california edition grade 1 - pbworkseusddata.pbworks.com/f/1mod04.pdf · math california edition...

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SAN DIEGO CITY SCHOOLS

Instructional Module to Enhance the Teaching of

H A R C O U R T

Math

California Edition

Grade 1

Module 4−Revised

Addition and Subtraction to 12

-WORK IN PROGRESS -

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Harcourt Math – Grade 1 Module 4

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Harcourt Math – Grade 1

Module 4: Addition and Subtraction to 12

15 Days

Key Mathematical Concepts:

• Make the connection between models, equations, fact strategies and fact families

• Find sums and differences to 12 • Find the sum of three numbers • Explore the Associative Property of Addition • Solve comparative subtraction problems • Understand how the elements of a subtraction problem are related • Use addition to model subtraction as an inverse operation • Identify and complete fact families • Solve problems by using an appropriate strategy such as write a number

sentence, draw a picture, make a list

Chapter 12: Addition to 12 DAY 1 12.1 Count on to 12 2 12.2 Doubles and Doubles Plus 1 3 12.3 Add 3 Numbers 4 12.4 Problem Solving: Write a Number Sentence

Chapter 13: Subtraction to 12 DAY 5 13.1 Count Back 6 13.2 How Many More? 7 13.3 Related Addition and Subtraction Facts 8 13.4 Problem Solving: Draw a Picture

Chapter 14: Practice Addition and Subtraction DAY 9 14.1 Use Addition to Subtract 10 14.2 Fact Families 11 14.4 Problem Solving: Choose a Strategy 12 14.4 (Continued) Problem Solving: Choose a Strategy

Module 3 Assessment DAY 13 Independent Work Stations 14 Independent Work Stations 15 Independent Work Stations NOTE: These three days may be used at any time during Module 3. Use them at a time you feel is the best opportunity to formally assess.


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Harcourt Math: Grade 1

Module 4:

Addition and Subtraction to 12

15 Days

Day 1 Unit 3 Lesson 12.1 Count on to 12

Day 2 Unit 3 Lesson 12.2 Doubles and Doubles Plus 1

Day 3 Unit 3 Lesson 12.3 Add 3 Numbers

Day 4 Unit 3 Lesson 12.4 Problem Solving: Write a Number Sentence

Day 5 Unit 3 Lesson 13.1 Count Back

Day 6 Unit 3 Lesson 13.2 How Many More?

Day 7 Unit 3 Lesson Addition and Subtraction Facts

Day 8 Unit 3 Lesson 13.4 Problem Solving: Draw a Picture

Day 9 Unit 3 Lesson 14.1 Use Addition to Subtract

Day 10 Unit 3 Lesson 14.2 Fact Families

Day 11 Unit 3 Lesson 14.4 Problem Solving: Choose a Strategy

Day 12 Unit 3 Lesson 14.4 Problem Solving: Choose a Strategy

Days 13, 14, 15 Unit 3 Assessment NOTE: Days 13, 14, and 15 may be used at any time during Module 4. Use them at a time you feel is the best opportunity to formally assess.


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DAY 1 Addition and Subtraction to 12

Chapter 12: Addition to 12 LESSON 12.1 TE pg.171A

LESSON FOCUS: Count on to 12 CALIFORNIA STANDARD:

Number Sense 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts, and commit them to memory.

Purpose of Lesson: To count one to 12 in order to find sums. ROUTINE TE pg.172 TE pg. 171A TE pg. 171A For each child, Number Lines (0-12) (p. TR34)

Suggestion: P.O.D.: TE, pg.171A Continue to keep the Number Line and Hundred Chart visible to students to use as a tool for solving problems. Or Getting Started: Vocabulary Development: TE, pg. 171A To encourage students to use the strategy of counting on, the following problems are rewritten in this section to reflect “missing addend” types, also known as “change unknown types”: • Write on the board the math term count on. Give each child

a copy of a Number Line • Review how to count on using 6+ = 8. Using the Number

line, have children place a finger on 6, then count on 2. Say 6, count on 7, 8.

• Have children count on using their number lines to solve

7 + = 8 6 + = 9 5 + = 7 6 = 2 + * 9 + = 12 * It is important for student to be exposed regularly to number sentences where the equal sign comes at the beginning of the equation. This helps them develop a more complete understanding equality.

