## Weekly Overview

Weekly Topics

The focus of this week’s instruction is to deepen students’ understanding of:

• Represent all the number pairs of 10 as number bonds from a given scenario, and generate all expressions equal to 10.
• Solve add to with result unknown and put together with result unknown math stories by drawing, writing equations, and making statements of the solution.
• Solve add to with change unknown math stories as a context for counting on by drawing, writing equations, and making statements of the solution.
• Understand the meaning of the equal sign by pairing equivalent expressions and constructing true number sentences.
• Solve add to with change unknown math stories with addition, and relate to subtraction.  Model with materials, and write corresponding number sentences.

Materials Needed

• Student Print Packets for each day
• End of Week Assessment
• Dry erase board with markers
• Sheet protectors for templates
• Linking Cubes (20 per student, 2 colors)
• Pennies, Beans, or Bears for Counters
• Can or Cup for counters
• Dice
• Pipe Cleaners
• 5 Red and 5 White beads
• Mystery Box (small box to hide counters in)
• Crayons or colored pencils (red, yellow, blue)

Standards Covered

1.OA.A.1 Add and subtract within 20 to solve contextual problems, with unknowns in all positions, involving situations of add to, take from, put together/take apart, and compare. Use objects, drawings, and equations with a symbol for the unknown number to represent the problem.

1.OA.B.3 Apply properties of operations (additive identity, commutative, and associative) as strategies to add and subtract. (Students need not use formal terms for these properties.)

1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, to solve 10 – 8 = ___, a student can use 8 + ___ = 10.

1.OA.C.5 Add and subtract within 20 using strategies such as counting on, counting back, making 10, using fact families and related known facts, and composing/ decomposing numbers with an emphasis on making ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9 or adding 6 + 7 by creating the known equivalent 6 + 4 + 3 = 10 + 3 = 13).

1.OA.C.6 Fluently add and subtract within 20 using mental strategies. By the end of 1 st grade, know from memory all sums up to 10.

1.OA.D.7 Understand the meaning of the equal sign (e.g., 6 = 6; 5 + 2 = 4 + 3; 7 = 8 - 1). Determine if equations involving addition and subtraction are true or false.

Representations

• Number bonds
• Rekenrek
• Counters

• Count on (count up from one addend to the total)
• Track (use different objects to track the count on from one addend to the total)
• Expression (e.g., 2 + 1 or 5 – 3)
• Doubles (e.g., 3 + 3 or 4 + 4)
• Doubles plus 1 (e.g., 3 + 4 or 4 + 5)
• Part (e.g., “What is the unknown part?  3 + ___ = 8”)
• Total and whole (use interchangeably instead of sum; e.g., “What is the total when we add 3 and 5?”)
• Label (using letters or words on a math drawing to indicate the referents from the story’s context)
• Addition, equal, and subtraction signs
• Equation and number sentence (used interchangeably throughout the module)
• Number bond (graphic showing part–part–whole)
• Equal sign (=)

## Materials List

The following materials list will be used for the entire four weeks: Materials List.