Grade: 1 Unit: 5 Week: 5 Content: Math Dates: 3/25-3/28

Essential Question: Can students use place value understanding and properties of operations to add and subtract?

Standards
1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Ongoing Standards
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.

Objectives
  • Students will represent addition and subtraction strategies using pictures, words and/or (equations) to demonstrate place value understanding.

  • Students will use models to add and subtraction numbers two-digit numbers within 100 without regrouping.

  • Students will identify numbers that are ten less or ten more than a given number.

  • Students will add and subtract within 100 without regrouping, including continued practice with facts within 20.

Assessment
  1. Product
Group Assessment:
  • Students will work in cooperative groups to create and solve an addition and subtraction problems using place value understanding without regrouping. This can be done through acting out the problem or by using chart paper.
  • Students will make foldables as a group, preferably tri-folds to draw pictures that represent addition and subtraction, then they will write on the opposite side of the foldables how they solved the problem that their pictures represented.


  1. Key Questions
How can you add and subtract tens?
  • How can you use a 100s chart to count on by ones and tens?
  • How can models help you add and subtract ones and tens to a two digit number?
  • How can making a ten add and subtract a two-digit number and a one-digit number?
  • How can drawing a picture help you explain how to solve an addition and subtraction problem?
  • How can you identify a number that is ten less or ten more than a number?
  • What different ways can you use to add and subtract?

  1. Observable Behaviors
  • What strategies do you, as the teacher, see the students using?
  • Are the students becoming fluent with their strategies?
  • Are students able to explain their strategies?
  • Are students using place value understanding to add and subtract?
Mathematical Practices
  • Make sense of problems and persevere in solving them.
  • Reason abstractly and quantitatively.
  • Construct viable arguments and critique the reasoning of others.
  • Model with mathematics.
  • Use appropriate tools strategically.
  • Attend to precision.
  • Look for and make use of structure.
  • Look for and express regularity in repeated reasoning.

Vocabulary
Math


Place Value, digits, equation (instead of number sentence), tens, ones
Add, plus, altogether, total, combined, in all, take away, equal, “same as”, minus, subtract, putting together, breaking apart, addition and subtraction sentences, sums, difference



Activities [see Legend to highlight MCO and HYS]

Day 1
Day 2
Day 3
Day 4
Day 5
RESOURCE:
Read It, Draw It, Solve It

REVIEW
INVESTIGATIONS 1998 Ed.:
Number Games and Story Problems-Investigations 3 Sessions 1-13

ON CORE:
Lesson 66

HANDS ON STANDARDS Grades 1-2:
Lesson 15 & 17

SUPER SOURCE
K-2:
Base Ten-
Race for a Flat,
pg. 58
Race to Clear a Mat, pg. 62
Subtraction Split,
pg. 66

Snap Cubes-
The Disappearing Train, pg. 78

Groundworks: Reasoning with Numbers

*Refer to Harcourt to build addition and subtraction number fluency within 20
RESOURCE:
Read It, Draw It, Solve It

REVIEW
INVESTIGATIONS 1998 Ed.:
Number Games and Story Problems-Investigations 3 Sessions 1-13

ON CORE:
Lesson 67

HANDS ON STANDARDS Grades 1-2:
Lesson 15 & 17

SUPER SOURCE
K-2:
Base Ten-
Race for a Flat,
pg. 58
Race to Clear a Mat, pg. 62
Subtraction Split,
pg. 66

Snap Cubes-
The Disappearing Train, pg. 78

Groundworks: Reasoning with Numbers

*Refer to Harcourt to build addition and subtraction number fluency within 20
RESOURCE:
Read It, Draw It, Solve It

REVIEW
INVESTIGATIONS 1998 Ed.:
Number Games and Story Problems-Investigations 3 Sessions 1-13

ON CORE:
Lesson 68

HANDS ON STANDARDS Grades 1-2:
Lesson 15 & 17

SUPER SOURCE
K-2:
Base Ten-
Race for a Flat,
pg. 58
Race to Clear a Mat, pg. 62
Subtraction Split,
pg. 66

Snap Cubes-
The Disappearing Train, pg. 78

Groundworks: Reasoning with Numbers

*Refer to Harcourt to build addition and subtraction number fluency within 20
RESOURCE:
Read It, Draw It, Solve It

