Windsor Spring Elementary
Grade/Subject: 1st Grade
Math
Teachers: Mrs. Britt, Mrs. Miller, Mrs. Starling-Scruggs, Ms. Whitehorne
Title: Unit 5: Operations and Algebraic Thinking
Big Idea(s):
By the conclusion of this unit,
students should be able to demonstrate the
following competencies:
Explore, understand, and apply the
commutative and associative properties as
strategies for solving addition problems.
Share, discuss, and compare strategies as a
class.
Connect counting on to solving subtraction
problems. For the problem 15 7 = ? they
think about the number they have to count on
from 7 to get to 15.
Work with sums and differences less than or
equal to 20 using the numbers 0 to 20.
Identify and then apply a pattern or structure
in mathematics. For example, pose a string of
addition and subtraction problems involving the
same three numbers chosen from the numbers
0 to 20, such as 4 + 13 = 17 and 13 + 4 = 17.
Analyze number patterns and create
conjectures or guesses.
Choose other combinations of three numbers
and explore to see if the patterns work for all
numbers 0 to 20.
Understand that addition and subtraction are
related and that subtraction can be used to
solve problems where the addend is unknown.
Use the strategies of counting on and
counting back to understand number
relationships.
Organize and record results using tallies and
tables.
Determine the initial and the change
unknown.
Dates: Feb. 2-6, 2015
Unit Standards:
MCC.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.
MCC.1.OA.2. Solve word problems that call for addition of three whole numbers whose
sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
MCC.1.OA.3. Apply properties of operations as strategies to add and subtract. Examples:
If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.)
To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2+
10 = 12. (Associative property of addition.)
MCC.1.OA.4. Understand subtraction as an unknown-addend problem. For example,
subtract 10 8 by finding the number that makes 10 when added to 8.
MCC.1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add
2).
MCC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2
+ 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 =
10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8
+ 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g.,
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
MCC.1.OA.7 Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. The
equal sign describes a special relationship between two quantities. In the case of a true
equation, the quantities are the same.
MCC.1.OA.8 Determine the unknown whole number in an addition or subtraction
equation relating to three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 + ? = 11, 5 = 3, 6 + 6 = .
MCC.1.MD.4. Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another.
Selected Terms & Symbols:
addition and subtraction within 5, 10, 20, 100, or 1000. additive identity property of 0 associative property of addition commutative property
computation strategy counting on number line diagram strategies for addition
Windsor Spring Elementary
Enduring Understandings:
Essential Questions:
Students develop strategies for adding and subtracting whole numbers based How can we represent a set of objects using numerals?
What happens when we join two quantities or take one from
on their prior work with small numbers.
Students use a variety of models, including discrete objects and length-based another?
models (e.g., cubes connected to form lengths), to model add-to, take-from, put- How can we find the total when we join two quantities?
How can we find what is left when we take one quantity from
together, take-apart, and compare situations. They will use these models to another?
develop meaning for the operations of addition and subtraction, and to develop How can we find the difference when we compare one
strategies to solve arithmetic problems with these operations.
quantity to another?
Students understand connections between counting and addition/subtraction How can we compare one quantity to another?
(e.g., adding two is the same as counting on two).
How can we represent problem situations?
Students use properties of addition to add whole numbers and to create and What happens when we change the order of numbers when
use increasingly sophisticated strategies based on these properties (e.g., making we add (or subtract)? Why?
How can we show that addition and subtraction are related
tens) to solve addition and subtraction problems within 20.
By comparing a variety of solution strategies, students will build an through fact families?
How can we use different combinations of numbers and
understanding of the relationship between addition and subtraction.
operations to represent the same quantity?
Students think of whole numbers between 10 and 100 in terms of tens and ones How can we represent a number using tens and ones?
(especially recognizing the numbers 11 to 19 as composed of a ten and some How can we represent a number in a variety of ways?
ones).
Skills/Concepts to maintain:
Calendar Time-February:
Represent addition and subtraction with objects,
Calendar: analyze patterns using positional words
fingers, mental images, and drawings
Clock: how many minutes in hour/half hour, count by fives and ones
Solve addition and subtraction word problems
Coin Counter: value of penny, nickel, and dime and solve problems with them
Add and subtract within 10
Counting Tape and Ten Grid: use number patterns to do mental math
Decompose numbers that are less than or equal to 10
Daily Depositor: model place value, match quantities with numbers
in more than one way
Graph: collect/record weather data on picture graph, interpret data
Make a ten from any given number 1-9
Number Talks: (8:20-8:40)
Fluently add and subtract within 5
Counting All/ Counting On with Number Sentences (103-105)
Doubles near doubles with Rekenreks (page 107-109)
Doubles near doubles with Double Ten Frames (page 109-110)
Stage Two: Assessment Evidence
Performance
Tasks/Project
s:
Other assessments:
FALS Assessments: Unit 4 Caterpillars & Leaves
Summative Assessment: Unit 5 http://ccgpsmathematicsk-5.wikispaces.com/file/view/First%20Grd%20Unit
Culminating Task:
%205%20assess.pdf/437811252/First%20Grd%20Unit%205%20assess.pdf
Atlanta Zoo
Formative Assessment: Decomposing Numbers,
Envisions Assessments
Stage Three: Learning Plan
Be very specific in explaining and describing activities/performance in which students will complete
Best Practices
Procedure
Instructional Strategies
Windsor Spring Elementary
Modeling and
Demonstrations
[Unit 5 Frameworks: Task 1]
MONDAY
Whole Group Mini Lesson:
1. Tell the following story,
while questioning
students until they are
able to answer the
questions:
Five friends are playing
outside, five more join
them.
