ࡱ> VXU@ QbjbjFF "B,, jjjjjjj~8~g1lvv0000000$2R%5` 1j 1jj!1"jj00,jj2/j sbR-R/710g1-5542/~~jjjj5j2/  1 1~~(~~Goals/Standards(Number Sense 2.5 Show the meaning of addition (putting together, increasing) and subtraction (taking away, comparing, finding the difference). Algebra and Functions 1.3 Create problem situations that might lead to given number sentences involving addition and subtraction. Mathematical Reasoning 2.1 Explain the reasoning used and justify the procedures selected. Mathematical Reasoning 3.0 Students note connections between one problem and another.UnderstandingsEssential QuestionsNumbers can be made up of two or more parts.(part-part-whole relationship) Numbers are related to each other through a variety of relationships ( __ more, __less, and compositions of other numbers}. Numbers can be recognized visually in patterned arrangements. What is a number? Are there different ways to think about a number? How are different numbers related? * This is the basis for conceptual understanding of addition, subtraction and the relationship between the operations. Knowledge and SkillsStudents will know and be able to Recognize number families Make up number stories to illustrate number family within 10 (These should include both + and -). Divide a set of objects into two parts in different ways Name the missing part in a number family Name number pairs that make ten.Performance PromptOther evidenceGiven a picture illustrating a number, students will identify multiple number families and make up a story about the objects illustrating one number family.Observations of student work/discussions Samples of student work (stories, recordings of number families)Learning ActivitiesMaterials: Illustrations involving number families, variety of counters unifix cubes, 2 sided chips or beans, bears, buttons, tiles, ten frames, chips, number lines, dice, spinners, dominoes, etc.Introductory lesson W - Identify parts of a whole. Using people, pictures or objects that illustrate an easily identifiable feature (size, color, etc.) H People problems> We are going to make number stories. Model for students grouping, counting and relating a story. There are 5 children. 2 with brown hair. 3 with blond hair. Record numbers on the board. Repeat with new groups. E - Give students (in pairs or triads) sets of materials to sort, group and create a number story. Circulate and observe noting students level of performance (pre-assessment). R - Ask questions about their work. How many do you have altogether? How many are in each group? What are the numbers in your story? E Look at your groups. How does your number family match your pictures? (objects) ----------------- T Tailor future workshops to needs of students based on observations O Organize materials to provide numerous opportunities for developing number stories. Harcourt ResourcesVocabulary in all, sum, plus, equal, addition sentence, order, Order property, are left, minus, difference, subtraction sentence, number family or number bond, whole, part, part-part-wholeActivities and Games for Home and School Chapter Lessons Suggested whole group activities Chapter 1 Lessons Suggested small group guided instruction Chapter 1 Lessons  Additional ResourcesLiterature Activities Notes  First Grade Addition and Subtraction Concepts Unit 1 Number Families/Number Bonds*  PAGE 2 #$ % ?   n o " # E F NOcdo*+,?@C{rh+45\aJ h+4CJ h+45\h+4OJQJ^Jh+456\]aJ h+456\]h+456CJ \] h+45 h+4\aJ h+4\aJ h+45aJ h+4aJ h+45\aJ h+4aJ h+45aJ jh+45aJh+4CJ aJ h+4,#% {{$If^`$Ifikd$$Ifl(4) t04)644 la$IfP $$Ifa$ikd$$Ifl(4) t04)644 la J    K n o xxxjjjjjj $ !$Ifa$ & F$If|kd$$Ifl^0.( t04)644 la u $h$If^ha$|kd$$IflU0.( t04)644 la # =  " & F$If  !$Ifikd$$Iflp(4) t04)644 la" # 6 E $$Ifa$ikd$$Ifl(4) t04)644 laE F N|rr & F$If$If|kd"$$Ifl:0(N t04)644 laNOc|$If|kd$$Iflh0(N t04)644 lacd+,!ikd$$IflO(4) t04)644 la $If^ikdZ$$IflU(4) t04)644 la,@`=Ovtk $$Ifa$ikd`$$IflO(4) t04)644 la$$If^`a$$If^` C<x`cOR(;gx{|?@»̦ܵܞ̞ܓ܉jh+40JUh+45CJ\aJ h+4CJaJ h+4aJh+45CJ\ h+4CJ h+46]h+456\] h+45\h+45CJ\h+4h+4CJ aJ h+46]aJ h+45\aJ h+4aJ 3=]kd`$$Ifl\((0(64 la$If]kd$$Ifl\((0(64 la5/$If]kdT$$Ifl\((0(64 la t$If^ `t]kd$$Ifl\((0(64 la(efgz & F$If & F`$If^``$If]kd$$Ifl\((0(64 laz{;*$0$If^`0a$]kd$$Ifl\((0(64 la$If_kdH$$Ifl\((0(64 la1]kd $$Ifl\((0(64 la & F $If$If]kdF $$Ifl\((0(64 la$If]kd: $$Ifl\((0(64 la $$Ifa$$a$_kd $$Ifl\((0(64 la$If*+,-JKLMNOPQ  !`'gd+4$a$ @FGHIQh+4h+40JmHnHujh+40JU h+40J 1h/ =!"#$%$$If!vh54)#v4):V l t04)6,54)~$$If!vh54)#v4):V l t04)654)$$If!vh55#v:V l^ t04)6,5$$If!vh55#v:V lU t04)65$$If!vh54)#v4):V lp t04)6,54)~$$If!vh54)#v4):V l t04)654)$$If!vh5N5#vN#v:V l: t04)6,5N5$$If!vh5N5#vN#v:V lh t04)6,5N5$$If!vh54)#v4):V lU t04)6,54)~$$If!vh54)#v4):V lO t04)654)~$$If!vh54)#v4):V lO t04)654)~$$If!vh5(#v(:V l0(6,5(4x$$If!vh5(#v(:V l0(65(4x$$If!vh5(#v(:V l0(65(4x$$If!vh5(#v(:V l0(65(4x$$If!vh5(#v(:V l0(65(4|$$If!vh5(#v(:V l0(65(4~$$If!vh5(#v(:V l0(6,5(4x$$If!vh5(#v(:V l0(65(4x$$If!vh5(#v(:V l0(65(4x$$If!vh5(#v(:V l0(65(4|$$If!vh5(#v(:V l0(65(4@@@ NormalCJ_HaJmH sH tH N@N Heading 1$$@&a$5OJQJ^JaJ J@J Heading 2$$@&a$56\]aJ >@> Heading 3$@& 5\aJ D@D Heading 4$$@&a$ 5CJ\X@X Heading 5$$@&^`a$5CJ\aJ DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List HC@H Body Text Indent h^haJ 4@4 Header  !4 @4 Footer  !XR@"X Body Text Indent 2L^`L\aJ>2>  Footnote TextCJaJ@&A@ Footnote ReferenceH*.)@Q. +4 Page NumberQ B#%JKno#="#6EF NOcd+,@` = O   ( e f g z {  * - J R 0 0 00000 0 0 0 0  0 0 0 000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0 0 0 0 0 0 0 000000000 0 00 0 0 0 0 0 0 0 0 0 00 00 0 0 0 0 0 0 0 0 0 0 0 0000000000000000000000000 0 0@0\~00l@0@0@0\~00lt@00 []{}C@Q   " E Nc,zQ P ovx! 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