NOTE Some students may not be ready to understand the

counting-on strategy or will have only a limited application of how/when to use it. According to Carpenter et. Al (1997), some students will still need to directly model the problem. There is no harm in showing a strategy that students may not be ready for; however, no student should be expected to use a strategy that does not make sense to them. Given enough opportunities, students will be able to move away from direct modeling to counting on as a more efficient strategy. Take note which students are unable to utilize this strategy. Additional opportunities will be necessary for these students.


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LAUNCH TE pg. 125G For each pair, 40 counters (connecting cubes, pennies, paper clips, etc.), 2 number cubes or spinners (pg. TR104) numbered 1-6, scratch paper to record number sentences.

Introduce Activity: Practice Game: Toss and Write: TE, pg.125G Suggestion: (To modify game as a “Count On” activity)

1. Both players begin with 20 counters in their “banks.” 2. Both players roll number cubes at the same time. 3. The player with the larger number places his number

cube in front of him. He does not use counters to build the number. (To find the sum, the players must count on from this number cube only.)

4. The player with the smaller number counts out that many counters from his bank and passes them to the other player.

5. Together, they write a number sentence using the cube and counters to count on to find the sum.

6. The player who rolled the larger number keeps his partner’s counters.

7. The game ends when one player loses all of his counters.

Note: You may individualize the game by increasing or decreasing the numbers you write on the cubes or spinners

EXPLORE Students work in pairs playing Toss and Write PRACTICE TE and Workbook pg. 171-172

As time allows, TE and Workbook pg.171-172 Provide tools as appropriate. Students should not be required to use counting on as a strategy to solve the problems on these two pages. However, if counting on is the only strategy that you want the students to use, it is suggested that you make copies of worksheet that follows at the end of this lesson

SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: How would you solve 3+ =10 Why? Can anyone think of another way to solve this problem?

HOMEWORK Suggestion: Family Involvement Activities pg. FA49-50


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LESSON FOCUS: Doubles and Doubles Plus 1 CALIFORNIA STANDARD:

Number Sense 2.1 Know the addition facts (sums to 20) and the corresponding subtraction facts and commit them to memory.

Purpose of Lesson:

To add using doubles and doubles plus one.

ROUTINE TE pg.172 TE pg. 173A TE pg 173A, For each child, blank cards and crayons

Suggestion: Mixed Review and Test Prep: TE, pg. 172 Or P.O.D.: TE, pg.173A Or Getting Started: Vocabulary Development: TE, pg. 173A Ask: Is a double odd or even? How do you know? Is a double + 1 odd or even? How do you know? Definition of an even number is “2n or a double.” Definition of an odd number is a double plus 1 (2n + 1).

LAUNCH For each student, dot cards 2-8 (pg.TR21-22) and 4 blank cards.

Introduce Activity: • Pass out dot cards 2-8 (TR21-22) to each student. Ask

students to write either double or double plus one on each card.

• Pass out 4 blank cards to each student and ask students to create dot cards for 9, 10, 11, and 12. When they have finished ask them to write either the doubles fact or doubles plus one fact on the back of each card. For example: On Card #2, students will write the word double on the front and 1+1 on the back. Card #5, students will write doubles + one on the front, and either 2+2+1 or 2+3 or 4+1 on the back. Card #8, students write double on the front and 4+4 on the back, etc.

EXPLORE • Students work independently or in pairs creating cards. As students work, Ask: “What clues are you using to figure out if the card shows a double or a double s plus one? Did anyone figure it out in a different way? How did you figure out which fact to write on the back? Did anyone think about it another way?”

PRACTICE TE and Workbook, pg.173-174

As time allows: TE and Workbook, pg. 173-174 Provide tools as appropriate.

SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: What strategies would you use to find the answer to 3+4? Would anyone else use a different strategy? Why?

HOMEWORK Suggestion: Practice Master 12.2, Or Pgs. 173-174.


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DAY 3: Addition and Subtraction to 12


LESSON FOCUS: Add 3 Numbers CALIFORNIA STANDARD:

Number Sense 2.7 Find the sum of three one-digit numbers.

Purpose of Lesson: To find the sum of three numbers and to explore the associative property of addition.

ROUTINE TE pg.175 TE pg.175A, For partners, 27 connecting cubes (9 each of 3 colors)

Suggestion: Quick Review: TE, pg. 175 Or P.O.D.: Ask: “How many ways can you model 12?” Or Getting Started: Model 3 Addends: TE, pg. 175A

LAUNCH For each student, blank paper, crayons, counters if necessary

Introduce Small Group Activity: • Each student writes a number story about 3 groups of an

item being added together. • For example: Sponge Bob Squarepants

Has 3 pet jellyfish, 1 pet snail and 2 pet rocks. How many pets does Sponge Bob have?

