Operations involving Sums and Minuends to 18 (10 days) Possible Lesson 01 (10 days) POSSIBLE LESSON 01 (10 days) This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with districtapproved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students needs. To better understand how your district is implementing CSCOPE lessons, please contact your child s teacher. (For your convenience, please find linked the TEA Commissioner s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.) Lesson Synopsis: Students develop flexible, spontaneous applications of basic fact strategies in a variety of contexts and representations. Students solve, explain, and justify solutions in problems which involve data within bar-type graphs and a variety of real-world contexts. TEKS: The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148 1.3 Number, operation, and quantitative reasoning.. The student recognizes and solves problems in addition and subtraction situations. The student is expected to: 1.3A Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences. 1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9 + 9 = 18 and 18 9 = 9). 1.10 Probability and statistics.. The student uses information from organized data. The student is expected to: 1.10A Draw conclusions and answer questions using information organized in real-object graphs, picture graphs, and bar-type graphs. Underlying Processes and Mathematical Tools TEKS: page 1 of 70
1.11 Underlying processes and mathematical tools.. The student applies Grade 1 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to: 1.11A Identify mathematics in everyday situations. 1.11B Solve problems with guidance that incorporates the processes of understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. 1.11C Select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic guessing and checking, or acting it out in order to solve a problem. 1.11D Use tools such as real objects, manipulatives, and technology to solve problems. 1.12 Underlying processes and mathematical tools.. The student communicates about Grade 1 mathematics using informal language. The student is expected to: 1.12A Explain and record observations using objects, words, pictures, numbers, and technology. 1.12B Relate informal language to mathematical language and symbols. 1.13 Underlying processes and mathematical tools.. The student uses logical reasoning. The student is expected to: 1.13 Justify his or her thinking using objects, words, pictures, numbers, and technology. Performance Indicator(s): page 2 of 70
Grade 01 Mathematics Unit 15 PI 01 Provide concrete objects or manipulatives for students, and orally present a variety of real-life situations such as: Our class library has 7 books about spiders. The PTO donated 4 more. How many books about spiders are in the class library now? Seventeen students are creating patterns in the math center. Some of the students finished their patterns and returned to their desk. Now there are 8 students in the math center. How many students returned to their desk? How many Valentine s Day cards would Jim need if there are 9 girls and 6 boys in his class? Tricia s dad made two pepperoni pizzas for the class. He put 8 slices of pepperoni on one pizza. He put 5 slices of pepperoni and 9 slices of mushrooms on the other. How many pepperoni slices did he put on both pizzas? Norman and Jesse brought Pokémon cards to school. Norman brought 5 cards, and Jesse brought 8 cards. How many cards do they have in all? Examine the bar type graph, and use the data in the graph to justify the teacher s decision to purchase a total of 14 cupcakes for the class party. Select an appropriate problem-solving plan or strategy to find a solution for each problem. Record a number sentence, a representation of your model, and the basic fact strategy used in the solution process. Orally justify if your answer is reasonable. Standard(s): 1.3A, 1.3B, 1.10A, 1.11A, 1.11B, 1.11C, 1.11D, 1.12A, 1.12B, 1.13 ELPS ELPS.c.3H, ELPS.c.5F page 3 of 70
Key Understanding(s): Mathematical knowledge is built through addition and subtraction problem-solving involving everyday situations and by communicating the solution process. When solving a real-life problem, the process includes understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness. Related addition and subtraction sentences can be used to identify patterns in fact families. Related facts provide a quick and efficient method to compute addition and subtraction situations. Sets can be combined in any order, and the sum will remain the same. Thinking addition is an effective approach to solving subtraction facts. Addition and subtraction problems can be represented with number sentences, expressed using models, symbols, words, and illustrations, and solved using various strategies. Patterns can be used to make predictions and solve problems. Patterns show relationships that help us understand and predict solutions to future problems. Real-object graphs are used for sorting and displaying information where each picture or cell represents one piece of data. Data from everyday situations can be collected, organized, and displayed in a real-object graph. Data within a real-object graph can be compared visually and numerically. Information from a real-object graph can be expressed using words or numbers. Information from a real-object graph can be examined to answer questions and justify solutions. Misconception(s)/Underdeveloped Concept(s): None Identified Vocabulary of Instruction: number sentence operation problem solving process Materials List: page 4 of 70
Arithmetic Rack (1 per teacher) (previously created in Unit 01 Lesson 01 Explore/Explain 5) ball (medium size, bouncing) (8 per teacher) cardstock counters (20 per student) Double Ten-Frame (1 per student) (previously created in Unit 11 Lesson 01 Explore/Explain 4) Doubles Dominoes (1 set per 2 students) (previously created in Unit 11 Lesson 01 Explore/Explain 2) dry erase marker (1 per student) jump rope (9 per teacher) paper (1 sheet per student) plastic zip bag (sandwich sized) (1 per teacher) poster board (22 x 14 ) (1 per teacher) scissors (1 per teacher) Wall Calendar (1 per teacher) (previously created in Unit 01 Lesson 01 Engage 1) whiteboard (student size) (1 per student) Attachments: All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website. Math Charades Cards 1 Sample Questions Operations Checklist for Informal Evaluation Math Charades Cards 2 Am I Seeing Doubles KEY Am I Seeing Doubles page 5 of 70
Word Problem Set 1 SAMPLE KEY Word Problem Set 1 Word Problem Set 2 SAMPLE KEY Word Problem Set 2 School Problems SAMPLE KEY School Problems Pattern Block Graph KEY Pattern Block Graph Plant Observation Graph KEY Plant Observation Graph Applications of Various Strategies KEY Applications of Various Strategies GETTING READY FOR INSTRUCTION Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the Tools Tab. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. Suggested Day Suggested Instructional Procedures Notes for Teacher page 6 of 70
Suggested Day 1 Daily Routines Suggested Instructional Procedures Notes for Teacher Daily Routines Instructional Procedures: MATERIALS 1. Instruct students to observe the displayed Arithmetic Rack and determine the attendance count. Facilitate a class discussion for students to share their total and explain the strategy they used to find the total. 2. Facilitate a class discussion to review standard form and expanded form. Ask: How many students are present today? Answers may vary. How could the number be recorded in standard form? Answers may vary. How could the number be recorded in expanded form? Answers may vary. Arithmetic Rack (1 per teacher) (previously created in Unit 01 Lesson 01 Explore/Explain 5) Wall Calendar (1 per teacher) (previously created in Unit 01 Lesson 01 Engage 1) 3. Instruct students to chorally count forward from 15 to 85, and then count backward from 85 to 15. 4. Using the displayed Wall Calendar, facilitate a class discussion about the components of the calendar. Ask: How many weekdays are in this month? Answers may vary. How many weekend days are in this month? Answers may vary. Topics: page 7 of 70