Will that make more or
less friends playing
together? How do you
know?
What can you do to
figure out the total number
of friends playing outside
now?
Later on, 3 friends had to
go inside for lunch.
How many did that leave
playing outside?
Are there more students
inside or outside now? How
do you know?
What did you do to figure
it out?
How was that different
from what we did at the
beginning of the story? In
other words, how did the
actions for solving or
thinking about the problem
change?
2. Explain that we can find
out what kind of problem
we are answering by
looking for key words.
Display and review the
addition key words
anchor chart and the
subtraction key words
anchor chart.
3. Evaluate the story from
earlier. Did we use
subtraction, or
Windsor addition,
Spring Elementary
Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina
On-Level
Cameron
Serenity
Alicia
Frances
Mekari
David
Victoria
Jordan
Jessie
Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya
Math Facts
At Your Seat
Hands On
Differentiated Small Groups
Review the addition and subtraction key words. Look for those key words while
solving problems. Use the CRA model (Concrete, Representational, Abstract) to work
on solving word problems with small groups:
Joining ProblemsThere were three children swinging on the swings. One more person joined
them. How many people were swinging in all?
Separating ProblemsThere were thirteen chattering monkeys. Five fell asleep. How many
monkeys are still chattering?
Review the addition and subtraction key words. Look for those key words while
solving problems. Use the CRA model (Concrete, Representational, Abstract) to work
on solving word problems with small groups:
Joining ProblemsThe other day I saw 6 dogs chasing a ball in a park. Then, seven more dogs
came and joined them playing ball. How many dogs were playing in the
park?
Separating ProblemsThere were thirteen chattering monkeys. Five fell asleep. How many
monkeys are still chattering?
Review the addition and subtraction key words. Look for those key words while
solving problems. Use the CRA model (Concrete, Representational, Abstract) to work
on solving word problems with small groups:
Joining ProblemsThe other day I saw 6 dogs chasing a ball in a park. Then, seven more dogs
came and joined them playing ball. How many dogs were playing in the
park?
Separating ProblemsPete has 20 mice in a cage. 12 escape. How many are left?
Part-Part-Whole ProblemTony has 8 pennies and 5 dimes. How many coins does Tony have all
together?
Independent Centers
www.ixl.com or www.firstinmath.com
Give students one or two word problems (there are more on Frameworks pages 2627, this website also has some http://www.k-5mathteachingresources.com/supportfiles/add-and-subtract-to-20.pdf ) to complete with a partner.
Word Problem Story Mats with manipulatives (There are several different
ones in the dropbox folder)
Closing: Think, Pair, Share: What strategies did you use to solve word problems today?
Homework:
Windsor Spring Elementary
Modeling and
Demonstrations
[Unit 5 Frameworks: Task 1;
The mini-lesson is not from
Frameworks, but it is on
problem solving]
TUESDAY
Whole Group Mini-Lesson:
1. Review the addition and
subtraction key words
from yesterdays lesson.
2. Introduce the CUBES
problem solving method
to students.
C-Circle the numbers.
U-Underline the question.
B-Box the key words.
E-Evaluate and Eliminate
what you dont need.
S-Solve the problem.
3. Model answering a word
problem CUBES method.
Cecil has 10 baseball cards.
Anthony has 8 baseball cards.
How many baseball cards do
they have in all?
Differentiated Small Groups
Review the addition and subtraction key words. Look for those key words while
solving problems. Use the CUBES method to work on solving word problems with
small groups:
ZaNiyah
Joining ProblemsRaquez
The other day I saw 6 dogs chasing a ball in a park. Then, seven more dogs
Brett
came and joined them playing ball. How many dogs were playing in the
Brianna
park?
Khristina
Separating ProblemsThere were thirteen chattering monkeys. Five fell asleep. How many
monkeys are still chattering?
