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| In this unit, children focus on adding and subtracting with 2-digit numbers. This unit reviews previously taught concepts and introduces some concepts that will be taught in second grade. The following big ideas will be covered in this unit: - Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. (two digit numbers) - Flexible methods of computation for addition involve decomposing and composing numbers in a variety of ways. (two digit numbers) |
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Operations & Algebraic Thinking 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. Number & Operations in Base Ten 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.NBT.C. Use place value understanding and properties of operations to add and subtract. 1.NBT.C.4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.C.5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.C.6. Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. 1.MD.A. Measure lengths indirectly and by iterating length units. 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.G.A. Reason with shapes and their attributes.
Students do not need to learn formal names such as “right rectangular prism.” 1.G.A.3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
© 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 the opportunities to:
- Make sense of problems and persevere in solving them (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)
- Use appropriate tools strategically (MP.5)
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Use tools effectively and make sense of their results (MP.5)
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| -The equal sign is a symbol in an equation that shows that one amount is the same as another. -Concrete models, drawings, and place value strategies can be used to add and subtract within 100. -Smaller shapes can be used to compose larger shapes and larger shapes can be decomposed into smaller shapes. -Composite shapes are made using two or more shapes. -Partitioning the whole can be thought of as cutting or splitting an amount equally. -Fractional parts are equal shares or equal-sized portions of a whole. -Fractional parts have special names that tell how many parts of that size are needed to make the whole. For example, fourths require four parts to make a whole. (halves and fourths) | - Multi-digit numbers can be built up or taken apart in a variety of ways. These parts can be used to create estimates in calculations rather than using the exact numbers involved. (2-3 digit numbers) - Flexible methods of computation for addition involve decomposing and composing numbers in a variety of ways. (2-3 digit numbers) -Thirds require three parts to make a whole. (Second grade) |
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| ruler, measure, height, units, unknown, estimate, change, compare, faces, edges, vertices, equal shares, equal parts, whole, tens, ones, halves, fourths, quarters
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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