1mod01 2 Add_Sub Concepts

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Revised 7/3/03 1

SAN DIEGO CITY SCHOOLS

Instructional Module to Enhance the Teaching of

H A R C O U R T

MathCalifornia Edition

Grade 1

Module 1 - Revised

Addition and Subtraction

Concepts

- WORK IN PROGRESS -

S

D

C

S


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Harcourt Math, Grade 1- Module 1

Revised 7/3/03San Diego City Schools

2

Module 1Harcourt Math, Grade 1

Order of UnitsDays 1 26

Module 1Unit 1

Addition and SubtractionConcepts26 Days

Chapter 1: Addition Concepts Lesson 1.1 Addition Stories

Lesson 1.2 More Addition Stories

Lesson 1.3 Add with Pictures

Lesson 1.4 Problem Solving:Write an Addition Sentence

Lesson 1.5 Add 0

Chapter 2: Using Addition

Lesson 2.1 Add in Any Order

Lesson 2.2 Ways to Make 7 and 8

Lesson 2.3 Ways to Make 9 and 10

Lesson 2.4 Vertical Addition Lesson 2.5 Problem Solving:

Make a Model

Chapter 3: Subtraction Concepts

Lesson 3.1 Subtraction Stories

Lesson 3.2 Subtract with Pictures

Lesson 3.3 Write Subtraction Sentences

Lesson 3.4 Problem Solving:Make a Model

Lesson 3.5 Subtract All or None

Chapter 4:

Lesson 4.1 Take Apart 7 and 8

Lesson 4.2 Take Apart 9 and 10

Lesson 4.3 Vertical Subtraction

Lesson 4.4 How Many More?

Lesson 4.5 Use Subtraction

Assessment

Problem Solving Workshop


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Module 1Harcourt Math: Grade 1

Addition and Subtraction Concepts

Days 1 2626 Days

Day 1Unit 1Lesson 1.1




















Day 22Assessment

Day 23ProblemSolvingWorkshop





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NOTES ABOUT TEACHING ADDITION AND SUBTRACTION PROBLEMS:

PROBLEM TYPES

Source: Carpenter, Thomas P., et. al., Childrens Mathematics, Cognitively Guided Instruction,

Portsmouth, N.H.: Heinemann, 1999.

Mathematicians would categorize the problems in this chapter and subsequent chaptersas one particularproblem type: result unknown (3 + 4 = F). Giving studentsexperiences with a variety of problem types can encourage the development of differentproblem solving strategies that encourage the development of number sense(Carpenter, et. al., 1997). During routines, you may want to consider problem types thatinclude:

Change unknown:I have 2 baseball cards. My friend gives me some more. Now I have 5 cards.How many did my friend give me? (2 + F = 5)

Start unknown:I have some baseball cards. My friend gave me 1 more. Now I have 5.How many did I start with? (F + 1 = 5)This particular problem is challenging for many students, since most will only beable to solve it through guess and check.

Result unknown:I have 2 baseball cards. My friend gave me 3 more.Now how many baseball cards do I have? (2 + 3 =F).The majority of problems in Harcourt are of this variety.

LANGUAGE

Another consideration when teaching addition and subtraction through the use of storyproblems is the use of mathematical and natural language. In order to make meaning, itis necessary that students be exposed to both (K. Richardson, 1999).

Natural language:Mom put apples in the basket. Then sheputone more apple.How many apples are in the basket now?

Mathematical language:

Mom put three apples in the basket. She addedone more apple to the basket.How many apples are there altogether?


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WHAT TO OBSERVE FOR

From DEVELOPING NUMBER CONCEPTS BOOK TWO: ADDITION AND SUBTRACTIONbyKathy Richardson 1999 by Addison Wesley, publishing as Dale Seymour Publications, aimprint of Pearson Learning Group. Used by permission of Pearson Education, Inc.

To interpret what children understand about addition and subtraction, careful observationsare necessary. The following list of questions can be a guide to assist you in observingchildren as solve they addition and subtraction problems:

Interpreting Simple Story Problems:

Can the children interpret simple addition and/or subtraction problems usingphysical models or drawings?

Do they interpret the problem with ease or with difficulty? Do they need anyprompts or hints?

If they make a mistake, do they pay attention to their answer and self-correct if itdoesnt make sense, or do they just report whatever they came up with?

Interpreting Equations:

Can the children interpret addition and/or subtraction equations using models?

Can they read the equations?

Can they make up a story to go with the equation?

Reading and Writing Equations:

Can the children write equations to describe story problems? Is this easy orchallenging for them?

After writing an equation, can they read it back? Do they know how the numbers

are connecting to the situation in the story? If the children do not know how to use numbers and symbols to record in the

conventional way, can they represent the story symbolically in some other way?

Size of Numbers:

Does the size of the numbers used in the stories seem to make any difference tothe childrens understanding or confidence?

Can the children interpret simple addition and/or subtraction problems with ease?

What size numbers is the child most comfortable? 6 or less? 10 or less? Up to20?

Level of Complexity:

Can the children interpret simple addition and/or subtraction problems with ease?

Can they act out complex problems that involve such concepts as missing partsor comparative subtraction?


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6

GRADE 1

Order of Units

2003-2004 School Year

TRADITIONAL CALENDAR

SeptemberOctober

Module 1: Addition and Subtraction ConceptsUnit 1, Chapters 1 - 4

25 days

October

November

Module 2: Addition and Subtraction Facts to 10

Unit 2, Chapters 5 - 8

26 days

November

December

Module 3: Numbers to 100


19 days

December

January

Module 4: Addition and Subtraction to 12

Unit 3, Chapter 12-14

15 days

January Module 5: Data and GraphingUnit 4, Chapter 15

4 days

January

February

Module 6: Money

Unit 4, Chapter 16 17

11 days

February

March

Module 7: Time


11 days

March Module 8: PatternsUnit 5, Chapters 22

4 days

MarchApril

Module 9: Addition and Subtraction to 20Unit 6, Chapters 26 - 28

20 days

April Module 10: Measurement

Unit 5, Chapters 23 24

10 days

April Module 11: Fractions

Unit 5, Chapter 25

5 days

April

May

Module 12: Addition and Subtraction With 2-Digit Numbers


15 days

MayJune

Module 13: GeometryUnit 5, Chapters 20 21

10 days


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GRADE 1

Order of Units

2003-2004 School Year

YEAR ROUND CALENDAR

SeptemberOctober

Module 1: Addition and Subtraction ConceptsUnit 1, Chapters 1 - 4

25 days

October

November

Module 2: Addition and Subtraction Facts to 10


26 days

November

December

Module 3: Numbers to 100


19 days

December

January

February

Module 4: Addition and Subtraction to 12

Unit 3, Chapter 12-14

15 days

February Module 5: Data and GraphingUnit 4, Chapter 15

4 days

February Module 6: Money

Unit 4, Chapter 16 17

11 days

March Module 7: Time


11 days

March Module 8: PatternsUnit 5, Chapters 22

4 days

AprilMay

Module 9: Addition and Subtraction to 20Unit 6, Chapters 26 - 28

20 days

May

June

Module 10: Measurement

Unit 5, Chapters 23 24

10 days

June Module 11: Fractions

Unit 5, Chapter 25

5 days

June Module 12: Addition and Subtraction With 2-Digit Numbers


15 days

July Module 13: GeometryUnit 5, Chapters 20 21

10 days


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MODULE 1: ADDITION AND SUBTRACTION CONCEPTSChapter 1: Addition Concepts

