Weekly Curriculum PlanSubject: Grade: Week:

Addition and Subtraction within 10 First 6

Common Core State Standards Being Addressed:

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

For any number from 1 to 9, find the number that makes 10 when added to the given number by using objects or drawings, and record the answer with a drawing or equation.

Solve addition and subtraction word problems and add within 10 by using drawings or objects to represent the problem.

Decompose numbers less than or equal to 10 into pairs in more than one way (by using objects or drawings) and record each decomposition by a drawing or equation.

Assessments: Formative and Summative

Formative:Through daily interaction, students will:

Add and subtract within ten Write equations using appropriate symbols Participate and share ideas in daily classroom discussions Remain engaged in games related to key areas of study

Summative:By the end of the week, students will:

Have a completed project containing addition and subtraction within ten Decomposed numbers within ten by using drawings and objects Effectively participated in gaming activities Correctly subtracted numbers within ten (in teacher conference)

Day of Week Monday’s Work Plan

Tuesday’s Work Plan

Wednesday’s Work Plan

Thursday’s Work Plan

Friday’s Work Plan

Instructional Type

Investigational Learning, Project Based Learning

Game-BasedLearning

Investigational Learning, Project-Based Learning

Game-Based Learning

Free Choice Game-Based Learning, Student Conferences, Work Completion

Materials needed to complete assignment

Vocabulary Cards, Pencils, Blank Paper, Ten Bead Rekenreks, Individual Work Folders, Daily Reflection Sheets, If You Were a Minus Sign book by Trisha Speed Shaskan, If You Were a Minus Sign Story Template by Jillian Starr, Rainbow Worksheet, Rainbow Template, Colored Markers or Pencils, Glue Sticks, Scissors, Cardstock

Pencils, Blank Paper, Ten Bead Rekenreks, Daily Reflection Sheets, Word Problem Sheets, Individual Work Folders, Snowman Fact Family Game, Rock Out to Ten Game, Cloth Bag, Ten Frame Cards made from pages 91-92 in the book titled Number Talks Whole Number Computation by Sherry Parrish

Pencils, Blank Paper, Ten Bead Rekenreks, Daily Reflection Sheets, Individual Work Folders, Number Line Investigation Sheets, Blank Index Cards, Colored Markers, Unfinished Projects (and related materials)

Pencils, Blank Paper, Ten Bead Rekenreks, Daily Reflection Sheets, Word Problem Sheets, Individual Work Folders, Bears in a Cave Game Sheets, Subtraction Block Race Game Sheets, pages 32 & 33 of the book titled Math Word Problems Grade 1 by Edgeucational Publishing

Pencils, Blank Paper, Ten Bead Rekenreks, Weekly Reflection Sheets, Individual Work Folders, Sums 1-10 Worksheet, If You Were a Plus Sign Story Template by Jillian Starr, So Many Spots Game with a deck of cards (not including the face cards), Subtraction with Ten Frames Worksheet, Fact Family House Template (10),

Time Required

1.5 hours 1.5 hours 1.5 hours 1.5 hours 1.5 hours

Number of Students

10-12 10-12 10-12 10-12 10-12

Copies for Week 6:

Vocabulary Words:Subtrahend, Minuend, Fact Family

Worksheets: Daily Reflection Sheets, Weekly Reflection Sheets, 2 Word Problem Sheets, Number Line Investigation Sheets, If You Were a Minus Sign Template by Jillian Starr, Rainbow Worksheet, Rainbow Template

Games:Snowman Fact Families by Jillian Starr, pages 32 & 33 of the book titled Math Word Problems Grade 1 by Edgeucational Publishing, Bears in a Cave Game Sheets

Extra Activities (for Early Finishers):

Worksheets:Sums 1-10 Worksheet, If You Were a Plus Sign Story Template by Jillian Starr, Fact Family House Templates (for the number 10) by Jillian Starr

Games: Subtraction Block Race Game Sheets, So Many Spots Game

Day of the Week: Monday Date: Week 6, Day 1

Lesson Title: Addition and Subtraction within 10

Procedures:

Introduction of Big Idea: (3 minutes)Big Idea(s): You can represent a number in a variety of ways.

Gather the students and discuss the big idea for the week. Ask the students to describe the difference between addition and subtraction. Discuss their answers as appropriate. Describe that numbers can be added to make ten or taken away from ten. Tell the students that they will

learn how to add and subtract within ten this week.

Introduction of Weekly Vocabulary: (12 minutes)In the classroom, have a bulletin board ready with the title “Word Wall” and a section designated on the board for first grade. Discuss the new vocabulary words for the week.

