Weekly Overview

Weekly Topics

  • The focus of this week’s instruction is to deepen students’ understanding of:
  • Solve take from with change unknown math stories with drawings.
  • Solve put together/take apart with addend unknown math stories.
  • Solve word problems with three addends, two of which make ten.
  • Solve put together/take apart with addend unknown word problems, and relate counting on to the take from ten strategy.
  • Strategize and apply understanding of the equal sign to solve equivalent expressions.

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
  • Teacher Rekenrek
  • Crayons or colored pencils (red, yellow, green)
  • Pattern blocks or 3 different kinds of blocks

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.A.2 Add three whole numbers whose sum is within 20 to solve contextual problems using 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.

OA.D.8 Determine the unknown whole number in an addition or subtraction equation, with the unknown in any position (e.g., 8 + ? = 11, 5 = ? - 3, 6 + 6 = ?).

Representations

    • Number bonds
    • Rekenrek
    • Counters
    • Linking Cubes
    • RDW method (Read, Draw, Write)
Rising second grade week 2 example

Additional Terms and Symbols

    • Count on (count up from one addend to the total)
    • Expression (e.g., 2 + 1 or 5 – 3)
    • 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 (=)
    • A ten (a group, or unit, consisting of 10 items)
    • Ones (individual units, 10 of which become a ten)
    • Partners to ten
    • Subtract
    • Teen numbers

Materials List

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

Alternative Video Links

The links in this document are for users who cannot access the links in the lesson plans.