Suggested Day Engage Suggested Instructional Procedures Application of addition and subtraction situations with a variety of unknowns Sums/minuends up to 10 Students determine if a problem is a joining, separating, or comparison situation with sums/minuends to 10. Students record a number sentence with labels to the question given. Instructional Procedures: 1. Prior to instruction, create a set of Math Charade Cards 1 by copying card set: Math Charades Cards 1 on cardstock, cutting apart, and placing in a plastic zip bag. Also, create a Math Charade Poster by writing the following situation on a half-sheet of poster board: Three students are dancing. Two students are sitting. 2. Divide the class into two teams and distribute a whiteboard and dry erase marker to each student. Explain to students that today they are going to play Math Charades. Ask: Notes for Teacher Spiraling Review ATTACHMENTS Card Set: Math Charades Cards 1 (1 set per teacher) Teacher Resource: Sample Questions (1 per teacher) Teacher Resource: Operations Checklist for Informal Evaluation (optional) (1 per teacher) MATERIALS cardstock (2 sheets per teacher) plastic zip bag (sandwich sized) (1 per teacher) scissors (1 per teacher) poster board (22 x 14 ) (1 per teacher) whiteboard (student size) (1 per student) dry erase marker (1 per student) jump rope (3 per teacher) ball (medium size, bouncing) (3 per teacher) page 8 of 70
Suggested Day Suggested Instructional Procedures Has anyone played charades before? What do you do? Answers may vary. It is when you act out something and others guess what you are acting out; etc. 3. Instruct each team to sit in a line. Explain the procedure to students as follows: The first person in the line on Team 1 will select and silently read a card from the Math Charade Cards (the teacher can quietly read the card to the student, if necessary). The student reading the card will determine the number of students necessary to act out the situation on the card and select that number of teammates in the order they are sitting in the line. Anyone left sitting will be the beginning of the line for the next Math Charade Card that their team gets. The first student will quietly read the situation card to the teammates who will be acting and assign each actor a role. The students will silently act out the situation on the card for the class to see. As students are silently acting out the card, the rest of the class will observe and try to determine what situation they are acting out. The teacher will then orally present a question for the class to solve. Students not acting will use their whiteboard and write a number sentence that could result in a solution to the question that has been asked. Students will display their whiteboard for the teacher to see. The teacher will facilitate a class discussion about the number sentences and solutions. The reader and the actors will sit at the end of their team line. Members of Team 2 will begin the next round of play. Notes for Teacher TEACHER NOTE Teacher resource: Sample Questions includes basic questions including join, separate, part-partwhole, and comparison questions. Questions can be used in any order. Teachers are encouraged to adapt and revise the questions to meet the needs of their students. 4. Use the Math Charade Poster to demonstrate the procedure. Invite 5 student volunteers to page 9 of 70
Suggested Day Suggested Instructional Procedures the front of the class. Quietly read the situation on the Math Charade Poster to the volunteers. Instruct 3 volunteers to act out dancing, and 2 volunteers to act out sitting. Remind student volunteers not to talk during the activity. 5. Point to the dancing students. Ask: Notes for Teacher What are these students doing? (dancing) How many students are dancing? (3 students) Point to the sitting students. Ask: What are these students doing? (sitting) How many students are sitting? (2 students) Display the Math Charade Poster for the class to see. Orally read the situation aloud to confirm students answers. 6. Orally present the following questions for the class to hear. Instruct students to answer each question by writing a number sentence on their whiteboard and then display their whiteboard for the teacher to see. With each question, facilitate a class discussion to compare students number sentences. Ask: How many fewer students are sitting? How do you know? (There is 1 student fewer sitting than dancing; 3 2 = 1.) Did anyone use a different number sentence to solve the problem? Answers may vary. page 10 of 70
Suggested Day Suggested Instructional Procedures Did this question require you to join, separate, determine part-part-whole, or compare? (compare) How many more students are dancing? How do you know? (1 more student is dancing than sitting; 3-2 = 1) Did anyone use a different number sentence to solve the problem? Answers may vary. Did this question require you to join, separate, determine part-part-whole, or compare? (compare) How many students are there? How do you know? (There are 5 students; 3 + 2 = 5 or 2 + 3 = 5) Did anyone use a different number sentence to solve the problem? Answers may vary. Did this question require you to join, separate, determine part-part-whole, or compare? (part-part-whole) If the sitting students left, how many students would there be? How do you know? (There would be 3 students; 5 2 = 3) Did anyone use a different number sentence to solve the problem? Answers may vary. Did this question require you to join, separate, determine part-part-whole, or compare? (separate) If the 3 more students came to dance, how many students would be dancing? How do you know? (There would be 6 students dancing; 3 + 3 = 6) Did anyone use a different number sentence to solve the problem? Answers may vary. Did this question require you to join, separate, determine part-part-whole, or Notes for Teacher page 11 of 70
Suggested Day compare? (join) Suggested Instructional Procedures Notes for Teacher 7. Invite the first student on Team 1 to begin the activity. 8. With each Math Charade Card, facilitate a class discussion to include asking the class what the actors are doing, asking one mathematical question, allowing students to share and justify different number sentences used, and asking whether the problem required joining, separating, determining part-part-whole, or comparing. 9. Repeat the activity for as long as time allows. Monitor and assess students to check for understanding. Optional teacher resource: Operations Checklist for Informal Evaluation can be used to record observations throughout the activity. 10. Facilitate a class discussion to debrief the activity. Ask: How did you know what numbers and operations to use to solve each problem? Answers may vary. If the problem was a joining problem, you would add; if the problem was a separating problem, you would subtract; if the problem had no action, it is part-part-whole, and you could either add or subtract; if the problem was a comparing problem, you could either subtract or add on; etc. 2 Daily Routines Daily Routines Instructional Procedures: MATERIALS page 12 of 70
Suggested Day Suggested Instructional Procedures 1. Instruct students to determine how many children are absent with the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Facilitate a class discussion for students to share their total and explain the strategy they used to find the total. Ask: Notes for Teacher Arithmetic Rack (1 per teacher) (previously created) Wall Calendar (1 per teacher) (previously created) How many tens are in the number of students absent? Answers may vary. How many ones are in the number of students absent? Answers may vary. 2. Instruct students to chorally count forward from 25 to 77, and then count backward from 77 to 25. 3. Using the displayed Wall Calendar, facilitate a class discussion about the dates on a calendar. Ask: How could today s date be written? Answers may vary. How could tomorrow s date be written? Answers may vary. What date will it be one week from tomorrow? Answers may vary. Topics: Application of addition and subtraction situations with a variety of unknowns Sums/minuends up to 18 Explore/Explain 1 Spiraling Review ATTACHMENTS Card Set: Math Charades Cards 2 page 13 of 70