• Students draw a picture and write a number sentence to solve their own story. Students who need further support may use counters.

• Put students into groups of three or four. Students pass their stories around the group. Each group member reads the story, looks at the addition sentence(s) already written and writes the addition sentence in a different order.

Challenge: • Groups work together to try to figure out how many different

ways there are to write an addition sentence using the same three addends when the order of the addends is changed. (6) Does changing the order change the sum? Can we change the order in subtraction? Why or why not?

EXPLORE

Students work on Number Stories with Three Addends.

PRACTICE TE and Workbook pg. 175-176

As time allows: TE and Workbook pg. 175-176


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SUMMARIZE Revisit with students the lesson’s objective by connecting

the following discussion to the purpose of the lesson. Discuss strategies students used to find different ways to write the number sentences in their groups. Ask: How would you find the sum of 2+5+3? Would anyone do it a different way? When the order is different, does that mean the sum is also different? Why not?

HOMEWORK Suggestion: Family Involvement Activities pg. FA51, Or TE and Workbook, pg. 175-176.


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DAY 4

Addition and Subtraction to 12 Chapter 12: Addition to 12 LESSON 12.4 TE pg. 177A

LESSON FOCUS: Problem Solving: Write a Number Sentence CALIFORNIA STANDARD:

Algebra and Functions 1.0 Students use number sentences with operational symbols and expressions to solve problems.

Purpose of Lesson: To solve addition story problems by writing a number sentence, a problem solving strategy.

ROUTINE TE pg. 177A TE pg. 178 (bottom margin), Anthology pg. AN 9

Suggestion: Getting Started: Vocabulary Development: TE, pg. 177A And/Or Literature Connection: TE, pg.178 • Read the story asking students to create mental images as

they listen. • Discuss the story and ask students to describe their mental

images. • Reread the story this time asking students to use their mental

images to try to figure out how many animals and people it took to pull up the enormous turnip.

• Ask students to describe how they organized their mental images to help them count or keep track.

LAUNCH TE and Workbook pg. 177-178

• Follow instructions under Teach: Guided Instruction, TE pg. 177.

• Students complete Workbook pg. 177. • Next, Instruct students to complete “Practice” Workbook pg.

178. However, ask them to solve only the problems whose sums are odd.

EXPLORE • Students work on pg.178. Ask: “What strategy are you using to figure out which problems to do?” Is anyone using a different strategy?”

PRACTICE As time allows, Choose an appropriate Blackline Master from the bottom margin on TE pg. 177-178.

SUMMARIZE TE and Workbook pg. 178

Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Write About It: TE and Workbook pg. 178. Think, Pair, Share. • Give students quiet time to think about a story to go with the

picture. • Then ask students to share their stories with a partner. • Finally ask for volunteers to share stories with the class. As

students share, write corresponding number sentences on the board.

HOMEWORK Suggestion: Family Involvement Activities pg. FA52 Planning Ahead: On Day 7 of Module 4, each student will need at least 6 pennies for a partner activity in lesson 13.3.


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DAY 5 Addition and Subtraction to 12 Chapter 13: Subtraction to 12

LESSON 13.1 TE pg. 183A

Note: The strategy of counting back is introduced in this lesson. Counting back can be an effective way to subtract small numbers. However it is not as efficient when the subtrahend is larger than 3. It is far easier for child to count up from 4 when solving 9 - 4 =?. Many students will want to connect what they know about addition to solve these problems. Recently published research (Kamii & Lewis, 2003) suggests that students who do not know sums solidly, will not be able to subtract with fluency. Again, it must be emphasized that no child should be expected to use a strategy that doesn't make sense to him/her. Counting back may prove to be difficult and problematic. LESSON FOCUS: Count back CALIFORNIA STANDARD:


Purpose of Lesson: To count back 1, 2, and 3 to find differences. ROUTINE TE pg. 184 TE pg. 183A, For partners, 2 different-color counters, Number Lines (p. TR34)

Suggestion: Mixed Review and Test Prep: TE, pg. 184 Or P.O.D.: What are some number sentences for 20? Or Getting Started: Modeling Counting Back: TE, pg. 183A

LAUNCH For teacher, scissors, yarn, poster board into strips. For partners, glue, markers, 1 connecting cube. For partners, Subtraction Fact Cards (pp. TR49-50).

