Grade 1 Common Core

Unit: Addition and Subtraction (5) Lesson: 1 (5.1) Lesson Resource: LP95 Investigations lesson 6.3.1

Clusters In Unit Major: Understand and apply properties of operations and the relationship between addition and subtraction. Major: Add and subtract within 20. Major: Work with addition and subtraction equations

*An * next to a portion of a Visual Anchor denotes a strategy that should be shared by students during the introduction with your questioning. Strategies listed are not to be written on the VA before the lesson, just leave space so you can add it as it’s shared by a student. Reference the VA for students during appropriate times in your introduction.

Aim SWBAT combine two numbers within 20 by using a strategy that makes sense to them (counting all – manipulatives/picture/cubes, counting on, make 10, just know). Why, What, How Key Points Why: We combine amounts all the time in our lives What: Combine two amounts within 20 How: We can use counting all, counting on, make 10, or just know to combine amounts Materials □ 5-in-a-Row game board (poster) □ M26 5-in-a-Row game board (1 per student, double-sided) □ dot cubes (1 per student) □ number cubes (1 per student) □ Daily Practice SAB p. 18 (1 per student) Agenda 1. introduction (explain/model 5-in-a-Row): 10 minutes 2. workshop (students play 5-in-a-Row): 20 minutes 3. share/discussion (students share strategies for combining numbers): 5 minutes 4. closure (Daily Practice SAB p. 18): 10 minutes Introduction State the aim. Connect it to their lives. Discuss how they will be working on it today (sometimes the discussion is here). Approximate time allotted.

Approx. Time Allotted: 10 minutes  “Today we are going to keep working on adding two amounts by learning a new game called 5-in-a- Row. It’s sort of like BINGO. The object is to mark 5 squares in a row. That means they are all connected in a straight line going across, up and down, or diagonally- from corner to corner. You roll a number cube and a dot cube, and then figure out what the total is. Once you know what the total is, you look on your game board- that’s what this sheet with the numbers is- and color (using crayons)/circle (not using crayons) the answer.  Model rolling a number cube and dot cube. Remind students of the proper way to carefully roll the cubes. Model counting on to find the total, starting with the number cube.  “I rolled a 5 on the number cube and a 3 on the dot cube. How can I find the total? (have a student share a strategy and identify the total as 8). The total is 8. I look at my game board and find 8. I color/circle 8, but I make sure to leave room at the bottom of the square for the number sentence. What addition number sentence shows that 5 and 3 equals 8? Yes, 5+3=8. [write 5+3=8 in the 8 square of the game board] When I write my number sentence I’m using my very best handwriting so the teacher can see how hard I’m working and how big my brain is growing.”  Continue playing for a few more rolls. Ask students to find the total and then state the appropriate number sentence. Record strategies shared on the VA. Make sure they understand that the square that gets marked is the TOTAL of the 2 numbers rolled. If I roll a 5 and a 3, I don’t mark the 5 or the 3. I mark the TOTAL- 8. Encourage students to think about the quickest way to get 5 in a row. If the total is 8, would it be better to mark an 8 that’s in line with a few other squares that have been marked already or an 8 that’s in a corner by itself? Explain that if all the squares with the total have already been marked we just roll again.  Consolidate the Learning: What math are you working on today (joining two amounts/numbers together)? What strategy are you going to try? (Turn and Talk)  Transition as necessary into groups/to carpet/tables. Finish distributing number cubes and dot cubes. Five in a Row 1. Roll cubes 2. Find total - Count all* - Count on* - Make tens* - Just know* 3. Record – try to make 5 in a row! 4. Roll Again!

Workshop Review the aim. Introduce the workshop. ‘I’ the Workshop (game/activity- not strategies). Check for understanding. ‘We’ the workshop. Check for understanding. Students repeat the steps and the aim. Differentiation up and down. Approximate time allotted. Approx. Time Allotted: 15 minutes  Circulate around the room to monitor students at work.  Assessment components: o How do students total their rolls? Do they count all? Count on? “Just know”? o How do students determine which squares to cover? Are they thinking strategically about which squares will help them get 5 in a row? o Make sure students are recording the correct addition number sentence in the square they are marking. o Encourage students to consider more efficient strategies for combining 2 numbers. o If a student is counting all, ask if there’s a more efficient way to count. If the number cube is on 5 and the dot cube is on 3, point to 5 and ask how many. Will it always be 5? Yes, this number only means 5. So do I need to count it up? No, I know it’s 5 and will be forever and ever. So, we could just count on 3 more from 5 – do it with me: 5…6, 7, 8. The total is 8.  Check for Understanding: o How did you know that x+y was z? What strategy did you use?  Extension: Students who are rocking and rolling (pun intended) with counting on could try using 2 number cubes instead of the 1 number cube and the 1 dot cube. You can also encourage them to look for ways to make 10 to combine more efficiently.  Intervention: Students who are struggling with counting on can use 2 dot cubes and count each dot (count all).  Students raise a silent hand when they are finished so a teacher can check their work (accurate number sentences? 5 in a row?). Then they turn their paper over and play again.  With 15 minutes remaining, collect materials and transition back to share area as necessary. Mid-Workshop Interruption What is the next level for the skill in the objective? What do you want most of your students to start doing?  “1, 2, 3 eyes on me…______is thinking about which squares will help him/her get 5 in a row before marking on the game board.”  “1, 2, 3 eyes on me…______is figuring out the total of his/her cubes by counting on. He/she rolled a 5 and a 4, and then counted on 4 more from 5: 6, 7, 8, 9. The total was 9.”  “1, 2, 3 eyes on me…______is figuring out the total of his/her cubes by making a ten. He/she rolled a 6 and a 5, and knew 6 and 4 would make 10, with 1 left over. The total was 11.” Share/Discussion Repeat the aim. Who did something special- related to the interruption? What other levels of achievement will students show that need to be shared/discussed? Check for understanding. Ask Why? How do you know? Approximate time. Approx. Time Allotted: 5 minutes  Call on students to share strategies for combining the numbers they rolled and getting 5 in a row. Link to visual anchor.  Which is more efficient- counting all or counting on? Use 6+5 as an example and try it both ways. Why can we count on? Why is it ok to start at 6 when we count for adding 6 and 5?  Make 10 is another strategy we use when combining groups. What’s a number sentence we could use Make 10 for? (if they struggle, give a few and have them choose) How do we use Make 10 to add these numbers? Why is Make 10 a helpful strategy? (b/c adding 10 and something else is easy to do in our head)  Let’s all try counting on and make 10 together. 4+5, should we use count on or make 10? (count on) Why? (they’re not make 10 numbers). Ok, let’s try (do together). How about if we had larger number cubes and we rolled 8 and 5. Could we use make 10? How would we do it? (TT) (5 and 5 and 3 more; 8 and 2 and 3 more)  Nice work combining two amounts today and using your strategies! Closure Repeat the aim and what we did today. Check for understanding and mastery (2nd grade record in math journals; K/1 verbal/nonverbal questioning). Independent daily practice/review. Approximate time allotted. Approx. Time Allotted: 10 minutes  “I’m going to pass out our daily practice worksheets now. Take one and pass the rest, but don’t write anything on it yet [have 2-3 students repeat the directions if necessary]. That way we can read the directions together.”  Pass out papers.  Read the directions once. Then have students read the directions out loud together. Call on 2-3 students to restate/explain the directions.  “For questions 1 and 2 you are counting the students in each group. It seems like that might be kind of tricky because they are sitting so close to each other. What are some things you could do to make sure you count each student once and only once? (cross out the ones that have been counted, mark where you start counting and go around in order, double check….DOUBLE CHECK!)”  After 5 minutes, review the answers.  Collect worksheets.