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6514465-470535Revision DateApril 20, 202000Revision DateApril 20, 2020Department of Curriculum & InstructionFirst Grade Math Unit1-3 Understanding Addition and SubtractionTime Frame9/21-10/16Big IdeasThere are many types of word problems and representing them with manipulatives and/or pictorial model can help solve them. The equal sign represents a relationship where expressions on either side of the sign represent the same values. Addition and subtraction number sentences can be used to show parts of a whole. There are strategies and procedural steps to solve an unknown number in addition and subtraction equations.Essential QuestionsHow can I determine the unknown number in an equation? How can I represent this Word Problem with pictures and objects? How can a number sentence be written to show the joining and separating of parts? TEKS / Student ExpectationsSkillsConcepts(Readiness TEKs) 1.5(D) represent word problems involving addition and subtraction of whole numbers up to 20 using concrete and pictorial models and number sentences; 1.5(G) apply properties of operations to add and subtract two or three numbers. RepresentapplyWord problemsAddition and subtraction (Supporting TEKs)1.2(A) recognize instantly the quantity of structured arrangements1.3(B) use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] – 31.3(E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences1.5(E) understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s)1.5(F) determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation.RecognizeUseExplainUnderstanddetermineQuantity of structured arrangements Objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3 Strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences Equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s) Unknown whole number(Process Skill) TEKS 1.1(A) apply mathematics to problems arising in everyday life, society, and the workplace 1.1(B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution 1.1(C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems 1.1(D) communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; 1.1(E) create and use representations to organize, record, and communicate mathematical ideas 1.1(F) analyze mathematical relationships to connect and communicate mathematical ideas 1.1(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. ApplyUseSelect Communicate Create Analyze Display Explain Justify Mathematics to problems arising in everyday life, society, and the workplace Problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem- solving process and the reasonableness of the solution Tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems Mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; Representations to organize, record, and communicate mathematical ideas Mathematical relationships to connect and communicate mathematical ideas Mathematical ideas and arguments using precise mathematical language in written or oral communication. Tier I Instructional Strategies – Classroom Instruction for All Students Pearson Envision Units ? Independent Work Stationso The fluency Stations introduced in this unit should remain in rotation all year. Students will begin to utilize strategies and problem- solving techniques as they develop theirmathematical understanding o Problem Solving opportunities that require multiple steps and/or complex, layered strategies and understanding o Problems can be solved over multiple days and require a group effort.o Utilize class discussions within the framework of the Process TEKs 1.1(A-G)? Daily Spiral Review (Number Talks)o Number Talks should (ideally) be kept to about 10 minutes, and do not need to spiral review the same TEKs everyday. o Keep a variety of umber sentences in a jar, and have a student select one. That student will then become the focus of the problem, and the class will work together to solve. Example:? Chelsea reaches into the jar and removes the number sentence, 6 + _ = 10? The class (with teacher assistance) generates the story problem “ Chelsea had 6 plants. Her friend gave her some more. Now she has 10.How many plants did her friend give her?? The teacher will record the story problem on chart paper and the students can “Turn and Talk” with partners to solve. Discuss in wholegroup, making sure to highlight students thinking, and how multiple strategies or mathematical tools can be used? Afterwards, the teacher can put the number sentence back into the jar. Ideally once the card is pulled again, the students will rememberstrategies and class discussions to help solve a new word problem with the same number sentence.Pre-Assessment Many of the concepts introduced in this Unit are extensions of Kinder TEKs. Administer Pre-Test to differentiate your instruction. ?For On and Below grade level Pre Assessments, see Resources o TEA Kindergarten Activities p. 62 o TEA Grade 1 Stations p. 96 Misconceptions ??Some students may think they must add or subtract in the order that the numbers are presented in the problem rather than performing the operation based on the meaning and action(s) of the problem situation. ??Some students may think subtraction is commutative rather than recognizing the minuend as the total amount and the subtrahend as the amount being subtracted (e.g., 5 – 3 is not the same as 3 – 5, etc.). ??Some students may think the equal sign means that an operation must be performed on the numbers on one side and the result of this operation is recorded on the other side of the equal sign rather than understanding that operations and/or individual numbers can be on either side of the equal sign as long as they represent equal quantities. TEKs 1.5 F G **All students will be introduced to solving adding three numbers (4 + 3 +2 = 9) or equations where the unknow is any of four parts (4 + 3 = 6 + __) In Unit 4 ?Introduce the (+) and ( -) minus symbols with anchor charts. Reinforce the concept that ( +) means to join two parts, and ( –) means a part is being separated from the whole. ?10 Frames to add and subtract within 10. When Students are ready, gradually increase to larger numbers up to 20 ?Students will need concrete examples with manipulatives and practice creating pictorial representations Match Subtraction Picture to Number Sentence Station Mixed addition and Subtraction Matching Khan Academy Addition videoKhan Academy Subtraction videoWhen introducing story problems, refrain from immediately referring to the operation (addition or subtraction). Instead discuss with students: ??“ Is this something being joined? ??“ Is something being separated?” ??“Is there a change that’s causing the change?” ??“Are we comparing two quantities?”As students begin to understand addition and subtraction, the focus should be on joining and separating situations. These situations should reflect students’ real-world experiences. Modeling and representing will develop a strong foundation of the operations. As students model the problem, the focus should be on using the ACTIONS in the problem to determine the operation, NOT KEYWORDS. Once students can understand and conceptualize what is happening in the story problem, then discuss the operation that might be best applied. Note, some students will use addition to help subtract or vice versa. This is an acceptable strategy as long as they are able to create a mathematical model or verbalize their thinking to correctly solve the problem. ?Provide many examples that utilize both concrete (cubes, counting bears, dominos, etc) and pictorial modeling o Story Problem Modeling Graphic Organizero Many students will benefit from color-coded manipulatives Cubes2-sided counters INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page6image3617584" \* MERGEFORMATINET INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page7image3453536" \* MERGEFORMATINET INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page8image3530256" \* MERGEFORMATINET 1905000Matching equation cards and pictorial models in stations 2-SIded Counter Game and Recording Sheet Match Subtraction Picture to Number Sentence Station Mixed addition and Subtraction Matching Part- Part- Whole o (Resources) TEA Grade1 Activities p.98-114o Matching equation cards and pictorial models in stations 2-SIded Counter Game and Recording Sheet Match Subtraction Picture to Number Sentence Station Mixed addition and Subtraction Matching o Introduce Number Bonds (NB) or Part-Part Whole (PPW) Mats. It is very important that you do not teach NB or PPW in isolation. Students need to understand the “why”. When introducing PPW direct model with a story problem o NB and PPW can be used to demonstrate the reciprocal Property of addition (3+4=4+3)o Students will further develop PPW when one part is unknown. Students can either use addition to count on or subtraction to solve. Model using both addition and subtraction 65381729313300Comparing Quantities INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page10image3606144" \* MERGEFORMATINET Subtraction to find the difference. “How many more?” and “How many fewer?” are the most difficult subtraction situation for students to conceptualize.They will often need frequent, repeated exposure and practice with concrete manipulatives. Provide students with real-world problem solving stations real-word problem solving situations. o Stations and Small Group Activities (Resources) Grade1 Activities P. 117-125 Model with manipulatives Create strip diagram or use Strip Diagram Mat Explain (There are 3 fewer blue cubes.) Record equation 1.5(E) It is critical that the equal sign represents that both expressions on are the same. The equal sign doesn’t mean “the answer”. To avoid this misconception, use the phrase, “What is the value?” rather than asking students “What is the answer?” ?Sample lessons o Model with:Manipulatives ?Using a balance and colored cubes, model the number sentence 3+4. Place on one side of the balance ?Pictorial model ?Drawing 3 circles and a group of 4 circles using two different colorso Write the equation 3 + 4 = 7. On both the balance and pictorial model, the other sides of the equal sign should contain 7. o Repeatwiththesubtractionequation8–5=3 or 3=8–5 691112910160000?From Tori’s Teacher Tips, See Images for order to demonstrate and discuss with students. INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page10image3605520" \* MERGEFORMATINET o Show objects on either side to demonstrate that equal means balancedo Demonstrate/discuss NOT equalo Discuss 5 = 5 with both numbers and objects o Use objects to model and equation with numbers Stations/Centers744410554715800Stations provide students the opportunity to practice skills that have introduced or taught in whole group or Guided Math lessons. Partnering students in stations allows them the opportunity to talk about their mathematical thinking, apply academic vocabulary, and hear how their peers think about math. When students visit math centers, the teacher has the opportunity to meet with Guided Math groups for small group instruction. Once stations are created and introduced, they can be spiraled back and utilized in any unit. Fluency-?Students use sticker dots to help solve addition/grouping problems. ?If stickers are not an option, students could create and color circles in journals. INCLUDEPICTURE "/var/folders/04/ftvt6k4x25nfvfcz22ynp5nr0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/page11image3537120" \* MERGEFORMATINET Recursive/Practice/Application- Envision Independent Practice Lesson Topic 4-4 p.201 Provide students with manipulatives, journals, or white boards to solve simple addition or subtraction problemsAddition subtraction worksheet Strategies for Struggling Students (S3)Use large scale examples.o 10 Frame or 5 Frame with tape on the flooro Hula Hoops with bean bags to model equations o Bowling ball and pins to model subtraction ?Adding and subtracting with pictorial models providedVocabularyAddend Pattern PlusSumMinus Subtrahend AddPartAddition Sentence JoinSubtractTake Away Equal Whole Equation Difference Separate Sample STAAR or STAAR-Like Assessment Items *The following sample questions are one of many ways to assess the TEKS student expectation. Unit Assessment (click link to download) Resources*The suggested resources are one of many ways to address the TEKS student expectation. TEA Stations and Small Group Activities Grade 1 Kindergarten Book ResourcesElevator MagicHershey’s Kisses: A Subtraction Book The Deductive DetectiveHow Many Blue Birds Flew Away Pete the Cat and His Groovy Buttons 16 Runaway Pumpkins12 Ways to Get to 11 ................
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