The words for this week are: Subtrahend Minuend Fact Family

Print the vocabulary cards from the Teachers Pay Teachers website called The Starr Spangled Banner by Jillian Starr. Allow the students to sit where they can see the Word Wall. Have pre-made cards ready and posted on the wall before the students arrive. Cover the words with a post it note chart sized paper and reveal each card one at a time. Discuss the words and the information on each vocabulary card. Draw models as appropriate.

Weekly Project: (15 minutes)Materials Needed: Cardstock, Rainbow Template (2 per student), Colored Pencils or Markers, Rainbow Worksheet, Scissors

This week, the students will create a Tens Partner Rainbow project to recall their “making tens” facts. The final project will be cut so that the numbers, connected by the rainbow arcs, will be covered by flaps on the top layer of paper. A template (shown below) will be colored in, cut out and pasted to cardstock. The numbers will be written on the bottom layer of paper. Prior to completing the project, the students will need to complete a worksheet and have it approved by the teacher. The worksheet will be used to understand how quickly the students can recall the tens facts that were learned in Week 5.

Project Image:

The worksheet and template can be printed from the Appendices section of this website in the file for Week 6.

Rainbow Worksheet:

Note: Ensure that the children are working carefully and neatly on their projects. Tell them that they will have additional time to work on the projects on Thursday and Friday of the week. The book created this week, will be placed in each students’ tool kit for future reference.

Mini-Lesson: (15 minutes)Read the book titled If You Were A Minus Sign by Trisha Speed Shaskan.

Pause after the ways in which subtraction is used and check for understanding. Ask the students what they would write about if they were minus signs.

Investigation: (15 minutes)Copy the story template called “If You Were A Minus Sign” by Jillian Starr of The Starr Spangled Banner on the Teachers Pay Teachers website. Pass out the templates and ask the students to write their own stories using what they have learned about subtraction so far.

Daily Reflection: (15 minutes)Pass out the daily reflection sheet and read it out loud for the students. Ask them to try their best to fill in answers using pictures or writing. If the students cannot write or read, have them dictate their answers and fill it in for them.

Once the sheets are completed, ask the students the following questions:

How did your investigation come along today? What challenges did you face today?

How are your projects coming along?

Use the remainder of the class time to clean up.

Differentiation:For Struggling Learners: Assist the students with difficulty writing. Ensure that they know how to fill in the story template and let them dictate their story if necessary. Make a note as to which students are struggling.

For Advanced Learners: There are no accommodations for this lesson. Make a note as to which students are advanced.

Day of the Week: Tuesday Date: Week 6, Day 2

Lesson Title: Addition and Subtraction within 10

Procedures:

Weekly “I CAN” Statements: (3 minutes)Write the I CAN statements on the board and allow the students to rate their thoughts on how they are doing by giving a thumbs up (got it), thumb to the side (sort of got it), or thumb down (not got it).

I CAN: Add to make ten I CAN: Subtract numbers from 10 I CAN: Use number lines and ten frames to help solve problems

Explain that the students will be able to do all of these things by the end of the week. Write tally marks on the board to indicate the students’ responses.

Number String/Subitizing Lesson: (12 minutes)Make copies of the ten frames on pages 91-92 in the book titled Number Talks Whole Number Computation by Sherry Parrish. Turn the copies into cards by magnifying them and laminating them to cardstock.

Randomly shuffle the cards and flash the cards up one at a time. Ask the students to state what is missing. Then ask them how they know. Ask “How did you see the dots?” if they are unsure of their answer.

Explanation of Games: (15 minutes)Spend this time teaching the students how to play the two games for the day. Have the students sit in a circle and play with one student to demonstrate each game. Place students into groups of two or three in order to rotate through game stations. Games will be played for 15 minutes each. Take notes while rotating around the room to understand how students are progressing through the games.

Game 1: Snowman Fact Families (15 minutes)Set-up: Print out cards (for numbers 1-10) and game sheets by Jillian Starr of The Starr Spangled Banner on the Teachers Pay Teachers website.

Follow the instructions as written.

Game 2: Rock Out to Ten (15 minutes)Set-up: Gather twenty river rocks and paint them with numerals 1-10 and dots (for numbers 1-10). The rocks should look similar to those used in Rock and Roll to Five. Place the numeral rocks in an opaque cloth bag. Pass out pencils (or colored markers) and blank paper.

Students should take turns pulling the numeral rocks from the bag and matching it with the dot rocks on the table.

Once all of the rocks are matched, have the students draw them on the blank paper. Ask the students to put their drawings in their individual work folders when complete.

Word Problem of the Day: (5 minutes)Provide the students with the word problem sheet (shown below). Read the problem aloud and request that the students work independently to solve the problem. Ask the students to fill in each section of the sheet even if they already know the answer.

Strawberry Word Problem Sheet: A pdf file of this sheet can be printed from the Appendices section of this website in the file for Week 6.

