lesson 5.7 progress correctionkey=d to algebra · pdf fileby presenting ideas and by listening...

LESSON 5.7

291A Chapter 5

Choose an Operation

Chapter 5

Professional Development

Chapter 5

Professional Development

Professional Development Videos

MP3 Construct viable arguments and critique the reasoning of others.This lesson allows children to explore and demonstrate their understanding of addition and subtraction. The word problems ask children not only to choose an operation, but also to explain their solution. Children may use objects, draw pictures, or write to explain their work. For each problem, encourage partners to share and justify their reasoning.

• Children develop reasoning and communication skills by presenting ideas and by listening critically to others. Children might ask themselves, Does what I am hearing and seeing make sense to me? Is it correct? Is there another way to solve the problem?

• Encourage children to ask questions of each other: How did you know how many to subtract? How did you know how many to add? Why did you solve it that way?

LESSON AT A GLANCE

Progressto Algebra

About the Math

Learning ObjectiveChoose an operation and strategy to solve an addition or subtraction word problem.

Language ObjectiveChildren give their best advice to a partner on how to choose when to add and when to subtract to solve a problem.

MaterialsMathBoard, two-color counters, red and yellow crayons.

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.)MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics.MP6 Attend to precision.

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

Grade 11.OA.A.1

After2.OA.A.1

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 251J.

FOCUS COHERENCE RIGOR

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

iTools: Counters

HMH Mega Math

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=D

ENGAGE1Daily Routines

Common Core

1 23 4 Fluency BuilderMaterials 20 two-color counters, paper cup

Names for NumbersPlace 14 counters into a cup.

Have a volunteer gently shake and spill all the counters from the cup. Have the child count the red and then the yellow counters.

• How many red counters are there?

• How many yellow counters are there?

Have the child write the addition sentence on the board. Explain that this is one way to show 14.

Have a different child spill the counters and write the addition sentence.

Continue with 14 counters or change the number of counters to find the addition names for other numbers through 20.

Problem of the Day 5.7Basic Facts Add or subtract.

1. 6 + 3 = 9 — 2. 8 − 6 = 2 —

3. 4 − 0 = 4 — 4. 1 + 7 = 8 —

5. 2 + 5 = 7 — 6. 5 − 3 = 2 —

Vocabulary

Lesson 5.7 291B

with the Interactive Student Edition

Essential QuestionHow do you choose when to add and when to subtract to solve a problem?

Making ConnectionsAsk children to tell what they know about addition and subtraction.

• What do you do when you add? Possible answer: You put parts together to make a whole.

• What do you do when you subtract? Possible answer: You take one part away from the whole to find the other part.

Learning ActivityWhat problem are children trying to solve? Connect the story to the problem. Ask the following questions.

• What key words help you know if you should add or subtract? Answers will vary but should use words that indicate add or subtract.

• How can you check your answer? Possible answer: I can use the related addition or subtraction fact.

Literacy and MathematicsChoose one of the following activities.

• Say a word problem. Have children raise one hand if they would add to solve the problem. Have children raise two hands if they would subtract to solve the problem. Repeat with other word problems.

• Write a number sentence on the board with a placeholder for the plus or minus sign. Have children show which sign should be written in the number sentence by using their fingers to make a plus or a minus sign. Repeat with other number sentences.

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

How do you choosewhen to add and

when to subt ract tosolve a problem?

Common Core Fluency Standard 1.0A.C.6

Interactive Student EditionMultimedia Glossary e

DifferentiatedInstruction1

2

3 DifferentiatedDifferentiatedInstruction

Listen and DrawListen and Draw

MATHEMATICAL PRACTICES 6MathTalk

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Chapter 5 two hundred ninety-one 291

Choose an OperationEssential Question How do you choose when to add and when to subtract to solve a problem?

Listen to the problem. Use to solve.Draw a picture to show your work.

HandsOn

8 — white balloons

Lesson 5.7

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

MATHEMATICAL PRACTICESMP3, MP4, MP6

How did you solve this problem? Explain.

FOR THE TEACHER • Read the following problem. Kira has 16 balloons. She has 8 pink balloons. The other balloons are white. How many white balloons does she have?

One possible drawing is shown.

Math Talk: Possible answer: I put out 8 counters. Then I added counters in a different color until I had 16 in all.