Suggested Day Suggested Instructional Procedures Students determine if a problem is a joining, separating, or comparison situation with sums/minuends to 18. Students record a number sentence with labels to the question given. Instructional Procedures: 1. Prior to instruction, create a new set of Math Charade Cards 2 by copying card set: Math Charades Cards 2 on cardstock, cutting apart, and placing in a plastic zip bag. Notes for Teacher (1 per teacher) Teacher Resource: Sample Questions (1 per teacher) Teacher resource: Operations Checklist for Informal Evaluation (1 per teacher) 2. Assign each student a number and distribute a whiteboard and dry erase marker to each student. Explain to students that today they are going to play Math Charades again using situation cards with larger numbers. Explain to students that because more actors will be required for each card, the class will not be divided into two teams, but rather students will act out the situation cards in the order of their assigned numbers. 3. Review the procedure with students as follows: The first person will select and silently read a card from the Math Charade Cards 2 (the teacher can quietly read the card to the student, if necessary). The student reading the card will determine the number of students necessary to act out the situation on the card and select that number of classmates in the order of their assigned numbers. The first student will quietly read the situation card to the classmates who will be acting and assign each actor a role. The students will silently act out the situation on the card for the class to see. As students are silently acting out the card, the rest of the class will observe and try to determine what situation they are acting out. The teacher will then orally present a question for the class to solve. MATERIALS cardstock (2 sheets per teacher) plastic zip bag (sandwich sized) (1 per teacher) scissors (1 per teacher) whiteboard (student size) (1 per student) dry erase marker (1 per student) jump rope (9 per teacher) ball (medium size, bouncing) (8 per teacher) TEACHER NOTE Due to the larger numbers on the Math Charade Cards 2 to practice sums up to 18, teachers may choose to use a larger area such as the gym or playground. Different situation cards could also be page 14 of 70
Suggested Day Suggested Instructional Procedures Students not acting will use their whiteboard and write a number sentence that could result in a solution to the question that has been asked. Students will display their whiteboard for the teacher to see. The teacher will facilitate a class discussion about the number sentences and solutions. The reader and the actors will return to their seat. The next student in order will begin the next round of play. 4. Invite the first student to begin the activity. Notes for Teacher written to incorporate available playground equipment or structures. TEACHER NOTE The Math Charades 2 activity requires a minimum of 18 students. The following suggestions are possible ways to adapt the activity for classrooms with fewer than 18 students: 5. With each Math Charade Card 2, facilitate a class discussion to include asking the class what the actors are doing, asking one mathematical question, allowing students to share and justify different number sentences used, and asking whether the problem required joining, separating, determining part-part-whole, or comparing. 6. Repeat the activity for as long as time allows. Monitor and assess students to check for understanding. Optional teacher resource: Operations Checklist for Informal Evaluation can be used to record observations throughout the activity. 7. Facilitate a class discussion to debrief the activity. Ask: How did you know what numbers and operations to use to solve each problem? Answers may vary. If the problem was a joining problem, you would add; if the problem was a separating problem, you would subtract; if the problem had no action, it is part-part-whole, and you could either add or subtract; if the problem was a comparing problem, you could either subtract or add on; etc. Combine with another Grade 1 classroom. Create picture cards to represent each activity. Students can hold up the appropriate number of picture cards to represent the information on the Math Charade Cards. Create new Math Charade Cards involving students handling multiple objects. Create questions regarding the number of objects rather than the number of students. page 15 of 70
Suggested Day 3 Daily Routines Suggested Instructional Procedures Instructional Procedures: 1. Instruct students to determine how many children are present with the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Facilitate a class discussion for students to share their total and explain the strategy they used to find the total. Ask: How many tens are in the number of students present? Answers may vary. How many ones are in the number of students present? Answers may vary. Notes for Teacher Daily Routines MATERIALS Arithmetic Rack (1 per teacher) (previously created) Wall Calendar (1 per teacher) (previously created) 2. Instruct students to chorally count forward from 5 to 47, and then count backward from 47 to 5. 3. Using the previously created, displayed Wall Calendar, facilitate a class discussion about various past events. Encourage the use of time order words: yesterday, earlier, day before, last week, etc. Topics: Sums/minuends to 18 Doubles patterns Explore/Explain 2 Students explore the similarities and differences between addition and subtraction double facts through 18. Spiraling Review ATTACHMENTS Teacher Resource: Am I Seeing Doubles? KEY (1 per teacher) page 16 of 70
Suggested Day Instructional Procedures: Suggested Instructional Procedures Notes for Teacher Handout: Am I Seeing Doubles? (1 per student) 1. Distribute handout: Am I Seeing Doubles? to each student. Instruct students to record number sentences based on the number of pips on each domino and to record their observations about the dominoes and the number sentences in each column. Allow time for students to complete the task. Monitor and assess students to check for understanding. 2. Facilitate a class discussion regarding the differences and similarities between the addition and subtraction double facts; and how the inverse operation aids in the solution of the other. Ask: MATERIALS Doubles Dominoes (1 set per 2 students) (previously created in Unit 11 Lesson 01 Explore/Explain 2) What do you notice about all of the dominoes on the handout? (They are all doubles dominoes.) What do you notice about all of the number sentences in the first column? (They are all addition number sentences.) What do you notice about all of the number sentences in the second column? (They are all subtraction number sentences.) What number sentence did you write for the double 6 domino? (6 + 6 = 12) If the double 6 domino had been in the second column, what number sentence would you have written? (12 6 = 6) What is the same, and what is different, about the addition and subtraction number sentences for the double 6 domino? Answers may vary. Both number sentences use the same numbers; the sum of the addition number sentence is the same as the minuend of the subtraction number sentence; the number sentences would be in the same fact family; etc. page 17 of 70
Suggested Day Suggested Instructional Procedures How could you use double facts strategies to help solve math problems? Answers may vary. If I know the doubles facts, I can use the fact family to solve addition or subtraction problems that involve doubles or halves; etc. Notes for Teacher Review the answers for each double domino on handout: Am I Seeing Double?. Allow students to make corrections, if necessary. 3. Place students in pairs. Instruct pairs to determine who will be Player A, and who will be Player B. 4. Distribute one set of Double Dominoes to each student pair. Instruct students to randomly place the dominoes face down between both students. Explain the procedure to students as follows: Player A will select and display a domino for both students to see. Player A will say the addition number sentence that matches the domino. Player B will then say the subtraction number sentence that matches the domino. Player A will return the domino face down on the table and shuffle the dominoes. Player B will now select and display a domino for both students to see. Player B will say the addition number sentence that matches the domino. Player A will then say the subtraction number sentence that matches the domino. Player B will return the domino face down on the table and shuffle the dominoes. Students will repeat the activity, taking turns selecting the domino. Instruct students to begin the activity. Encourage students to try to say the number sentences as quickly as possible. page 18 of 70