DAY 1: LESSON 1.1TE pages 3A, 4, & IS90

LESSON FOCUS: Addition StoriesCALIFORNIASTANDARD:

Number Sense: 2.5 Show the meaning of addition andsubtraction.

Purpose of Lesson: To model and solve real-life addition problems.

ROUTINE Suggestions - Mixed Review and Test Prep:TE, pg. 4Use Calendar, Number Line, Hundred Chart, and ChoralCounting (forward, backward, by twos, fives, and tenswhichever strategy is most appropriate for problems in thereview and connects to the goals of the lesson).orProblem of the Day (P.O.D.): TE, pg. 3ABe sure the Number Line and Hundred Chart are visible to

students to use as a tool for solving problems. As studentsrespond to the problem, ask questions such as:How did you think about the problem to come up with thatanswer?Did anyone think about it another way?Do you agree or disagree with this response?What was your strategy?Explain how you got your answer.

LAUNCH

Materials:

Hundreds chart 2-color counters Connecting cubes

Getting Started: Vocabulary Development: TE, pg.3A(Suggestion: Use connecting cubes because you will be usingthem throughout the lesson. Draw two hands on the overhead

and place connecting cubes in each hand. Ask students to dothe same in their own hands. Ask students to suggest othercombinations and invite them to demonstrate on the overhead.)

EXPLOREMaterials:For group

2-color connectingcubes

number cubes labeled1-4

number cubes labeled

1-2 markers

Introduce Activity: Intervention Strategies Book;Skill 13 pg. IS90 only; Alternative Teaching Strategy:Students work in pairs or small groups on Skill 13.(Suggestion: If students have difficulty recording their numbersentences, have them do the activity without writing. Havestudents share strategies they may have used to solveproblems.Ask: How did you figure out the number of cubes you had in

all?Did anyone do it another way?[Possible observations:Does the child need to recount the train after added 1 or 2cubes?Do they know the amount without counting?Do they lose track what they have counted?Do they self correct?


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Some students will need to count out both groups and thenrecount all to find the total. Others might be able to keep one ofthe addends in their head and count on, while others just know(have derived facts).Observe which strategy each student uses.]

SUMMARIZEMaterials:

Journals for eachstudent

Discuss and Write: TE, pg. 4You may want to construct a math journal for each student touse throughout the year. There are almost daily opportunities towrite or draw about the math students are learning. However,because mathematics is the focus, many times discussion alonewill be sufficient to summarize the lesson. Revisit the lessonsobjective, connecting discussion with the purpose of the lesson.Optional:Ask children to use crayons to illustrate the way theyjoined 2 sets of color cubes and write the number sentence.Students share and discuss illustrations. Connect theirdiscussions with the purpose of the lesson.

Homework Suggestion: Practice 1.1 orFamily Involvement Activities; pg. FA1-2 Addition 3 in a Row.


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DAY 2: LESSON 1.2TE pages 5, 5A & IS94

LESSON FOCUS: More Addition StoriesCALIFORNIASTANDARD:


Purpose of Lesson: To model addition stories.

ROUTINE

Materials:

For class -Hundred chart

Suggestions - Quick Review: TE, pg. 5.Use Calendar, Number Line, Hundred Chart, and ChoralCounting.orP.O.D.: TE, pg. 5ABe sure the Number Line and Hundred Chart are visible tostudents to use as a tool for solving problems.How did you think about the problem to come up with thatanswer?Did anyone think about it another way?

LAUNCH

Materials:

For each child 2-color counters

Getting Started: Modeling Addition Stories: TE, pg.5A.Option: Extend situations to include:1.) Subtraction -If there are 4 children in all and one is called tothe office, how many are left? or2.) Adding on/change unknown problems: I have 3 marbles. Myfriend gave me some more marbles. Now I have 5 marbles. Howmany marbles did my friend give me?

EXPLORE

Materials:

For partners -6 counters, smallbrown paper bag,paper, markers foreach pair

Introduce Activity: Intervention Strategies Book;Skill 14 pg. IS94 only: Alternative Teaching Strategy:Students work in pairs on Skill 14.

Note: While 6 color counters may be an appropriate number formost students, you may increase or decrease the number tobetter suit individual learning needs.Students may or may not (depending on instructional levels)record number sentences on blank paper.

Optional: Teach and Practice: TE, pg.5-6, Workbook, pg. 5-6.Continue using counters for additional support.

SUMMARIZE Talk About It Reasoning: TE, pg. 5 Revisit the lessonsobjective, connecting their discussion/sharing with the purposeof the lesson.

Homework Suggestion: Family Involvement Activities; pg. FA 3


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DAY 3: LESSON 1.3TE pages 7-8, & 7A

LESSON FOCUS: Add with PicturesCALIFORNIASTANDARD:


Purpose of Lesson: To use pictures to describe addition situations and find sums.

ROUTINEMaterials:

For each student - 6counters, cubes

For whole class -Hundred chart,number line

Suggestion - Quick Review: TE, pg. 7.Use Calendar, Number Line, Hundred Chart, and ChoralCounting.P.O.D.: TE, pg. 7ABe sure the Number Line and Hundred Chart are visible tostudents to use as a tool for solving problems. Have connectingcubes available (not required) for each student to use as theysolve the problem.

How did you think about the problem to come up with thatanswer?Did anyone think about it another way?Explain how you got your answer.

LAUNCHMaterials:

For partners 6 12connecting cubes, 6each of 2 colors,number cube

Students work in pairs on Modeling Addition Sentences WithConnecting Cubes, 7A.

Hold up a train showing 6 or fewer connecting cubes.

Ask children to tell you how many cubes.

Have them trace the numeral in the air and continue withother numbers.

Distribute the number cubes and connecting cubes topartners. The first child rolls the number cube and makes atrain with that many connecting cubes using only one color.

