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In this unit, children work with addition and use it to model and solve number stories. The following big ideas will be covered in this unit:
- When you add two numbers in any order, you’ll get the same answer.
- Addition and subtraction can be used to solve word problems involving situations such as “adding to” and “taking from”.
- The Adding to and Taking from word problem structures have a starting value, change, and an ending value.
- An equation with a symbol can represent the unknown amount in word problems.
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Operations & Algebraic Thinking 1.OA.B. Understand and apply properties of operations and the relationship between addition and subtraction.
Students need not use formal terms for these properties.
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.)
For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. 1.OA.C. Add and subtract within 20. 1.OA.C.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 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). 1.OA.D. Work with addition and subtraction equations. 1.OA.D.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 and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _. Number & Operations in Base Ten 1.NBT.A. Extend the counting sequence. 1.NBT.A.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.B. Understand place value. 1.NBT.B.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.>
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
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Students will have opportunities to:
- Create mathematical representations using numbers, words, pictures, symbols, gestures, tables, graphs, and concrete objects (MP.2)
- Make sense of their and other students’ representations (MP.2)
- Make connections between representations (MP.2)
- Model real-world situations using graphs, drawings, tables, symbols, numbers, diagrams, and other representations (MP.4)
- Use mathematical models to solve problems and answer questions (MP.4)
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- Counting On/Back are strategies for addition and subtraction.
- Counting can be connected to addition and subtraction.
- Addition and subtraction can be used to solve simple word problems.
- A number can be decomposed into its parts.
- Numbers are related to each other through a variety of relationships. For example 6 is one more than five and is four less than 10.
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- Models can be used to add and subtract numbers such as number lines.
- Addition names the whole in terms of the parts.
- Subtraction names a missing part.
- Addition can be thought as putting together and subtraction can be thought as taking apart.
- Combinations of 10 can be used to determine unknown facts.
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add, count on, difference, equation, is equal to, minus, number model, number sentence, order, pattern, plus, represent, strategy, subtract, sum, table, ten frame, total, turn-around rule, unknown, decompose, break apart, combinations
Bold: Listed in teacher's EDM4 edition
Normal Font: not listed in teacher’s edition as a vocabulary word but will be helpful for students in explanations
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| The following lesson plan sequence is obtained from Everyday Mathematics 4. Each lesson is aligned with a learning objective to inform the teachers on what students should be able to at the end of the lesson. The student objective informs the students of their learning goals for the day and it should be reviewed before, during and at the end of the lesson. Each lesson includes a mathematics task that should be implemented to meet the learning objectives. Teachers can select from the practice opportunities to reinforce the learning goals of the day. |
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| The following language supports are for English Language Learners but could also be used to support any struggling learner in mathematics. The strategies are obtained from the SIOP model. The language objectives will support students' academic language development. The sentence stems and starters provides the support many students need to be able to participate in discussions and writing about mathematics. |
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