2nd Grade Facts Presentation

Transcription

1 Slide 1 / 246

2 Slide 2 / 246 2nd Grade Facts Presentation

3 Slide 3 / 246 Presentation 1 Table of Contents Facts Click on a topic to go to that section. Recall from Memory Addition Facts Presentation 2 Subtraction Facts Mixed Addition and Subtraction Facts Number Stories

4 Slide 4 / 246 Standards for Mathematical Practices MP 1 Make sense of problems and persevere in solving them. MP 2 Reason abstractly and quantitatively. MP 3 Construct viable arguments and critique the reasoning of others. MP 4 Model with mathematics. MP 5 Use appropriate tools strategically. MP 6 Attend to precision. MP 7 Look for and make use of structure. MP 8 Look for and express regularity in repeated reasoning. Click on each standard to bring you to an example of how to meet this standard within the unit.

5 Slide 5 / 246 Recall from Memory Click to return to table of contents

6 Slide 5 (Answer) / 246 Teacher Notes This is not a lesson explicitly taught to students. The following slides address how to integrate Recall from Memory fact memorization into daily lessons. [This object is a teacher notes pull tab] Click to return to table of contents

7 Slide 6 / 246 Facts Students need to practice their facts. According to the Common Core (2.OA.2) they should be able to: Fluently add and subtract within 20 using mental strategies. By the end of 2nd grade, know from memory all sums of two one-digit numbers.

8 Slide 7 / 246 Facts This Facts unit addresses three underlying facets of addition/subtraction facts: 1. Building a deep understanding of the relationship between numbers in addition/subtraction problems. 2. Strategies for adding and subtracting. 3. Memorization of facts.

9 Slide 8 / 246 Facts The third topic - memorization - is most easily addressed through repeated practice of addition/subtraction problems. This can be done through games, worksheets, or short timed quizzes (results would not count towards grades).

10 Slide 9 / 246 Facts Students should spend 1-10 minutes daily practicing adding and subtracting to build their memorization of these facts. In this way, this unit is slightly different in its layout from the rest of the PMI units. The following pages list some resources for games, and worksheets that can be used for these purposes.

11 Slide 10 / 246 Resources Click the links below to find resources for worksheets and games: - Printable Worksheets: Addition of One-Digit Numbers - Adding with Cubes - Addition Facts to 10 - Alien Addition - Addition Patterns - Counting On to Add - Mummy Addition - Sum Sense Timed Addition

12 - How Many Under the Shell? - Counting Back to Subtract - Subtracting with Cubes - Subtraction Patterns - Sum Sense Timed Subtraction Slide 11 / 246 Resources Click the links below to find resources for worksheets and games:

13 Slide 12 / 246 Addition Facts Defining and Identifying Whole and Parts Relationship of Whole to Parts: Addition Addition Strategies Addition Strategies Adding Past 10 Making Tens Making Tens Pt. 2 Doubles Facts Doubles Plus 1 Doubles Minus 1 Lab: Add It Up Adding 3 Numbers 3 Addend Combinations Click to return to table of contents

14 Slide 13 / 246 Defining and Identifying Whole and Parts Click to return to table of contents

15 Slide 13 (Answer) / 246 Teacher Notes The purpose of this lesson is to define and learn how to identify Defining the and whole number Identifying and/or parts in a problem. Whole and Parts [This object is a teacher notes pull tab] Click to return to table of contents

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18 Slide 15 / 246 Whole and Parts Activity #1

19 Slide 15 (Answer) / 246 Teacher Notes Whole and Parts Activity #1 Take an object (ideally an apple, but you can use anything that is one whole object that you can break into parts). Show that you have the whole apple. Then cut it (or break the object) into parts. Show that you can break a whole object into parts, or put the parts back together to make the whole object. Note that the parts do not need to be the same size. [This object is a teacher notes pull tab]

20 Slide 16 / 246 Whole and Parts Activity #2

21 Slide 16 (Answer) / 246 Teacher Notes Whole and Parts Activity #2 Have students stand up and form a group somewhere in the room. Ask what the whole number of students is in the room. Then ask a few students to stand in a different area and ask how many students are in each part of the room. Show that you can break a whole group into parts, or put the parts back together to make the whole group. Note that the parts do not [This need object to is be a teacher the notes same pull size. tab]

22 Slide 17 / 246 Whole and Parts We have discovered that a whole can be one thing that can be broken into parts...

23 Slide 18 / 246 Whole and Parts... or a whole can be a group of things that can be broken into parts!

24 Slide 19 / 246 Word Problem When looking at a word problem, we need to figure out whether the numbers we know show the whole number of things or the parts.

25 Slide 20 / 246 Word Problem Sarah was catching butterflies. She had 5 in her net. Then she caught some more. Now she has 8. How many more butterflies did she catch?

26 Slide 20 (Answer) / 246 Word Problem Sarah was catching butterflies. She had 5 in her net. Then she caught some more. Now she has 8. How many more butterflies did she catch? Start by circling 5 with yellow and label it "Part." Explain that in this problem, we know that Sarah started with 5 but then got "some more." If she got more, 5 butterflies can't be the whole number - it has to be a PART of what she ended up with. Next, circle "some more" in yellow and label it "Part." Explain that "some more" also can't be the whole number, because it doesn't include the 5 butterflies Sarah started with. It is another PART, but we don't know how many are in this part yet. Finish by circling the 8 in green and labeling it "Whole." Explain that we also know that Sarah ended up with 8 butterflies in all. This is the WHOLE number of butterflies. [This object is a teacher notes pull tab]

27 Slide 21 / 246 Word Problem Juan was building with blocks. 2 of his blocks were yellow and 4 of his blocks were red. How many blocks did he have in all?

28 Slide 21 (Answer) / 246 Word Problem Juan MP was 1 Make building Sense with of and blocks. Persevere 2 of in his blocks were yellow and 4 of Solving his blocks Themwere red. How many blocks Ask students what did the he problem have in is asking all? Math Practice them. Have students talk out how to solve the problem one step at a time. Steps: - Circle 2 with yellow and label it "Part." Ask students how they know it is a part and not the whole. - Circle the 4 in yellow and label it "Part." Repeat question of how they know. - Circle "in all" in green and label it "Whole." Repeat [This asking object is how a pull tab] they know.

29 Slide 22 / In the picture below, what is the whole number of flowers? A 0 B 1 C 2 D 3

30 Slide 22 (Answer) / In the picture below, what is the whole number of flowers? A 0 B 1 C 2 D 3 Answer D [This object is a pull tab]

31 Slide 23 / How many flowers are in the part that is circled? A 0 B 1 C 2 Answer D 3

32 Slide 24 / How many flowers are in the part that is NOT circled? A 0 B 1 C 2 D 3

33 Slide 24 (Answer) / How many flowers are in the part that is NOT circled? A 0 B 1 C 2 D 3 Answer C [This object is a pull tab]

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40 Slide 29 / Sam has 5 marbles. 2 of them are big and 3 of them are small. What is the whole number? A 2 B 3 C 5 D 8

41 Slide 29 (Answer) / Sam has 5 marbles. 2 of them are big and 3 of them are small. What is the whole number? A 2 B 3 C 5 D 8 Answer C [This object is a pull tab]

42 Slide 30 / Maria has 6 balloons. 2 of them are blue and 4 of them are red. What part of her balloons are red? A 2 B 4 C 6 D 10 Answer

43 Slide 31 / Jhamar had 3 pencils. His brother gave him 1 more. Now he has 4 pencils in all. What is the whole number of pencils he has? A 1 B 3 C 4 D 8

44 Slide 31 (Answer) / Jhamar had 3 pencils. His brother gave him 1 more. Now he has 4 pencils in all. What is the whole number of pencils he has? A 1 B 3 C 4 D 8 Answer C [This object is a pull tab]

45 Slide 32 / Lisa has 8 crayons. 6 of them are green and 2 of them are purple. What are the two parts in this problem? A 8 crayons and 6 crayons B 8 crayons and 2 crayons C 6 crayons and 2 crayons

46 Slide 32 (Answer) / Lisa has 8 crayons. 6 of them are green and 2 of them are purple. What are the two parts in this problem? A 8 crayons and 6 crayons B 8 crayons and 2 crayons Answer C 6 crayons and 2 crayons C [This object is a pull tab]

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49 Slide 35 / 246 Relationship of Whole to Parts: Addition Click to return to table of contents

50 Slide 35 (Answer) / 246 Teacher Notes The purpose of this lesson is for students to learn that the equal sign really means "is the same total amount as" (i.e.: learning that equations like 4 = are true statements and why). They will learn this by taking a Relationship of Whole to Parts: number of objects. Addition whole number of objects and breaking it into parts and put parts together to make a whole You will need: - Copies of the Relationship Organizer (1 per student) - Manipulatives of choice [This object is a teacher notes pull tab] Click to return to table of contents

51 Slide 36 / 246 Symbols We use symbols when writing number sentences. + - = In order to understand how the whole number and the parts of a problem work together, we need to really know what these symbols mean.

52 Slide 37 / 246 Symbols + We use the PLUS symbol to mean together with. - We use the MINUS symbol to mean take away.

53 Slide 37 (Answer) / 246 Symbols + - We use the PLUS symbol to mean together with. Teacher Notes Let students know that these definitions are only one way to define these symbols - a way that makes it easier to read number models/number sentences. Emphasize that there are several different good ways to define these symbols, and we will come across them (and discuss when to use each) as time goes on. We use the MINUS symbol to mean take away. [This object is a teacher notes pull tab]

54 Slide 38 / 246 Symbols = We use the EQUAL SIGN to mean the same total amount as. It does NOT always mean "the answer is"!

55 Slide 39 / 246 Symbols You have probably seen many problems written like this = 4 Part Part Whole Together with Is the same total amount as

56 Slide 39 (Answer) / 246 Symbols You have probably seen many problems written like this. Teacher Notes Have class read the number sentence aloud ("1 together with 3 is the same total amount as 4"). Then circle the apple above the 1 1 together + with the apples 3 above = the 4 3 to show that when we put them together, they make 4 apples -- just like on the other side of the equal sign. There is the same total Part amount on both Part sides! Whole [This object is a teacher notes pull tab] Together with Is the same total amount as

57 Slide 40 / 246 Symbols You may not have seen as many problems written like this. 4 = Whole Part Part Is the same total amount as Together with Is this problem correct? Can you explain why?

58 Slide 40 (Answer) / 246 Symbols You may not have seen as many problems written like this. Have class read the number sentence aloud ("4 is the same as 1 together with 4 = 3"). Then 1 have students + discuss 3 the question at the bottom of the slide with a partner. Teacher Notes Whole When they finish, circle the apple above the 1 together with the apples above the 3 to show that Part when we put them Part together, they make 4 apples -- just like on the other side of the equal sign. There is the same total amount on both sides! Even Is the same total amount as Together with though this problem may look different it [This object is a teacher notes pull tab] is still correct. Is this problem correct? Can you explain why?

59 Slide 41 / 246 Addition Sentence Identify parts of an addition sentence by dragging the titles to the correct location. 11 = Part Part Whole Plus Sign Equal Sign

60 Slide 41 (Answer) / 246 Identify parts of an addition sentence by dragging the titles to the correct location. Part 11 = Math Practice Part Addition Sentence MP 2 Reason abstractly and quantitatively Ask students what each number represents as you drag the labels. For example: What does the 5 represent? Students should be able to identify that it represents "part". Repeat with the [This other object is numbers. a pull tab] Whole Plus Sign Equal Sign

61 Slide 42 / 246 Symbols Activity #1

62 Slide 42 (Answer) / 246 Symbols Activity #1 Teacher Notes Hand out Relationship Organizers, found in the Teacher Resources section of the course page, (one per student) and manipulatives of choice. Have students pretend their manipulatives are ladybugs. Have them put 5 manipulatives in the whole area, then move 3 into one part and 2 into the other (you do the same with the infinitely cloned ladybugs). Then move all back to whole area again. Emphasize: you can break a whole into parts, or put parts together to make a whole. Ask: once we split the whole into parts, can we leave any manipulatives in the "whole" area? [This Why object not? is a teacher Discuss notes with pull tab] a partner.

63 Slide 43 / 246 Symbols Activity #2

64 Teacher Notes Slide 43 (Answer) / 246 Symbols Activity #2 This time, have students pretend their manipulatives are butterflies. Put 6 manipulatives in the "whole" area. Ask them to split the 6 into 2 parts (don't show this or tell them how many to put in each part; let them know there are several good answers to this problem). Ask a student to share her answer (ex: "I split it into 3 and 3"). Then ask if anyone else did it in a different way (2 and 4, 1 and 5, 6 and 0). Ask: is 2 and 4 the same as 4 and 2? Why or why not? (Answer is: yes and no. Yes because it gives the same total amount [6 in all]. No because 2 apples and 4 oranges is different from 2 oranges and 4 apples [you may need to show this with different manipulatives]. Lead students to explain their thinking on this and ensure them that both answers are correct, [This object so long is a teacher as they notes can pull tab] explain why.)

65 Slide 44 / 246 Symbols In this lesson, we have learned that: PART + PART = WHOLE and WHOLE = PART + PART

66 Slide 44 (Answer) / 246 Symbols Teacher Notes In this lesson, we have learned that: Remind students that when adding you are either taking parts of something and putting them together to find the whole thing, or looking at the whole number of things and breaking it into parts. PART + PART = WHOLE [This object is a teacher notes pull tab] and WHOLE = PART + PART

67 Slide 45 / Which of the following describes the picture below? + A = 4 B = 3 Answer C 5 = D 4 = 1 + 3

68 Slide 46 / Which of the following also describes the picture below? + A = 4 B = 5 C 3 = D 4 = 1 + 3

69 Slide 46 (Answer) / Which of the following also describes the picture below? + A = 4 B = 5 C 3 = D 4 = Answer C [This object is a pull tab]

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72 Slide 48 / Which of these number sentences could NOT describe the picture below? A 2 = B = 3 C 3 = D = 3

73 Slide 48 (Answer) / Which of these number sentences could NOT describe the picture below? A 2 = B = 3 C 3 = D = 3 Answer A [This object is a pull tab]

