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In this unit, children measure length using nonstandard units and begin working on addition fact fluency.They also connect counting to addition and subtraction. The following big ideas will be covered in this unit:
- Data can be displayed in a tally chart or a bar graph to help answer questions.
- Combinations of 10 are all of the different ways to make 10.
- Both of the amounts in a double addition fact are the same.
- When you add three numbers, you can pick any two numbers to add first and then add the third number. You will get the same answer.
- Length of an object can be measured by placing the smaller object repeatedly along the length of the larger object.
- If the length of object 1 is equal to the length of object 2 and object 2 is the same length as object 3, then object 1 is the same length as object 3.
- If the length of object 1 is greater than the length of object 2 and object 2 is longer than object 3, then object 1 is longer than object 3.
- If the length of object 1 is less than the length of object 2 and object 2 is shorter than object 3, then object 1 is shorter than object 3.
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Operations & Algebraic Thinking 1.OA.A. Represent and solve problems involving addition and subtraction. 1.OA.A.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. 1.OA.A.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.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.) 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.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 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 <.> 1.MD.A. Measure lengths indirectly and by iterating length units. 1.MD.A.1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.A.2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 1.MD.C. Represent and interpret data. 1.MD.C.4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
© 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:
- Make sense of their problem (MP.1)
- Reflect on their thinking as they solve the problem (MP.1)
- Keep trying when the problem is hard (MP.1)
- Check whether their answer makes sense (MP.1)
- Solve problems in more than one way (MP.1)
- Compare their strategies with others (MP.1)
- 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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- Charts are used to organize data to help answer questions. (tally charts)
- When you add two numbers in any order, you’ll get the same answer.
- Counting On/Back and Turn Around Rule are strategies for addition and subtraction.
- 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.
Previous Grades:
- An object has several measurable attributes, such as length, weight, and size.
- Direct comparisons are made when objects are put next to each other and the ends are lined up.
- If an object is moved, its length does not change.
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- Known facts can be used to determine unknown facts. (doubles & combinations of tens)
-Subtraction is an unknown addend problem. (Think Addition)
- The equal sign is a symbol in an equation that shows that one amount is the same as another.
- Multi-digit numbers can be built up or taken apart in a variety of ways.
- Concrete models, drawings, and place value strategies can be used to add and subtract within 100.
- Flexible methods of computation for addition and subtraction involve decomposing and composing numbers in a variety of ways.
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addition fact, bar graph, combination of ten, doubles, double ten-frame, estimate, helper fact, length, measure,unit, counted by, shorter, longer, tally chart, data, represent, addends, compose, decompose, unknown
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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