LESSON 5.10 Progress CorrectionKey=D to Algebra Facts ...

LESSON 5.10

Progress to Algebra

Facts Practice to 20

FOCUS COHERENCE RIGOR

LESSON AT A GLANCE

F C R Focus:

Common Core State Standards

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.) MP2 Reason abstractly and quantitatively. MP6 Attend to precision.

F C R Coherence:

Standards Across the Grades Before Grade 1 After K.OA.A.2 1.OA.C.6 2.OA.B.2

Learning Objective

Add and subtract facts within 20 and demonstrate fluency for addition and subtraction within 10.

Language Objective

Partners tell one another how addition and subtraction strategies can help you find sums and differences.

Materials

MathBoard, two-color counters

F C R Rigor:

Level 1: Understand Concepts....................Share and Show ( Checked Items) Level 2: Procedural Skills and Fluency.......On Your Own, Practice and Homework Level 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.

About the Math

Professional Development

Progress to Algebra

Why Teach This

As children extend their work with addition and subtraction strategies to basic facts to 20, they are building a foundation for later work with all numbers and operations. They will use strategies they have learned for basic facts to 10 to work out basic facts with numbers that

now have two dPigroitfse. sTshieoynwalilDl eseveetlohpatmtehnety can use the

same strategies when working with greater numbers.

It is important that children understand why a particular strategy works. For example, they can add 9 to a number by adding 10 and subtracting 1. For this strategy to be useful and extendable, children must understand that 9 is the same as 10 - 1. You can foster this understanding by asking children to explain why they chose a particular strategy and to describe what happens to the numbers when the strategy is used.

Professional Development Videos

309A Chapter 5

Interactive Student Edition Personal Math Trainer Math on the Spot Video Animated Math Models iTools: Counters HMH Mega Math

Daily Routines

Common Core

Problem of the Day 5.10

Basic Facts Micah writes related facts for

4, 5, and 9. So far, she writes these facts:

4 + 5 = 9

9 - 4 = 5

What other related facts should she write?

5 + 4 = 9 and 9 ? 5 = 4

Remind children to check that they have used only the numbers 4, 5, and 9 in their sentences.

Vocabulary

Interactive Student Edition Multimedia eGlossary

12 34

Fluency Builder

Common Core Fluency Standard 1.OA.C.6

Dot Card Facts

Materials Dot Cards 1?10 (see eTeacher Resources)

Ahead of time, cut Dot Cards apart into groups of two to resemble dominoes.

Have children work in pairs. Give each pair a Dot Card domino. Have the children count the dots in each square, use the two numbers as addends, and write two related addition facts. Display and discuss children's work.

5+6=11 6+5=11

12 34

Pages 48?49 in Strategies and Practice for Skills and Facts

Fluency provide additional fluency support for this lesson.

1 ENGAGE

with the Interactive Student Edition

Essential Question

How can addition and subtraction strategies help you find sums and differences?

Making Connections

Ask children to tell what they know about addition and subtraction strategies. ? What are some addition strategies you have used? Possible answer:

Counting on, doubles, doubles plus 1, make a ten. ? What are some subtraction strategies you have used? Possible

answer: Counting back, make a ten, related facts.

Learning Activity

What is the problem children are trying to solve? Connect the story to the problem. Ask the following questions. ? What strategy did you use to solve the problem? Answers will vary. ? Why did you use that strategy? Answers will vary but should relate to

the selected strategy. ? Why is it helpful to use a strategy? Possible answer: A strategy can

help me think about the problem and the numbers in a new way.

Literacy and Mathematics

Choose one of the following activities. ? Say a number fact to 20. Have a volunteer name a strategy to find

the answer. Have children use that strategy to find the answer. Repeat with other number facts. ? Say a strategy, such as counting on. Have a volunteer name a number fact that could be solved using that strategy. Have children use the strategy to solve find the answer. Repeat with other strategies.

How can addition and subtraction strategies help you find sums and differences?

Lesson 5.10 309B

LESSON 5.10

2 EXPLORE

Progress to Algebra

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 ? 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, DoOneNOknToEwDsIT1--2C-han8g=es 4m);uastnbdecrmeaatdinegtherqouuigvahle"Fnitlebiuntfoe"asier or known sums (e.g., adding 6 + 7 by creating the known CeoqrrueivcatiloenntK6ey+=A6 + 1 = 12 + 1 = 13).

Listen and Draw HOannds

Materials two-color counters

Read the following aloud.

Use counters to model a strategy to solve the addition fact. Then draw a picture to show the strategy you used.

Have children use two-color counters to model the problem. Then have them draw a picture to represent their model.

? When you add two numbers, are you combining them, comparing them, or taking some away? I am combining them.