The second child rolls and does the same using the othercolor. Children tell a number story using amounts equivalentto the quantity in their trains. Students solve the problem.

Ask some of the children to share their number stories withthe class.

EXPLORE Teach and Practice: TE, pg.7-8, Workbook, pg. 7-8.Pose some of the problems orally.Instead of saying, four plus two equals, use language thatexpresses action. For example, There are five balls and Imgiving you one more.Putting action into a problem gives access to more students.When possible, you pair natural language with mathematicalterms.

Write 5 = 3 + 2 on the board.Ask students if this tells the same story as 3 + 2 = 5.


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The concept is the meaning of the equal sign (many studentsbelieve that the meaning of = is and the answer is. This isobviously incorrect. What is on one side of the equal sign is thesame quantity as that on the other side of the equal sign.)

How do you know that 5 = 3 + 2 tells the same story as 3 + 2 =

5?

Continue using counters for additional support.

Possible observations:Does the child know how many more without counting?Does the child know the answer to one/two more withoutcounting (can count on)?Do they know when they make a mistake?

Math Background: The pictures in this lesson show the part-part-whole

connection. The parts are not the same. Example: I have 5 redmarbles and 8 blue marbles. How many marbles do I have? Also, it is important that children understand that the equalsymbol means, is the same as. This will help avoidmisconceptions about the equal sign.

Optional: Give students the choice to practice either Skill 13 orSkill 14 from Days 1 and 2, IS 90 & 94.

SUMMARIZE Discuss and Write: TE, pg. 8.Connect the purpose of the lesson with the studentsdiscussions.

Homework Suggestion: Practice Master 1.3


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DAY 4: LESSON 1.4TE pages 8, 8A, 9, 9A, 10A

LESSON FOCUS: Problem Solving: Write an Addition SentenceCALIFORNIA STANDARD: Number Sense 1.1 Count, read, and write whole numbers to 100.

Purpose of Lesson: To solve problems by using an appropriate strategy such as write anaddition number sentence.

ROUTINE

Materials:

Number line/Hundredchart

Suggestion - Quick Review: TE, pg. 9.Use Calendar, Number Line, Hundred Chart, and ChoralCountingorP.O.D.: TE, pg. 9ABe sure the Number Line and Hundred Chart are visible tostudents to use as a tool for solving problems.

How did you think about the problem to come up with thatanswer?Did anyone think about it another way?How did you figure it out?Explain how you got your answer.

LAUNCH Getting Started:Language Arts Connection: TE, pg 10A.Do as a whole class activityto demonstrate the parts of anaddition sentence and their meanings.Ask students to make up a number story to go with 3 + 2 = 5;For example, John has 3 pieces of candy and Sue has 2pieces. How many pieces of candy do they have all together?Make sure to pose some problems that are written with theequal sign at the beginning: 5 = 2+3 (= means the same as,not just the answer is).

EXPLOREMaterials:

For partners paper,crayons, masking tape

TE, pg.8A; Advanced Learners.Students work in pairs on Advanced Learners Activity.Ask:Which number shows how many you had in all?What part of your number sentence shows you added yourpictures together?

SUMMARIZE Select a few students to share their story problems with theclass covering up the sum with their hand or a sticky note.They ask their classmates to figure out the answer and explainhow they got their answer. Make sure to highlight possiblestrategies that students use: count all, count on, recalledfact, derived facts.Revisit the lessons objective connecting their sharing with thepurpose.



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DAY 5: LESSON 1.5TE pages 11A, 11-12, & 12A

LESSON FOCUS: Add 0CALIFORNIASTANDARD:


Purpose of Lesson: To solve addition stories adding zero.

ROUTINEMaterials:

Number line,hundred chart

Suggestion - Quick Review: TE, pg. 11Use Calendar, Number Line, Hundred Chart, and ChoralCounting.

LAUNCH

Materials; Two colorcounters

Daily Routine: TE, pg. 11AAsk: What does zero mean?

EXPLORE

Materials:For partners

Workmat 2(p.TR 114)

ten 2-color counters

paper

Advance Learners, TE 12A

Students use the workmats and counters to pose problems toeach other that involve adding 0 to a number.

Number sentences should be of two kinds: number + 0 = and0 + number =

Model the activity and have children follow along.

Avoid providing arbitrary-sounding rules such as Wheneveryou add zero, you get the same number back.It is always better to have a good discussion through a storyproblem and models. Then have children pose problems to eachother. Invite them to make up stories to go with their numbersentences.

Write on the board 5=0+5Ask: Is this number sentence correct? Why or why not?(Children will need many opportunities to understand whatequality means. Showing that the equal sign can come at thebeginning of a number sentence is important in theirdevelopment of this concept).

Teach and Practice: TE, pg.11-12, pose problems orallyinstead of using worksheets. Make up word problems forstudents that match TE 11-12. Ask students to model and writenumber sentences that match word problems.

SUMMARIZE Summarize understanding of zero concept.Connect discussion with the purpose of the lesson

Homework Suggestion - Workbook, pg. 11-12


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MODULE 1: ADDITION AND SUBTRACTION CONCEPTSChapter 2: Using Addition

DAY 6: LESSON 2.1TE pages 18, 17A & IS90

LESSON FOCUS: Add in any Order

CALIFORNIASTANDARD:


Purpose of Lesson: To discover and apply the Order Property

ROUTINE Suggestions - Mixed Review and Test Prep:TE, pg. 18Use Calendar, Number Line, Hundred Chart, and ChoralCounting. Ask students to choose one of the number sentencesand create a number story to go with it.orP.O.D.: TE, pg. 17A. Be sure the Number Line and HundredChart are visible to students to use as a tool for solvingproblems.How did you think about the problem to come up with that

answer?Explain how you got your answer.

LAUNCHMaterials:

counters

Getting Started:Show a set of counters on the overhead projector (dot cardscould also be used).Ask children to say the addition name for the quantity shown.For example: Show:

2 plus 4Have children pay attention to the mat as you turn it completelyaround.

(Again request the addition name.) 4 plus 2

Discuss which is more, 2 plus 4 or 4 plus 2.Will this work for other numbers?Generate the order rule from the students experiences.Notice that the order rule is not arbitrary but comes from thestudents and the model.

EXPLOREMaterials:

Connecting cubes in 2colors, paper forrecording answers,number cubes labeled1-4 & number cubeslabeled 1-2, crayonsIf number cubes are notavailable make

Introduce Activity: Intervention Strategies Book;Skill 13 pg. IS90 only: Alternative Teaching Strategy(from

DAY 1).This time, use two number cubes labeled 1-4.Ask students to circle pairs of number sentences thatdemonstrate the order property.Students work in pairs or small groups on Skill 13.Ask: Which number sentence(s) do not have pairs? Why?(Doubles such as 2+2 and 3+3 will not have a pair. If youchange the order, the number sentence stays the same.)


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spinners found inTeacher ResourceBook

Optional: Teach and Practice: TE, pg.17-18; Workbook 17-18

SUMMARIZE Discuss: How can the Order Property help us to remember ouraddition facts? (If you know 2+3=5, you automatically know3+2=5).

Homework Suggestion - Family Involvement Activities; pg. FA 5-6Ask students to bring ten pennies from home in a baggie.

You will start using the pennies on Day 8.


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DAY 7: LESSON 2.2TE pages 19A & 20A

LESSON FOCUS: Ways to Make 7 and 8CALIFORNIASTANDARD:


Purpose of Lesson: To identify combinations for the sums of 7 and 8

ROUTINE Suggestions: Quick Review - Ask students to solve 2+3, 3+2,1+3, 3+1, 6+0, 0+6Ask: How are these problems alike, different?Ask students what they remember about the order property.Ask them to explain how it can help them with these problems.orNumber of the Day: The number of the day is 7.Ask: What are ways to show for 7?

Include number sentences such as 7+0, 3+4, 7-0 (Be sure towrite them both horizontally and vertically so that students getused to seeing both ways).Also encourage thinking beyond number sentences such as 7tally marks, 7 cents, 7 cookies, 7 oclock, my sisters age, etc.Each day, while doing Routines, continue to ask students to useCalendar, Number Line, Hundred Chart, and Choral Counting. or

P.O.D.: TE, pg. 19AEach day while doing Problem of the Day, continue to keep theNumber Line, Hundred Chart visible and connecting cubesavailable to students to use as a tool for solving problems.

Continue questioning each day:How did you think about the problem to come up with thatanswer?Did anyone think about it another way?Explain how you got your answer.

LAUNCHMaterials:

Paper and pencil

Alternative Teaching Strategy, TE 20AHelp 7 children arrange themselves in 2 groups. Record theaddition sentence that describes the arrangement.Ask the children to rearrange themselves in other groups tomake as many different combinations of 7 as they can. Recordthe addition sentences and talk about the different combinationsof 7 for each arrangement.

EXPLORE

Materials:

For each smallgroup 7 red and 7blue connectingcubes, 2 sheets of3/4-inch Grid Paper

Addition Combinations - TE, pg. 19A Use connecting cubes to model combinations for 7.

Challenge children to work in pairs to find as many differentcombinations as they can using 7 cubes.

Ask them to build a new cube train for each new combination.

Have them color a sheet of grid paper to show eachcombination they find.

Next, have children add an eighth cube to their piles.


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(p.TR101) red andblue crayons

Ask them to use the combinations for 7 as the basis forcounting to 8.

After they have found the combinations, invite them to worktogether to order the combinations on a second sheet of gridpaper so that the graph looks like a staircase. Refer to pictureon pg. 19A.

SUMMARIZE ASK:How do you know when you have found all of the combinations?If you know the combinations for 7, can that help you findcombinations for 8?

Homework Suggestion: Problem Solving Master 2.2


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DAY 8: LESSON 2.3

NOTE: This lesson introduces ten-frames. When using ten frames, students will need to

know that they always fill the top row first, starting on the left, the same way as you read.When the top row is full, counters can be placed on the bottom row, also from the left.Ten-frames can be surprisingly problematic for students because students must reflecton the two rows of five, the spaces remaining, and how a particular number of dots ismore or less than five. It is suggested that you incorporate ten-frames into routines toprovide additional practice. Suggestions for routines are given at the end of the lesson.

LESSON FOCUS: Ways to Make 9 and 10CALIFORNIASTANDARD:

Number Sense: 1.3 Represent equivalent forms of the samenumber through the use of physical models, diagrams, andnumber expressions (to 20).

Purpose of Lesson: To identify combinations for sums through 10

ROUTINE Suggestions: Mixed Review and Test Prep: TE, pg. 22orNumber of the Day: 8Ask: What are other ways to show 8?

LAUNCHMaterials:

For each student-Workmat 7 (p.TR119)10 two color counters

Do the Problem-Solving TE, pg.22.In the space to the right, ask students to draw a picture to showtheir thinking.Ask students to share their drawings.Then introduce Workmat 7 (Ten frame) as one more way toshow thinking.Ask: What do you notice about this frame?

Each child has a 10 frame.Call out numbers between 5 and 10.The children respond by saying how many more are needed tomake 10. This ten-frame activity can also be used as a dailyroutine.For students who are having difficulty with this task, begin with afive-frame, call out numbers between 1 and 5, and ask studentshow many more are needed to make 5 (a five frame modelfollows this lesson in the module).Do Teach and Practice TE 22-23. Students use workmats andcounters to find combinations for 9 and 10.

EXPLORE

Materials:

For partners cup.10 pennies

Introduce Activity:Hide the Pennies

Directions: Partners play this game with a cup and 10pennies. You may increase or decrease the amount ofpennies depending on the instructional level of thestudents.

Players take turns. Player 1 turns the cup upside down,hides some of the pennies under the cup, and places therest of the pennies on top of the cup. Player 2 counts thepennies on top and states how many are hidden


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underneath. If the amount is correct, Player 2 gets apoint. Players then trade roles.

Players keep a tally of their points. The player who hasthe most points after 5 rounds wins the game.

If students are having difficulty, give them a copy of theten frames from Teachers Resource Book, pg. TE63.

They can put the pennies from the top of the cup into theframes and count the remaining squares.

Students work in pairs on Hide the Pennies.Note: Keep pennies in class to use as counters in lessonsthroughout the year.

SUMMARIZE Discuss and Write: Tell me everything you know about ten.

Homework Suggestion: Teach someone at home to play Hide the Pennies

*The following routines using ten frames build key number concepts: spatialrelationships, part-part whole relationships, anchors of 5 and 10.

1. Showing 10. Students will need to have a ten frame and counters for thisactivity. Begin by calling out a number between 0 and 10. Children make thenumber you call out and respond with the amount needed to make a total of ten.This is most effective with numbers between 5 and 10.

2. Five-and. Students will need to have ten frames and counters. Begin by callingout a number between 5 and 10. Students respond five and_____ using theappropriate number. For example, if you say, Seven, students respond fiveand two.

3. 10 Frame-Flash: You will need to prepare in advance ten frames that showdifferent quantities. Begin by flashing the ten frames to the class and see how

fast the students can tell how many dots are shown. This routine can be variedby: 1) asking the students to say the number of empty spaces rather than thenumber of dots; 2) Asking students to say one more/ two more than the numberof dots.

