correctionkey=d lesson 1.7 hands on: algebra • …...1.oa.a.1 use addition and subtraction within...

49A Chapter 1

LESSON 1.7

Hands On: Algebra • Put Together Numbers to 10

About the MathProfessional Development



Professional Development Videos

MP4 Model with mathematics.Children apply what they know about addition to solve everyday problems. They can visualize adding to or putting together for addition using tools such as connecting cubes, two-color counters, and drawings. Help children use these models to create mathematical representations in order to:

• Understand when to use properties such as adding zero and adding in any order.

• Describe a model and solve a problem by writing an addition equation.

• Identify and analyze the relationship between numbers through an addition equation.

Encourage children to identify the mathematics in everyday life and understand when addition may be used to deal with situations that arise.

LESSON AT A GLANCE

Progressto Algebra

Learning ObjectiveModel and record all the ways to put together numbers within 10.

Language ObjectiveTeams of three children discuss how you can show all the ways to make a number.

MaterialsMathBoard, red and blue crayons, red and blue connecting cubes

F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 9J.

FOCUS COHERENCE RIGOR

F C R Focus:Common Core State Standards

1.OA.A.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.

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP4 Model with mathematics. MP6 Attend to precision. MP7 Look for and make use of structure. MP8 Look for and express regularity in repeated reasoning.

F C R Coherence:Standards Across the GradesBeforeK.OA.A.1K.OA.A.2

Grade 11.OA.A.1

After2.OA.A.12.OA.B.2

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

Animated Math Models

iTools: Counters

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ENGAGE1

Lesson 1.7 49B

with the Interactive Student Edition

Essential QuestionHow can you show all the ways to make a number?

Making ConnectionsAssess prior knowledge of putting together numbers.

How many addition facts do you know that equal 9? Answers will vary. How many addition facts do you know that equal 5 (or another number from 2 to 8)? Answers will vary.

Learning ActivityConnect the story to the problem. What problem are the children trying to solve?

• How many toy trucks are around the sandbox? 9

• What number did Avery use first when she started to count the trucks again? 4

• How many more trucks would she need to count to make nine? 5

Literacy and MathematicsChoose from one or more of the following activities.

• Have children make riddles about numbers that add to nine.

• Have children use the phrase if…then… to describe the numbers of trucks in each group (for instance, if 5 trucks are on one side of the sandbox, then 4 trucks are on the other side).

Daily RoutinesCommon Core

Daily RoutinesCommon Core

1 23 4 Fluency BuilderAddition FlipOne at a time, read these facts aloud.

2 1 5 5 7; 5 1 5 5 10; 7 1 7 5 14; 9 1 0 5 9;

2 1 2 5 4; 7 1 3 5 10; 4 1 1 5 5; 8 1 8 5 16.

For each fact, have children recite the same addition fact in reverse.

For example, you say,

2 1 5 5 7

Children say,

7 = 5 + 2

Problem of the Day 1.7Basic Facts Put these two sets of stars together. Write the number sentence that shows how many.

3 — C11 2 — C5 5 —

Vocabulary

How can you show all the ways to

make a number?1 23 4 Pages 50–51 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

• Interactive Student Edition• Multimedia Glossary e

Common Core Fluency Standard 1.OA.C.6

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EXPLORE2

LESSON 1.7

Enrich 1.7Reteach 1.7

Name

5 + 2  — = 7

6 + 1  — = 7

1 + 6           — = 7

2 + 5           — = 7

4 + 3           — = 7

3 + 4           — = 7

Algebra • Put TogetherNumbers to 10

You can use to model ways to make 7.

Use  . Draw to show how to make 7. Complete the addition sentences.

1.

2.

3.

4. 

Lesson 1.7Reteach

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ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

1-33

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Name

Complete the SumDraw more oranges to make 10. Write the addition sentence.

1.

2 + 8 = 10

2.

4 + 6 = 10

3.

7 + 3 = 10

Writing and Reasoning Make your own problem like one above for a classmate to solve.

Lesson 1.7Enrich

Check children’s work.