Suggested Day Suggested Instructional Procedures Notes for Teacher 4 5. Allow students to continue the activity as time allows. Monitor and assess students to check for understanding. Daily Routines Daily Routines Instructional Procedures: 1. Instruct students to randomly place their figures on the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Instruct students to pretend that 10 students went home sick. Ask: How many students would be present today if 10 students went home sick? Answers may vary. How many tens would be in the number of healthy children present today? Answers may vary. How many ones would be in the number of healthy children present today? Answers may vary. MATERIALS Arithmetic Rack (1 per teacher) (previously created) Wall Calendar (1 per teacher) (previously created) 2. Instruct students to chorally count forward from 16 to 58, and then count backward from 58 to 16. 3. Using the previously created, displayed Wall Calendar, facilitate a class discussion about various future events. Encourage the use of time order words: tomorrow, later, next week, etc. page 19 of 70
Suggested Day Suggested Instructional Procedures Notes for Teacher Topics: Sums/minuends to 18 Doubles/near double patterns Explore/Explain 2 Students demonstrate double and near double patterns as a strategy to solve basic facts with sums and minuends to 18 in a variety of problem situations. Students use concrete manipulatives to construct a model of the problem and write a corresponding number sentence. Spiraling Review ATTACHMENTS Teacher Resource: Word Problem Set 1 SAMPLE KEY (1 per teacher) Teacher Resource: Word Problem Set 1 (1 per teacher) Instructional Procedures: 1. Prior to instruction, create a set of problem cards by copying teacher resource: Word Problem Set 1 on cardstock, cutting apart, and placing in a plastic zip bag. 2. Distribute 20 counters, a Double Ten-Frame, and a sheet of paper to each student. 3. Explain to students that they will be solving problems that can be solved using doubles or near doubles patterns. Select and display a problem card from teacher resource: Word Problem Set 1 for the class to see. Invite a student to read the problem card aloud for the class to hear. Ask: MATERIALS cardstock (1 sheet per teacher) plastic zip bag (sandwich sized) (1 per teacher) scissors (1 per teacher) counters (20 per student) Double Ten-Frame (1 per student) (previously created in Unit 11 Lesson 01 Explore/Explain 4) paper (1 sheet per student) What is the problem about? Answers may vary. What do the numbers represent? Answers may vary. What is the question asking? Answers may vary. What is known in the problem? Answers may vary. page 20 of 70
Suggested Day What is unknown? Answers may vary. Suggested Instructional Procedures Notes for Teacher 4. Instruct students to use counters to model the problem on their Double Ten-Frame and to write a corresponding number sentence on their paper. Allow time for students to complete the task. Monitor and assess students to check for understanding. 5. Invite a student to display their model and explain their solution strategy. Ask: Who can explain how they modeled the problem on their Double Ten-Frame? Answers may vary. What number sentence did you write for the problem? Why did you use this number sentence? Answers may vary. Did anyone use a different number sentence? Why did you use this number sentence? Answers may vary. Did this problem use a doubles or near doubles pattern? Explain. Answers may vary. Who can explain how they used a doubles pattern to solve a near doubles problem? Answers may vary. 6. Repeat the process and questions to solve the remaining word problem cards. 5 Daily Routines Instructional Procedures: 1. Instruct students to construct a pattern as they post their figures on the displayed MATERIALS Daily Routines page 21 of 70
Suggested Day Suggested Instructional Procedures Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Facilitate a class discussion about if creating a pattern was helpful in determining the total. 2. Facilitate a class discussion to review standard form and expanded form. Ask: Notes for Teacher Arithmetic Rack (1 per teacher) (previously created) Wall Calendar (1 per teacher) (previously created) How many students are present today? Answers may vary. How could the number be recorded in standard form? Answers may vary. How could the number be recorded in expanded form? Answers may vary. 3. Instruct students to chorally count forward from 23 to 96, and then count backward from 96 to 23. 4. Using the displayed Wall Calendar, facilitate a class discussion about the posted events. Ask: What events do we have posted for next week? Answers may vary. What day of the week is it on? Answers may vary. Does anyone have an event that we need to post? Answers may vary. What date should I record it on? Answers may vary. Topics: Sums/minuends to 18 Fact family patterns Make-ten Spiraling Review ATTACHMENTS Teacher Resource: Word Problem page 22 of 70
Suggested Day Explore/Explain 3 Suggested Instructional Procedures Students demonstrate fact family patterns and make-ten as a strategy to solve basic facts with sums and minuends to 18 in a variety of problem situations. Students use concrete manipulatives to construct a model of the problem and write a corresponding number sentence. Notes for Teacher Set 2 SAMPLE KEY (1 per teacher) Teacher Resource: Word Problem Set 2 (1 per teacher) MATERIALS Instructional Procedures: 1. Prior to instruction, create a set of problem cards by copying teacher resource: Word Problem Set 2 on cardstock, cutting apart, and placing in a plastic zip bag. 2. Distribute 20 counters, a Double Ten-Frame, and a sheet of paper to each student. 3. Explain to students that they will be solving problems that can be solved using the make-ten fact strategy. Select and display a problem card from teacher resource: Word Problem Set 2 for the class to see. Invite a student to read the problem card aloud for the class to hear. Ask: cardstock (1 sheet per teacher) plastic zip bag (sandwich sized) (1 per teacher) scissors (1 per teacher) counters (20 per student) Double Ten-Frame (1 per student) (previously created) paper (1 sheet per student) What is the problem about? Answers may vary. What do the numbers represent? Answers may vary. What is the question asking? Answers may vary. What is known in the problem? Answers may vary. What is unknown? Answers may vary. 4. Instruct students to use counters to model the problem on their Double Ten-Frame and to write a corresponding number sentence on their paper. Allow time for students to complete the task. Monitor and assess students to check for understanding. page 23 of 70
Suggested Day Suggested Instructional Procedures 5. Invite a student to display their model and explain their solution strategy. Ask: Notes for Teacher Who can explain how they modeled the problem on their Double Ten-Frame? Answers may vary. What number sentence did you write for the problem? Why did you use this number sentence? Answers may vary. Did anyone use a different number sentence? Why did you use this number sentence? Answers may vary. How did you use the make-ten strategy to solve the problem? Explain. Answers may vary. 6. Repeat the process and questions to solve the remaining word problem cards. 6 Daily Routines Daily Routines Instructional Procedure: 1. Instruct students to determine how many children are present with the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Facilitate a class discussion for students to share their total and explain the strategy they used to find the total. Ask: MATERIALS Arithmetic Rack (1 per teacher) (previously created) Wall Calendar (1 per teacher) (previously created) How many tens are in the number of students present? Answers may vary. page 24 of 70
Suggested Day Suggested Instructional Procedures How many ones are in the number of students present? Answers may vary. Notes for Teacher 2. Instruct students to chorally count forward from 3 to 52, and then count backward from 52 to 3. 3. Using the displayed Wall Calendar, facilitate a class discussion about the components of the calendar. Ask: How many weekdays are in this month? Answers may vary. How many weekdays are in next month? Answers may vary. How many weekend days are in this month? Answers may vary. How many weekend days are in next month? Answers may vary. Topics: Sums/minuends to 18 Doubles/near double patterns Fact family patterns Make-ten Real-life problems Explore/Explain 4 Students model, discuss, justify, and compare strategies (e.g., doubles, near doubles, make-ten, etc.) to solve problem situations involving basic facts. Spiraling Review ATTACHMENTS Teacher Resource: School Problems KEY (1 per teacher) Teacher Resource: School Problems (1 per teacher) Handout: School Problems (1 per student) page 25 of 70