* From John A. Van DeWalle, Elementary and Middle School Mathematics:Teaching Developmentally, 4/e. Published by Allyn and Bacon, Boston, MA. 2001by Pearson Education. Reprinted by permission of the publisher.


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Five Frames


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MODULE 1: ADDITION AND SUBTRACTION CONCEPTS

Chapter 2: Using Addition

DAY 9: LESSON 2.4TE pages 23A, 23 24

LESSON FOCUS: Vertical AdditionCALIFORNIASTANDARD:


Purpose of Lesson: To write vertical addition sentences and to understand thesimilarities/differences between vertical and horizontal additionsentences.

ROUTINE Suggestion: P.O.D.-TE, pg. 23AChange Questions to: Who has more marbles? How do youknow? How many more does Jody have? Explain yourthinking.

LAUNCH

Materials For partners 9 redand 9 blueconnecting cubes

Do Getting Started: Model addition sentences, TE 23A

Have children make a cube train that models an additionsentence such as 6+3=9.

Point out that the cubes are horizontal from left to right.

Then have children make a tower and say the numbersentence holding the tower first horizontally and thenvertically.

Then ask children to make a cube train that helps themsolve 4+5=9.

Have children write the problem horizontally.

Then have them turn the train vertically and write theproblem vertically.

Ask:How are these number sentences alike? Different? Does theanswer change if you write the problem one way or the other?

You might also point out that the problems could be written9 = 4+5 to help them better understand the role of the equal signas meaning the same as.

EXPLOREMaterials:

For each child 3 to5 index cards,

markers

Alternative Teaching Strategy, TE 24AWrite an addition sentence vertically on each card. Ask childrento draw circles to show each addend and count the circles tofind the sums. Is this the same number as the answer in theaddition sentence? If it is, ask the children to read the additionsentences to each other.

SUMMARIZE Discuss and Write: TE, pg. 24

Homework Problem Solving Master 2.4


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DAY 10: LESSON 2.5TE pages 25A, 25 -26

LESSON FOCUS: Problem Solving: Make a ModelCALIFORNIASTANDARD:

Mathematical Reasoning 1.2: Use tools, such asmanipulatives or sketches to model problems.

Purpose of Lesson: To use the strategy make a model to solve story problems aboutmoney to 10 cents.

ROUTINE Suggestions: Quick Review - TE, pg. 25Number of the Day: 0Ask: What are some other ways to make 0?orP.O.D.: TE, pg. 25A

LAUNCHMaterials

For partners- avariety of classroomobjects, such aspencils, markers,block, 10 pennies

For the teacher-self-stick notes

Getting Started: Modeling Problem Solving: TE pg. 25A

Have partners gather a variety of small classroom objects,

masking tape, blocks. Use self-stick notes to attach price tags from 1 to 8 to

each item.

Give partners 10 pennies and tell them they need to buy 2objects with their money.

Help them see that the total cost of the 2 items must add upto 10 or less.

Have them select the 2 items they think they can buy anddraw pennies to show the price of each item.

Discuss how they could check their answers.

EXPLORE Teach and Practice: TE, pg. 25-26; Workbook, pg. 25-26.

Encourage students to work with real pennies when completingworkbook pages as well as drawing pictures.Students work in pairs on Hide the Pennies from Day 8.Increase or decrease the number of pennies students workedwith on Day 9 depending on levels of understanding.

SUMMARIZE Suggestion: Discuss and Write - TE pg. 26Connect discussions with the purpose of the lesson.



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MODULE 1: ADDITION AND SUBTRACTION CONCEPTSChapter 3: Subtraction Concepts

DAY 11: LESSON 3.1

NOTE: This is the first lesson on subtraction. For subtraction facts, the concept thinkaddition is the most important idea. What goes with this part to make the total? When

children see 5-3, you want them to think spontaneously, three and what makes five?When done in the think-addition manner, the child uses known addition facts to producethe unknown quantity or part. (from Van De Walle, Elementary and Middle School Mathematics,Teaching Developmently. Allyn and Bacon. Boston, MA. 2001 by Pearson Education.)

LESSON FOCUS: Subtraction StoriesCALIFORNIASTANDARD:

Number Sense 2.5: Show the meaning of addition and subtraction.

Purpose of Lesson: To model subtraction

ROUTINE Suggestion: Mixed Review and Test Prep: TE, pg. 32orProblem of the Day: 1

P.O.D.: TE, pg. 31A Make pennies available as a tool for problemsolving.

LAUNCHMaterials: For each child six2 color counters

Getting Started: How Many Are Left?: TE pg.31AAfter the first two bullets, make a connection to addition.For example: Two lions are left. The two that went away comeback. Now how many in all?Write both number sentences on the board: 4 2 = 22 + 2 = 4What is the same about these number sentences?What is different?Change the third bullet to a question:How can you find out how many are left?Some may respond, I counted. Others may respond, I sawthree were left. Or I pictured how many were left in my head.Or something else altogether.Ask the class to practice the strategies the students offer withmore problems.

EXPLOREMaterials:

Small paper bag, 5to 6 cubes/manipulativesPencil, paper

Introduce Activity: Intervention Strategies and Activities, Skill27, pg. IS152 only: Alternative Teaching StrategyStudents work in pairs on Skill 27.You may increase or decrease the amount of counters based oninstructional levels of students.Optional: Teach and Practice: TE, pg. 31-32; Workbook, pg.31-32.

SUMMARIZE Discuss and Write:When you were working on subtraction today,how did you figure out how many were left? Did anyone do it anotherway?

Homework Suggestion: Family Involvement Activities pg. FA 9-10


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DAY 12: LESSON 3.2TE pages 33A, 33 & 34

LESSON FOCUS: Subtract With PicturesCALIFORNIASTANDARD:

Number Sense 2.5: Show the meaning of addition andsubtraction.

Purpose of Lesson: To identify how many are left when subtracting

ROUTINE Suggestion: Quick Review: 2+4=, 4+2=, 6-4=, 6-2= orNumber of the Day: 2 orP.O.D.: TE, pg. 33A

LAUNCH Getting Started: Literature Connection TE pg. 34 from ReadAloud Anthology AN6

EXPLOREMaterials:

For each student 6 connecting cubes

Intervention Strategies and Activities, Skill 27, pg. IS152 only:Alternative Teaching StrategyStudents work in pairs on Skill 27.

You may increase or decrease the amount of counters based oninstructional levels of students.Teach and Practice: TE, pg.33-34; Workbook, pg. 33-34

Introduce these problems orally first.Putting action into the problems is a way to give more studentsaccess. For example, I have 4 soccer balls and I gave two ofthem to my friend. How many do I have now?

You might also introduce different problem types to encouragestrategy development. I have 4 soccer balls. I lost some ofthem. Now I only have 2. How many did I lose? or Childrenwere playing soccer. 6 were boys and the rest were girls. Howmany girls were playing soccer?

SUMMARIZE Discuss and Write: TE pg. 34Ask: What strategies can you use to solve 5 2 = ?You may want to emphasize the think-addition strategy ifstudents dont bring it up.

Homework Suggestion: Family Involvement Activities pg. FA11.


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DAY 13: LESSON 3.3TE pages 35A & 35-36

LESSON FOCUS: Write Subtraction SentencesCALIFORNIASTANDARD:

Algebra and Functions 1.0: Students use number sentenceswith operational symbols and expressions to solve problems.

Purpose of Lesson: To find differences by writing subtraction stories.

ROUTINE Suggestion: Mixed Review and Test Prep - TE, pg. 36 orNumber of the Day: 3

LAUNCH P.O.D.: TE, pg. 35ANote: This problem does not have to be solved usingsubtraction. It is possible that the student could use the strategyof counting on to solve (thinking addition). Both approachesshould be accepted. Make the connection to the symbolicrepresentation for both: 5 2 = 3

EXPLORE Do Problem Solving/Visual Thinking (pg. 36) and ProblemSolving 3.3.

Pose the problems orally first.

Encourage the think addition strategy for subtraction.

You may want to reframe some of the questions to includedifferent problem types that would encourage students todevelop strategies. For example: Pete has 5 balloons. Heloses some of them and they fly away. Now he has only 2.How many flew away? Mia has 4 balloons. 3 of them arered and the rest are yellow. How many yellow balloons doesshe have?

Optional: Reteach Master 3.3.

SUMMARIZE Discuss and Write: Explain using words, pictures or numbershow subtraction sentences are alike and how they are different.

Homework Suggestion: Teach and PracticeTE, pg. 35-36; Workbook, pg. 35-36.orFamily Involvement Activities pg. FA12


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DAY 14: LESSON 3.4TE, pg. 37A, 37 & 38A

LESSON FOCUS: Problem Solving: Make a ModelCALIFORNIASTANDARD:

Mathematical Reasoning 1.2: Use tools, such asmanipulatives or sketches, to model problems.

Purpose of Lesson: To solve subtraction problems by using the strategy make amodel.

ROUTINE Suggestion: Quick Review - TE, pg. 37 orNumber of the Day: 4 orP.O.D.: TE, pg. 37ANote: This problem does not have to be solved usingsubtraction. It is possible that the student could use the strategyof counting on to solve (think addition). Both approaches shouldbe accepted.

LAUNCH Introduce Activity: Early Finishers: Students act outsubtraction stories; TE, pg. 38A

Have the children work in groups of 3 to 5.

Each group takes a subtraction sentence card and thechildren make up a story that illustrates the subtractionsentence.

Each group acts out the illustrated story.

Other groups decide what the subtraction sentence shouldbe. The group acting out the story holds up the subtractionsentence card they started with.

EXPLORE Introduce Activity: Advanced Learners:

Students make up subtraction stories; TE pg. 38A

Have children listen to problems such as the following anddraw pictures to solve problems : Seven apples are on atree. Three fell off the tree. How many are left on the tree?

Have children write the subtraction sentence for eachpicture.

SUMMARIZE Discuss and Share: Students share their stories with the classasking classmates to solve the subtraction problem.

Ask: What did you learn today about subtraction?Connect discussions with the purpose of the lesson.



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DAY 15: LESSON 3.5TE pages 39A & 40

LESSON FOCUS: Subtract All or NoneCALIFORNIASTANDARD:

Number Sense 2.5 Show the meaning of addition andsubtraction.

Purpose of Lesson: To identify how many are left when subtracting all or none.

ROUTINE Mixed Review and Test Prep: TE, pg. 40Number of the Day: 5

LAUNCH P.O.D.: TE, pg. 39AGetting Started: Model Subtracting All or None: TE pg.39A.

EXPLOREMaterials:

For partners 10section Spinnerlabeled 1-10 (p.TR106) ten 2-colorcounters

Game Centers: Set up student-choice stations for

Skill 13: IS90

Skill 14: IS94

Skill 27: IS152

Hide the Pennies: Day 8

Read class book of subtraction stories.

Other math games/activities your students enjoy.

All of the centers listed above are activities students havepreviously experienced. Review the stations, then establish yourguidelines for station time. For example:

No more than 4 students per station.

Use inside voices.

How to handle disagreements, etc.While students are at stations, call small group back for

Facts Practice 40AHave one partner spin the pointer.Optional: Teach and Practice: TE, pg. 39-40; Workbook, pg.39-40.

SUMMARIZE Use ELL/SDAIEStrategyTE40.Ask children to role-play with a small group to act out what ishappening when all or none are subtracted from a number.Encourage students to use math vocabulary while acting out thescene.ASK:What do you know about subtracting with zero?Connect discussions with the purpose of the lesson.



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Chapter 4: Using Subtraction

DAY 16: LESSON 4.1TE pages 45, 45A

LESSON FOCUS: Take Apart 7 and 8CALIFORNIASTANDARD:


Purpose of Lesson: To model subtraction combinations for 7 and 8 and to completethe subtraction sentences.

ROUTINE Quick Review: TE, pg. 45orNumber of the Day: 6or

P.O.D.: TE, pg. 45AEncourage students to act out the number sentences.

LAUNCHMaterials

For each child connecting cubes in 5colors

Combining Cubes

Direct children to build the following stacks of cubes:a red stack of 2; a yellow stack of 1; a blue stack of 3; agreen stack of 4; an orange stack of 2.

Ask students to pick up 5 cubes. They may pick up anycombination of cubes to make five, but they may not takestacks apart or stack cubes on top of one another. Forexample, tell the students to pick up 6. The students mightrespond, I picked up the red 2 and the green 4.Ask if anyone did it a different way? (Activity adapted fromKathy Richardson, Developing Number Concepts, 1999, pp.112-113).

EXPLOREMaterials:

Collections of 7 & 8objects in bags orother containers,Paper, pencil for each

Introduce Activity: Intervention Strategies and Activities, Skill29, pg. IS160 only: Alternative Teaching StrategyDirect students see how many ways they can take apart 7.You may adjust the amount of counters based on instructionallevels of students.Instruct them to record their work on scratch paper either withpictures or subtraction sentences or both.Students work individually on Skill 29.Share strategies you observe.Ask: How many ways did you find to take apart 7? 8? Do youthink there are any more? Why or why not?

SUMMARIZE Discuss and Write:What strategy did you use to take apart 7? 8?Did anyone use a different strategy?Is there another strategy that would work?

