Reinforcing Missing-Addend Subtraction: Make a 10

Reinforcing missing-addend subtraction: Make a 10

Day One: Content Development

Title: Make a Ten Grade Level: Resources for Lesson: Day One: Content K-1 High Yield Routines: Development Origo Fundamentals: Yellow Level

Lesson: This game reinforces combinations of ten Guiding (Focus) Question: How can I collect the with missing addend problems for subtraction. most cards by making combinations of 10?

Unit Learning Targets: Students will use strategies learned to use addition and subtraction to find the missing addend.

Success Criteria: I can make combinations of ten in missing addend problems.

Mathematical Practices Content Standards Time for Lesson: 1. Make sense of problems K.NBT-Number and operations in Warm up-10 minutes and persevere in solving them. Base Ten Content Development-10 minutes 2. Reason abstractly and K.CC- Counting and Cardinality Game-30 minutes: quantitatively. 1.OA-Operations and Algebraic Reflection-10 minutes 3. Construct viable arguments Thinking and critique the reasoning of others.  1.OA.B.4 4. Model with mathematics 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning 9. Content Objectives: (Student Friendly) Language Objectives: I can discuss what card I need I can use addition and subtraction strategies to find to draw to make a combination of ten and share my the missing addend while making combinations of thinking. ten. (Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)

Key Vocabulary Lesson Supports Materials: Addition Each group of 2-3 players will Subtraction need Addend  1 set of numeral cards (two Sum copies of pages 50, 51) Student Engagement: Leadership Strategies to develop leadership skills: How will this lesson develop leadership skills for our migrant students? 10. I work productively as part of a team.

Warm Up: (10 Minutes) High Yield Routines  Number of the day  Select a number and allow students to discuss the number including drawings, equations, and representations. Students can practice with a couple different numbers. o Ask students how they found combinations that equal that number. o Have students discuss their strategies. o Discuss combinations of 10 and begin introducing missing addends and have students share their thinking.

Content Development: : (10 Minutes) Notes: 1. Randomly select two cards and ask the class, “How many more do I need If the cards do not to make 10?” make ten they are 2. Discuss strategies for how students know this placed face down in 3. Practice this strategy by drawing different cards and use questioning their original location strategies to see if any students are using subtraction, or just addition strategies. 4. Explain and model how to play the game.

Game Activity: 1. In pairs or groups of three students are playing the game, trying to collect the most cards in combinations of 10. 2. Encourage students to turn over cards one at a time so they can use subtraction to figure out what is needed to make 10. 3. Students should also be trying to remember the location of the cards to help them.

Reflection: Review and Assessment: 1. Select two cards and ask the class if they total 1. Vary the game so that students have to find ten. Do they make more than ten or less than pairs that have a total greater or less than ten? If less than ten ask, “How many more 10 are needed to make ten?” If the total is more 2. Change the target number. Possible than ten ask students how many more that combinations that add to eleven or twelve. ten.

Home School Connection Materials to Send Send the game cards home with students to play at home. Include a basic sheet Home: with the rules for the game, so students can play with their families and discuss Numeral cards strategies that are used. How to Play the Game Cave Game Subtraction

Day Two: Problem Solving

Title: Cave Game Grade Level: Resources for Lesson: Subtraction K-1 High Yield Routines: Day Two: Problem Solving Illustrative Mathematics: Cave Game Subtraction

Lesson: Students practice creating and memorizing Guiding (Focus) Question: subtraction equation, while focusing on missing How can I use mental strategies for subtraction to addends. find the missing addend?

Unit Learning Targets: I can use strategies to find the missing addend and discuss my strategies with the class.

Success Criteria: I can determine the number of counters that are “hiding” by finding the missing addend. I care share my thinking with others.

Mathematical Practices Content Standards Time for Lesson: Mathematical Practices K.NBT-Number and operations in Warm up-10 minutes 1. Make sense of problems and Base Ten Content Development-10 minutes persevere in solving them. K.CC- Counting and Cardinality Problem Solving-30 minutes: 2. Reason abstractly and 1.OA-Operations and Algebraic Reflection-10 minutes quantitatively. Thinking 3. Construct viable arguments and critique the reasoning of others. 1.OA.B.4 4. Model with mathematics 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. 9. Content Objectives: (Student Friendly) Language Objectives: I can work with the class and I can use strategies to find the missing addend and with my partner and share how I found the missing discuss my strategies with the class. addend. (Throughout unit make sure all four language modalities, reading, writing, speaking and listening are addressed)

Key Vocabulary Lesson Supports Materials: Addition Students should start with small A cup for each pair of students Subtraction quantities and work their way up (represents the cave) Addend to larger quantities. Counters Counters Pencils Sum Paper Equation

Student Engagement: Leadership Strategies to develop leadership skills: How will this lesson develop leadership skills for our migrant students? 2. I speak and listen well to others.

Warm Up: (10 Minutes) High Yield Routines 1. Use a few of the “Quick Images” examples from the book. Different dot pattern arrangements, where students quickly decide how many dots they saw and discuss how they knew.

Content Development: (10 Minutes) Notes: 1. Begin by counting out a certain number of counters in a pile (ten). 2. Count the counters under the document camera one at a time out loud. 3. Then, quickly hide some in the cup (cave). Students see how many are remaining but not the ones in the cup. 4. Record the equation that you know (10-___=6) 5. Call on student responses and then check how many are in the cup. 6. Practice a few examples with the students .

Problem Solving Activity: 1. Allow students to work in partners with counters and their cup (cave) 2. One students counts a certain number of counters out, and the other student hides some in the “cave” 3. The student that counted them now writes the equation and decides how many counters are in the cave. 4. Students switch roles 5. Students take turns choosing a number of counters, counting them, hiding some in the cave, and writing the subtraction equation.

Reflection: Review and Assessment: Review strategies students used and have students Using a post it note, count out 12 counters and then share their equations, explaining how many they quickly hide 10 of them. Have students write how started with, and how many were hidden. many counters are hiding. Students can post these on their way out the door.

Home School Connection Materials to Send Home: