Grade 1 Unit 1: Fluency with Addition and Subtraction of Numbers to 10

with Word Problems to 20 (10 weeks)

Stage 1 – Desired Results

Established Goals Unit Description Students will develop an understanding of addition and subtraction and make connections between counting and addition and subtraction. This understanding will help them develop strategies for addition and subtraction within 20. The Mathematical Practices should be evident throughout instruction and connected to the content addressed in this unit. Students should engage in mathematical tasks that provide an opportunity to connect content and practices Common Core Learning Standards 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true & which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.6 1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental 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). 1.OA.3 Apply properties of operations as strategies to add and subtract.7 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = � – 3, 6 + 6 = �. Common Core Standards of Mathematical Practice

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

ESL Language Standards 1.9 Convey information, using some organizational patterns and structures. Such patterns and structures include chronological order, rhyming patterns, and similarities and differences. (S, W) 1.10 Demonstrate a basic understanding of facts. (S, W) 3.7 Engage in collaborative activities through a variety of student groupings to discuss and share experiences, ideas, information, and opinions. (L, S, R, W) 3.8 Apply self-monitoring and self-correcting strategies to adjust language production to effectively express ideas and opinions. Such strategies include asking questions, starting over, rephrasing, and exploring alternative ways of saying things. (L, S, R, W) 4.6 Understand and use some basic oral communication strategies in American English. Such strategies include indicating lack of understanding, restating or asking for restatement, requesting clarification, and asking how to say something new. (L, S) 4.7 Follow oral and written directions to participate in classroom and social activities. (L, R) Bridge Guidance K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching & counting strategies.

Big Ideas 1. Operation Meanings and Relationships: The same

number sentence (e.g. 12-4=8) can be associated with different concrete or real-world situations, AND different number sentences can be associated with the same concrete or real world situation.

2. Properties: For a given set of numbers there are

relationships that are always true, and these are the rules that govern arithmetic and algebra.

3. Basic Facts and Algorithms: Basic facts and algorithms

with rational numbers use notions of equivalence to transform calculations into simpler ones.

Essential Questions 1. How can we represent problem situations and numbers in a variety of ways? 1. Why do we need to add or subtract and how do we use it in the real world? 2. How can we use different combinations of numbers and

operations to represent the same quantity?

3. What happens when we join two quantities or take one

from another?

Content (Students will know….) A. The equal sign can be used to tell if a number

sentence is true or false

B. Counting is related to addition and subtraction

C. Strategies for addition and subtraction within 20

Skills (Students will be able to…) A1. Determine if an addition or subtraction number sentence is an equation B1. Use counting strategies such as counting all, counting on, counting back, and skip counting to solve addition and subtraction C1. Counting on C2. Making ten C3. Comparing C4. Doubles C5. Doubles plus or minus 1 C6. Groups of 5 C7. Compensation (friendly numbers) C4. Decomposing a number leading to 10

D. Properties of operations

Commutative Property

Associative Property

E. Subtraction is an unknown addend problem

F. Addition and subtraction within 10

G. Strategies for solving addition and subtraction word problem within 20 with unknown in ALL positions

H. Boxes or pictures represent the unknown amount in an equation

C5. Using relationship between addition and subtraction D1. Apply the commutative property to solve addition equations D2. Apply the associative property to solve addition equations E1. Rewrite a subtraction equation into a addition equation with an unknown addend F1. Fluently add and subtract with a sum or difference less than or equal to 10 G1. Adding to G2. Taking from G3. Putting together G4. Taking apart G5. Comparing G6. Use objects, drawings and equations to represent the problem H1. Determine the unknown in an addition or subtraction word problem or equation H2. Solve for the unknown in an addition or subtraction word problem equation

Terms/ Vocabulary Compose, decompose, addition, subtraction, sum, difference, addend, skip count, count on, equivalent, associative and Commutative Properties, operations, unknown addend, equation, equal sign, whole number, true, false

Stage 2 – Assessment Evidence

Initial Task: A Trip to the Farm Final Performance Task: The Bronx Zoo

Other Evidence Teacher observation, conferencing, teacher designed assessment pieces, student work, exit slips, journal entries

Stage 3 – Learning Plan

Everyday Mathematics CCLS Lessons – The following lessons will support some of the CCLS & essential questions outlined in this unit map:

1.OA.1: 1-5, 1-13, 2-6, 2-7, 2-8, 2-11, 2-12, 2-13, 3-6, 3-11, 3-12, 3-13, 3-14, 4-3, 4-6, 4-7, 4-9, 5-5, 5-6, 5-7, 5-8, 5-10, 6-3, 6-9, 6-10, 7-1, 10-3, 10-4

1.OA.2: 2-13, 3-10, 8-4

1.OA.3: 2-13, 3-10, 4-11, 4-12, 5-5, 5-8, 5-11, 5-12, 6-1, 6-3, 6-4

1.OA.4: 2-13, 4-11, 5-7, 5-8, 6-3, 6-5, 8-5, 10-4

1.OA.5: 2-1, 2-11, 2-13, 3-6, 3-8, 3-9, 3-10, 6-3, 6-8, 8-5

1.OA.6: 1-5, 1-10, 2-1, 2-2, 2-3, 2-8, 2-11, 2-12, 2-13, 3-6, 3-9, 3-14, 4-2, 4-6, 4-7, 4-8, 4-11, 4-12, 5-5, 5-7, 5-9, 5-10, 5-11, 6-1, 6-2, 6-3, 6-4, 6-5, 6-6, 6-7, 6-8, 7-2, 7-3, 7-7, 8-2, 8-3, 8-5. 8-7, 8-8, 8-9, 9-1, 9-6, 9-7, 10-2

1.OA.7: 2-11, 3-6, 4-12, 5-13, 5-10, 6-2, 8-2

1.OA.8: 3-8, 3-9, 4-12, 5-8, 5-11, 5-12, 6-3, 6-4, 6-5, 6-6, 6-8

Acknowledgements: This unit and tasks were developed by Elizabeth Murphy (PS 46X) and Melissa Torres (CFN 109) in conjunction with Caitlin

Boyle (CFN 109), Yehonela Ortiz (CFN 109) and edited by Minnie Shu Iannuzzi (CFN 109)

Additional Resources: https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx

Click on Grade 1 ~ Unit 5 (Right hand side of the page) o Developing Meaning by Using Story Problems – Result Know ~ Pages 19-24 o Fill the Tree ~ Pages 25-31 o I Spy Addition ~ Page 37 o Make Twenty ~ Pages 44-45

http://www.k-5mathteachingresources.com/1st-grade-number-activities.html

All activities listed under 1st Grade Number Activities: Operations and Algebraic Thinking

First Grade Unit 1: Fluency with Addition and Subtraction of Numbers to 10 with

Word Problems to 20

Initial Performance Task: A Trip to the Farm

Directions: Gather students. Show the children a picture of a farm with apple trees

and corn. Explain that today we are going to help out a farmer who grows apples and

corn. The farmer grows two different colors of apples: red apples and green apple and

two different colors of corn: white and yellow.

*UDL Note: For reinforcement, have students re-tell the story to a partner/neighbor, OR

have 2-3 students re- tell the directions orally to the entire class. Provide visual

learners with charted directions.

Materials:

Red and Green Counters 10 Frame Template If necessary, a 10 stick of unifix cubes (two colors) Different colored markers, colored pencils, crayons

Name_______________________

First Grade Unit 1

Initial Task: A Trip to the Farm

1. Farmer Jose wants to make a pack of ten (10) apples. The pack must

have some green apples and some red apples.

Show 3 or more different ways the farmer can make a ten pack using some

red apples and some green apples. Use pictures, numbers, or words to

show your thinking in the space below.

2. Farmer Jose is also preparing bags of corn to sell.

Each bag must have four (4) more yellow corns than white corns.

There are no more than fifteen (15) corns in each bag.

Name 2 or more different combinations of yellow and white corn Farmer

Jose can put into bags. Use pictures, numbers, or words to show your

thinking in the box below.

