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330 Unit 4 Measurement and Basic Facts

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Advance PreparationFill in Math Masters, page 317 with +0 and +1 addition facts before copying it for the optional Extra Practice

activity in Part 3.

Teacher’s Reference Manual, Grades 1–3 pp. 195 –198

Key Concepts and Skills• Find sums for addition facts; find sums for

dice rolls. 

[Operations and Computation Goal 1]

• Solve facts with +10 and –10.

[Operations and Computation 1]

• Identify and discuss patterns for easy facts.

[Patterns, Functions, and Algebra Goal 1]

• Identify pairs of turn-around addition facts.

[Patterns, Functions, and Algebra Goal 3]

Key ActivitiesChildren find addition-fact sums using

pictures of dominoes. They discuss their

strategies and the importance of “fact power.”

Children investigate turn-around facts. They

do a turn-around facts activity and look for

patterns in their recording tables. Children

explore facts with +10 and –10 and suggest

strategies for solving them.

Ongoing Assessment: Informing Instruction See page 332A.

Key Vocabularyaddition facts � sum � fact power � 

turn-around fact � doubles fact

MaterialsMath Journal 1, p. 77

Math Masters, p. 336

Home Link 4�10

calculator � slate � counters (optional) � 

dice

Playing High RollerMath Masters, p. 344

per partnership: 2 dice

Children practice addition facts.

Math Boxes 4�11Math Journal 1, p. 78

Children practice and maintain skills

through Math Box problems.

Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 2. [Measurement and Reference Frames

Goal 4]

Home Link 4�11Math Masters, p. 113

Children practice and maintain skills

through Home Link activities.

Minute Math +Minute Math ®+, p. 7

Children practice skip counting.

READINESS

Hopping to the Rollon-the-floor number line � dice

Children explore the Commutative Property

of Addition by hopping on the floor number

line.

EXTRA PRACTICE

Solving Easy Addition Facts Math Masters, p. 317

Children practice solving easy addition facts.

ELL SUPPORT

Building a Math Word BankDifferentiation Handbook, p. 126

Children add sum to their Math Word Banks.

ELL SUPPORT

Using Gestures for Turn-Around FactsChildren learn gestures for turn-around facts.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

Introducing Fact PowerObjectives To introduce addition facts, fact power, turn-around

facts, and doubles facts; and to practice adding and subtracting 10.f

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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Lesson 4�11 331

NOTE This lesson contains a significant

amount of content; you may wish to complete

it over two days.

1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASS ACTIVITY

Draw a blank domino on the board. Ask a volunteer to suggest what to draw in the domino.

● Which three numbers go with the domino?

● What number model represents the domino?

If no one suggests one, write a possible number model on the board and explain what each number represents. For example, for the 3|5 domino, you might write 3 + 5 = 8.

Tell children that they will use dominoes today to practice adding.

� Introducing Addition Facts WHOLE-CLASSDISCUSSION

Show examples of addition facts, each with two 1-digit numbers and a sum. To support English language learners, discuss the meaning of sum and how it differs from some.

Explain that addition facts are all sums of two 1-digit numbers. Tell children that knowing these facts will help them solve other addition problems. Have them write examples of addition facts on their slates.

Next, on the board, write some addition facts without the sums. Have children recite answers together. When they can recite addition-fact sums as easily as reading 1-digit numbers, they will have developed fact power for these facts.

A goal of Everyday Mathematics is for children, over time, to develop fact power.

ELL

Getting Started

Math Message Draw a domino. Write the 3 numbers that go with the domino.

Home Link 4�10 Follow-Up Children share information about scrolls discussed at home.

Mental Math and Reflexes � Children count up and back by 10s using the number grid. Ask:

What pattern do you see in the numbers on the grid? Each time you move down a row, the number in the tens place is one more. Each time you move up a row, the number in the tens place is one less.