Note: This time will be used to determine whether or not students are able to make connections from the games to the real world.

Daily Reflection: (10 minutes)Gather the students in the circle area and ask the following questions:

What are some things that you noticed today as you were playing the games? Which game was the best? Why? Was the word problem easy or difficult today? Why?

Have the students fill out the daily reflection sheet. Assist students as needed.

Use the remainder of the class time to clean up.

Differentiation: For Struggling Learners: Allow these students to use manipulatives as they play the games. Make a note as to which students are struggling.

For Advanced Learners: Do not allow these students to use manipulatives as they play the games. Make a note as to which students are advanced.

Game Assessment:As the children are engaged in games, make note of the strategies and thought processes that the students are using to meet the requirements of the games. Also, make note of the questions that the students are asking one another. Allow the students to work on their own, but step in if students are struggling or need an extension of the activity. Use the notes to compile the questions/activities for the conferences and make changes to the groups at the end of the week.

Day of the Week: Wednesday Date: Week 6, Day 3

Lesson Title: Addition and Subtraction within 10

Procedures:

Review of Big Idea/Vocabulary: (15 minutes)Big Idea(s): You can represent a number in a variety of ways.

Gather the students and discuss the big idea for the week. Ask how many combinations are there to make ten? How will we know if we have them all? Write them on

the classroom white/blackboard as appropriate. Review the vocabulary cards on the Word Wall and the meaning for each.

Mini-Lesson: (15 minutes)On a number line, show the following problems to the class:

10-1 (count back) 10-9 (count up) 10-5 10-7 10-3 10-2

Show the students the difference between counting up and counting back as you use the number line. After the first two problems, ask the students whether counting up or back makes the most sense (for the remainder of the problems). Model each problem on the number line. Try it both ways for few of the problems and ask the students which is most efficient.

Investigation: (15 minutes)Provide the worksheet (below) to the students and ask them to draw arrows on the given number lines to solve the problems. They will need to indicate whether they counted up or back with the arrows. Number Line Investigation Sheet: A pdf file can be printed from the Appendices section of this website in the file for Week 6.

Continuation of Project: (15 minutes)Allow students to complete the projects that they began earlier in the week and have them place the work in their individual work folders.

For the early finishers, prepare the Fact Families sheets (for the tens) by Jillian Starr.

Daily Reflection: (15 minutes)Gather the students in the circle area and ask the following questions:

What did you notice as you were working on your projects today? Did you find the investigation to be difficult or easy? Why? Is there anything else you want to tell me about your work today?

Have the students fill out Daily Reflection Sheets.

Differentiation:For Struggling Learners: Allow these students to use ten bead rekenreks to complete the investigation. Make a note as to which students are struggling.

For Advanced Learners: Ask these students to create a set of flash cards that all start with 10 - __ . Have them write the answers on the backs of the cards. Have these students place the completed cards in their individual work folders. Make a note as to which students are advanced.

Day of the Week: Thursday Date: Week 6, Day 4

Lesson Title: Addition and Subtraction within 10

Procedures:

Review of Weekly “I CAN” Statements: (3 minutes)Write the I CAN statements on the board (again) and allow the students to rate their thoughts on how they are doing by giving a thumbs up (got it), thumb to the side (sort of got it), or thumb down (not got it).

I CAN: Add to make ten I CAN: Subtract numbers from 10 I CAN: Use number lines and ten frames to help solve problems

Note whether or not students have changed their opinion from Week 5, Day 2.

Number String/Subitizing Lesson: (12 minutes)Hold up the Ten Frame Subitizing Cards one at a time. Ask the students how many more are needed to fill the frame. Continue until all of the students have had a turn. Note which students are counting the number out on their fingers.

Explanation of Games: (15 minutes)Spend this time teaching the students how to play the two games for the day. Have the students sit in a circle and play with one student to demonstrate each game. Place students into groups of two or three in order to rotate through game stations. Games will be played for 15 minutes each. Take notes while rotating around the room to understand how students are progressing through the games.

Game 1: Bears in a Cave (15 minutes)Set-up: Copy Bears in a Cave Game Sheets. Prepare a bowl with a cut out to look like a cave. Pass out the bowl, 10 bear counters (5 of one color and 5 of another color), pencils and game sheets.

Have children take turns hiding bears from each other as described in Week 2.

Game 2: Subtraction Puzzles (15 minutes)Set-up: Copy pages 32 & 33 of the book titled Math Word Problems Grade 1 by Edgeucational Publishing. Pass out the sheets and pencils.

The students should be able to complete both sheets in the time allowed. If the children cannot read, ensure that they know how to proceed.