Introduce Activity: Choose either Alternative Teaching Strategy TE, pg.184A. Make a Kinesthetic Number Line Or Advanced Learners TE, pg.184A Count Back Mentally To Find Differences. Students can practice using the Challenge 13.1 worksheet.

EXPLORE Students work in pairs on either activity. PRACTICE TE and Workbook, 183-184

As time allows, TE and Workbook, 183-184 (Student may choose to use the number lines provided on the page or may use any method that makes sense to them to solve these problems).


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SUMMARIZE Revisit with students the lesson’s objective by connecting the

following discussion to the purpose of the lesson. Discuss: Give students a subtraction problem orally, such as 12-2= . • Ask students to share with a partner how they solved the

problem. • Then ask for a volunteer to share his or her strategy. Ask,

“Did anyone think about it another way?” Continue with more problems such as 10-3, 9-1, 6-3, etc. each time asking students to share their strategy.

Write: As time allows, ask students to choose a subtraction sentence to write in their math journal and use words or pictures to explain how they solved the problem.

HOMEWORK Suggestion: Family Involvement Activities pg. FA53, Or Practice Master 13.1, Or TE and Workbook, pgs. 183-184.


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DAY 6:

Addition and Subtraction to 12 Chapter 13: Subtraction to 12


LESSON FOCUS: How Many More? CALIFORNIA STANDARD:

Number Sense 2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference).

Purpose of Lesson: To solve comparative subtraction problems. ROUTINE For partners, 24 connecting cubes (12 each of 2 different colors). For teacher, poster board, markers (2 colors).

Suggestion: Quick Review: TE, pg. 185 Or P.O.D.: TE, pg.185A Or Getting Started: Modeling How Many More: TE, pg. 185A (Use connecting cubes instead of 2-color counters for this activity because this is what the students will be using for their EXPLORE activity.)

LAUNCH For partners, 24 connecting cubes (12 each of 2 different colors), Numeral Cards 1-12 (pp. TR36-37).

Introduce Activity: Alternative Teaching Strategy: TE, pg. 186A Comparing Unequal Groups Increase or decrease amount of counters based on students’ instructional levels.

EXPLORE Students work in pairs on Comparing Unequal Groups.

PRACTICE TE and Workbook, pg. 185-186

As time allows, TE and Workbook, pg. 185-186

SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: TE, pg. 186

HOMEWORK Suggestion: Family Involvement Activities: FA54 and 57, or TE and Workbook, pgs. 185-186. Each student will need at least 6 pennies each for an activity tomorrow.


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DAY 7: Addition and Subtraction to 12 Chapter 13: Subtraction to 12


LESSON FOCUS: Related Addition and Subtraction Facts CALIFORNIA STANDARD:


Purpose of Lesson: To understand how the elements of a subtraction problem are related.

ROUTINE Suggestion: Alternative Teaching Strategy: TE pg. 188A Or P.O.D. TE, pg.187A

LAUNCH For partners, 1 cup, 12 pennies, paper.

Introduce Activity: Daily Routine TE, pg. 187A Increase or decrease pennies based on instructional levels.

EXPLORE Students work in pairs writing related addition and subtraction facts as they spill pennies.

PRACTICE TE and Workbook 187-188


SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: 8+4=12 12-4=8 How are these two facts alike? Different? How are these facts related? Challenge: Can you think of any other number sentences that are related to these? (4+8=12 and 12-8=4).

HOMEWORK Suggestion: Family Involvement Activities: FA55, or TE and Workbook, pgs. 187-188.


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DAY 8

Addition and Subtraction to 12 Chapter 13: Subtraction to 12


LESSON FOCUS: Problem Solving: Draw a Picture CALIFORNIA STANDARD:

Mathematical Reasoning 1.2 Use tools, such as manipulatives or sketches, to model problems.

Purpose of Lesson: To solve problems by using an appropriate strategy such as draw a picture.

ROUTINE For each student, scratch paper.

Suggestion: Quick Review: TE, pg. 189 Or Mental Math: Gene had 8 blocks. He gave some away left to his friend. How many blocks did Gene give away? How do you know? Or Getting Started: Reading Support: TE, pg.189A

LAUNCH For each student, paper, pencil, crayons and a variety of familiar manipulatves.

Introduce Problem Solving Activity: There were 12 ducks sitting in the pond. 4 ducks swam away. Then 3 others waddled away. How many are left? • Write the above problem on the board or overhead and read it

aloud to students as many times as necessary: • Provide students with paper, pencil, crayons and a variety of

manipulatives they are used to working with: two colors of connecting cubes, counting bears, 2-colored counters, etc.