REVIEW
INVESTIGATIONS 1998 Ed.:
Number Games and Story Problems-Investigations 3 Sessions 1-13

ON CORE:
Lesson 69

HANDS ON STANDARDS Grades 1-2:
Lesson 15 & 17

SUPER SOURCE
K-2:
Base Ten-
Race for a Flat,
pg. 58
Race to Clear a Mat, pg. 62
Subtraction Split,
pg. 66

Snap Cubes-
The Disappearing Train, pg. 78

Groundworks: Reasoning with Numbers

*Refer to Harcourt to build addition and subtraction number fluency within 20
RESOURCE:
Read It, Draw It, Solve It

REVIEW
INVESTIGATIONS 1998 Ed.:
Number Games and Story Problems-Investigations 3 Sessions 1-13

ON CORE:


HANDS ON STANDARDS Grades 1-2:
Lesson 15 & 17

SUPER SOURCE
K-2:
Base Ten-
Race for a Flat,
pg. 58
Race to Clear a Mat, pg. 62
Subtraction Split,
pg. 66

Snap Cubes-
The Disappearing Train, pg. 78

Groundworks: Reasoning with Numbers

*Refer to Harcourt to build addition and subtraction number fluency within 20

Homework


Terminology


Multicultural Concepts
Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination
High Yield Strategies
Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |
Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |
Generating-Testing Hypothesis | Cues, Questions, Organizers






Resources

Professional Texts

**Literary Texts**
Subtraction Action, Loreen Leedy, Holiday House, 2000(subtraction)
Elevator Magic by Stuart J. Murphy. Harper Trophy. 1997 (subtraction)
Count to a Million by Jerry Pallotta. Scholastic, 2003 (place value)
Shark Swimathon By: Stuart J. Murphy Harper Trophy 2001(Two-digit subtraction)
A Place for Zero By: Angeline Sparagna Charles Bridge2003(place value)
Lights Out by Lucille Recht Penner. The Kane Press. 2000 (subtraction)
Calculator Riddles by David A. Adler, Scholastic. 1995 (calculator activities)
Calculator Tricks by Dale A. Betzner, Jr. Scholastic, 2003 (calculator activities)

**Informational Texts**
  • List


**Art, Music, and Media**
  • List

Manipulatives
  • Base Ten Blocks
  • Hundreds Chart
  • Snap Cubes

Games
http://www.adaptedmind.com/First-Grade-Math-Worksheets-And-Exercises.html

http://www.brainpopjr.com/math/numbersense/placevalue/

**Videos**
  • List

**Smartboard Lessons**
AEGOM Lesson K2M001
Skip Counting Skip count by 2's, 5's, and 10's up to 100.

AEGOM Lesson K2M002
Place Value Determine the value of a digit to hundreds. Model numbers using Base 10 Blocks.
AEGOM Lesson K2M006
Addition and Subtraction Beginning addition and subtraction facts. Add and subtract one digit numbers without regrouping. Understand that addition and subtraction are opposite/inverse operations.
AEGOM Lesson G3M006
Addition and Subtraction Solve addition and subtraction problems, including word problems involving two--and--three digit numbers with regrouping. Complete an addition and subtraction sentence with missing addends including inverse relationships between and addition and subtraction.


Other Activities, etc.
  • Lacey collected 50 stickers. She gave 20 stickers to her brother. How many stickers does Lacey have left?
  • Steven is riding his bike on a trail. The trail is 30 miles long. He has traveled 20 miles. How many miles does he have left to go?
  • Carson jumped rope 80 times without missing. Jennifer jumped rope 50 times without missing. How many more jumps did Carson make without missing than Jennifer?
  • Hunter Elementary has 80 second graders. On Wednesday, 10 of the second graders were absent. How many second graders were at school on Wednesday?
  • Jeremy had 90 balloons. The wind blew away 60 of the balloons. How many balloons does Jeremy have left?



Lesson Plan in Word Format: 1_5_5_Math



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ELA Matrix

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ELA Resources

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Week 1 ELA

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Week 2 ELA

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Week 3 ELA

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Week 4 ELA

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Week 5 ELA

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Week 6 ELA

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Math Matrix

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Math Resources

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Week 1 Math

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Week 2 Math

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Week 3 Math

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Week 4 Math

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Week 5 Math

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Week 6 Math


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Home 3-5

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Unit 2

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Unit 3

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Unit 4

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Unit 5

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Unit 6