Or Game 3: Subtraction Block Race (15 minutes)Set-up: Have sets of ten blocks for each player. Print the score sheet from the pdf file in the Appendices section of this website for Week 3 and provide one to each player. Have each student build a tower using all ten of the blocks. Prepare a dry erase die with the following six sides: +3, -1, -2, -3, +2, +1.

Once the students build their towers, have them take turns rolling the die and adding or subtracting blocks per the instructions on the die.

Have the students mark their rolls on the score sheet (in number sentence form). If a roll takes the player below 0 or above 10, that player loses a turn. Once a player has no blocks left in their tower, they win.

Discussion of Word Problem of the Day: (5 minutes)Word Problem: The word problem for the day is shown on the sheet below.

Showing Math Word Problem Sheet: A pdf of the sheet can be printed from the Appendices section of this website in the file for Week 6.

Pass out the sheets and explain how the children should fill them out (with their name at the top). If there is time, have the students share their thinking with the class.

Note: This time will be used to determine whether or not students are able to make connections from the games to the real world.

Daily Reflection: (10 minutes)Gather the students in the circle area and ask the following questions:

What are some things that you noticed today as you were playing the games? Did you notice anything different today than the other game day this week? Which game did you like the most? Which game did you like the least? Why?

Ask the students to complete the Daily Reflection Sheet.

Use the remainder of the class time to clean up.

Note which students liked which games. For those who did not like the games, probe further to see if they simply lack understanding.

Differentiation:For Struggling Learners: Provide an individual rekenrek to the students that are struggling through the games. Make sure that they know how to use the rekenrek to assist in making tens. Make a note as to which students are struggling.

For Advanced Learners: Do not allow use of the rekenreks or counters during the games. See which strategies the students use without the tools. Make a note as to which students are advanced.

Game Assessment:As the children are engaged in games, make note of the strategies and thought processes that the students are using to meet the requirements of the games. Also, make note of the questions that the students are asking one another. Allow the students to work on their own, but step in if students are struggling or need an extension of the activity. Use the notes to compile the questions/activities for the conferences and make changes to the groups at the end of the week.

Day of the Week: Friday Date: Week 6, Day 5

Lesson Title: Addition and Subtraction within 10

Procedures:

Fluency Exercise: (15 minutes)Ask the students to answer the following questions by giving a signal when they are ready to share their answers.

What is one less than ten? What is one more than nine? What is two less than ten? What is two more than eight? What is five less than ten? What is four more than six?

Continue asking similar questions until all of the students have had a chance to answer.

Explain the conferences for the day and that the students will need to bring their individual work folders with them.

For the conferences for this week, use the following: Randomly shuffled Ten Frame Cards – hold up a card and ask the student how many more dots are

needed to complete the ten-frame. Ask the student to show you a specific number sentence on the ten bead rekenrek (such as 10-3 =7 or 10-

1=9) Ask the student to write the number sentence on a blank piece of paper, have the student explain the

symbols that they have used in the number sentence (for example, - and =) After writing a different number sentence, ask the student to read it back to you and check for

understanding Review all game sheets and ask questions to check for understanding.

Conference Sheet: A pdf file can be printed from the Appendices section of this website in the file for Week 6.

Project Completion: (15 minutes) Prior to playing the free choice games, request that the students complete their weekly projects and any unfinished work from the week.

For the early finishers, prepare the worksheet “Subtraction with Ten Frames” by Tree Valley Academy. The pdf file can be printed from the Appendices section of this website in the file for Week 6.

Conferences may take place during this time.

Free Choice Activities: (30 minutes)

Students should be able to play all of the games introduced this week on their own. Make sure that all of the materials are available for the students to take to their work tables.

In addition to the games from the week, have puzzles and other games available for subtraction of numbers between 0-10. Put out the addition games from last week as well as the How Many Ways Can You Make station with the card for 10.

Have worksheets available for the students who prefer to work independently from their peers such as Sums 1-10, If You Were a Plus Sign by Jillian Starr, and So Many Spots Game with a deck of cards (not including the face cards).

So Many Spots Game Board: A pdf file can be printed from the Appendices section of this website.

Conferences may take place during this time.

Weekly Reflection: (15 minutes)Review everything that was covered during the week. Gather the students in the circle area and ask the following questions:

What did you explore today while I was conferencing? Did you learn anything new today? Did you notice anything today that you did not notice throughout the

week? Pass out the Weekly Reflection Sheets and ask the students to go to the work stations to fill them out

independently. They may draw pictures or write their answers to the questions. Read the sheet out loud for the students who cannot read.

Thank the students for working so hard this week to learn how to subtract numbers between zero and ten. Ask “Is there anything else you want to talk about?”

Use the information from this session to adapt your lesson for next week.

Use the remainder of the class time to clean up.