Suggested Day Suggested Instructional Procedures Notes for Teacher Instructional Procedures: 1. Distribute 20 counters, a Double Ten-Frame, and handout: School Problems to each student. 2. Place students in pairs. Display teacher resource: School Problems for the class to see. MATERIALS counters (20 per student) Double Ten-Frame (1 per student) (previously created) 3. Explain to students that they will be solving problems that can be solved using the doubles, near doubles, or make-ten fact strategy. Orally read problem 1 aloud for the class to hear. Ask: What is the problem about? Answers may vary. Mary is passing out math and reading papers for the teacher; etc. What do the numbers represent? (6 math papers and 7 reading papers) What is the question asking? Answers may vary. The number of papers that Mary passed out altogether; how many math and reading papers Mary passed out; etc. What is known in the problem? (There are 6 math papers and 7 reading papers.) What is unknown? (the number of papers altogether) 4. Instruct students to independently create a model using counters and a Double Ten-Frame that will solve the problem and to record their model on their handout. Instruct students to use their model to record a number sentence, the answer to the question, and the type of strategy they used to solve the problem on their handout. Allow time for students to complete the task. Monitor and assess students to check for understanding. 5. Instruct students to share their model, number sentence, and answer with their partner. Instruct student to explain to their partner how they modeled the problem, how they used page 26 of 70
Suggested Day Suggested Instructional Procedures their model to solve the problem, the number sentence they wrote, and which basic fact strategy they used. 6. Allow time for partners to discuss the problem. Monitor and assess students to check for understanding. Facilitate a class discussion to review problem 1. Ask: Notes for Teacher Who can explain how they modeled the problem on their Double Ten-Frame? Answers may vary. What number sentence did you write for the problem? Why did you use this number sentence? Answers may vary. Did anyone use a different number sentence? Why did you use this number sentence? Answers may vary. Which math strategy did you use to solve the problem? Explain. Answers may vary. 7 7. Repeat steps 3-6 for each problem on handout: School Problems, allowing students to model and solve the problem independently, to explain and justify their model and solutions with a partner, and then to review the problem as a class. Daily Routines Daily Routines Instructional Procedure: 1. Instruct students to construct a pattern as they post their figures on the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. MATERIALS Arithmetic Rack (1 per teacher) (previously created) page 27 of 70
Suggested Day Suggested Instructional Procedures Facilitate a class discussion about if creating a pattern was helpful in determining the total. 2. Facilitate a class discussion to review standard form and expanded form. Ask: Notes for Teacher Wall Calendar (1 per teacher) (previously created) How many students are present today? Answers may vary. How could the number be recorded in standard form? Answers may vary. How could the number be recorded in expanded form? Answers may vary. 3. Instruct students to chorally count forward from 68 to 98, and then count backward from 98 to 68. 4. Using the displayed Wall Calendar, facilitate a class discussion about the dates on a calendar. Ask: How could today s date be written? Answers may vary. How could tomorrow s date be written? Answers may vary. What date will it be one week from tomorrow? Answers may vary. Topics: Sums to 18 Bar type graphs Picture graphs Application of various strategies to solve addition and subtraction Spiraling Review ATTACHMENTS Teacher Resource: Pattern Block Graph KEY (1 per teacher) page 28 of 70
Suggested Day Explore/Explain 5 Suggested Instructional Procedures Students demonstrate an understanding of a variety of pattern strategies and relationships (e.g., doubles, near doubles, and make ten) by modeling and solving various addition and subtraction problem situations related to the data in bar-type graphs and picture graphs. Instructional Procedures: 1. Distribute 20 counters, a Double Ten-Frame, a whiteboard, and a dry-erase marker to each student. 2. Display only the graph from teacher resource: Pattern Block Graph for the class to see. Explain to students that they will be using the data in the graph to solve problems that can be solved using the doubles, near doubles, or make-ten fact strategy. 3. Facilitate a class discussion allowing students to use the data from the displayed picture graph and basic fact strategies to answer questions. For each question, orally read the question aloud for students to hear. Instruct students to model the problem using counters and a Double Ten-Frame and then write a number sentence on their whiteboard that could be used to answer the question. Allow time for students to complete the task. Monitor and assess students to check for understanding. Ask: Notes for Teacher Teacher Resource: Pattern Block Graph (1 per teacher) Teacher Resource: Plant Observation Graph KEY (1 per teacher) Teacher Resource: Plant Observation Graph (1 per teacher) MATERIALS counters (20 per student) Double Ten-Frame (1 per student) (previously created) whiteboard (student sized) (1 per student) dry erase marker (1 per student) What question is being asked? Answers may vary. What numbers are needed to answer the question? Answers may vary. What number sentence could be used to answer the question? Why did you choose that number sentence? Answers may vary. What fact strategy did you use to solve the problem? Why did you choose that page 29 of 70
Suggested Day strategy? Answers may vary. Suggested Instructional Procedures Notes for Teacher 4. Display teacher resource: Plant Observation Graph for the class to see. Repeat the process in step 3, using the data in the displayed bar-type graph. 5. If time allows, present additional questions to the class that could be answered using the displayed data. 6. Facilitate a class discussion to debrief the activity. 8-9 Daily Routines Daily Routines Instructional Procedures Day 8: 1. Instruct students to determine how many children are present with the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Facilitate a class discussion for students to share their total and explain the strategy they used to find the total. Ask: MATERIALS Arithmetic Rack (1 per teacher) (previously created) Wall Calendar (1 per teacher) (previously created) How many tens are in the number of students present? Answers may vary. How many ones are in the number of students present? Answers may vary. 2. Instruct students to chorally count forward from 14 to 73, and then count backward from 73 to 14. 3. Using the previously created, displayed Wall Calendar, facilitate a class discussion about page 30 of 70
Suggested Day Suggested Instructional Procedures various past events. Encourage the use of time order words: yesterday, earlier, day before, last week, etc. Notes for Teacher Instructional Procedures Day 9: 1. Instruct students to randomly place their figures on the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Instruct students to pretend that 10 students went home sick. Ask: How many students would be present today if 10 students went home sick? Answers may vary. How many tens would be in the number of healthy children present today? Answers may vary. How many ones would be in the number of healthy children present today? Answers may vary. 2. Instruct students to chorally count forward from 21 to 68, and then count backward from 68 to 21. 3. Using the previously created, displayed Wall Calendar, facilitate a class discussion about various future events. Encourage the use of time order words: tomorrow, later, next week, etc. Topics: Sums to 18 Spiraling Review page 31 of 70
Suggested Day Suggested Instructional Procedures Bar type graphs Picture graphs Application of various strategies to solve addition and subtraction Elaborate 1 Students demonstrate an understanding of a variety of pattern strategies and relationships (e.g., doubles, near doubles, make ten, and fact families) by modeling and solving various addition and subtraction problem situations involving basic facts. Instructional Procedures: 1. Distribute 20 counters and a Double Ten-Frame to each student. Distribute handout: Applications of Various Strategies to each student. 2. Display teacher resource: Applications of Various Strategies for the class to see. Orally read each problem aloud for the class to hear. As each problem is presented, instruct students to independently create a model using counters and a Double Ten-Frame that will solve the problem and to record their model on their handout. Instruct students to use their model to record a number sentence, the answer to the question, and the type of strategy they used to solve the problem on their handout. Allow time for students to solve and record each problem. Monitor and assess students to check for understanding. Do not discuss the answers to each problem at this time. 3. Place students into 7 groups. Distribute a large sheet of Manila paper to each group. Assign each group a problem from handout: Applications of Various Strategies. Explain to students that each group will create a poster on Manila paper with the solution to their assigned problem to present to the class. Instruct student groups to compare the models, Notes for Teacher ATTACHMENTS Teacher Resource: Applications of Various Strategies KEY (1 per teacher) Teacher Resource: Applications of Various Strategies (1 per teacher) Handout: Applications of Various Strategies (1 per student) MATERIALS counters (20 per student) Double Ten-Frame (1 per student) (previously created) paper (Manila, 12 x 18 ) (7 per teacher) page 32 of 70
Suggested Day 10 Suggested Instructional Procedures strategies, and answers recorded on their individual handouts and to decide on one model to present to the class. Student groups will then replicate the model, number sentence, and answer on their Manila paper. 4. Allow time for student groups to complete the task. Monitor and assess students to check for understanding. Facilitate individual group discussions to ensure student groups are selecting an accurate model, and that the group can justify their strategy. 5. Invite student groups to present their posters to the class in sequential order. Instruct students who are presenting to display their poster for the class to see and to explain their model, number sentence, answer, and strategy used. 6. Instruct the students in the audience to compare the presented answers with their handout and make corrections, as necessary. Encourage students in the audience to ask questions of the presenters to clarify the information being presented. 7. Allow all student groups to present their problem solutions. Facilitate a class discussion to debrief the activity. Daily Routines Notes for Teacher Daily Routines Instructional Procedures: 1. Instruct students to construct a pattern as they post their figures on the displayed Arithmetic Rack. Allow students to observe the rack and determine the attendance count. Facilitate a class discussion about if creating a pattern was helpful in determining the total. Ask: MATERIALS Arithmetic Rack (1 per teacher) (previously created) Wall Calendar (1 per teacher) (previously created) page 33 of 70
Suggested Day Suggested Instructional Procedures Is the pattern created an additive pattern or a repeating pattern? Answers may vary. Notes for Teacher 2. Facilitate a class discussion to review standard form and expanded form. Ask: How many students are present today? Answers may vary. How could the number be recorded in standard form? Answers may vary. How could the number be recorded in expanded form? Answers may vary. 3. Instruct students to chorally count forward from 35 to 77, and then count backward from 77 to 35. 4. Using the displayed Wall Calendar, facilitate a class discussion about the posted events. Ask: What events do we have posted for next week? Answers may vary. What day of the week is it on? Answers may vary. Does anyone have an event that we need to post? Answers may vary. What date should I record it on? Answers may vary. Evaluate 1 MATERIALS Instructional Procedures: 1. Assess student understanding of related concepts and processes by using the counters (20 per student) Double Ten-Frame (1 per student) (previously created) page 34 of 70
Suggested Day Suggested Instructional Procedures Performance Indicator(s) aligned to this lesson. Notes for Teacher Performance Indicator(s): Grade 01 Mathematics Unit 15 PI 01 Provide concrete objects or manipulatives for students, and orally present a variety of real-life situations such as: Our class library has 7 books about spiders. The PTO donated 4 more. How many books about spiders are in the class library now? Seventeen students are creating patterns in the math center. Some of the students finished their patterns and returned to their desk. Now there are 8 students in the math center. How many students returned to their desk? How many Valentine s Day cards would Jim need if there are 9 girls and 6 boys in his class? Tricia s dad made two pepperoni pizzas for the class. He put 8 slices of pepperoni on one pizza. He put 5 slices of pepperoni and 9 slices of mushrooms on the other. How many pepperoni slices did he put on both pizzas? Norman and Jesse brought Pokémon cards to school. Norman brought 5 cards, and Jesse brought 8 cards. How many cards do they have in all? Examine the bar type graph, and use the data in the graph to justify the teacher s decision to purchase a total of 14 cupcakes for the class party. page 35 of 70
Suggested Day Suggested Instructional Procedures Notes for Teacher Select an appropriate problem-solving plan or strategy to find a solution for each problem. Record a number sentence, a representation of your model, and the basic fact strategy used in the solution process. Orally justify if your answer is reasonable. Standard(s): 1.3A, 1.3B, 1.10A, 1.11A, 1.11B, 1.11C, 1.11D, 1.12A, 1.12B, 1.13 ELPS ELPS.c.3H, ELPS.c.5F 04/21/2013 page 36 of 70
Math Charades Cards 1 Grade 1 Mathematics Unit: 15 Lesson: 01 1. Four students are sitting. Three students are standing. 2. Two students are bouncing balls. Eight students are watching. 3. Two students are dancing. Two students are sitting. 4. Five students are hopping on one foot. Four students are doing jumping jacks. 5. Three students are jumping rope. Seven students are watching. 6. Five students are doing situps. Three students are jumping rope. 7. Three students are sitting and talking. Six students are standing in line. 8. Seven students are joining hands in a circle. Two students are sitting in the middle. 2012, TESCC 11/16/12 page 1 of 2
Math Charades Cards 1 Grade 1 Mathematics Unit: 15 Lesson: 01 9. Three students are sitting. Three students are standing. 10. Three students are bouncing balls. Two students are watching. 11. Five students are dancing. Two students are sitting. 12. Two students are hopping on one foot. Six students are doing jumping jacks. 13. Two students are jumping rope. Four students are watching. 14. Four students are doing situps. Four students are jumping rope. 15. Five students are sitting and talking. Five students are standing in line. 16. Six students are joining hands in a circle. Four students are sitting outside the circle. 2012, TESCC 11/16/12 page 2 of 2
Grade 1 Mathematics Unit: 15 Lesson: 01 Sample Questions Joining 1. If (number) more students came to (activity 1), how many students would be (activity 1) now? 2. If (number) more students came to (activity 1), how many students would there be altogether? Separating 3. If (number) of the students doing (activity 1) left the room, how many students would still be doing (activity 1)? 4. If all of the students doing (activity 1) left the room, how many students would remain? Part-part-whole 5. How many students are (activity 1)? How many students are (activity 2)? How many students are there altogether? Comparing 6. How many more students are (activity 1) than (activity 2)? 7. How many fewer students are (activity 1) than (activity 2)? 2012, TESCC 11/16/12 page 1 of 1
Operations Checklist for Informal Evaluation Grade 1 Mathematics Unit: 15 Lesson: 01 Student Name Identifies type of problem (join, separate, comparison) For sums to 18 Writes a number sentence to solve a problem 2012, TESCCC 11/16/12 Page 1 of 1
