1.OA Lesson Sandra Stadnik

SCUSD Common Core Mathematics Lesson Planning Guide

Unit Title: Operations and Algebraic ThinkingLesson: Understanding Addition and Subtraction

Approx. time:1 hour

CCSS-M Standards:1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1.OA.3 Apply properties of operations as strategies to add and subtract.1.OA.4 Understand subtraction as an unknown addend problem.1.OA.5 Relate counting to addition and subtraction.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtractions within 10

A. Focus and CoherenceStudents will know…

Addition and subtraction are related concepts

Quantities of equal value can be composed with varying number combinations

Students will be able to… Use operations of whole numbers;

commutative and associative properties to solve problems

Decompose and compose numbers to add and subtract fluently

Student prior knowledge: Counting to 100 Addition and subtraction within 10 Comparing numbers between 1 and 10 Composing an decomposing numbers

within 10

Which math concepts will this lesson lead to? Operations of whole numbers;

commutative and associative Symbolic representation of an unknown

to solve problems

B. Evidence of Math PracticesWhat will students produce when they are making sense, persevering, attending to precision and/or modeling, in relation to the focus of the lesson?1.Make sense of problems and persevere in solving them.Students find ways to represent the problem and look for a solution pathway.

2. Reason abstractly and quantitatively.Students determine different number combinations to find the sum and difference.

3.Construct viable arguments and critique the reasoning of others.Students defend their solution and analyze a partner’s solution.

4. Model with mathematics.Students use drawings, equations, and written responses to solve problems.

7. Look for and make use of structure.Students manipulate numbers to determine the missing addend.

1.OA Lesson Sandra Stadnik

Essential Question(s) What happens when we join two quantities or take one from another? How can we find the total when we join two quantities? What happens when we change the order of the cumbers when we add or subtract? How are addition and subtraction related? How can we use different combinations of numbers and operations to represent the same

quantity? How can decomposing a number help you?

Formative Assessments Verbal explanation of number composition Addition and subtraction problem solutions –verbal, representation that is concrete,

representational, and symbolicAnticipated Student Preconceptions/Misconceptions

Students may not recognize that when adding three numbers together that they can be ordered in more than one way

Students may not understand the meaning of the equal sign (ie “is the same as…”)Materials/Resources

Paper, pencil Lady bug cards Blocks Tens Frame and counters Word Problem cards

C. Rigor: fluency, deep understanding, application and dual intensityWhat are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of the Math Practices? (Detailed Lesson Plan)

Warm Up –Use of tens-frame for number recognition whole classTeacher asks: “How many dots do you see? How do you see them or How do you know?”

Number Talks, Sherry Parrish, Math Solutions, pg. 110

Lesson -Students will explore finding sums, forming equations, expressions, and the Commutative Property.

Place the ladybugs in an envelope. Have the students count the number of dots on the ladybugs. Ask, “How many ways can you put the ladybugs together to make three, four, or five?” discuss the different ways and record responses on chart paper, as they record classmate responses. Point out the variety of ways students are generating. They may discover the one and two are the same as two and one. Encourage discussion and allow students to create their own rule.

Continue by having them find as many number combinations for 6, 7, and 8 as they can. They will write expressions to match their number combinations. A possible solution might be: 7 is 3

1.OA Lesson Sandra Stadnik

+4, 2 + 5, 1 + 2 + 4, 0+ 2 + 5. Protocol: “Solo” , “Pair-Share”, “Give one, Get one.”Chart several solutions that include three addends, use of zeros, evidence of strategies that include compensation, doubles, near doubles, landmark numbers)

Teacher models a problem solution process, using the C-R-A method. Concrete, Representational (pictures, triangle math, tens frame, number line..) , Abstract (symbols, expression, equation, use of box for variable).

Assign a problem to each partner. Use 4- 5 problems that represent the variety of problem types ( Add to, Take from, Put together/Take Apart, Compare)Students work in partners or triads recording their work and discussing. Teacher monitors and looks for different student strategies.Two to three student pairs share their solutions and discuss whole class.

Closure –Ask students to tell a partner what addition means. Share out.Ask students to tell a partner what subtraction means. Share out

Suggested Homework/Independent Practice-Assign a different problem for each student to solve independently. See the problem bank.

1.OA Lesson Sandra Stadnik

Four birds were sitting in a tree.Some more birds flew to the tree.Now there were seven birds.How many birds flew over to first four?

I saw 6 dogs chasing a ball in the park.Then three more dogs started to play.How many dogs were playing in the park?

Ten apples were on the table. I ate some apples.Then there were 4 apples. How many apples did I eat?

There were eight pencils on my desk.I gave away three pencils.How many did I keep?

There are 12 plums in a basket.Five are red and the rest are green. How many plums are green?

Kim has five flowers.

How many can she put in a blue vase, and how many in a pink vase?

1.OA Lesson Sandra Stadnik

Mike has 14 books. He lends Sue 9 books. How many books are left?

Pat has 4 more pens than Jay. Pat has seven pens. How many pens does Jay have?

Our class has 17 boys. The second grade class has twelve boys. How many more boys does our class have than the second grade class?

Julie put 8 dolls in the toy box. Kay put 3 fewer dolls in the box. How many dolls were in the toy box?

Some cookies were on the plate. I ate three cookies. Then there were 7. How many cookies were on the plate before?

The soccer team has 12 players. The baseball team has nine players. How many fewer players are on the baseball team?

1.OA Lesson Sandra Stadnik

1.OA Lesson Sandra Stadnik

1.OA Lesson Sandra Stadnik

1.OA Lesson Sandra Stadnik