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1_MNLESE341883_C05L07.indd 291 2/27/14 3:15 PM

Enrich 5.7

LESSON 5.7

EXPLORE2

1_MNLAEEN392073_1A_117.aiSam Valentino02/03/102nd pass

3 blacksoccer balls

7 orange soccer balls

5 yellowsoccer balls

6 purplesoccer balls

storage bins

Name

bins leftsoccer ballsbins

total soccer balls

yellow soccer balls

black soccer balls

+ =

=-

=-

=+

Writing and Reasoning Coach empties 3 boxes and fills all the bins exactly. How can she do that?

3 black soccer balls plus 7 orange soccer balls

plus 6 purple soccer balls equals 16 soccer balls.

Coach’s ChoiceCoach puts away some soccer balls. Each bin holds 1 ball. There are 16 bins.

Write addition and subtraction sentences to solve.Then circle yes or no. Number sentences may vary.

1. Coach puts the black and the yellow soccer balls in the bins. Can she fit all of the orange soccer balls in the bins, too? yes no

3 — C 5 — C 8 —

16 — C 8 — C 8 —

2. Coach puts the orange soccer balls in the bins. Can she fit all of the yellow and the purple soccer balls in the bins, too?

yes no

16 — C 7 — C 9 —

5 — C 6 — C 11 —

Lesson 5.7Enrich


5-18 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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Reteach 5.7

Name

THINK Liz gives some away.

So, I subtract.Circle subtract.

Choose an OperationLiz has 15 stuffed animals. She gives away 6. How many stuffed animals are left?

9stuffed animals

add subtract

15 - 6

= 9

Circle add or subtract.Write a number sentence to solve.

1. Misha has 11 crackers. He eats 2 crackers. How many crackers are left?

9 crackers

add subtract

11 - 2 = 9

2. Lynn has 5 shells.Dan has 7 shells. How many shells do Lynn and Dan have?

12 shells

add subtract

5 + 7 = 12

Lesson 5.7Reteach

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5-17 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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1

2

3

1

2

3 DifferentiatedInstruction

Progressto Algebra

Problem Type: Put Together/Take Apart • Addend Unknown

291 Chapter 5

Listen and Draw Materials two-color counters, red and yellow crayonsRead the following problem aloud to the class.

Kira has 16 balloons. She has 8 pink balloons. The other balloons are white. How many white balloons does she have?

• What information do you have? Kira has 16 balloons; 8 are pink.

• What do you need to fi nd? the number of balloons that are white

• Will you add or subtract to solve the problem? How do you know? Possible answer: I will subtract because the number of white balloons is the part that is left after subtracting the number of pink balloons from the whole.

• How can you use counters to solve the problem? Possible answer: I put out 16 counters. Then I move 8 of the counters away from the group.

After solving the problem, have children draw and display their pictures. Ask volunteers to say the answer in a complete sentence: There are 8 white balloons.

MathTalk

MP6 Attend to precision. Use Math Talk to check children’s understanding of how to approach and solve a problem in different ways.

ELL Strategy: Develop Meanings

Children can defi ne words by using them in context or by matching words or visuals to their defi nitions.Say the following sentences aloud, and have children repeat after you.• When you subtract, you take some away.

When you add, you put groups together.Show a drawing that represents subtraction.Ask each child to tell a story problem that could be solved using the drawing. Ask the rest of the group to solve the problems.

• How are the stories alike? How are they different? Answers will vary.

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. Also 1.OA.C.6


COMMON ERRORS

COMMON ERRORS

Quick Check

If

Rt I RR1

2

3

Model and DrawModel and Draw

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

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1. Hanna has 5 markers. Owen has 9 more markers than Hanna. How many markers does Owen have?

292 two hundred ninety-two


Mary sees 8 squirrels. Jack sees 9 more squirrels than Mary. How many squirrels does Jack see?

Do you add or subtract to solve?

add subtract

Explain how you chose to solve the

problem.

add subtract

add subtract

add subtract

2. Angel has 13 apples. He gives some away. Then there were 5 apples. How many apples does he give away?

3. Deon has 18 blocks. He builds a house with 9 of the blocks. How many blocks does Deon have now?

8 — 9 — 17 — C+ C=

14 — markers

8 — apples

9 — blocks

17 — squirrels

9 — C+ 5 — 14 —C=

8 — 13 — C− C=

18 — C− C= 9 — 9 —

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5 —

Possible answers are shown. Operations and sentences may vary.

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EXPLAIN3

Then

Problem Type: Compare • Bigger Unknown

Lesson 5.7 292

a child misses the checked exercises

Differentiate Instruction with • Reteach 5.7

• Personal Math Trainer 1.OA.A.1

• RtI Tier 1 Activity (online)

Error Children may choose the wrong operation for a problem.

