Learning Lab

February 1, 2018
Math Expressions
Unit 5 Lesson 1

Objectives

Common Core Standards I can statements

CCSS.MATH.CONTENT.1.OA.A.1​: Use addition and I can add and subtract within 20

subtraction within 20 to solve word problems by using by using drawings and equations to
objects, drawings, and equations with a symbol for the represent the problem.
unknown number to represent the problem.

CCSS.MATH.CONTENT.1.OA.C.6​: Add and subtract

within 20, demonstrating fluency for addition and
subtraction within 10. I can add and subtract within 20.

CCSS.MATH.CONTENT.1.OA.B.4​: Understand I can add or subtract to find the

subtraction as an unknown-addend problem. unknown partner.

CCSS.MATH.CONTENT.1.OA.D.8​: Determine the

unknown whole number in an addition or subtraction
equation relating three whole numbers.

CCSS.MATH.CONTENT.1.OA.C.5​: Relate counting to I can show the relationship

addition and subtraction. between addition and subtraction.

Instruction
Unit 5, Lesson 1: Subtraction with Teen Numbers (pages 397-404)

Warm Up: Practice addition with unknown totals within 10.

Activity 1: Draw to Model a Story Problem.

● Students will use tens and ones to add, subtract, and solve story problems to find teen
totals.
○ Students are given a story problem to begin:

○ Student volunteers come up to the board to solve story problem. Students are
encouraged to solve the problem in their own way. Students are encouraged to
 label their equation to match each part of the story problem (c for children, g for
girls, b for boys). Possible strategies used:

○ Math Talk around this concept.

● Change the Form of the Problem

○ Students are given an additional story problem:

○ Discuss how the two story problems are different/similar.

● Generate Teen Total Story Problems

○ Teacher writes an equation on the board: 7 + __ = 14
○ Students generate teen total story problems to match equation.
○ Students discuss with math partners.
○ Students share out.

Activity 2: Use the Make a Ten Strategy to Find Unknown Partners.

● Apply the Make a Ten Strategy
○ Review how to use Counting On strategy for 8 + __ = 14

○ Contrast the Counting on strategy with the Make a Ten strategy.

 ● Introduce the Purple Make a Ten Cards
○ Teacher introduces purple cards.
○ Math Talk around concept of Make a Ten card with missing partners.
○ Students practice purple cards with partners:

● Find Unknown Partners

○ Teacher asks for volunteers to model using the Make a Ten strategy for the whole
group.
○ Math Talk around concept of Make a Ten strategy with missing partners.

● Match Unknown Partners (Student Workbook page 139)

○ Teacher walks students through #1-#3.
○ Students continue to talk through strategy as a whole group.
○ Students complete remaining problems with math partners.

Activity 3: Story Problems within 20.

● Make Sense of Problems (**Day 2 of lesson)
 Small Group

Students for Small Group:

● Lalia
● Natalia
● Alana

As whole group breaks into partnerships to work on their math page, a small group will meet
at the table.

These students were selected to be at the group table for extra teaching time. These students
will benefit from continued math talk about the Make a Ten strategy.

Assignment: Equation Match (p. 139)

● Student Activity Page 139

○ Students work with their partners to complete the math page.
○ Students are encouraged to use their Math Talk to discuss the Make a Ten
strategy.
○ Some students may not be ready for the Make a Ten strategy.

● No Write Zone
○ Students will take their math books to the No Write Zone to check their answers.
○ The No Write Zone is a place in the classroom where students can check their
work. This “zone” shows both the answer and the strategy (drawing). Students
cannot take a pencil to the No Write Zone. Students can get a sticker for correct
work. If a student gets something incorrect, they have to go back and fix their
work. The goal is that they will see the correct answer and drawing, but “hold it”
in their brain as they walk back to their seats to correct their mistake.

Assessment Helpful Hints

Students can self-assess their understanding At any time during the lesson, when students
of the big idea through their math talk with are working with partners, feel free to jump in
their partners and the completion of their and help facilitate their thinking!
math activity page at the No Write Zone.

Teacher can observe student understanding

during whole group instruction and small
group time.

Students will have met the objective when

they are able to find the unknown partner
using the Make a Ten strategy ​and​ ​explain
their thinking and understanding.
 5. 1 Story Problems: 
 
14 children are playing games.  
9 of them are girls.  
The rest are boys.  
How many are boys? 
 
 
 
 
 
8 tigers are playing a game.  
Then some more tigers come.  
Now there are 15.  
How many tigers just came?