Homework Suggestion: Workbook, pg. 45-46


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MODULE 1: ADDITION AND SUBTRACTION CONCEPTSChapter 4: Using Subtraction

DAY 17: LESSON 4.2TE pages 47A-47 & 48

LESSON FOCUS: Take Apart 9 and 10

CALIFORNIASTANDARD:


Purpose of Lesson: To model subtraction combinations for 9 and 10 and to completethe subtraction sentences

ROUTINE Suggestions: Quick Review: TE, pg. 47Number of the Day: 7P.O.D.: TE, pg. 47AUse the Number Line to explore this pattern as it continues intonegative numbers 7.

LAUNCHMaterials:

For each child 10connecting cubes

Alternative Teaching Strategy, 48A

Tell children a subtraction story problem that uses the

numbers 9 or 10. Ask children to model the problem with connecting cubes.

For example, a story problem for 9 may be this: I had 9pennies and gave my brother 2 of them. How many do Ihave left?

Ask children to model the problem using connecting cubes.

EXPLORE

For the teacher_Subtraction FactCards (pp. TR 49 62)

For each student

10 two colorcounters,3 Ten Frames sheets(p. TR63)

Variation ofModel Subtraction Combinations: TE pg.47A.

Students work in small groups.

Have each group fill a ten frame with counters. One of theten frames will be used to record answers; the others are formodeling the problems.

Shuffle fact cards, draw a card and read the problem.

Students take turns modeling the problem with counters ontheir ten frames to find the difference and then coloring inthe answer on the second ten frame.

Choose a new card, read it and have children again taketurns solving the problem removing counters from their tenframes, and coloring in the answer square.

Continue until all groups have 5 squares colored.

Make sure to connect the subtraction fact using the think-addition strategy.

Repeat for subtraction facts with 9.

SUMMARIZE Discuss and Write: TE pg 48ASK: How did you solve the subtraction problems?

Note: The problems presented in this lesson do not have to besolved through the take-awaymethod. Some students mightthink, What do I have to add to 9 to make 10 (10-9=?)Bothapproaches are to be accepted.

Homework Suggestion: Workbook, pg. 47-48. pg. 47-48.


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DAY 18: LESSON 4.3TE pages 49A, 49-50 & 50A

LESSON FOCUS: Vertical SubtractionCALIFORNIASTANDARD:


Purpose of Lesson: To write and subtraction sentences vertically and horizontally.

ROUTINE Quick Review: TE, pg. 49orNumber of the Day: 8orP.O.D.: TE, pg. 49A

LAUNCH

Bingo Grid (masteron next page)10 countersFor Teacher Subtraction FactCards (pp. TR49-62)

Introduce Activity: Advanced Learners TE pg. 50AModifications:

Have students create their own subtraction game mats byusing the black-line Bingo Grid master on the next page ofthe module.

Display Subtraction Fact Cards.

Tell students to copy any 9 problems they want onto thebingo grid.

Teacher draws a fact card without showing students.

Teacher makes up a number story to illustrate subtractionsentence.

Students look for corresponding number sentence on gameboard and place a marker if they have it.

EXPLORE Play Subtraction Bingo as a whole class activity.This may become a station activity for a small group with astudent leader taking on the teachers role.Optional: Teach and Practice: TE, pg.49-50; Workbook, pg.49-50.

SUMMARIZE Ask students to summarize the difference between vertical andhorizontal subtraction problems.ASK: Does it matter which way we write the subtractionproblem? Why or why not?

Homework Suggestion: Problem Solving 4.3


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DAY 29: LESSON 4.4TE pages 51A, 52

Note:

This lesson introduces subtraction through using the comparisonmodel, rather than throughtake-awayorseparate from model.

In Childrens Mathematics: Cognitively Guided Instruction (Carpenter, Fennema, Franke, Levi,Empson, 1999) researchers identified 3 types of comparison problems:

John has 10 marbles. Ray has 6 marbles. How many more marbles does Ray have?

John has 10 marbles. Ray has 4 more marbles. How many marbles does Ray have?

Ray has 10 marbles. He has 4 more marbles than John. How many marbles does Johnhave?

These types of problems are inherently more challenging to students.In their early understandings of number concepts, young children often make meaning of

comparison problems through the use of a matching strategy. They may line up each set andmatch one-to-one until one set is used up. The answer is the number of unmatched objectsremaining in the larger set. Other children might solve it by counting on, or through counting downto. What is important to note is that young children must be able to make sense of theproblems they are working with and therefore we must acknowledge that answers can bederived in a variety of ways.

Some variations of the Problems of the Day have been included in the next few lessons toprovide more opportunities for students to work on these problem types.

LESSON FOCUS: How Many More?

CALIFORNIASTANDARD:

Number Sense 2.5: Show the meaning of addition and subtraction.

Purpose of Lesson: To model and record comparison subtraction situations.ROUTINE Mixed Review and Test Prep: TE, pg. 52 or

Number of the Day: 9

LAUNCHMaterials:For each child -Connecting cubes

P.O.D.: TE, pg. 51ANote: not all students will solve this problem through take away. It ispossible to solve this problem with the strategy of adding on to twountil the total of 8 is reached. Both strategies are mathematicallyappropriate.Students share how they thought about and solved the problem.

EXPLOREMaterials:

For Partners paperbag, nine 2 color tiles,

1-inch Grid Paper(p.TR100)

Introduce Activity: Model Subtracting to Compare: TE pg. 51AStudents work in pairs.Have students share how they approached and solved the problems.Ask: How could you tell which color had more tiles? How did you

figure out how many more? Did anyone do it a different way?Optional: Partner Activity - Advanced Learners: TE pg. 52A

SUMMARIZE ASK: How did you solve this problem? Make sure to highlight thestrategies that students used to solve this problem.

Homework Suggestions: Workbook, pg. 51-52 or Problem Solving Master 4.4.


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DAY 20: LESSON 4.5TE pages 54, 53A & 53

LESSON FOCUS: Use Subtraction

CALIFORNIASTANDARD:

Number Sense 2.1: Know the addition facts (sums to 20) andthe corresponding subtraction facts and commit them tomemory.[Number Sense 2.2: Use the inverse relationship betweenaddition and subtraction to solve problems.]

Purpose of Lesson: To find differences and sums through ten and to show howsubtraction and addition are related to each other in factfamilies.

ROUTINE Suggestions: Mixed Review and Test Prep: TE, pg. 54On #5 Ask: What is the addition sentence? If they use Alisapples to make a pie, how many apples are left? What is thesubtraction sentence? How are these two number sentences

the same? How are they different?orNumber of the Day: 10Compare todays strategies with the strategies students choseon day 10.Ask: What does this tell us about what we are learning aboutnumbers?or

P.O.D.: Arjay has 4 books. Ivan has 10 books. How manymore books does Ivan have?