� Children count up and back by 10s using a calculator and saying the numbers aloud as they count. On the board, write the following calculator program (change the program for addition counts as time allows):

Start at: 0 25 38 81 92 157

Count: Up Up Up Up Back Back

By: 10s 10s 10s 10s 10s 10s

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332 Unit 4 Measurement and Basic Facts

� Discussing Fact Power WHOLE-CLASSDISCUSSION

Addition fact power is the instant recall of sums of 1-digit numbers without stopping to figure them out. Discuss fact power. To support English language learners, discuss the everyday meaning of power, as well as its meaning in this context. Include the following points:

� Having fact power is like being a good reader. Reading is easier and more enjoyable if you recognize many words automatically. The same is true of number facts. Solving problems is easier if you automatically know the sum of two numbers from 0 to 9.

� Just as you sound out or decode unfamiliar words, you can figure out facts you don’t know, but the goal is not to have to do that.

� Some facts lead to other facts. There are not that many different facts to learn or memorize. You will learn some easy “shortcuts” in later lessons.

� Playing number games and practicing will help you develop addition fact power.

� Introducing WHOLE-CLASSDISCUSSION

Turn-Around FactsList several addition facts on the board written in a variety of formats. Be sure to include 3 or 4 pairs of turn-around facts.

� Write the addends to the left of the equal symbol.

� Write the addends to the right of the equal symbol.

� Write the addends in vertical form.

Highlight a pair of turn-around facts in your list, such as 3 + 4 = 7 and 4 + 3 = 7, or 4 + 2 = 6 and 2 + 4 = 6.

● What do these facts have in common? The same numbers are being added. They have the same sum.

● How are they different? The numbers being added are not written in the same order.

Explain that facts in which the same two numbers are added, but not in the same order, are called turn-around facts.

Because pairs of turn-around facts have the same answer, children need to learn only one of the facts. If one fact is known, then children also know its turn-around fact.

Ask children to identify other pairs of turn-around facts in the list on the board.

ELL

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Lesson 4�11 332A

NOTE Remember to reserve time every day

to complete the number-line, attendance,

calendar, temperature, and weather routines.

� Turn-Around Facts Activity PARTNER ACTIVITY

(Math Journal 1, p. 77)

Each child needs the Turn-Around Facts Record on journal page 77. Partners will need 2 dice.

1. Children take turns rolling the dice. One child rolls the dice and finds the total number of dots on the two dice.

2. Both children write the sum in the appropriate box on their Turn-Around Facts Record and then find the box for their turn-around fact, if there is one, and write the sum in that box. Turns are over when children find sums of dots that have already been recorded.

3. The activity is over when all of the boxes contain sums.

� Discussing Patterns in the WHOLE-CLASSDISCUSSION

Turn-Around Facts Record(Math Journal 1, p. 77)

When children finish filling in the Turn-Around Facts Record, discuss patterns in the table.

Review the meanings of row, column, and diagonal: Rows go across; columns go up and down; diagonals slant up or down from right to left or from left to right.

● Which facts do not have turn-around facts? 1 + 1 = 2, 2 + 2 = 4, 3 + 3 = 6, 4 + 4 = 8, 5 + 5 = 10, and 6 + 6 = 12

Tell the class that these facts are called doubles facts. In a doubles fact, both numbers that are being added are the same. Elicit from the class that doubles facts are found on the diagonal of the table that goes from the upper left-hand corner of the table to the lower right-hand corner.

● Are the sums of doubles facts even or odd numbers? Even numbers

Help children notice one other doubles fact pattern: When the sums are listed in order, they can be counted by 2s.

Discuss other patterns.

● What is the pattern of sums in each row? Each sum is 1 more than the sum before it. Each column? Each sum is 1 more than the sum above it.

● How would you describe the pattern of the sums of 7? They are on the diagonal that goes from the upper right-hand corner to the lower left-hand corner. This pattern also occurs in other sums that are the same. They are all on diagonals from right to left as you go down from row to row.

Review the idea of fact power. Have children share ways to practice addition facts, such as by playing math games, completing Math Boxes and Home Links, and using flash cards and computer programs.