A Trip to the Farm Scoring Guide

A Trip to the Farm Rubric

The core elements of the performance required by this task are:

work with addition and subtraction to 10 in a real context

represent their mathematical thinking through pictures, words and number models

Points

Section

Points

1. Gives correct answer

Student models possible combinations using pictures or number models

Combinations are equal to 10

Uses both red and green apples in every combination

1 Correct Combination

2 Correct Combinations

3 or more Combinations

*See attached table for all possible combinations

1

2

3

3

2. Gives correct answer

Student models possible combinations using pictures or number models

Uses both white and yellow corn in every combination

There are 4 more yellow corns in each combination

1 Correct Combination

2 Correct Combinations

3 or more Combinations

*See attached table for all possible combinations

1

2

3

3

Total Points 6

Novice Apprentice Practitioner Expert

0-1 points 2-3 points 4-5 points 6 points

Question # 1 ~ Combinations of Red and Green Apples

Red Apples

Green Apples

9 1

8 2

7 3

6 4

5 5

4 6

3 7

2 8

1 9

Question # 2 ~ Combinations of Yellow and White Corn

Yellow Corn

White Corn

9 5

8 4

7 3

6 2

5 1

First Grade Unit 1: Fluency with Addition and Subtraction of Numbers

to 10 with Word Problems to 20

Final Performance Task: The Bronx Zoo

Directions:

Day 1 Read text, Animals on Board by Stuart J. Murphy (or a similar animal book). After reading the book ask students the following questions:

• What if we only knew the total number of Animals? • How could we determine how many of each kind (what strategies could we use)?

Allow them to share and model their thoughts on chart paper, or with manipulatives. Day 2

Students complete the final performance task.

Materials

Manipulatives (or paper cut outs of animals)

Scrap Paper

Post Task Whole Class Math Conversation:

• Is there another combination for the zoo animals? • Have you found all of the possibilities? How do you know? • How many more of animal A do you have in this than animal B or C? • How did you know the total of each animal?

Name_______________________

First Grade Unit 1

Final Task: The Bronx Zoo

Question #1:

1a. The Bronx Zoo had 17 polar bears in their main exhibit. They agreed to

send 5 of the polar bears to the Atlanta Zoo. How many polar bears were

left at the Bronx Zoo?

Show your work using pictures, numbers or words.

Write a number sentence to represent your work.

___________________________________________________________

1b. The Atlanta Zoo had 7 polar bears to start. How many polar bears do they have now that they have received polar bears from the Bronx Zoo?

Show your work using pictures, numbers or words.

Write a number sentence to represent your work.

_________________________________________________________

2. The Bronx Zoo will be receiving 20 new animals. Some are zebras,

some are chimpanzees , and some are giraffes . How

many of each animal could they be receiving? Find at least 3 different

combinations.

Show your work using pictures, numbers or words in the space below.

The Bronx Zoo Scoring Guide

The Bronx Zoo Rubric

The core elements of the performance required by this task are:

work with addition and subtraction to 20 in a real context

represent their mathematical thinking through pictures, words and number models

Points

Section

Points

1A. Gives correct answer of 12. Includes number sentence: 17-5=12

Shows some correct work such as:

17

- 5

12

1

1

2

1B. Gives correct answer of 12. Includes number sentence: 7 + 5=12

Shows some correct work such as:

7

+5

12

+

1

1

2

2. Gives correct answers:

Student models possible combinations using pictures or number models.

Student must include all 3 animals in each combination.

Combinations must equal 20.

1 Correct Combination

2 Correct Combinations

3 or more Combinations (See attached table with all possible combinations)

1

2

3

3

Total Points 7

Novice Apprentice Practitioner Expert

0-2 points 3-4 points 5-6 points 7 points

Question #2 ~ Combinations of Giraffes, Monkeys and Zebras

Giraffes Monkeys Zebras

1 1 18

2 1 17

3 1 16

4 1 15

5 1 14

6 1 13

7 1 12

8 1 11

9 1 10

10 1 9

11 1 8

12 1 7

13 1 6

14 1 5

15 1 4

16 1 3

17 1 2

18 1 1

1 1 18

1 2 17

1 3 16

1 4 15

1 5 14

1 6 13

1 7 12

1 8 11

1 9 10

1 10 9

1 11 8

1 12 7

1 13 6

1 14 5

1 15 4

1 16 3

1 17 2

1 18 1

1 18 1

2 17 1

3 16 1

4 15 1

5 14 1

6 13 1

7 12 1

8 11 1

9 10 1

10 9 1

11 8 1

12 7 1

13 6 1

14 5 1

15 4 1

16 3 1

17 2 1

18 1 1