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EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

1-34

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DifferentiatedInstruction1

2

3

Progressto Algebra

Listen and DrawListen and Draw

MATHEMATICAL PRACTICES 6MathTalk

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Chapter 1 forty-nine 49

Ways to Make 5

Use to show all the ways to make 5. Color to show your work.

HandsOn

FOR THE TEACHER • Read the following problem and have children show all the ways to solve the problem. Grandma has 5 flowers. How many can she put in her red vase and how many in her blue vase?

Lesson 1.7HANDS ON

Operations and Algebraic Thinking— 1.OA.A.1 Also 1.OA.C.6

MATHEMATICAL PRACTICESMP4, MP6, MP7, MP8

Algebra • Put Together Numbers to 10Essential Question How can you show all the ways to make a number?

How do you know you showed all the ways? Explain.

Math Talk: Possible answer: I colored a different number of blue and red cubes in each cube train.

Check children’s work. Order of the ways to make 5 may vary.

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49 Chapter 1

Listen and DrawMaterials red and blue connecting cubes, red and blue crayonsRead the following problem to the class.

Grandma has 5 fl owers. How many can she put in her red vase and how many in her blue vase?

Have children start by building a cube train of 5 red connecting cubes. Ask these questions. • How does your cube train show 5? What

are the two parts? It shows 5 red cubes. The parts are 5 and 0.

• How can the second part be zero? If every cube train shows red and blue, and all of the cubes are red, then the blue part is zero because zero is nothing.

• So how many fl owers can Grandma put in her red vase? How many can she put in her blue vase? 5; 0

Have children color the fi rst cube train on their page red. Have them continue using red cubes and blue cubes to show different ways to make 5, and coloring the cube trains on their page to show each way. Remind children that they can change the order of the addends to show a different way to make 5.• What parts are shown in each cube train?

0 and 5, 1 and 4, 2 and 3, 3 and 2, 4 and 1, 5 and 0

MathTalk

MP6 Attend to precision. Use Math Talk to focus on waysto make numbers.• How does the model help you fi nd

different ways to make 5? Possible answer: I took away one red cube and added one blue cube to make a different train each time.

ELL Strategy: Scaffold Language

Children can practice their comprehension by describing in words what they have seen.Use connecting cubes to make two groups of 10: 6 + 4 and 5 + 5. Point to each model in turn.• I add ___ and ___ to get ____. Have children

repeat.• The sums are the same. Have children

repeat.Repeat with other models for 10. Have children complete the sentence frame to practice talking about each model.

HandsOn

1.OA.A.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.

Problem Type: Put Together/Take Apart • Both Addends Unknown


Advanced LearnersAdvanced Learners

EXPLAIN3

Share and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and Show MATHBOARDMATHBOARDMATHBOARDMATHBOARDMATHMATHMATHMATHBOARDBOARDBOARDBOARD

Model and DrawModel and Draw

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50 fi fty

Use . Color to show how to make 9. Complete the addition sentences.

3. 9 = 7 — + 2 —

4.

9 = 6 — + 3 —

5.

9 = 5 — + 4 —

6.

9 = 4 — + 5 —

7.

9 = 3 — + 6 —

8.

9 = 2 — + 7 —

9.

9 = 1 — + 8 —

10.

9 = 0 — + 9 —

Now Grandma has 9 fl owers. How many can she put in her red vase and how many in her blue vase?

1.

9 = 9 — + 0 —

2. 9 = 8 — + 1 —

Complete the addition sentences.

Show all the ways to

make 9.

Check children’s coloring.