Example For Exercise 1, children find 9 – 5 = 4.Springboard to Learning Remind children to go back to the original problem and make sure their answer makes sense. In Exercise 1, if they subtract, 4 markers is too few. Owen has more markers than Hanna, and she has 5. So an answer of 4 does not make sense.

Model and Draw MATHEMATICAL PRACTICES

MP3 Construct viable arguments and critique the reasoning of others. Read the problem at the top of the page. Tell children that some problems can be solved using either addition or subtraction. Work through the story problem together.• How do you decide to add or subtract to

solve the problem? Possible answer: Mary sees 8 squirrels. Jack sees 9 more than Mary, so I have to add 8 and 9 to fi nd how many Jack sees.

• Could you solve this problem with subtraction? Explain. No. I only know the two parts. I do not know the whole.

• What strategy would you use to solve this problem? Answers will vary.

Share and Show MATHBOARDMATHBOARDMBOARDMMMMBOARDBOARDBOARDBOARDMATHATHABOARDMMMMAAAATHATHATHTHTHATHATHATHAATHAAAATHAAATHATHTHTHATHATHAAATHATHATHAAATHABOARDBOARDBOARDBOARD

As they complete each exercise, encourage children to make bar models or drawings on their MathBoards to help them. Have several children share their strategies for solving the problems. Point out that some of the problems could be solved using either addition or subtraction.Use the checked exercises for Quick Check.

Advanced LearnersAdvanced LearnersAdvanced Learners Logical / Matematical Individual / Partners

• Use adhesive notes to label prices on school supplies.

• Tell children to pretend they each have 15¢ to spend.

• Present a number story: You want scissors and a notepad. How much will you have left after you buy those items?

• Have children write number sentences to solve. How did you use addition and subtraction to solve? Possible answer: I added to fi nd the total cost of the items: 3¢ + 6¢ = 9¢. Then I subtracted from 15¢ to fi nd what I have left: 15¢ − 9¢ = 6¢.

• Have children work in pairs to solve number problems.


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Name

Chapter 5 • Lesson 7 two hundred ninety-three 293

5. Eli has a box with 12 eggs. His other box has no eggs. How many eggs are in both boxes?

4. Rob sees 5 raccoons. Talia sees 4 more raccoons than Rob. How many raccoons do they see?



add subtract

add subtract

add subtract

add subtract

6. Leah has a bowl with 16 fish. Some fish have long tails.7 fish have short tails. How many fish have long tails?

On Your OwnOn Your Own

14 — raccoons

12 — eggs

9 — fi sh

13 — apples

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7. DEEPER Sasha has 8 red apples. She has 3 fewer green apples than red apples. How many apples does she have?

Possible answers are shown. Operations and sentences may vary.

5 + 5 + 4 = 14

8 − 3 = 5; 8 + 5 = 13

12 + 0 = 12

16 − 7 = 9


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4 ELABORATE

PROBLEM TYPE SITUATIONS

293 Chapter 5

Addition and Subtraction

Add To • Result Unknown Exercise: 11

Take From • Result Unknown Exercise: 3

Take From • Change Unknown Exercise: 2

Put Together/Take Apart • Total Unknown Exercises: 4, 5, 7, 8

Put Together/Take Apart • Addend Unknown Exercise: 6

Compare • Difference Unknown Exercise: 9

Compare • Bigger Unknown Exercise: 1

Compare • Smaller Unknown Exercise: 7

On Your OwnMP6 Attend to precision. If children answered Exercises 2 and 3 correctly, assign Exercises 4–7. Children can show how they solved the problems on their MathBoards. Discuss children’s strategies for solving.

DEEPER

Exercise 7 requires children to use higher order thinking skills as they represent a two-step word problem with number sentences. Make sure children understand that they need to fi nd the unknown number of green apples and then add this to the number of red apples to fi nd the total.

DEEPER

MP3 Construct viable arguments and critique the reasoning of others. To extend learning, discuss with children how some problems may be solved with either addition or subtraction. Make sure they understand that either operation is fi ne as long as they approach it correctly.• How did you solve Exercise 4? Possible answer:

I drew 5 circles to show the 5 raccoons Rob sees. Talia sees 4 more raccoons than Rob, so I drew 5 circles fi rst. Then I drew 4 more circles. I counted the total number of circles, 14.

• What operation did you use to solve Exercise 5? Explain. Possible answer: Addition. I added 12 eggs and 0 eggs to get 12 eggs.

• How do related facts help you solve the same problem with either addition or subtraction? Possible answer: Since related facts have the same numbers, I can use the same numbers in a different order to add and subtract.