Review the addition and subtraction key words. Look for those key words while
On-Level
solving problems. Use the CUBES method to work on solving word problems with
Cameron
small groups:
David
Serenity
Separating ProblemsVictoria
Alicia
Pete has 20 mice in a cage. 12 escape. How many are left?
Jordan
Frances
Part-Part-Whole ProblemJessie
Mekari
Tony has 8 pennies and 5 dimes. How many coins does Tony have all
together?
Advanced
Review the addition and subtraction key words. Look for those key words while
solving problems. Use the CUBES method to work on solving word problems with
small groups:
Xiomara
Separating ProblemsJada
Sarah and Katie had 15 gumballs. Katie ate 6 of the gumballs. How many
Tyriek
does that leave for Sarah?
Dameon
Comparison ProblemTyShiya
One litter has 11 kittens. Another litter has 6 kittens. How many more does
the first litter have?
Independent Centers
Math Facts
www.ixl.com or www.firstinmath.com
At Your Seat
Give students one or two word problems to complete with a partner.
Hands On
Word Problem Story Maps with manipulatives
Closing: Math Journal: My sister got 9 Valentines in the mail. I got 8 Valentines. How many did we get in all? After
all students have completed the prompt. Allow a student to model how they solved this problem using the CUBES
method.
Below-Level
Homework:
Teacher notes / lesson reflections:
Windsor Spring Elementary
Modeling and
Demonstrations
WEDNESDAY
[Unit 5 Frameworks: Task 1]
Whole Group Mini-Lesson:
1. Review addition and
subtraction key words.
2. Review the CUBES
problem solving method.
3. Allow a few students to
come to the board and
model solving word
problems using the
CUBES method.
o In my bag of
candy, I have 13
red pieces of
candy and 8 red
pieces of candy.
How many more
pieces are red
than yellow?
o There were 8
bunnies at the
pet store. Three
went home with
new families. How
many remain?
Differentiated Small Groups
Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina
Review the steps in the CUBES method and key addition and subtraction
words. Observe as students complete a word problem independently.
On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari
Review the steps in the CUBES method and key addition and subtraction
words. Observe as students complete a word problem independently.
Advanced
Review the steps in the CUBES method and key addition and subtraction
words. Observe as students complete a word problem independently.
Xiomara
Jada
Tyriek
Dameon
TyShiya
Math Facts
At Your Seat
Hands On
Closing: Exit Ticket: How can
You may choose to use the word problem task cards at http://www.k5mathteachingresources.com/support-files/add-and-subtract-to-20.pdf so
that each student is working on a different problem.
You may choose to use the word problem task cards at http://www.k5mathteachingresources.com/support-files/add-and-subtract-to-20.pdf so
that each student is working on a different problem.
You may choose to use the word problem task cards at http://www.k5mathteachingresources.com/support-files/add-and-subtract-to-20.pdf so
that each student is working on a different problem. For students needing a
challenge, you may choose to use the word problem task cards where the
change is unknown at http://www.k-5mathteachingresources.com/supportfiles/add-to-change-unknown-to-20.pdf .
Independent Centers
www.ixl.com or www.firstinmath.com
Give students one or two word problems to complete with independently.
Partner Game: Fill the Tree (Frameworks pg. 28)
the CUBES method help you solve word problems?
Homework:
Teacher notes / lesson reflections:
Windsor Spring Elementary
Modeling and
Demonstrations
THURSDAY
[Unit 5 Frameworks, Task 2]
Whole Group Mini-Lesson:
1. Give students a storage
bag and Frameworks
page 32 (ladybugs).
Have students cut out
the ladybugs and place
them inside their storage
bag.
2. Discuss the different
ways that the lady bugs
can be put together to
make 3, 4, 5, 6, 7, 8. One
option to be more time
efficient would be to
assign a number to each
table and then allow
them to share.
3. Record the students
responses while
discussing what they
notice. Be sure to point
out that 1+2 is that
same as 2+1.
Windsor Spring Elementary
Differentiated Small Groups
Have students bring their bags of ladybugs with them to the teacher table.
Review finding how many ways you can make a number (using the number 6 for
example).
2. Begin to pose situations where dots are missing. Ex: All together the ladybugs
have 4 dots. One ladybug has 3 dots, how many does the other ladybug have?
Do this with several examples.
3. Practice writing equations.
1. Have students bring their bags of ladybugs with them to the teacher table.
On-Level
Review finding how many ways you can make a number (using the number 6 for
Cameron
example).
David
Serenity
2. Begin to pose situations where dots are missing. Ex: All together the ladybugs
Victoria
Alicia
have 4 dots. One ladybug has 3 dots, how many does the other ladybug have?
Jordan
Frances
Do this with several examples
Jessie
Mekari
3. Have students combine their ladybugs to represent larger quantities.
4. Practice writing equations.
Advanced
1. Have students bring their bags of ladybugs with them to the teacher table.
2. Begin to pose situations where dots are missing. Ex: All together the ladybugs
have 4 dots. One ladybug has 3 dots, how many does the other ladybug have?