• Note: This lesson provides children with an opportunity to solve problems by using the strategy draw a picture. By drawing pictures, children are creating their own representations that can help them find answers. Drawing pictures allows children to better visualize the given information in a problem, what the problem is asking, as well as what the problem is asking. Stress to children that their pictures should not be works of art. Simple circles or shapes are sufficient to use as a model to solve a problem.]

EXPLORE • Give students 2-3 minutes to think about the problem quietly and independently;

• Next give students the choice to either continue working alone or to ask questions of and share ideas and strategies with a partner or group.

• Students work to solve the problem. • Provide enough time for students to arrive at a solution and

explain to at least one of their peers their method for solving the problem.


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SUMMARIZE Revisit with students the lesson’s objective by connecting the

following discussion to the purpose of the lesson. • Ask some students to share their methods with the class.

(You may choose to chart student explanations as they talk. Because the lesson focus today is using the strategy draw a picture, highlight this strategy as useful and reasonable when it comes up; however there may be other strategies used to solve this problem as well.)

• As each new method is shared, ask, “Is this a reasonable way to solve the problem? Why or why not? Does it make sense?”

Encourage students to be as specific as they can in the process they went through. The focus for instruction is more on the problem-solving process than on the answer.

HOMEWORK Suggestion: Workbook pg. 189 Or Practice Master 13.4


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DAY 9

Addition and Subtraction to 12 Chapter 14: Practice Addition and Subtraction


Note: For students to make the connection between addition and subtraction, encourage students to think addition -" What goes with this part to make the total?"

LESSON FOCUS: Use Addition to Subtract CALIFORNIA STANDARD:


Purpose of Lesson: To use addition to model subtraction as an inverse operation. ROUTINE Suggestion:

P.O.D.: TE, pg.195A Or Getting Started: Vocabulary Development: TE pg. 195A (Materials needed: For each child- connecting cubes, Addition Fact Cards with sums to 12 (pp.TR-10), paper) Or use the following: Word Problem: Joe had 5 toy cars in his collection. His mother gave him some cars for his birthday. Now he has 12 cars in his collection. How many toy cars did his mother give him for his birthday. ( This type of problem, missing addend, promotes the think addition. The action in this problem suggests addition. More than likely, the students will think 5 and how many more make 12. When discussing the solution for this problem, connect their thinking process with the subtraction fact 12-5.)

LAUNCH For each small group, Addition Fact Cards with sums to 10 (pp. TR1-8), connecting cubes.

Introduce Activity: Alternative Teaching Strategy, TE pg. 196A • Have children select a card and model the problem using

connecting cubes to find its solution. • Ask them to write the problem on a sheet of paper. • Now ask the children to use the addition fact along with the

connecting cubes to create a related subtraction fact. • Remind children that the two facts will use the same numbers. • Ask children to write this problem next to the addition problem

and solve. • Every child should pick several addition cards.

EXPLORE Students work in small groups finding sums and differences of related facts.


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SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: TE pg. 196

HOMEWORK Suggestion: Family Involvement Activities: FA59 and FA61, Or TE and Workbook, pgs. 195-196.


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DAY 10:



LESSON FOCUS: Fact Families CALIFORNIA STANDARD:


Purpose of Lesson: To identify and complete fact families. ROUTINE

Suggestion: Alternative Teaching Strategy: TE, pg. 188A Or P.O.D.: TE, pg.197A Or Getting Started: Vocabulary Development: TE pg. 197A Or Quick Review: TE pg. 197 modified: 6 + = 9 3 + = 9 9 - = 3 9 - 6 =

LAUNCH For partners, Addition Fact Cards (pp. TR1-10), connecting cubes (2 different colors), 4 sheets of blank paper.

Introduce Activity: Facts Practice: TE pg. 198A • Give partners four addition facts, and have them take turns

modeling the facts and fact families. • One child picks an addition fact and uses connecting cubes ( 2

different colors) to model the fact on the workmat. • The partner models the related addition fact on the workmat

and also models as a subtraction fact. • The first child models the remaining subtraction fact. Have

partners fold a sheet of paper into four sections. • Children record one fact that they modeled in each section of

the paper. EXPLORE Students work in pairs modeling and recording fact families.



SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss and Write: TE pg. 198

HOMEWORK Suggestion: Family Involvement Activities: FA60 and FA63, Or TE and Workbook, pgs. 197-198.