74 Slide 49 / Which of the following number sentences is correct? A = 6 B 7 = Answer C = 5 D 5 = 9 + 4

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81 Slide 55 / 246 Addition Strategies Click to return to table of contents

82 Slide 56 / 246 Addition Strategies Jason had 5 pieces of candy. Jeremy had 3 pieces of candy. How many pieces of candy did they have altogether? Draw a picture to help you count everything together = 8

83 Slide 57 / 246 Addition Strategies + If = 8 + Does = 8?

84 Slide 58 / 246 Addition Strategies + If 8 = Does 8 = 3 + 5?

85 Slide 59 / 246 Turn Around Facts = = 8 Does it matter which addend is first?

86 Slide 59 (Answer) / 246 Turn Around Facts Math Practice = 8 MP 7 Look for and make use of structure = 8 Point out that the 3 is the first addend in one problem but the second addend in the other. Ask students if it changes the sum? Allow them time to explain [This object is a why. pull tab] Does it matter which addend is first?

87 Slide 60 / 246 Turn Around Facts What are the turn around facts for: = 7 + = = + = +

88 Slide 60 (Answer) / 246 Turn Around Facts What are the turn around facts for: Teacher Notes = 7 + = Numbers are infinitely cloned to make the turn around fact. [This object is a pull tab] = + = +

89 Slide 61 / 246 Turn Around Facts What are the turn around facts for: 7 2 = = = = + +

90 Slide 61 (Answer) / 246 Turn Around Facts What are the turn around facts for: Teacher Notes 7 2 = = Numbers are infinitely cloned to make the turn around fact. [This object is a pull tab] = = + +

91 Slide 62 / 246 Addition Problems Addition problems can be written two ways = 8 or Horizontally Vertically

92 Slide 63 / 246 Number Line Strategy Use a number line =

93 Slide 63 (Answer) / 246 Number Line Strategy Teacher Notes Use a number line Discuss the pros and cons for each strategy on the following 4 pages. + 2 = Move the circle to show counting up 2 on the number line. [This object is a pull tab]

94 Slide 64 / 246 Number Grid Strategy = +1 +2

95 Slide 64 (Answer) / 246 Number Grid Strategy = Teacher Notes Move the circle to show counting up 2 on the number grid. [This object is a pull tab]

96 Slide 65 / 246 Use Your Fingers +

97 Slide 66 / 246 Count Up Put the bigger number in your head and count up = 4 5, 6

98 Slide 67 / 246 Count Up If the problem shows a small number first, reverse it and start with the bigger number in your head to make it easier to add = turn it around to make it = 5 6, 7

99 Slide 68 / 246 Make a Picture Susan had 6 pieces of candy. Her sister gave her 3 more. How many pieces of candy does she have now? + =

100 Slide 68 (Answer) / 246 Make a Picture Susan had 6 pieces of candy. Her sister gave her 3 more. How many pieces of candy does she have now? Teacher Notes Candy is infinitely cloned. Click and drag to demonstrate the addition problem. [This object is a pull tab] + =

101 Slide 69 / 246 Number Line Use a number line to add

102 Slide 70 / 246 Number Grid Strategy =

103 Slide 70 (Answer) / 246 Number Grid Strategy = Teacher Notes Move the circle to show counting up 3 on the number grid. [This object is a pull tab]

104 Slide 71 / 246 Count Up = 6

105 Slide 72 / 246 Pick a Strategy Roll the dice and add the two numbers. +

106 Slide 73 / 246 Interactive Game Click here for the website

107 Slide 74 / ) 5 = Yes No

108 Slide 74 (Answer) / ) 5 = Yes No Answer Yes [This object is a pull tab]

109 Slide 75 / ) = 8 Yes No

110 Slide 75 (Answer) / ) = 8 Yes No Answer No [This object is a pull tab]

111 Slide 76 / Which is the correct answer? A 6 B 7 C 8

112 Slide 76 (Answer) / Which is the correct answer? A 6 B 7 C Answer B [This object is a pull tab]

113 Slide 77 / Which is the correct answer? = A 5 B 6 C 7

114 Slide 77 (Answer) / Which is the correct answer? = A 5 B 6 C 7 Answer B [This object is a pull tab]

115 Slide 78 / = 2 + 6

116 Slide 78 (Answer) / = Answer 8 [This object is a pull tab]

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118 Slide 79 (Answer) / Answer 9 [This object is a pull tab]

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120 Slide 80 (Answer) / Answer 6 [This object is a pull tab]

121 Slide 81 / =

122 Slide 81 (Answer) / = Answer 10 [This object is a pull tab]

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125 Slide 84 / 246 Addition Strategies Adding Past 10 Click to return to table of contents

126 Slide 85 / 246 Addition Strategies There are 6 bees on one flower and 8 bees on another. How many bees are there altogether?