Turn-Around Facts RecordLESSON

4 �11

Date

1 +

1 =

1 +

2 =

1 +

3 =

1 +

4 =

1 +

5 =

1 +

6 =

2 +

1 =

2 +

2 =

2 +

3 =

2 +

4 =

2 +

5 =

2 +

6 =

3 +

1 =

3 +

2 =

3 +

3 =

3 +

4 =

3 +

5 =

3 +

6 =

4 +

1 =

4 +

2 =

4 +

3 =

4 +

4 =

4 +

5 =

4 +

6 =

5 +

1 =

5 +

2 =

5 +

3 =

5 +

4 =

5 +

5 =

5 +

6 =

6 +

1 =

6 +

2 =

6 +

3 =

6 +

4 =

6 +

5 =

6 +

6 =

23

4

4

4

5

5

5

5

6

6

6

6

6

7

78 9

9

9

9

10

10

10

11

1112

8

8

8

8

7

7

7

73

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Math Journal 1, p. 77

Student Page

Ongoing Assessment: Informing Instruction

Watch for children who need to use counters,

fingers, dominoes, and number lines to

calculate addition fact sums. These children

need more time to practice these facts in

order to recite them automatically.

Links to the FutureThis is the first time children are introduced to

turn-around facts. Children use the turn-around

fact rule to solve basic addition facts. Using

and explaining the Commutative Property of

Addition is a Grade 2 Goal.

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Student Page

� Facts with Ten

WHOLE-CLASS ACTIVITY

(Math Masters, p. 336)

Write the numbers 11 through 19 in a row on the board. Start with the number 11. Have children count out 11 counters. Ask children to fill their ten frames with 11 counters. Once children notice that there is only room on the ten frame for 10 of the counters, explain that while there is only room for 10 counters on the ten frame, they can begin a third row (and subsequently a fourth row) under the ten frame for the last counter. Ask: How many counters fit in the ten frame? 10 Ask: How many counters did not fit in the ten frame? 1 Under the 11 on the board, write 10 + 1 = 11.

Have children remove the 10 counters on the ten frame. Write 11 - 10 = under 10 + 1 = 11. Ask: How many counters are left? 1 Write 1 in the answer box.

Repeat the above procedure for the remaining numbers. You may wish to have children work independently to complete some of the numbers. Have children look at the row of addition facts written below the numbers. Ask: What do all of these addition facts have in common? Sample answer: They all have “+ 10.” Ask children if they can think of a strategy for remembering the + 10 facts. Sample answers: Replace the 0 in 10 with the number you are adding, or add a one in the tens place of the number you are adding.

Ask: What do all of the subtraction facts have in common? Sample answer: They all have “- 10.” Ask children if they can think of a strategy for remembering the – 10 facts. Sample answer: Take away the first digit; the second digit is the answer.

2 Ongoing Learning & Practice

� Playing High Roller PARTNER ACTIVITY

(Math Masters, p. 344)

Children practice addition facts by playing High Roller. For detailed instructions, see Lesson 2-12.

NOTE To extend the activity, have children add all three numbers rolled. Have

them choose the easiest order to add the numbers. For example, if they roll a 4,

5, and 1, they might first add 4 + 1 = 5, followed by 5 + 5 = 10. Have children

note that the order in which they add the numbers does not change the sum.

This activity demonstrates the Associative Property of Addition.

332B Unit 4 Measurement and Basic Facts

NOTE Be sure to add each of the strategies

introduced in this lesson (turn-around facts,

doubles facts, +10 facts, and -10 facts) to

your Fact Strategy Wall.

Name Date

High Roller Record Sheet 132

4

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Math Masters, p. 344

Game Master

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Student Page

Lesson 4�11 333

1. Measure the line segment.

It is about inches long.

3. Use your number line.

Start at 9.

Count back 7 hops.

You end at .

9 - 7 =

4. Write the sums.

1 + 5 = 6 + 6 =

Math Boxes LESSON

4 �11

Date

12 12

3

4567

8

9

1011

6+ 4

2+ 3

2. What time is it?

quarter-to o’clock

2

2 6

5

12

10

2

3

�

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Math Journal 1, p. 78

Student Page

NOTE Remember to reserve time every day

to complete the number-line, attendance,

calendar, temperature, and weather routines.

Find the total number of dots on the dice.Use turn-around facts to help you.

1. + 2. +

+ = + =

3. 4.