Do this with several examples
Xiomara
3. Have students combine their ladybugs to represent larger quantities.
Jada
4. Practice writing equations.
Tyriek
5. Extension: There were two windows with two ladybugs on each window. Both
Dameon
sets of ladybugs have the same number of spots. If one window has ladybugs
TyShiya
with three spots and four spots, and the other window has one ladybug with 2
spots, how many spots does the other lady bug have? Write an equation to solve
this problem.
Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Ladybug Addition
Partner Game: How Many Counters? (Frameworks pg. 33-34) or Ladybug Addition
Hands On
Game
Closing: Math Journals: How many ways can you make the number 9?
Homework:
Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina
1.
Moeling and
Demonstrations
[Unit 5 Frameworks, Task 3]
Whole Group Mini-Lesson:
1. Make 5 stacks of
connecting cubes, each
stack the same color.
(You can use an
interactive whiteboard
site like here. This
displays really small, but
if you use Chrome it is
easy to zoom. See the
example below:)
Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina
On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari
FRIDAY
Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya
2. Have students make
stacks with cubes that
look exactly like yours.
3. Begin by asking, Can
you pick up four?
Observe how students
pick up four. Ask, Are
there any other ways to
pick up four?
4. Discuss: How do you
know you have picked up
the correct number?
5. Explain that when we
look at taking a number
apart to find different
ways to create that
number, we are
decomposing. Continue
this practice building
other numbers.
Windsor Spring Elementary
Math Facts
At Your Seat
Hands On
Closing: Discussion: How
Differentiated Small Groups
Have the students build up to 10 more stacks with cubes. Each stack should have
less than 9 cubes in. Work on building different number combinations. While
building, ask questions such as:
What happens if you dont have a stack with only one cube?
What happens if all the stacks had the same number of cubes?
What is the largest number we could make?
What is the smallest number we could make?
Have the students build up to 10 more stacks with cubes. Each stack should have
less than 9 cubes in. Work on building different number combinations. While
building, ask questions such as:
What happens if you dont have a stack with only one cube?
What happens if all the stacks had the same number of cubes?
What is the largest number we could make?
What is the smallest number we could make?
Have the students build up to 10 more stacks with cubes. Each stack should have
less than 9 cubes in. Work on building different number combinations. While
building, ask questions such as:
What happens if you dont have a stack with only one cube?
What happens if all the stacks had the same number of cubes?
What is the largest number we could make?
What is the smallest number we could make?
Independent Centers
www.firstinmath.com or www.ixl.com
Decomposing Booklets
I Spy Combinations-Addition (Frameworks page 40)
can decomposing numbers help us with addition? Can we use this for subtraction also?
Homework:
Teacher notes / lesson reflections:
Differentiated Instruction Groups Below
mClass Strategy Groups
Measure: Counting
Measure: Number
Identification
Measure: Next
Number
Measure: Missing
Number
Measure: Quantity
Discrimination
Measure: Number
Facts
Intensive
Intensive
Khristina
Intensive
Intensive
Khristina
ZaNiyah
Intensive
Brett
Khristina
Raquez
Victoria
Brianna
ZaNiyah
Strategic
Brett
Jordan
Raquez
Cameron
Frances
TyShiya
Brianna
Mekari
ZaNiyah
Alicia
Jada
Strategic
Brett
Jordan
Raquez
Cameron
Victoria
Frances
Serenity
TyShiya
Brianna
Mekari
ZaNiyah
Jessie
Tyriek
Benchmark
David
Alicia
Xiomara
Jada
Strategic
Brett
Jordan
Raquez
Victoria
Mekari
Alicia
Strategic
Brett
Jordan
Cameron
David
Victoria
Frances
Serenity
TyShiya
Brianna
Mekari
Jessie
Strategic
Cameron
David
Frances
Serenity
Mekari
Alicia
Xiomara
Dameon
Intensive
Brett
Raquez
Cameron
David
Frances
Serenity
Brianna
Mekari
ZaNiyah
Alicia
Strategic
Jordan
Khristina
Victoria
TyShiya
Jessie
Xiomara
Jada
Benchmark
Khristina
Cameron
David
Frances
Serenity
TyShiya
Brianna
ZaNiyah
Jessie
Xiomara
Dameon
Jada
Tyriek
Benchmark
Raquez
Alicia
Xiomara
Dameon
Jada
Tyriek
Benchmark
Jordan
TyShiya
Jessie
Jada
Tyriek
Benchmark
Khristina
David
Victoria
Serenity
Jessie
Xiomara
Dameon
Tyriek
Windsor Spring Elementary
Benchmark
Dameon
Tyriek