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MATHEMATICAL PRACTICES

4 + 6 7 + 3

Advanced LearnersCOMMON ERRORS COMMON ERRORS

Quick Check

If

Rt I RR1

2

3

Then

a child misses the checked exercise(s)

Differentiate Instruction with • Reteach 1.7

• Personal Math Trainer 1.OA.A.1

• RtI Tier 1 Activity (online)

Lesson 1.7 50

Model and DrawMP4 Model with mathematics. Work through the model and the pictures with children.• What does the fi rst cube train show? 9 blue

cubes • How many fl owers can Grandma put in her

blue vase? 9 in her red vase? 0• Look at the second cube train. How many

fl owers can Grandma put in her blue vase? 8 in her red vase? 1

Share and Show MATHBOARDMATHBOARDMBOARDMMMMBOARDBOARDBOARDBOARDMATHATHABOARDMMMMAAAATHATHATHTHTHATHATHATHAATHAAAATHAAATHATHTHTHATHATHAAATHATHATHAAATHABOARDBOARDBOARDBOARD

In Exercises 3–10, children use connecting cubes to model all the ways to make 9. Then they color the cube trains on their page to show the ways. Exercises 3 and 4 are partially completed with blue cubes. Children should color the remaining cubes red to make 9.How do you know your answer is correct? Possible answer: I match the numbers in my addition sentence to the cubes I colored red and blue.

Use the checked exercise(s) for Quick Check.

Error Children may not fi nd all the ways to make 9.

Example Children leave some of the problems blank because they believe they have found all the ways to make 9.Springboard to Learning Have children start with 9 blue cubes. Then they can remove one blue cube and replace it with one red cube to write a number sentence. Children can continue that process until they have found all the ways.

Materials 16 index cards, markers

• On eight cards, have partners write pairs of addends, such as 5 + 4, that have a sum of 9. Then have partners write pairs of addends that have a sum of 10 on the other eight cards. (Do not include 5 + 5.)

• Turn all cards facedown.

• Partners should alternate turning two cards faceup. If the two cards have the same sum, the child can keep the cards. If the sums are different, they turn the cards facedown.

Kinesthetic / Visual Individual / Partners

Problem Type: Put Together/Take Apart • Both Addends Unknown


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Chapter 1 • Lesson 7 fi fty-one 51

11. 10 = 10 – + 0 —

12. 10 = 9 — + 1 —

13. 10 = 8 — + 2 —

14. 10 = 7 — + 3 —

15. 10 = 6 — + 4 —

16. 10 = 5 — + 5 —

MATHEMATICALPRACTICE 8 Generalize Use . Color to show

ways to make 10. Complete the addition sentences.

17. SMARTER Zach has 6 rocks. He places some in a box and some in a bag. Draw two ways he can place the rocks.

On Your OwnOn Your Own

Check children’s coloring. Possible answers are given.



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10 + 0

9 + 1

Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

PROBLEM TYPE SITUATION

51 Chapter 1

On Your OwnMP8 Look for and express regularity in repeated reasoning. If children answered Exercises 9 and 10 correctly, assign Exercises 11–17. Have children continue recording on their MathBoards until they have found all the ways to make 10.

SMARTER

Exercise 17 asks children to use what they have learned to make 6 in two different ways. Challenge partners to compare their solutions and then fi nd all the different ways they can make 6.

DEEPER

Materials masking tape, string, chalkMP7 Look for and make use of structure. To extend their thinking, draw a row of 10 fl owers or other simple objects on the board. Then tape a string in different positions in the row to show the number pairs for 10. Work your way across the board until you have shown every way to make 10.• What pattern do you see as you look at

the cube trains from top to bottom? Possible answer: In each row, I color 1 less red cube and 1 more blue cube. How is it like the pattern we created with the fl owers and the string? In each addition sentence, one addend increases by one and one addend decreases by one.

4 ELABORATE

Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.

Addition and Subtraction

Put Together/Take Apart • Both Addends Unknown Exercises: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18


Red Blue Sum

1 7 8

2 6 8

3 5 8

4 4 8

5 3 8

6 2 8

7 1 8

Problem Solving • ApplicationsProblem Solving • Applications

MATHEMATICAL PRACTICES ANALYZE • LOOK FOR STRUCTURE • PRECISION

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52 fi fty-two

18. SMARTER I have 8 marbles.Some are red. Some are blue.

How many of each could I have?

Find and write as many ways as you can.