127 Slide 86 / 246 Number Grid Use a number grid - start with the bigger number and count up the smaller number.

128 Slide 87 / 246 Count Up Jenna said she could do it in her head without a number grid. She said she will put the smaller number in her head and count up the larger number. Bob told her it would be easier to put the bigger number in her head and count up the smaller number. Who is correct? Why?

129 Math Practice Slide 87 (Answer) / 246 Count Up Jenna said she could do it in her head without a number grid. She said she will put the smaller number in her head and count up the larger number. Bob told her it would be easier to put the bigger number in her head and count up MP the smaller 3 Construct number. viable Who arguments is correct? and critique Why? the reasoning of others. Have students share their opinions and critique others in a friendly way. Students should understand that it is easier to start with the larger number because then you will have to [This count object is up a pull less tab] numbers.

130 Slide 88 / 246 Number Model = 14 When you add two numbers together the answer is called the sum.

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133 Slide 90 / 246 Pick a Strategy What strategy will you use? Anna had six read balloons and five blue balloons. How many balloons did she have altogether? Number model: Teacher Notes + =

134 Slide 91 / 246 Pick a Strategy Justin had 8 toy cars. He got 3 more for his birthday. How many does he have now? What strategy will you use? Number model: Teacher Notes + =

135 Slide 92 / 246 Flip two cards and add them together.

136 Slide 93 / 246 Interactive Game Click here for the website

137 Slide 94 / What is 9 + 2? A 10 B 11 C 12

138 Slide 94 (Answer) / What is 9 + 2? A 10 B 11 C 12 Answer B [This object is a pull tab]

139 Slide 95 / What is A 13 B 14 C 15

140 Slide 95 (Answer) / What is A 13 B 14 C 15 Answer A [This object is a pull tab]

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142 Slide 96 (Answer) / Answer 13 [This object is a pull tab]

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144 Slide 97 (Answer) / = Answer 10 [This object is a pull tab]

145 30 = Slide 98 / 246

146 Slide 98 (Answer) / = Answer 14 [This object is a pull tab]

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148 Slide 99 (Answer) / Answer 15 [This object is a pull tab]

149 Slide 100 / is the sum of which number model? A B C 9 + 6

150 Slide 100 (Answer) / is the sum of which number model? A B C Answer C [This object is a pull tab]

151 Slide 101 / is the sum of which number model? A B C 8 + 3

152 Slide 101 (Answer) / is the sum of which number model? A B C Answer A [This object is a pull tab]

153 34 What is the sum of 8 + 9? Slide 102 / 246

154 Slide 102 (Answer) / What is the sum of 8 + 9? Answer 17 [This object is a pull tab]

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157 Slide 105 / 246 Making Tens Click to return to table of contents

158 Slide 106 / 246 Ten Frame How many circles will fill up the frame?

159 Slide 106 (Answer) / 246 Teacher Notes Ten Frame Hand out a ten frame and manipulatives of choice (cubes, counters, etc.) to each student. While you or a student drag the red circles to each square, have students place a manipulative in each square on his/her own ten frame to count. How many circles will fill up the frame? *Red circle is infinitely cloned. [This object is a teacher notes pull tab]

160 Slide 107 / 246 Ten Frames When the frame is full, it will have ten objects in it. When the frame is not full, it has less than 10 objects in it.

161 Slide 107 (Answer) / 246 Ten Frames Teacher Notes Explain that we use ten frames in math to help us add. When the frame is full, it will have ten objects in it. [This object is a pull tab] When the frame is not full, it has less than 10 objects in it.

162 Slide 108 / 246 Ten Frames If 1 ten frame has 10 objects in it, how many objects are in 2 frames?

163 Slide 108 (Answer) / 246 Ten Frames If 1 ten frame has 10 objects in it, how many objects are in 2 frames? Teacher Notes Have students add their ten frame together with a partner. Draw the connection between counting up multiple ten frames and skip counting by tens. [This object is a teacher notes pull tab]

164 Slide 109 / 246 Ten Frame There are 7 books on the shelf. How many more are needed to fill the shelf? 7 + = 10

165 Slide 109 (Answer) / 246 There are 7 books on the shelf. How many more are needed to fill the shelf? Teacher Notes Ten Frame Have students solve the following problems along with you using their ten frames and manipulatives. Use the Relationship Organizer as well to help students determine the parts and whole so they can see why they are counting on to find the missing part. *Yellow circle is infinitely cloned. [This object is a teacher notes pull tab] 7 + = 10

166 Slide 110 / 246 Ten Frame How does this problem relate to what we have learned about adding parts together to make a whole number? 7 + = 10

167 Slide 110 (Answer) / 246 Ten Frame How does this problem relate to what we have learned about adding parts together to make a whole number? Teacher Notes As you solve, write the two parts (7 and 3) in the yellow "parts" boxes. Write the whole number (10) in the green "whole" box. [This object is a teacher notes pull tab] 7 + = 10