MATHEMATICAL PRACTICES

Math

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294 two hundred ninety-four

MATHEMATICALPRACTICE 3 Apply Choose a way

to solve. Write or draw to explain.

8. James has 4 big markers and 7 skinny markers. How many markers does he have?

9. Sam has 9 baseball cards. She wants to have 17 cards. How many more cards does she need?

10. SMARTER Annie gets 15 pennies on Monday. She gets 1 more penny each day. How many pennies does she have on Friday?

11 — markers

8 — more cards

19 — pennies

Beth has 13 —

grapes.

TAKE HOME ACTIVITY • Ask your child to write a number sentence that could be used to solve Exercise 9.

11. SMARTER Beth has 5 grapes. A friend gives her 8 grapes. How many grapes does Beth have now? Draw a picture to show your work.

Check children’s work.

Drawings will vary. One possible drawing is shown.

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

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD

Lesson 5.7 294

Essential QuestionReflect Using the Language Objective Have children give their best advice to a partner on how to answer the Essential Question.How do you choose when to add and when to subtract to solve a problem? Possible answer: I think about what I know and what I need to find out. Then I decide which strategy would work best.

Math Journal Math

Use words, numbers, or pictures to explain how a classmate solved a problem.

EVALUATE5 Formative Assessment

ActivitiesProblem Solving

Children complete purple Activity Card 11 by choosing the correct operation to solve a problem.

LiteratureJuggling

Children read the book and practice addition and subtraction facts through 12.

MATHEMATICAL PRACTICES

Have children read Exercises 8 and 9.In Exercises 8 and 9, children choose the strategy and the operation to solve each problem. List the strategies draw a picture, make a model, and act it out on the board. Have children tell how they decided to add or subtract.

SMARTER

MP3 Construct viable arguments and critique the arguments of others. In Exercise 10, encourage children to create a strategy to solve.

SMARTER

Exercise 11 requires children know how to choose when to add and when to subtract to solve a real-world problem. For children who give an incorrect answer, have them explain their drawings and tell whether the numbers of grapes were combined, compared, or taken away. Remind these children to reread the original problem and make sure their answer makes sense.

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

Problem Solving • Applications

COMMON CORECOMMCOMMCOMMCOMMON CON CON CON COREOREOREORE

PROFESSIONALDEVELOPMENT Math Talk in Action

Problem SolvingProblem Solving

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Choose an Operation


Chapter 5 two hundred ninety-fi ve 295

1. Adam has a bag of 11 pretzels. He eats 2 of the pretzels. How many pretzels are left?

add subtract

9 — pretzels

Choose a way to solve. Write or draw to explain.

2. Greg has 11 shirts. 3 have long sleeves. The rest have short sleeves. How many short-sleeve shirts does Greg have?

8 — short-sleeve shirts

3. Math Use words, numbers, or pictures to explain another way you could solve Exercise 2.

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

Lesson 5.7Practice and Homework

Operations and sentences may vary.

11 2 2 5 9



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.

295 Chapter 5

Some children may have used different strategies to solve Exercise 1. Discuss these strategies with children.

Teacher: What is one way you solved Exercise 1?

Nina: I subtracted. I started at 11 and counted back 2 to 9.

Teacher: That is one way to solve the problem. Did anyonesolve it a different way?

Alex: I subtracted, too. I know the basic fact 11 2 2.

Teacher: Good, Alex. Did someone think about the parts and whole?

Don: Yes, I know 2 is one of the parts and 11 is the whole. We need to find the other part.

Teacher: You are right, Don! Can you use addition to help you subtract?

Cho: I can think addition to subtract.

Teacher: What addition sentence did you use to help you subtract?

Cho: 2 1 9 5 11

Teacher: Correct, Cho!

Sasha: 2 1 9 5 11 is a related addition fact. I used the related addition fact to help me subtract.

Teacher: These are all good ways to solve the problem. Good job, everyone!

Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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Lesson Check (1.OA.A.1)

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

2. Choose a way to solve. Draw or write to explain. Mike has 13 plants. He gives some away. He has 4 left. How many plants does he give away?

3. Write the numbers 3, 2, and 8 in an addition sentence. Show two more ways to find the sum.

3 — + 2 — + 8 — = 13 —

5 — + 8 — = 13 —

3 — + 10 — = 13 —

1. Circle add or subtract. Write a number sentence to solve. There are 18 children on the bus. Then 9 children get off. How many children are left on the bus?

add subtract

18 — − 9 — = 9 —

296 two hundred ninety-six

9 — plants


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.

Lesson 5.7 296

lesson 5.7 progress correctionkey=d to algebra · pdf fileby presenting ideas and by listening...

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