.
Why are properties important in solving equations?
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 = .
The equal sign is used to represent quantities that have the same value.
What is the purpose of the equal sign?
Supporting Standards
1st Grade Skills/Concepts
Understandings
Represent and interpret data.
1.MD.4 Organize, represent, and interpret data with up to three categories;
ask and answer questions about the total number of data points,
how many in each category, and
how many more or less are in one category than in another.
Skill Development
Prerequisite Skills and Concepts
Unit Skills and Concepts
Advanced Skills and Concepts
Transfer/Apply
Represent addition and subtraction with objects, fingers, mental images, drawings, and sounds (e.g., claps), and act out situations, verbal explanations, expressions, or equations.
Solve addition and subtraction word problems, and add and subtract within 10.
Decompose numbers less than or equal to 10 into pairs in more than one way.
For any number from 1 to 9, find the number that makes 10 when added to the given number.
Fluently add and subtract within 5.
Know
Different problem solving strategies for composing and decomposing numbers to solve addition and subtraction problems (for example: make a 10, use doubles, or number lines).
The meaning of the = sign.
Do
Explain how counting on and counting back relate to addition and subtraction. (1.OA.5)
Solve word problems involving situations of adding to and taking from using objects, drawings, and equations with a symbol for the unknown number within 10. (1.OA.1)
Solve word problems involving situations of putting together and taking apart using objects, drawings, and equations with a symbol for the unknown number within 10. (1.OA.1)
Solve word problems involving situations of comparing involving start unknown using objects, drawings, and equations with a symbol for the unknown number within 10. (1.OA.1)
Solve word problems involving three addends whose sum is less than 10 using objects, drawings, and equations with a symbol for the unknown number. (1.OA.2)
Identify the unknown in a subtraction problem by showing the relationship between addition and subtraction. (1.OA.4)
Fluently add and subtract within 10. (1.OA.6)
Demonstrate and explain the meaning of equality with visual models and words. (1.OA.7)
Identify if equations are true or false. (1.OA.7)
Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. (1.OA.8)
Organize data with up to three categories in various ways. (1.MD.4)
Create a graph to represent a set of data. (1.MD.4)
Fluently add within 20.
Draw picture graphs and bar graphs to represent data sets and solve Put Together, Take Apart, and Compare problems about the graphs.
Counting concepts and procedures to organize and represent data using a graph using numbers within 10.
Addition and subtraction concepts and procedures to ask and answer questions about data represented in graphs of up to three categories.
Use problem solving structures to solve word problems within 10 (using both two and three whole numbers) involving all situations using objects, drawings, and equations.
WIDA Standard:
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. English language learners would benefit from:
Teacher modeling part/part/whole structure for numbers within 10, and then within 20 using a number bond or other visual representations. For example, the teacher places five objects in one of the parts on the left and four objects in the other part on the left and nine objects in whole on the right. Students practice placing objects in the number bond for numbers within 10. Students verbalize that and makes _. part part whole
The teacher writes numerals in each of the parts and whole. Students continue using concrete objects to represent part-part-whole and write the corresponding numerals in the number bond template. The teacher writes the corresponding addition or subtraction equation that matches the numerals written in the number bond.
The teacher models addition and subtraction situations (Add To, Take From, Put Together/Take Apart, Compare) using the language of part-part-whole.
As the teacher reads the story problem, one sentence at a time, she can ask, "Is this amount a part or the whole?" to aid with comprehension. Teacher completes the number bond. This visual aide supports students' understanding of the information contained in the problem.
Mathematical Practices
(Practices to be explicitly emphasized are in bold)
Practice
Students will:
1. Make sense of problems and persevere in solving them.
Students will begin using doubles, near doubles, and near tens to solve problems, decomposing and composing numbers to solve with friendly numbers.
2. Reason abstractly and quantitatively.
Students will use knowledge of combinations within 10, number bonds, and part/part/whole understanding to solve unknown position of an equation.
3. Construct viable arguments and critique the reasoning of others.
Students will discuss different strategies used to represent and solve the problems and then will decide on the most efficient strategies.
4. Model with mathematics.
Students will use graphs, pictures, objects, and organizers (10 frames, bonds, part/part/whole) to develop a broader sense of number combinations within 10
5. Use appropriate tools strategically.
Manipulative and visual tools will help students visualize the structure of numbers to put meaning to the equal sign within an equation.
6. Attend to precision.
Students attend to the language of the word problems to determine their structures and appropriate operations used to solve problems
7. Look for and make use of structure.
Students will use the pattern and sequence knowledge gained when counting and manipulating numbers to build fluency in solving equations.
8. Look for express regularity in repeated reasoning.
Anchor points of 5 and 10 will help students build a strong sense of the Base 10 system as they manipulate numbers within 20.
Unit 2 Plan -Addition and Subtraction Within 10
7-8 WeeksMajor Standards
1st Grade Skills/Concepts
Understandings
Essential Questions
1.NBT.1 Count to 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.
1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as:
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 using objects, drawings, and equations 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, e.g., 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.
Examples: If 8 +3 = 11 is known, then 3 + 8 = 11 is also known.
(Commutative property of addition).
To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition).
1.OA.4 Understand subtraction as an unknown-addend problem.
For example: subtract 10 – 8 by finding the number that makes 10 when added to 8.
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 = .
Supporting Standards
1st Grade Skills/Concepts
Understandings
1.MD.4 Organize, represent, and interpret data with up to three categories;
Skill Development
Prerequisite Skills and Concepts
Unit Skills and Concepts
Advanced Skills and Concepts
Transfer/Apply
Do
WIDA Standard:
English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics. English language learners would benefit from:Mathematical Practices
(Practices to be explicitly emphasized are in bold)
Practice
Students will:
Vocabulary
Critical Terms
Supplemental Terms