LAUNCH Getting Started: Vocabulary Development: TE pg. 53AQuestions:

How can we use this group of 3 and this group of 4 to writean addition sentence?

What is the sum?

What if we switch the order of the cubes to 4 first, then 3?Did the sum change? If you know one fact then you knowthree more facts automatically because 3, 4, and 7 are partof the same fact family.

Can we use the same numbers to write subtractionproblems?

Note:

Make sure to model the action of each subtraction problem.

It is not uncommon for students to write turn around factsfor subtraction: if 7 4 = 3 they think 4 - 7 = 3.

Instead of giving students arbitrary rules such as You cantsubtract a bigger number from smaller number, directlymodel the action of the problem so that the reasoningbecomes apparent as to why 4 - 7 in not possible using theset of natural numbers.

Take 2 cubes and 1 cube. How can we write four facts


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using these cubes? What are the 3 numbers in this factfamily. Give several more examples.

EXPLOREMaterials:

For each student -blank paper

Teach and Practice: TE, pg. 53Modification:

Direct students to fold a piece of blank paper into 6 parts.

Instruct students to number each part 1 through 6.

Ask them to write the addition sentences that correspondwith the subtraction sentences on page 53.

(Make sure to stress the Think Addition strategy whenposing these problems.)

SUMMARIZE Discuss and Write:How are the numbers 8, 2, and 6 related to each other?Draw pictures to show your thinking.

Homework Study Guide and Review: TE, pg. 59-60, Workbook pg. 59-60


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DAY 21: Module 1 Assessment

LAUNCH Review center games and guidelines.

EXPLORE Game Stations: Choose from the activities below to createstations where your students can practice skills independentlywhile you observe and take anecdotal records.

Skill 13: IS90

Skill 14: IS94

Skill 15: IS98

Skill 27: IS152

Hide the Pennies: Day 8

Skill 29: IS160

Subtraction Bingo: Day 19

Other math games/activities your students enjoy

ASSESS

Refer to:

What to Observefor questions atbeginning ofmodule

PerformanceAssessment Guide

Assessment Guide

While students are practicing skills at game stations, take thisopportunity to assess individuals or small groups by the meansyou deem most appropriate.You may want to use the questions that were listed at thebeginning of the module to guide observations and anecdotalnotes.

SUMMARIZE Discuss:

What was your favorite activity today? Explain why and whatyou learned.


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DAY 22: Module 1 Problem Solving Workshop

LAUNCH Suggestion: Performance Assessment: Task A pg. PA3

Problem Solving Workshop Model for Instruction (MakingSense: Teaching and Learning Mathematics withUnderstanding/James Hiebert[et al.]; 1997 by the Universityof Wisconsin Foundation):

Teacher provides problem.

Students work with a group, with a partner or individuallyto solve the problem.

Students present methods to peers and teacher.Methods are discussed.

Teacher provides suggestions for notation andterminology when necessary, but does not demonstratesolution method.

Students use mathematical reasoning to determinecorrectness of peers methods and solutions.

NOTE:This problem utilizes the format of start unknown (F + 3 = ? ).These problems are inherently more difficult for children.Typically, children will only be able to solve it with the strategy ofguess and check. You may want to restate the problem so that itis either a result unknown (Larry placed 3 bears on the shelf.Jasmine placed 3 more bears on the shelf. How many bears areon the shelf now?) orchange unknown ( Larry placed 3 bearson the shelf. Jasmine placed some more bears on the shelf.

Now there are 6 bears on the shelf. How many bears didJasmine place on the self? )

You can use the black-line master on the next page of themodule as an alternative.

EXPLORE Students work on solving the problem independently.Provide students with a variety ofmanipulatives they areaccustomed to working with: two colors of connecting cubes,counting bears, 2-colored counters, etc.Observe and take anecdotal records. Refer to What to ObserveFor at beginning of Module 1 (see pg. 5).As students complete problem, they continue work at the Game

Centers as you observe and take anecdotal records.ASSESS Continue with assessment options.

SUMMARIZE Discuss:Why is it important that we learn to use addition? When do weneed to use addition?


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Name_____________________________________________

Larry and his sister Jasmine were playing with bears from

their toy box.

Larry placed 3 bears on the shelf.

Jasmine placed 3 more bears on the shelf.

How many bears are on the shelf now?

Write an addition number sentence from this math story.

Draw pictures to help you. Show your work


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LAUNCH Discuss the problem from Day 22 using transparencies ofstudent work. Have students discuss their strategies.

EXPLORE Game Centers:Observe and take anecdotal records.

ASSESS Continue with assessment options.

SUMMARIZE Discuss and Write:Why is it important that we learn to subtract?When do we need to use subtraction?

Homework Workbook: pg.57.


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LAUNCH

Materials: For group -Two-color counters orcube

Introduce Activity: Performance Assessment: Task B pg. PA4

Problem Solving Workshop Model for Instruction (MakingSense: Teaching and Learning Mathematics withUnderstanding/James Hiebert[et al.]; 1997 by the Universityof Wisconsin Foundation):

Teacher provides problem.

Students work with a group, with a partner or individuallyto solve the problem.

Students present methods to peers and teacher.Methods are discussed.

Teacher provides suggestions for notation andterminology when necessary, but does not demonstratesolution method.

Students use mathematical reasoning to determinecorrectness of peers methods and solutions.

NOTE:

This problem utilizes the format of start unknown (F - 2 = ? ).These problems are inherently more difficult for children.Typically, children will only be able to solve it with the strategy ofguess and check. You may want to restate the problem so that itis either a result unknown (Jenny placed 5 jacks in a circle. Annpicked up 2 jacks from the circle. How many jacks are left in thecircle?) orchange unknown/missing addend(Jenny placed 5

jacks in the circle. Ann picked some of the jacks up. Now thereare only 3 jacks left in the circle. How many jacks did Ann pickup?)

EXPLORE Students work on solving the problem independently.Provide students with a variety ofmanipulatives they areaccustomed to working with: two colors of connecting cubes,counting bears, 2-colored counters, etc.

Observe and take anecdotal records.

As students complete problem, they continue work at the GameStations as you observe and take anecdotal records.


SUMMARIZE Discuss:How does knowing 4 + 2 = 6 help you know that 6 2 = 4?

Homework Suggestion: Workbook: pg.58


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LAUNCH Discuss the problem from Day 24 using transparencies ofstudent work.

EXPLORE Game Centers:Observe and take anecdotal records.


SUMMARIZE Discuss and Write: What have you learned about math thisyear that you didnt know in Kindergarten?

Homework Suggestion: Workbook: pg.A-J

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