TAKE HOME ACTIVITY • Write 6 = 6 + 0. Model the problem with small objects. Ask your child to make 6 another way. Take turns until you and your child model all of the ways to make 6.

19. SMARTER Color two ways to make 7.




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EVALUATE5 Formative Assessment

MATHEMATICAL PRACTICES

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES

Lesson 1.7 52

Games

Children practice one-digit addition and review basic facts to 8.

Children read the book and add the different bugs found in the illustrations.

Children complete purple Activity Card 3 by modeling a number as the sum of two parts, exploring different addition facts.

GamesAddition Bingo

LiteratureBusy Bugs

ActivitiesHow Many Ways?

Essential QuestionReflect Using the Language Objective Have children work in teams of three to discuss the answer to the Essential Question.How can you show all the ways to make a number? Possible answer: I can use different numbers of red and blue cubes in each cube train.

Math Journal Math

Use pictures and numbers to show all the ways to make 3.

Have children read Exercise 18. Ask them to describe how they will solve the problem.

SMARTER

MP1 Make sense of problems and persevere in solving them. Exercise 18 requires children to use higher order thinking skills as they find ways to group red and blue marbles to make 8. Make sure they understand that zero cannot be used as an addend since there must be at least one marble in each color.

SMARTER

Exercise 19 requires children to apply their understanding of ways to make 7. Children who do not use two colors in each row may not understand that they are to show two different ways to make 7. Have children count the cubes in the first picture. Remind children to use two different colors to show the two parts that make 7. Then remind them to show a second example in the second picture.

Problem Solving • ApplicationsProblem Solving • Thinking

Meeting Individual Needs

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Cross-Curricular

Chapter 1 fi fty-three 53

1. 8 = 8 — + 0 —

2. 8 = 7 — + 1 —

3. 8 = 6 — + 2 —

4. 8 = 5 — + 3 —

5. 8 = 4 — + 4 —

6. 8 = 3 — + 5 —

7. 8 = 2 — + 6 —

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Algebra • Put Together Numbers to 10

Use . Color to show how to make 8. Complete the addition sentences.

Practice and HomeworkLesson 1.7

COMMON CORE STANDARD—1.OA.A.1 Represent and solve problems involving addition and subtraction.

8. Math Use pictures and numbers to show all the ways to make 3.


Check children’s coloring.


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53 Chapter 1

Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.

Materials drawing paper, crayons or markers

• Have children share what they know about birds and other animals that migrate or hibernate during the winter.

• Make a list on the board of the animals’ names.

• Have children draw a picture of animals in hibernation or migration that tells an addition story. Have them write the addition sentence to match.

•Discuss supermarkets, farmstands, and other places where people can buy food.

• Encourage children to share their experiences with food shopping.

• Then ask them to make shopping lists that have 4, 5, or 6 items.

• Have children tell addition story problems using the items on their lists.

social studies

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Personal Math Trainer

FOR MORE PRACTICE GO TO THE

54 fi fty-four

Lesson Check (1.OA.A.1)

1. Show three different ways to make 10.

10 = — + — 10 = — + — 10 = — + —

2. Show three different ways to make 6.

6 = — + — 6 = — + — 6 = — + —

Spiral Review (1.OA.A.1, 1.OA.B.3)

3. Circle the number sentences that show the same addends in a different order.

4 + 2 = 6 1 + 5 = 6 2 + 4 = 6

4. What is the sum for 2 + 0? Write the sum.

2 + 0 = 2 —

5. Complete the model and the number sentence. 3 rabbits sit in the grass. 4 more rabbits join them.How many rabbits are there now?

7 — rabbits

43

7

3 + 4 = 7 —

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Possible answers: 5 + 5, 4 + 6, 3 + 7, 2 + 8, 1 + 9, 0 + 10, 10 + 0, 9 + 1, 8 + 2, 7 + 3, 6 + 4. Check children’s answers.

Possible answers: 6 + 0, 5 + 1, 4 + 2, 3 + 3, 2 + 4, 1 + 5, 0 + 6. Check children’s answers.


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Lesson 1.7 54

Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.

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