168 Slide 111 / 246 Ten Frame What are three other ways we could write this? = 10

169 Slide 111 (Answer) / 246 Ten Frame Teacher Notes If needed give the hint that there are three turnaround facts for this number sentence. The turn around facts for this problem are: = = = What are three other ways we could write this? = 10 [This object is a teacher notes pull tab]

170 Slide 112 / 246 Ten Frame 6 children are on the bus. How many more need to get on? 6 + = 10

171 Teacher Notes Slide 112 (Answer) / 246 Ten Frame 6 children are on the bus. How many more need to get on? Have students solve the following problems along with you using their ten frames and manipulatives. Use the Relationship Organizer as well to help students determine the parts and whole so they can see why they are counting on to find the missing part. *Yellow circle is infinitely cloned. 6 + = 10 [This object is a teacher notes pull tab]

172 Slide 113 / 246 Ten Frame 8 horses are in the barn. How many are out in the field? 8 + = 10

173 Slide 113 (Answer) / 246 Ten Frame 8 horses are in the barn. How many are out in the field? Math Practice MP 5 Use appropriate tools strategically. Have students explain to a friend how they will use the ten frame to help them solve the problem. 8 + Then = have 10 a student model it to the class on the board. [This object is a pull tab]

174 Slide 114 / 246 Ten Frame 5 boys are on the basketball court. How many are on the bench? 5 + = 10

175 Slide 115 / 246 Ten Frame 3 cookies are left in the pack. How many have been eaten? 3 + = 10

176 Slide 116 / = = 10

177 Slide 116 (Answer) / 246 Teacher Notes Remind students that they saw this ten frame at the beginning of the lesson, but the color circles were switched around. This is demonstrating "turn around facts." = 10 [This object is a pull tab] = 10

178 Slide 117 / 246 Interactive Game Click here for the website

179 Slide 118 / How many more objects are needed to make ten? A 1 B 2 C 3 D 4

180 Slide 118 (Answer) / How many more objects are needed to make ten? A 1 B 2 C 3 D 4 Answer A [This object is a pull tab]

181 Slide 119 / How many more objects are needed to make 10? A 3 B 4 C 5 D 6

182 Slide 119 (Answer) / How many more objects are needed to make 10? A 3 B 4 C 5 D 6 Answer C [This object is a pull tab]

183 Slide 120 / How many more objects are needed to make 10? A 7 B 8 C 9 D 0

184 Slide 120 (Answer) / How many more objects are needed to make 10? A 7 B 8 C 9 D 0 Answer B [This object is a pull tab]

185 Slide 121 / Which number model does this ten frame show? A = 10 B = 10 C = 10 D = 10

186 Slide 121 (Answer) / Which number model does this ten frame show? A = 10 B = 10 C = 10 D = 10 Answer B [This object is a pull tab]

187 Slide 122 / This ten frame shows = 10. Yes No

188 Slide 122 (Answer) / This ten frame shows = 10. Yes No Answer Yes [This object is a pull tab]

189 Slide 123 / Which number model does this ten frame show? A = 10 B = 10 C = 10 D = 10

190 Slide 123 (Answer) / Which number model does this ten frame show? A = 10 B = 10 C = 10 D = 10 Answer C [This object is a pull tab]

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193 Slide 126 / 246 Making Tens Pt. 2 Click to return to table of contents

194 Slide 127 / Ten Frames 10 A second ten frame can be used to help add numbers higher than Number Model = 14

195 Slide 127 (Answer) / Ten Frames A second ten frame can be used to help add numbers higher than 10. Teacher Notes Remind students that a number model can be written vertical or horizontal. [This object is a pull tab] Number Model = 14

196 Slide 128 / Ten Frames Use the triangles to show the number 16. What are the two parts in this problem? What is the whole number? How do you know? 10 + = 16

197 Slide 128 (Answer) / Ten Frames Use the triangles to show the number 16. Teacher Notes Triangles are infinitely cloned to fill in the second ten frame. [This object is a pull tab] What are the two parts in this problem? What is the whole number? How do you know? 10 + = 16

198 Slide 129 / Ten Frames Use the triangles to show the number = 12

199 Slide 129 (Answer) / Ten Frames Use the triangles to show the number 12. Teacher Notes Triangles are infinitely cloned to fill in the second ten frame. [This object is a pull tab] 10 + = 12

200 Slide 130 / Ten Frames What addition sentence could you write to match the ten frames? + =

201 Slide 130 (Answer) / Ten Frames What addition sentence could you write to match the ten frames? Math Practice MP 4 Model with Mathematics Have students discuss with a partner what addition sentence they would write. Have students write it on their dry erase boards and then have a student model on the board and explain why. [This object is a pull tab] + =