? How can you use two colors to show the problem? Possible answer: I can use 8 counters of

one color and 2 counters of the other color.

Ask volunteers to share their strategies and their drawings. Point out that children may use whatever strategy works best for them.

Math Talk

MP6 Attend to precision. Use Math Talk to focus on

children's understanding that they can often

use different strategies to solve a problem.

? Which strategy is easiest for you? Answers will

vary.

ELL Strategy: Model Language

Children identify the words that mean add and subtract in a word problem.

? I have 5 books. My friend has 9 books. How many books do we have?

? Will you use addition or subtraction?

Addition

? Which words helped you decide? How many

books do we have?

Read the problem again. Have a volunteer write a number sentence for the problem on the board. 5 + 9 = 14; 14 books

Repeat the activity using this word problem: I have 12 books. I give 3 books away. How many books do I have left? Subtraction. The words

give away or left; 12 - 3 = 9

309 Chapter 5

Name

Facts Practice to 20

Essential Question How can addition and subtraction strategies help you find sums and differences?

LLiisstteenn aanndd DDrraaww

HOannds

What is 2 + 8? Use . Draw to show a strategy you can use to solve.

Lesson 5.10

Operations and Algebraic Thinking--1.OA.C.6 MATHEMATICAL PRACTICES MP2, MP6

Possible drawing: A ten frame with 8 red counters and 2 yellow counters.

? Houghton Mifflin Harcourt Publishing Company

2

+

8

=

10

--

Math Talk: Possible answer: Instead

of make a ten, I could use count on.

FOR THE TEACHER ? Have children use two-color counters to model a strategy to solve the addition fact. Then have them draw a picture to show the strategy they used.

MTaatlkh MATHEMATICAL PRACTICES 6

Explain What other strategy could you use to solve the addition fact?

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CorrectionKey=A

1

Name

Facts Practice to 20

Lesson 5.10 Reteach

Mr. Chi has 12 books. He sells 3 books. How many books are left?

What is 12 ? 3?

THINK I can count back.

Start at 12.

Count 11, 10, -- 9 .

THINK I can use a related fact.

3 + 9 = 12

12 - 3 = -- 9

So, 12 - 3 = -- 9 .

Add or subtract.

1. 14 - 5 = -- 92. 9 + 2 = -- 11 3. 6 + 4 = -- 10

4. 12 - 6 = -- 65. 8 - 3 = -- 5 6. 7 + 5 = -- 12

7. 9 + 6 = -- 15 8. 13 - 9 = -- 49. 8 + 8 = -- 16

Chapter Resources ? Houghton Mifflin Harcourt Publishing Company

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5-23

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Differentiated Instruction

Name

Lesson 5.10 Enrich

Math Fact Hints

Use the hint to add or subtract.

1. Hint: One addend is 1 less 2. Hint: The difference is 10. than the other.

6 + 5 = 11 15 5 = 10

or 5 + 6 = 11

3. Hint: Use the number 9 two 4. Hint: One addend is

times in this math fact.

3 more than the other.

18

9=9

or 9 - 0 = 9

5 + 8 = 13

or 8 + 5 = 13

5. Hint: The difference is greater than 6 and less than 8.

9

2 =7

6. Hint: The addends are the same. Possible answer:

9 + 9 = 18

Writing and Reasoning What other fact can you write for Exercise 6? Explain.

Possible answer: I can write 4 + 4 = 8 because the addends are the same.

Chapter Resources ? Houghton Mifflin Harcourt Publishing Company

5-24

Enrich

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Problem Type: Take From ? Result Unknown

MMooddeell aanndd DDrraaww

Sam is reading a story that has 10 pages. He has read 4 pages. How many pages does he have left to read?

THINK I can use a related addition fact to solve

10 2 4.

What is 10 ? 4?

B 4 + 6 = 10

So, 10 ? 4 = -- 6 .

SShhaarree aanndd SShhooww

MATH

BOARD

Add or subtract.

1.

2

+

5

=

7

--

2.

9

-

6

=

3

--

3.

12

--

=

9

+

3

4.

15

-

7

=

8

--

5.

3

-

1

=

2

--

6.

8

--

=

2

+

6

B B B 7. 2 + 9 = 11 8.10 - 8 = 2 9. 8 = 8 + 0

10.

12

-

9

=

3

--

11.

12

-

4

=

8

--

12.

13

--

=

4

+

9

B B B 13. 5 + 8 = 13 14. 7 - 1 = 6 15. 9 = 6 + 3

DO NOT EDIT--Changes must be made through "File info"

3 EXPLAIN CorrectionKey=B

Model and Draw

MATHEMATICAL PRACTICES

MP2 Reason abstractly and quantitatively. Read through the model with children. Have them use two-color counters if necessary. Help children write a number sentence that can be used to solve the problem.