Math Charades Cards 2 Grade 1 Mathematics Unit: 15 Lesson: 01 1. Nine students are sitting. Seven students are standing. 2. Eight students are bouncing balls. Seven students are watching. 3. Six students are dancing. Six students are sitting. 5. Eight students are jumping rope. Eight students are watching. 4. Six students are hopping on one foot. Seven students are doing jumping jacks. 6. Seven students are doing sit-ups. Seven students are jumping rope. 7. Nine students are sitting and talking. Six students are standing in line. 8. Nine students are joining hands in a circle. Nine students are sitting in the middle. 2012, TESCCC 11/16/12 Page 1 of 2
Math Charades Cards Grade 1 Mathematics Unit: 15 Lesson: 01 9. Seven students are sitting. Six students are standing. 10. Seven students are bouncing balls. Nine students are watching. 11. Six students are dancing. Nine students are sitting. 12. Nine students are hopping on one foot. Eight students are doing jumping jacks. 13. Six students are jumping rope. Eight students are watching. 14. Eight students are doing sit-ups. Nine students are jumping rope. 15. Eight students are sitting and talking. Six students are standing in line. 16. Seven students are joining hands in a circle. Eight students are sitting outside the circle. 2012, TESCC 11/16/12 page 2 of 2
Am I Seeing Doubles? KEY Grade 1 Mathematics Unit: 15 Lesson: 01 Complete the number sentence for each model below. 6 + 6 = 12 16 8 = 8 4 + 4 = 8 10 5 = 5 9 + 9 = 18 14 7 = 7 Observe the dominoes and number sentences in the two columns above. Record what you have noticed. Answers may vary. All of the dominoes are doubles; the sum of a doubles addition sentence is the same as the minuend in a subtraction sentence; etc. 2012, TESCCC 11/16/12 Page 1 of 1
Am I Seeing Doubles? Grade 1 Mathematics Unit: 15 Lesson: 01 Complete the number sentence for each model below. + = 8 = + = 5 = + = 7 = Observe the dominoes and number sentences in the two columns above. Record what you have noticed. 2012, TESCCC 11/16/12 Page 1 of 1
Word Problem Set 1 SAMPLE KEY Number sentences may vary within the same fact family. Grade 1 Mathematics Unit: 15 Lesson: 01 Shay picked 9 yellow flowers and 9 pink flowers. How many flowers did Shay pick in all? 9 + 9 = 18 Ben found 9 pennies in a drawer and 8 more in the car. How many pennies did Ben find in all? 9 + 8 = 17 Kay had some candy. She ate 5 pieces and now has 5 left. How many pieces of candy did Kay have to begin with? 5 + 5 = 10 James had 12 pennies. He gave some to Reed. Now James has 6 pennies left. How many pennies did he give to Reed? 12 6 = 6 Miles had 5 cookies. His grandmother gave him 4 more. How many cookies does Miles have now? 5 + 4 = 9 Matt lost some of his gum on the bus. He had 14 pieces of gum and now he has 7. How many pieces of gum did Matt loose on the bus? 14 7 = 7 Lisa has 17 problems to work for math. She has finished 8. How many problems does she have left to work? 17 8 = 9 If Reed rolled a pair of dice and they both landed on 6, how many spaces would he need to move? 6 + 6 = 12 Bill bought 16 stickers. He gave some to his friends. Now he has 8. How many stickers did he share with his friends? 16 8 = 8 2012, TESCCC 11/16/12 Page 1 of 1
Word Problem Set 1 Grade 1 Mathematics Unit: 15 Lesson: 01 Shay picked 9 yellow flowers and 9 pink flowers. How many flowers did Shay pick in all? Ben found 9 pennies in a drawer and 8 more in the car. How many pennies did Ben find in all? Kay had some candy. She ate 5 pieces and now has 5 left. How many pieces of candy did Kay have to begin with? James had 12 pennies. He gave some to Reed. Now James has 6 pennies left. How many pennies did he give to Reed? Miles had 5 cookies. His grandmother gave him 4 more. How many cookies does Miles have now? Matt lost some of his gum on the bus. He had 14 pieces of gum and now he has 7. How many pieces of gum did Matt loose on the bus? Lisa has 17 problems to work for math. She has finished 8. How many problems does she have left to work? If Reed rolled a pair of dice and they both landed on 6, how many spaces would he need to move? Bill bought 16 stickers. He gave some to his friends. Now he has 8. How many stickers did he share with his friends? 2012, TESCCC 05/24/13 Page 1 of 1
Word Problem Set 2 SAMPLE KEY Number sentences may vary within the same fact family. Grade 1 Mathematics Unit: 15 Lesson: 01 Moe drew 7 stars on his paper. Then he drew 5 more. How many stars did Moe draw? 7 + 5 = 12 Trey found 9 pennies in a drawer and 7 more in the car. How many pennies did Trey find in all? 9 + 7 = 16 Jay had some gum. He ate 2 pieces and now has 9 left. How many pieces of gum did Jay have to begin with? 2 + 9 = 11 James had 13 pennies. He gave some to Reed. Now James has 3 pennies left. How many pennies did he give to Reed? 13 3 = 10 Miles had 5 cookies. His grandmother gave him 8 more. How many cookies does Miles have now? 5 + 8 = 13 Matt lost some of his gum on the bus. He had 17 pieces of gum and now he has 7. How many pieces of gum did Matt loose on the bus? 17 7 = 10 Lisa has 11 problems to work for math. She has finished 5. How many problems does she have left to work? 11 5 = 6 Lee ate 4 hotdogs. Sam ate 7. How many hotdogs did they eat in all? 4 + 7 = 11 There were 15 oranges on the table this morning. Some were eaten at breakfast. Now there are 5 oranges left. How many oranges were eaten? 15 5 = 10 2012, TESCCC 11/16/12 Page 1 of 1
Word Problem Set 2 Grade 1 Mathematics Unit: 15 Lesson: 01 Moe drew 7 stars on his paper. Then he drew 5 more. How many stars did Moe draw? Trey found 9 pennies in a drawer and 7 more in the car. How many pennies did Trey find in all? Jay had some gum. He ate 2 pieces and now has 9 left. How many pieces of gum did Jay have to begin with? James had 13 pennies. He gave some to Reed. Now James has 3 pennies left. How many pennies did he give to Reed? Miles had 5 cookies. His grandmother gave him 8 more. How many cookies does Miles have now? Matt lost some of his gum on the bus. He had 17 pieces of gum and now he has 7. How many pieces of gum did Matt loose on the bus? Lisa has 11 problems to work for math. She has finished 5. How many problems does she have left to work? Lee ate 4 hotdogs. Sam ate 7. How many hotdogs did they eat in all? There were 15 oranges on the table this morning. Some were eaten at breakfast. Now there are 5 oranges left. How many oranges were eaten? 2012, TESCCC 11/16/12 Page 1 of 1
School Problems SAMPLE KEY Grade 1 Mathematics Unit: 15 Lesson: 01 1. Mary passed out papers for the teacher. The stack of papers included 6 math pages and 7 reading pages. How many papers did Mary pass out? Model: Number Sentence: 6 + 7 = 13 Answer: 13 papers What strategy did you use to solve the sentence? near doubles (or make-ten) 2. There were 7 children in line to slide. Seven more joined them. How many children are in line for the slide? Model: Number Sentence: 7 + 7 = 14 Answer: 14 children What strategy did you use to solve the sentence? doubles (or make-ten) 2012, TESCCC 11/16/12 Page 1 of 3
Grade 1 Mathematics Unit: 15 Lesson: 01 School Problems SAMPLE KEY 3. Ann counted the coins in her purse. She had 10. Five of the coins were quarters and the rest were nickels. How many nickels did Ann have in her purse? Model: Number Sentence: 10 5 = 5 Answer: 5 nickels What strategy did you use to solve the sentence? doubles (or make-ten) 4. Zoe checked out 8 books on cats. If she returned 4 of the books, how many books does she have checked out now? Model: Number Sentence: 8 4 = 4 Answer: 4 books What strategy did you use to solve the sentence? doubles (or make-ten) 2012, TESCCC 11/16/12 Page 2 of 3
School Problems SAMPLE KEY Grade 1 Mathematics Unit: 15 Lesson: 01 5. Mr. Sims recorded his class attendance using two ten-frames. One frame represents the boys that are present, and the other represents the girls. How many students are in his class today? Boys Girls Number Sentence: 9 + 8 = 17 Answer: 17 students What strategy did you use to solve the sentence? near doubles (or make-ten) 2012, TESCCC 11/16/12 Page 3 of 3
School Problems Grade 1 Mathematics Unit: 15 Lesson: 01 1. Mary passed out papers for the teacher. The stack of papers included 6 math pages and 7 reading pages. How many papers did Mary pass out? Model: Number Sentence: Answer: What strategy did you use to solve the sentence? 2. There were 7 children in line to slide. Seven more joined them. How many children are in line for the slide? Model: Number Sentence: Answer: What strategy did you use to solve the sentence? 2012, TESCCC 11/16/12 Page 1 of 3