202 Slide 131 / Ten Frames = Start with the bigger addend. 8 Think how many more do I need to make 10? Break apart the smaller addend 5 to help make the ten = <

203 Slide 131 (Answer) / Ten Frames = Start with the bigger addend. 8 Think how many more do I need to make 10? Break apart the smaller addend 5 to help make the ten = Teacher Notes The ten frame strategy is most effective when you 2 make a ten by breaking apart the smaller addend to make a ten with the larger addend. 2 < 3 3 [This object is a pull tab]

204 Slide 132 / Ten Frames =?? = <?

205 ? Teacher Notes Slide 132 (Answer) / Ten Frames = The ten frame strategy is most effective when you make a ten by breaking apart the smaller addend to make a ten with the larger addend. Work with students to fill in the missing pieces = of the ten frame to solve the problem. <? *Yellow circle is infinitely cloned. [This object is a pull tab]?

206 Slide 133 / Ten Frames =? =?

207 Slide 134 / 246 Interactive Game Click here for a the website

208 Slide 135 / =

209 Slide 135 (Answer) / = Answer 17 [This object is a pull tab]

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211 Slide 136 (Answer) / = Answer 17 [This object is a pull tab]

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213 Slide 137 (Answer) / Answer 14 [This object is a pull tab]

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215 Slide 138 (Answer) / = Answer 14 [This object is a pull tab]

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217 Slide 139 (Answer) / Answer 16 [This object is a pull tab]

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219 Slide 140 (Answer) / = Answer 12 [This object is a pull tab]

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222 Slide 143 / 246 Doubles Facts Click to return to table of contents

223 Slide 144 / 246 Doubles What are some words or phrases you can think of that have the word "double" in it?

224 Slide 144 (Answer) / 246 Doubles What are some words or phrases you can think of that have the word "double" in it? Math Practice MP 6 Attend to precision Explain to students that double means 2. When an addition sentence has two addends that are the exact same, we call it a doubles fact. Ask students to identify body parts that are doubles, objects in the room that have doubles, or words that have double consonants. This will help them understand double facts. Then have students suggest examples of addition sentences with 2 addends that are the [This object is a pull tab] exact same. ie: =4, =10

225 Slide 145 / 246 Doubles A "doubles" fact in math is when you add a number to itself.

226 Slide 146 / 246 Doubles Facts from 1 to = = = = = = = = = = 20

227 Slide 146 (Answer) / 246 Doubles Facts from 1 to 10 Teacher Notes = = 4 Point out to students how the addends are the same in each fact. Also see if they can recognize any patterns in the sums = = = = = = = = 20 [This object is a pull tab]

228 Slide 147 / 246 Double Facts by John Starkel 1 and 1 are 2, 2 and 2 are 4, 3 and 3 are 6, Can you think of any more? 4 and 4 are 8, 5 and 5 are 10, 6 and 6 are 12, Here we go again! 7 and 7 are 14 8 and 8 are 16, 9 and 9 are 18, Look, I m an adding machine! Double facts are easy, As easy as can be. Go back to the beginning, And say this rhyme with me.

229 Slide 148 / 246 Doubles = 2 eyes

230 Slide 148 (Answer) / 246 Doubles Teacher Notes The following pages have graphics to help children learn their doubles facts = 2 eyes [This object is a pull tab]

231 Slide 149 / 246 Doubles = 4 wheels

232 Slide 150 / 246 Doubles pack

233 Slide 151 / 246 Doubles = 8 legs

234 Slide 152 / 246 Doubles fingers

235 Slide 153 / 246 Doubles = 12 eggs

236 Slide 154 / 246 Doubles days

237 Slide 155 / 246 Doubles = 16 crayons

238 Slide 156 / 246 Doubles squares

239 Slide 157 / 246 Doubles 10 toes + 10 fingers 20

240 Slide 158 / 246 Doubles Tina is putting away books for her teacher. She has to put the same amount of books on each shelf. There are 16 math books. Tina puts on one shelf. She puts on the other shelf.

241 Slide 159 / 246 Doubles Tina is putting away books for her teacher. She has to put the same amount of books on each shelf. There are 18 books about sports. Tina puts on one shelf. She puts on the other shelf.

242 Slide 160 / 246 Doubles Tina is putting away books for her teacher. She has to put the same amount of books on each shelf. There are 12 art books. Tina puts on one shelf. She puts on the other shelf.

