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About the MathProfessional Development
About the MathProfessional Development
Professional Development Videos
LESSON AT A GLANCE
Progressto Algebra
179A Chapter 3
Interactive Student Edition
Personal Math Trainer
Math on the Spot Video
Animated Math Models
iTools: Counters
HMH Mega Math
MP6 Attend to precision.Guide children to accurately describe the strategies that can be used to add within 20.
Write three addition facts on the board.
7 + 8 4 + 8 9 + 2
• What strategies can you use to fi nd each sum? Possible answers: I can use doubles plus 1; I can make a ten; I can count on.
• Would you use the same strategy for all the facts? Explain. I could make a ten for all of the facts, but I would use doubles plus 1 for 7 + 8, make a ten for 4 + 8, and count on for 9 + 2.
Use Make a 10 to Add
LESSON 3.9
Learning ObjectiveUse numbers to show how to use the make a ten strategy to add.
Language ObjectiveChildren share their opinion about how using the make a ten strategy can help you add.
MaterialsMathBoard, red and yellow crayons, (optional) two-color counters, (optional) Workmat 7 (see eTeacher Resources)
F C R Focus:Common Core State Standards
1.OA.C.6 Add and subtract within 20, demonstrating fl uency 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).
MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP2 Reason abstractly and quantitatively. MP4 Model with mathematics.
F C R Coherence:Standards Across the GradesBeforeK.OA.A.4
Grade 11.OA.C.6
After2.OA.A.1
F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper
F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 127J.
FOCUS COHERENCE RIGOR
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ENGAGE1
How can you make a ten to help you add?
Daily RoutinesCommon Core
1 23 4 Pages 52–53 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.
Lesson 3.9 179B
with the Interactive Student Edition
Essential QuestionHow can you make a ten to help you add?
Making ConnectionsAsk children the following questions:
How can you make a 10? Use counters or a 10 frame. When it is helpful to make a 10? when you are adding; when one of the addends is a number close to 10
Learning ActivityFocus on how the flowers are arranged. Ask children the following questions:
How many red flowers are there? 9
How many yellow flowers are there? 6
How would you move the flowers to make a 10? Possible answer: I would start with the red flowers, because that is the greater number. Then I would add yellow flowers to the red flowers.
Literacy and MathematicsChoose one or both of the following activities.
Discuss how much Bell seems to enjoy the flower garden. Have children draw pictures of gardens with 20 or fewer flowers. Write numbers to describe the flowers, and include captions.
Have children write how they would make a ten to solve the problem 8 + 6.
1 23 4 Fluency BuilderMaterials Numeral Cards (1–10) (see eTeacher Resources)
Flash SubtractionGive one volunteer the Numeral Cards for 1 through 5 and a second volunteer the Numeral Cards for 6 through 10. Have the two volunteers shuffle their cards. Have each volunteer hold up one card. Ask children to subtract the first volunteer’s number from the second volunteer’s number and give their answer. Repeat with different volunteers.
Problem of the Day 3.9Calendar Math What date is exactly 1 week after the 8th of this month? Complete the addition sentence. 8 1 7 _ 5 15 _
Have children explain how they know their answer is correct.
Vocabulary
Common Core Fluency Standard 1.OA.C.6
Interactive Student EditionMultimedia Glossary e
EXPLORE2
Name
Tens on the TableComplete the table. Write two different ways to make a ten. Find the sum.
1. 5 + 7 + + + +
10 10
2. 7 + 6 + + + +
10 10
3. 6 + 8 + + + +
10 10
4. 7 + 8 + + + +
10 10
5. 9 + 7 + + + +
10 10
Writing and Reasoning What do you notice in the last column? Explain.
Possible answer: The sums keep growing by 1 because one of the addends increases by 1 eachtime.
Lesson 3.9Enrich
Possible answers shown.
16637619
15528537
14428446
13346337
12237255
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3-22 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company
1_MNLEAN342682_C03E09.indd 22 12/02/14 11:23 AM
Name
10+ 3
_
13
10+ 1
_
11
5 4
1
3
4
5
9 10
10
10
7
8
Showthegreateraddendin
thetenframe.
UseMakea10toAddWhatis9+5?Makea10toadd.
Use andatenframe.Showtheaddends.
Makea10.Add.
So,9+5=14 —.
Draw .Makeatentoadd.
1.8+5
So,8+5= 13—.
2.7+4
So,7+4= 11—.
Lesson 3.9Reteach
Checkchildren'sdrawings.
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3-21 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company
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1
2
3 DifferentiatedInstruction
Progressto Algebra
R R R R R
R R
Y Y
Y
Y Y Y
R R R R R
R R Y Y Y
Y Y Y
Listen and DrawListen and Draw
MATHEMATICAL PRACTICES 4MathTalk
Name
Chapter 3 one hundred seventy-nine 179
Use Make a 10 to AddEssential Question How can you make a ten to help you add?
Operations and Algebraic Thinking—1.OA.C.6 Also 1.OA.D.8
MATHEMATICAL PRACTICESMP2, MP4
Lesson 3.9
6 + 7
_
13
Draw to show the addends. Then draw to show how to make a ten. Write the sum.
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FOR THE TEACHER • Read the following problem. Sean has 6 red blocks and 7 blue blocks. How many blocks does he have? Ask children to draw counters in the ten frames to show how to solve by making a ten.
Represent Describe how the drawings show how to make a ten to solve 6 + 7.
Math Talk: Possible answer: The top ten frame shows the two addends: 7 in the ten frame and 6 outside the ten frame. The bottom ten frame shows that I took 3 away from the 6 and added it to the 7 to make 10. Now it shows addends 10 and 3. I still have the same total number of counters, so 10 + 3 is the same as 6 + 7, or 13.
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Problem Type: Put Together/Take Apart • Total Unknown
179 Chapter 3
LESSON 3.9
Enrich 3.9Reteach 3.9
Listen and DrawMaterials red and yellow crayons, two-color counters, Workmat 7 (see eTeacher Resources)
Read the following problem aloud.Sean has 6 red blocks and 7 blue blocks. How many blocks does he have?
Children may benefi t from modeling the problem with counters on the ten frame. After confi rming that their model is correct, have children draw it in the top ten frame.• If you started with 7 counters in the ten
frame, how many more counters do you need to fi ll it? 3
Have children move 3 of the 6 yellow counters into the ten frame. Then have them draw their model in the bottom ten frame.• What addition sentence does your ten
frame show now? Possible answers: 10 + 3 or 7 + 3 + 3.
• So, what is 6 + 7? 13
MP4 Model with mathematics. Use Math Talk to focus on children’s understanding of how the drawings show how to make a ten to add.Why do you have to move some counters from outside the ten frame to the ten frame? Possible answer: Neither addend is 10 so I have to move some counters to make a ten.
ELL Strategy: Cooperative Grouping
Children show others how to use the ten frame to model make a 10.Organize children in groups of three. Provide each group with a ten frame and two-colored counters.Write these problems on the board. 8 + 6 = _____ 7 + 5 = ____ 9 + 4 = _____Have each child choose one of the problems to solve using the make a 10 strategy. Encourage the children to present the problem and solution to the group.
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 2 4 = 13 2 3 2 1 = 10 2 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 2 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).
MP4 Model with mathematics. Use MathTalk
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EXPLAIN3
COMMON ERRORS
Quick Check
If
Rt I RRR1
2
3
Model and DrawModel and Draw
Share and ShShare and ShShare and Show MATHBOARDMATHBOARD
180 one hundred eighty
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1. What is 8 + 4? 2. What is 5 + 7?
What is 9 + 6?Make a ten.
Find the sum.
Start with the greater addend.
10 — + 5 — = 15 —
9 — + 1 — + 5
So, 9 + 6 = 15 — .
10 — + 2 — = 12 —
8 — + 2 — + 2
So, 8 + 4 = 12 — .
10 — + 2 — = 12 —
7 — + 3 — + 2
So, 5 + 7 = 12 — .
Write to show how you make a ten. Then add.
Then
MATHEMATICAL PRACTICES
Advanced Learners Visual / KinestheticPartners
7 + 5 7 + 3 + 2
Materials index cards
• Partners work together to write addition problems with two addends (5–9) on each of five index cards. On another five cards, they write a way to make a ten to solve each problem.
• Partners mix all the cards together and arrange them facedown on the table. One partner selects two cards and turns them over. If the child chooses two cards that match, he or she takes another turn. If the cards do not match, that player returns the cards facedown.
• Partners take turns until all possible matches are found.
Lesson 3.9 180
Error Children may record the original addend instead of showing how they made a ten.
Example For example, in Exercise 2, children write 7 + 5 + 2.Springboard to Learning Remind children that the first two addends they write should make a sum of 10. Guide children to write all of these facts and keep the list posted at their desks while completing the exercises.
a child misses the checked exercises
Differentiate Instruction with • Reteach 3.9
• Personal Math Trainer 1.OA.C.6
• RtI Tier 1 Activity (online)
Model and DrawMP4 Model with mathematics. If needed, use two-color counters on a ten frame.• How do you know what to add to 9? I want
to make a ten. 9 + 1 is 10, so I add 1.
• Where do you get the 1 to make 10? Possible answer: I get the 1 by breaking apart the 6 into 1 + 5.
• How does the model show this? Possible answer: 1 red counter fills ten frame leaving 5 red counters below the frame.
• When you are making ten to add, what kinds of facts do you need to use? Possible answer: addition facts with a sum of 10
Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD
Allow children to model the problems withcounters and a ten frame if they wish.• How do you know your answers are
correct? I fill the ten frame and count on from 10.
Use the checked exercises for Quick Check.Have children use their MathBoards to show their solutions.
Name
5. Joe has 8 green balls of clay. Leah has 6 blue balls of clay. How many balls of clay do they have?
MATHEMATICALPRACTICE 4 Use Models
SMARTER Use the model. Write to show how you make a ten. Then add.
3. What is 7 + 8? 4. What is 9 + 8?
Chapter 3 • Lesson 9 one hundred eighty-one 181
10 — + 5 — = 15 —
So, 7 + 8 = 15 — .
8 — + 2 — + 5 —
10 — + 7 — = 17 —
So, 9 + 8 = 17 — .
9 — + 1 — + 7 —
10 — + 4 — = 14 —
So, 8 — + 6 — = 14 — .
8 — + 2 — + 4 —
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SMARTER Write to show how you make a ten. Then add.
On Your OwnOn Your Own
14 –– balls of clay
Also accept 6 + 8 = 14.
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Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.
PROBLEM TYPE SITUATIONS
Addition and Subtraction
Take From • Result Unknown Exercise: 7
Put Together/Take Apart • Total Unknown Exercises: 5, 6, 7
Put Together/Take Apart • Both Addends Unknown Exercises: 6, 7
181 Chapter 3
On Your OwnMP4 Model with mathematics. If children answered Exercises 1 and 2 correctly, assign Exercises 3–5.
SMARTER
For each exercise, make sure children understand where each number they write in the expression comes from. The fi rst number is the number of counters inside the ten frame to start. This is the greater addend. The second number represents the counters that are moved into the ten frame to fi ll it. The next number is the number of counters that remain under the ten frame.
SMARTER
Exercise 5 requires children to use higher order thinking skills as they analyze the model to identify the addition problem it represents. Make sure they understand that the counters in two different colors show the two addends.
DEEPER
To extend children’s thinking, give them addition problems to solve by making a ten without using counters or a ten frame. They should write two equivalent addition expressions for each addition problem. For example, have children fi nd the sum for 9 + 6. Then ask this question to guide their thinking. • What are two other ways to write 9 + 6?
Possible answer: 9 + 1 + 5 and 10 + 5.
MP2 Reason abstractly and quantitatively.• Why are 9 + 1 + 5 and 10 + 5 other ways to
write 9 + 6. Possible answer: 15 is the answer for all three addition sentences. All three addition sentences show parts of 15.
4 ELABORATE
Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.
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Games
MATHEMATICAL PRACTICES COMMUNICATE • PERSEVERE • CONSTRUCT ARGUMENTS
Math Problem Solving • ApplicationsProblem Solving • Applications
182 one hundred eighty-two
10 red apples and 4 green apples
6 red apples and 8 green apples
8 red apples and 7 green apples
Han
Luis
Mike
7 — red apples and 7 — green apples
Use the clues to solve. Draw lines to match.
6. Han, Luis, and Mike buy apples. Mike buys 10 red apples and 4 green apples. Luis and Mike buy the same number of apples. Match each person to his apples.
7. DEEPER Look at Exercise 6. Han eats one apple. Now he has the same number of apples as Luis and Mike. How many red and green apples could he have?
8. SMARTER Does the addition show how to make a ten to add? Choose Yes or No.
8 + 2 + 2 ● Yes ● No
5 + 4 + 3 ● Yes ● No
6 + 7 + 3 ● Yes ● No
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The other possible answer is 8 red apples and 6 green apples.
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EVALUATE5 Formative Assessment
MATHEMATICAL PRACTICES
Differentiated Centers Kit
DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESDIFFERENTIATED INSTRUCTION
Lesson 3.9 182
Children practice and review sums to 20.
Children read the book and add the number of hats made by Bunny.
Children complete orange Activity Card 16 by reviewing the problem-solving strategy of “making a ten.”
GamesNeighborhood Sums
LiteratureFunny Bunny Hats
ActivitiesMake a Ten to Add
Essential QuestionRefl ect Using the Language Objective Children share their opinion about how using the make a ten strategy can help you add.How can you make a ten to help you add? Possible answer: I can break apart one addend. I use one part to make a ten with the other addend. Then I add 10 to the part left over.
Math Journal Math
Draw to explain how you would make a tento fi nd 5 + 8.
MP2 Reason abstractly and quantitatively. If children struggle with Exercise 6, point out that Luis and Mike buy the same number of apples, so Luis has the same sum as 10 + 4. Han has the group that is left.
DEEPER
For Exercise 7, point out that Han could have eaten a red or green apple, so two different answers are possible.Some children may be able to work this exercise mentally using a counting strategy.
SMARTER
Exercise 8 assesses whether children understand how to use the make a ten strategy to add. Children who choose the incorrect answer may need further guidance. Remind children that the fi rst two addends they write should make a sum of 10.
Problem Solving • Applications
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Problem SolvingProblem Solving
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Name
Chapter 3 one hundred eighty-three 183
Use Make a 10 to Add
Write to show how you make a ten. Then add.
1. What is 9 + 7?
9 — 1 1 — 1 6 —
10 — 1 6 — 5 16 —
So, 9 + 7 = 16 — .
2. What is 5 + 8?
Ann
Gia
7 green grapes and 9 red grapes
10 green grapes and 6 red grapes
Use the clues to solve. Draw lines to match.
3. Ann eats 10 green grapes and 6 red grapes. Gia eats the same number of grapes as Ann. Match each person to her grapes.
4. Math Draw to explain how you would make a ten to find 5 + 8.
Practice and Homework
COMMON CORE STANDARD—1.OA.C.6 Add and subtract within 20.
Lesson 3.9
8 — 1 2 — 1 3 —
10 — 1 3 — 5 13 —
So, 5 + 8 = 13 — .
Check children’s work.
183 Chapter 3
Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.
Personal Math Trainer
FOR MORE PRACTICE GO TO THE
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184 one hundred eighty-four
Lesson Check (1.OA.C.6)
1. Make a ten to find 8 + 4.
Write the number sentence.
8 — + 2 — + 2 — =
Spiral Review (1.OA.C.6, 1.OA.D.8)
2. What is the difference? Complete the subtraction sentence.
3. What is the difference?
Write the difference.
8 2 2
_
12
5 − 5
]
6
0
Lesson 3.9 184
Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.