+

+

+

+

9 9

45

963936

Unit

dice dots

4 5

Turn-around addition facts are pairs of facts in which the numbers being added are the same. Turn-around facts have the same sum. For example, 2 + 3 = 5 and 3 + 2 = 5 are turn-around facts. Knowing about turn-around facts cuts down on the number of facts that have to be memorized: If you know a fact, you also know its turn-around fact.

Please return this Home Link to school tomorrow.

Family Note

HOME LINK

4�11

Name Date

Turn-Around Dice

5. Draw the next 3 shapes.

Practice

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Math Masters, p. 113

Home Link Master

� Math Boxes 4�11 INDEPENDENTACTIVITY

(Math Journal 1, p. 78)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 4-9. The skills in Problem 4 preview Unit 5 content.

Ongoing Assessment: Math Boxes Problem 2 �

Recognizing Student Achievement

Use Math Boxes, Problem 2 to assess children’s ability to tell time to the

quarter-hour. Children are making adequate progress if they are able to tell

the time correctly.

[Measurement and Reference Frames Goal 4]

Writing/Reasoning Have children draw, write, or verbalize an answer to the following question: Why is it important to use a ruler? A reasonable answer

should include a reference to getting a standard measurement—the same number of units every time.

� Home Link 4�11 INDEPENDENTACTIVITY

(Math Masters, p. 113)

Home Connection Children find sums for addition facts pictured with dice. This activity works with turn-around facts.

� Minute Math+ SMALL-GROUP ACTIVITY

Use Minute Math+, page 7, to provide more practice with skip counting.

3 Differentiation Options

READINESS

� Hopping to the Roll SMALL-GROUP ACTIVITY

To explore the Commutative Property of Addition, have children solve the addition problems on the number line by switching the positions of the addends. Gather children around the on-the-floor number line.

NOTE Children need to understand the concept of the Commutative Property of

Addition, but do not need to memorize the term.

5–15 Min

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334 Unit 4 Measurement and Basic Facts

1. Appoint one child to be the “Roller.” Position two other children, the “Hoppers,” at zero on the number line.

2. Have the Roller roll the pair of dice. The Roller then tells the Hoppers how far to hop based on the dice roll. For example, if one die shows a 3 and the other die shows a 4, the Roller tells the first Hopper to take 3 hops and the second Hopper to take 4 hops. The Roller then tells the first Hopper to take 4 more hops and the second Hopper to take 3 more hops.

3. Ask: Where did the Hoppers land? On the 7

4. Have children change roles and repeat the activity.

5. After you have done this activity a few times, allow children watching to predict where the second Hopper will land and to explain their thinking. Sample answer: The second Hopper will land on the same number as the first because they are hopping the same number of times, just in the opposite order.

EXTRA PRACTICE INDEPENDENTACTIVITY

� Solving Easy 5–15 Min

Addition Facts(Math Masters, p. 317)

Children find sums of easy addition facts on Math Masters, page 317 to help develop fact power.

ELL SUPPORT INDEPENDENTACTIVITY

� Building a Math Word Bank 5–15 Min

(Differentiation Handbook, p. 126)

To provide language support for addition, use the Word Bank template found on Differentiation Handbook, page 126. Ask children to write the term sum, draw a picture to representthe term, and write other words that describe it. See the Differentiation Handbook for more information.

ELL SUPPORT

� Using Gestures for Turn- SMALL-GROUP ACTIVITY

Around Facts 5–15 Min

To provide language support for “turn-around” facts, teach children a gesture that demonstrates the idea of the numbers switching order. This gesture could be used to remind children when the turn-around rule is being applied.

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Find the total number of dots on the dice.Use turn-around facts to help you.

1. + 2. +

+ = + =

3. 4.

+

+

+

+

Unit

dice dots

Turn-around addition facts are pairs of facts in which the numbers being added are the same. Turn-around facts have the same sum. For example, 2 + 3 = 5 and 3 + 2 = 5 are turn-around facts. Knowing about turn-around facts cuts down on the number of facts that have to be memorized: If you know a fact, you also know its turn-around fact.

Please return this Home Link to school tomorrow.

Family Note

Copyright

© W

right

Gro

up/M

cG

raw

-Hill

HOME LINK

4�11

Name Date

Turn-Around Dice

113

5. Draw the next 3 shapes.

Practice

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