School Problems Grade 1 Mathematics Unit: 15 Lesson: 01 3. Ann counted the coins in her purse. She had 10. Five of the coins were quarters and the rest were nickels. How many nickels did Ann have in her purse? Model: Number Sentence: Answer: What strategy did you use to solve the sentence? 4. Zoe checked out 8 books on cats. If she returned 4 of the books, how many books does she have checked out now? Model: Number Sentence: Answer: What strategy did you use to solve the sentence? 2012, TESCCC 11/16/12 Page 2 of 3
School Problems Grade 1 Mathematics Unit: 15 Lesson: 01 5. Mr. Sims recorded his class attendance using two ten-frames. One frame represents the boys that are present, and the other represents the girls. How many students are in his class today? Boys Girls Number Sentence: Answer: What strategy did you use to solve the sentence? 2012, TESCCC 11/16/12 Page 3 of 3
Pattern Block Graph KEY Grade 1 Mathematics Unit: 15 Lesson: 01 Mrs. Purifoy asked her students to sort a bag of pattern blocks into separate groups. The class created a picture graph to organize the groups of pattern blocks. Pattern Block Graph hexagon trapezoid blue rhombus triangle square beige rhombus 2012, TESCCC 11/16/12 Page 1 of 2
Pattern Block Graph KEY Grade 1 Mathematics Unit: 15 Lesson: 01 Number sentences may vary within the same fact family. 1. How many squares and blue rhombi were in the bag? 12; 6 + 6 = 12; doubles (or make-ten) 2. How many hexagons and squares were in the bag? 11; 5 + 6 = 11; near doubles (or make-ten) 3. How many hexagons and beige rhombi were in the bag? 14; 5 + 9 = 14; make-ten 4. How many trapezoids and beige rhombi were in the bag? 18; 9 + 9 = 18; doubles (or make-ten) 5. How many triangles and blue rhombi were in the bag? 13; 7 + 6 = 13; near doubles (or make-ten) 6. How many trapezoids and triangles were in the bag? 16; 9 + 7 = 16; make-ten 2012, TESCCC 11/16/12 Page 2 of 2
Pattern Block Graph Grade 1 Mathematics Unit: 15 Lesson: 01 Mrs. Purifoy asked her students to sort a bag of pattern blocks into separate groups. The class created a picture graph to organize the groups of pattern blocks. Pattern Block Graph hexagon trapezoid blue rhombus triangle square beige rhombus 2012, TESCCC 11/16/12 Page 1 of 2
Pattern Block Graph Grade 1 Mathematics Unit: 15 Lesson: 01 1. How many squares and blue rhombi were in the bag? 2. How many hexagons and squares were in the bag? 3. How many hexagons and beige rhombi were in the bag? 4. How many trapezoids and beige rhombi were in the bag? 5. How many triangles and blue rhombi were in the bag? 6. How many trapezoids and triangles were in the bag? 2012, TESCCC 11/16/12 Page 2 of 2
Plant Observation Graph KEY Grade 1 Mathematics Unit: 15 Lesson: 01 Robert made the following bar type graph to show the types of plants he observed during a visit to his grandmother s house. Plants with flowers Plants at Grandma s House Plants with vegetables Trees Bushes Weeds 2012, TESCCC 11/16/12 Page 1 of 2
Plant Observation Graph KEY Grade 1 Mathematics Unit: 15 Lesson: 01 Number sentences may vary within the same fact family. 1. How many plants with flowers and bushes did Peter observe? 16; 8 + 8 = 16; doubles (or make-ten) 2. How many plants with vegetables and weeds did Peter observe? 11; 6 + 5 = 11; near doubles (or make-ten) 3. How many weeds and bushes did Peter observe? 13; 5 + 8 = 13; make-ten 4. How many weeds would there be if Peter had observed twice as many? 10; 5 + 5 = 10; doubles (or make-ten) 5. How many plants with flowers and trees did Peter observe? 17; 8 + 9 = 17; near doubles (or make-ten) 6. How many plants with vegetables and trees did Peter observe? 15; 6 + 9 = 15; make-ten 2012, TESCCC 11/16/12 Page 2 of 2
Plant Observation Graph Grade 1 Mathematics Unit: 15 Lesson: 01 Robert made the following bar type graph to show the types of plants he observed during a visit to his grandmother s house. Plants with flowers Plants at Grandma s House Plants with vegetables Trees Bushes Weeds 2012, TESCCC 11/16/12 Page 1 of 2
Plant Observation Graph Grade 1 Mathematics Unit: 15 Lesson: 01 1. How many plants with flowers and bushes did Peter observe? 2. How many plants with vegetables and weeds did Peter observe? 3. How many weeds and bushes did Peter observe? 4. How many weeds would there be if Peter had observed twice as many? 5. How many plants with flowers and trees did Peter observe? 6. How many plants with vegetables and trees did Peter observe? 2012, TESCCC 11/16/12 Page 2 of 2
Applications of Various Strategies KEY Grade 1 Mathematics Unit: 15 Lesson: 01 1. Madison has a piggy bank. Today, her grandmother gave her 9 pennies to put in her bank. When she emptied out her bank, she had 18 pennies. How many pennies did she have before today? Model: Models may vary. P P P P P P P P P P P P P P P P P P Number Sentence: 18 9 = 9 or 9 + 9 = 18 Answer: 9 pennies What strategy did you use to solve the sentence? doubles (or make-ten) 2. There were 8 boys in lunch line. Seven more boys joined them. How many boys were in line to get a lunch? Model: Models may vary. Number Sentence: 9 + 7 = 16 or 7 + 9 = 16 Answer: 16 boys What strategy did you use to solve the sentence? near doubles (or make-ten) 2012, TESCCC 11/16/12 Page 1 of 4
Applications of Various Strategies KEY Grade 1 Mathematics Unit: 15 Lesson: 01 3. Ryan counted all of his crayons. He had 12 crayons altogether. If ten of his crayons were not broken, how many crayons were broken? Model: Number Sentence: 12 10 = 2 Answer: 2 crayons What strategy did you use to solve the sentence? make-ten 4. Which number is missing from each set?? 8 7 7 15? Set A Set B Set A: 15 Set B: 8 What strategy did you use to find the missing number? Answers may vary. Both sets include numbers for the near doubles fact for 8 + 7 = 15; etc. 2012, TESCCC 11/16/12 Page 2 of 4
Applications of Various Strategies KEY Grade 1 Mathematics Unit: 15 Lesson: 01 5. Mrs. Rae asked each student in the class to vote on their favorite thing to do after school. Then she created the picture graph below. Use the graph to determine which two activities received 17 votes. Ride bikes Favorite Things to Do After School Play video games Play soccer Number sentence: 9 + 8 = 17 or 17 9 = 8 Answer: riding bikes and playing video games What strategy did you use to solve the sentence? near doubles (or make-ten) 2012, TESCCC 11/16/12 Page 3 of 4
Applications of Various Strategies KEY Grade 1 Mathematics Unit: 15 Lesson: 01 6. The graph below shows the number of spirit ribbons sold each day by the high school cheer leaders. On what day did they sell double the number of ribbons that were sold on Wednesday? Spirit Ribbons Sold Tuesday Wednesday Thursday Friday Number sentence: 4 + 4 = 8 Answer: Friday What strategy did you use to solve the sentence? doubles (or make-ten) 7. James and Brandon each found 7 shells on the beach. How many did they find together? Model: Number sentence: 7 + 7 = 14 Answer: 14 shells What strategy did you use to solve the sentence? doubles (or make-ten) 2012, TESCCC 11/16/12 Page 4 of 4
Applications of Various Strategies Grade 1 Mathematics Unit: 15 Lesson: 01 1. Madison has a piggy bank. Today, her grandmother gave her 9 pennies to put in her bank. When she emptied out her bank, she had 18 pennies. How many pennies did she have before today? Model: Number Sentence: Answer: What strategy did you use to solve the sentence? 2. There were 8 boys in lunch line. Seven more boys joined them. How many boys were in line to get a lunch? Model: Number Sentence: Answer: What strategy did you use to solve the sentence? 2012, TESCCC 11/16/12 Page 1 of 4
Applications of Various Strategies Grade 1 Mathematics Unit: 15 Lesson: 01 3. Ryan counted all of his crayons. He had 12 crayons altogether. If ten of his crayons were not broken, how many crayons were broken? Model: Number Sentence: Answer: What strategy did you use to solve the sentence? 4. Which number is missing from each set?? 8 7 7 15? Set A Set B Set A: Set B: What strategy did you use to find the missing number? 2012, TESCCC 11/16/12 Page 2 of 4
Applications of Various Strategies Grade 1 Mathematics Unit: 15 Lesson: 01 5. Mrs. Rae asked each student in the class to vote on their favorite thing to do after school. Then she created the picture graph below. Use the graph to determine which two activities received 17 votes. Ride bikes Favorite Things to Do After School Play video games Play soccer Number Sentence: Answer: What strategy did you use to solve the sentence? 2012, TESCCC 11/16/12 Page 3 of 4