? What subtraction fact do you need to find?

10 - 4

Have children solve the problem using a related addition fact.

? What related addition fact can you use to solve 10 - 4? 4 + 6 = 10

Share and Show

MATH

BOARD

Have children complete the exercises using related number facts when necessary. Point out that some of the exercises have the equal sign before the plus sign.

? How can you check that your answers are correct? Possible answer: I can add the two smaller

numbers to see if I get the bigger number.

Use the checked exercises for Quick Check. Children should use MathBoards to show their solutions.

? Houghton Mifflin Harcourt Publishing Company ? Image Credits: ?jehsomwang/Shutterstock` ? Houghton Mifflin Harcourt Publishing Company

16.

17.

18.

16

-

7

=

9

--

11

-

8

=

3

--

15

--

=

8

+

7

310 three hundred ten

3

Quick Check 2 R t I 1

If

a child misses the checked exercises

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AdAvdavnacneceddLLeeaarrnneers

Interpersonal / Social Partners

Materials two sets of Numeral Cards 1?10 (see eTeacher Resources)

? Have children shuffle the cards and deal them so that each partner receives half the cards.

? Partners turn over their top cards at the same time. They add mentally and call out the sum.

? The partner to say the correct sum keeps both cards and places them at the bottom of his or her deck. In a tie, partners place their own card at the bottom of their own decks.

? The partner who earns all the cards is the winner. Partners should shuffle the cards and start a new round. If the activity period ends during a round, the partner with the most cards wins.

Then Differentiate Instruction with ? Reteach 5.10 ? Personal Math Trainer 1.OA.C.6 ? RtI Tier 1 Activity (online)

COMMON ERRORS

COMMON ERRORS

Error Children may not find the correct number to complete the facts.

Example In Exercise 18, children write 16 = 8 + 7.

Springboard to Learning To help children find and correct an error, have them use counters or connecting cubes to model the problem.

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4 ELABORATE

On Your Own

MP6 Attend to precision. If children answered Exercises 17 and 18 correctly, assign Exercises 19?43. Remind children to look at the operation sign to decide if they will use addition or subtraction to solve the problem.

SMARTER

Exercise 43 requires children to use higher btract. order thinking skills to find two addends using

clues in the problem that have a sum of 14. ? Once you guess one addend, how do you

find the other? Possible answer: Add 2 to it. ? How do you check to see if your addends are

correct? Possible answer: I see if they have a sum of 14.

Math on the Spot Video Tutor

Use this video to help children model and solve this type of Think Smarter problem.

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

DEEPER

MP2 Reason abstractly and quantitatively. To extend their thinking, have children check the completed exercises using related facts. Use Exercise 28 as a model. Write 8 ? = 2 on the board. ? What is an addition fact related to the

subtraction problem? 2 + an unknown

number = 8

? Find the unknown number in the related addition fact. Is it the same as your answer to Exercise 28? 2 + 6 = 8; Children should check

their answers.

? Is there more than one correct answer for Exercise 43? How can you check? Possible

answer: I can write all the ways to add to make 14. I can see that only two addends fit all the clues.

? Houghton Mifflin Harcourt Publishing Company ? Houghton Mifflin Harcourt Publishing Company

Name

OOnn YYoouurr OOwwnn

MATHEMATICAL PRACTICE

6

Attend to Precision

Add or subtract.

19.

6 20. 17 21.

7 22.

9 23. 17 24. 4

+_0 -_8 +_4 -_0 -_9 +_6

6

9

11

9

8

10

25.

7 26.

8 27.

8 28.

8 29. 10 30.

9

B B B B B B +__ 3 -__ 5 +__ 3 -__ 6 -__ 4 +__ 8

10

3

11

2

6

17

31.

6 32.

4 33.

5 34. 13 35. 17 36. 8

B B +_7 13

-__ 4 +__ 6

-_6

7

B -_9 8

+__ 8

0

11

16

37. 10 38. 13 39. 10 40. 20 41. 10 42. 9

+_5

15

B B B -_3 10

+__ 3

-__ 10

10

-__ 1

+_1_ 0

13

9

19

43.

SMARTER Use the clues to write

the addition fact. The sum is 14.

One addend is 2 more than

the other.

Order of addends may vary.

Chapter 5 ? Lesson 10

B 8 B _ + _ 6

B14

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PROBLEM TYPE SITUATIONS

Addition and Subtraction

Take From ? Result Unknown Exercise: 44 Put Together/Take Apart ? Addend Unknown Exercise: 45 Compare ? Difference Unknown Exercise: 47

311 Chapter 5

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