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Chapter 14: Practice Addition and Subtraction LESSON 14.4 TE pg. 201A

LESSON FOCUS: Problem Solving: Choose a Strategy CALIFORNIA STANDARD:

Mathematical Reasoning 1.1 Determine the approach, materials, and strategies to be used.

Purpose of Lesson: To solve problems by choosing an appropriate problem solving strategy.

ROUTINE Suggestion: Daily Routine: TE, pg. 201A Or Mixed Review and Test Prep.: TE, pg.202 ( When using this section, make sure to include problems such as: 7 + =12 and 5 + = 12 Getting Started: Reading Support: TE pg. 201A

LAUNCH For each student, paper, pencil, crayons, familiar manipulatives.

Introduce Problem Solving Activity: Molly has 8 puppies. Five puppies have pink ribbons. How many puppies don’t have pink ribbons? • Write the above problem on the board or overhead and read it

aloud to students as many times as necessary: • Provide students with paper, pencil, crayons and a variety of

manipulatives they are used to working with: two colors of connecting cubes, counting bears, 2-colored counters, etc.

EXPLORE • Give students 2-3 minutes to work on the problem quietly and

independently. • Next, give students the choice to either continue working alone

or to ask questions of and share ideas and strategies with a partner or group.

• Students work to solve the problem. • Provide enough time for students to arrive at a solution and

explain to at least one of their peers their method for solving the problem.

PRACTICE As time allows: Problem Solving 14.3

SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. • Ask some students to share their methods with the class.

(You may choose to chart student explanations as they talk.)

• At each method ask, “Is this a reasonable way to solve the problem? Why or why not? Does it make sense?”

• Encourage students to be as specific as they can in the process they went through. The focus for instruction is more on the reasonableness of the problem-solving process then on the answer.


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HOMEWORK Suggestion: Family Involvement Activities: FA62, or Problem Solving, 14.3.


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DAY 12


LESSON 14.4 Continued TE pg. 201A

LESSON FOCUS: Problem Solving: Choose a Strategy CALIFORNIA STANDARD:

Mathematical Reasoning 1.1 Determine the approach, materials, and strategies to be used.

Purpose of Lesson: To solve problems by choosing an appropriate problem solving strategy.

ROUTINE Suggestion: P.O.D.:

Ginger will turn 7 on her birthday. Her Mom bought a pack of 10 birthday candles. After Ginger’s Mom puts the candles on her cake, how many candles will be left in the box?

LAUNCH For each student, pencil, crayons, familiar manipulatives for solving problems such as 2-color counters, connecting cubes, etc. and Workbook pg. 201

Guided Instruction: Teach: TE and Workbook pg. 201

EXPLORE Practice: TE and Workbook pg. 202

PRACTICE Practice Master 14.4

As time allows, Practice Master 14.4

SUMMARIZE Revisit with students the lesson’s objective by connecting the following discussion to the purpose of the lesson. Discuss: • Ask students to choose one problem they solved during

EXPLORE and share their strategy for solving that problem with a partner.

• Ask some volunteers to share with the class. HOMEWORK Suggestion: Challenge Master 14.4,

Or Practice masters 14.4.


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DAYS 13-15: Assessment

Addition and Subtraction to 12 Chapters 12-14

Note: These three days may be used at any time during Module 4. Use them at a time you feel is the best opportunity to formally assess.

LAUNCH Review Activities and Guidelines for Independent Work

Stations EXPLORE Independent Work Stations: Set up free choice centers for

students to practice skills. Observe and Take Anecdotal Records Choose from: Module 4 • Toss and Write (Day 1): TE pg. 125G • Advanced Learners “Count back using Subtraction Fact

Cards” (Day 5): TE pg. 186A • Alternative Teaching Strategy “Comparing Unequal

Groups” (Day 6): TE pg. 186A • Daily Routine “Spilling Pennies” (Day 7): TE pg. 187A • Alternative Teaching Strategy “Finding Sums and

Differences of Related Facts” (Day 9): TE pg. 196A • Students create and Solve their own Number Stories Module 3 • See Days 17-19 Module 2 • See Day 21 Module 1 • See Day 22

ASSESS Use this opportunity to assess individuals or small groups by whichever means you deem appropriate. Suggestions: Assessment Guide, pgs. 69-85, or Performance Assessment, Unit 3, PA 19-27

SUMMARIZE Discuss: What was your favorite activity today? Explain why and what you did.

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