243 Slide 161 / =

244 Slide 161 (Answer) / = Answer 10 [This object is a pull tab]

245 Slide 162 / =

246 Slide 162 (Answer) / = Answer 16 [This object is a pull tab]

247 Slide 163 / =

248 Slide 163 (Answer) / = Answer 6 [This object is a pull tab]

249 Slide 164 / ) = A 10 B 18 C 17 D 16

250 Slide 164 (Answer) / ) = A 10 B 18 C 17 D 16 Answer B [This object is a pull tab]

251 Slide 165 / ) = A 4 B 6 C 8 D 10

252 Slide 165 (Answer) / ) = A 4 B 6 C 8 D 10 Answer C [This object is a pull tab]

253 Slide 166 / =

254 Slide 166 (Answer) / = Answer 12 [This object is a pull tab]

255 Slide 167 / =

256 Slide 167 (Answer) / = Answer 4 [This object is a pull tab]

257 Slide 168 / =

258 Slide 168 (Answer) / = Answer 14 [This object is a pull tab]

259 Slide 169 / 246

260 Slide 170 / 246

261 Slide 171 / 246 Doubles Plus 1 Click to return to table of contents

262 Slide 172 / 246

263 Slide 173 / 246 Doubles +1 4 and 5 are neighbors on the number line so they are a "doubles +1" fact

264 Slide 173 (Answer) / 246 Doubles and 5 are neighbors on the number also be used to build on line so they are a "doubles +1" fact Teacher Notes 7 "Doubles" are easy addition facts to remember. They can other facts.when you have addition facts where the two addends are numbers next to each other on the number line, use the "doubles +1" 8 rule [This object is a pull tab]

265 Slide 174 / 246 Doubles +1 For "doubles + 1", double the smaller addend, then add = = = Think, you know that = 8, and one more is 9.

266 Slide 174 (Answer) / 246 Doubles +1 For "doubles + 1", double the smaller addend, then add 1. Teacher Notes Explain to students that when they see numbers like 4 and 5 which are next to each other in order, take the smaller number, double it and then add 1 more = = = [This object is a pull tab] Think, you know that = 8, and one more is 9.

267 Slide 175 / 246

268 Are the addends neighbors? Slide 176 / 246 Doubles +1 For "doubles + 1", double the smaller addend, then add = I know 4+4=8. I know 8+1= = =

269 Slide 177 / 246 Doubles +1 Double the smaller addend, then add one = =

270 Slide 178 / 246 Doubles +1 Double the smaller addend, then add one = =

271 Slide 179 / 246 Doubles +1 Even if the smaller number comes second in the fact, add it first = =

272 Slide 180 / 246 Doubles = =

273 Slide 181 / 246 Doubles +1 Roll the dice, double the number and add one. What is the number model?

274 Slide 182 / 246 Doubles +1 Click the square, double the number and add one.

275 Slide 183 / ) = A 16 B 15 C 14 D 17 Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one.

276 Slide 183 (Answer) / ) = A 16 B 15 C 14 D 17 Answer Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one. A [This object is a pull tab]

277 Slide 184 / ) = A 7 B 6 C 8 D 9 Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one.

278 Slide 184 (Answer) / ) = A 7 B 6 C 8 D 9 Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one. Answer A [This object is a pull tab]

279 Slide 185 / A 10 B 12 C 11 D 13 Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one.

280 Slide 185 (Answer) / Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one. A 10 B 12 C 11 D 13 Answer C [This object is a pull tab]

281 Slide 186 / ) = Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one.

282 Slide 186 (Answer) / ) = Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one. Answer 3 [This object is a pull tab]

283 Slide 187 / Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one.

284 Slide 187 (Answer) / Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one. Answer 19 [This object is a pull tab]

285 Slide 188 / ) = Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one.

286 Slide 188 (Answer) / ) = Doubles Plus One 1. Think: Are the Hint addends neighbors? 2. Double the smaller addend. 3. Add one. Answer 17 [This object is a pull tab]

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289 Slide 191 / 246 Doubles Minus 1 Click to return to table of contents

290 Slide 192 / 246 Doubles -1 4 and 5 are neighbors on the number line so they are a "doubles - 1" fact

291 Slide 192 (Answer) / 246 Doubles and 5 are neighbors on the number line so they are a "doubles - 1" fact Teacher Notes 6 7 "Doubles" are easy addition facts to remember. They can also be used to build on other facts. When you have addition facts where the two addends are numbers next to each other on the number line you can 8also 9 use the 12"doubles " rule [This object is a pull tab]

292 Slide 193 / 246

293 Are the addends neighbors? Slide 194 / 246 Doubles -1 For "doubles - 1", double the larger addend, then subtract = I know 5+5=10. I know 10-1= = 10-1 =

294 Slide 195 / 246 Doubles -1 For "doubles - 1", double the larger addend, then subtract Double 5 to get = 9 so = 9

295 Slide 196 / 246 Doubles Minus One 1. Think: Are the addends neighbors? 2. Double the larger addend. 3. Subtract one = - 1 =

296 Slide 197 / Doubles Minus One 1. Think: Are the addends neighbors? 2. Double the larger addend. 3. Subtract one. fill in the blanks + = - 1 =

297 Slide 198 / fill in the blanks + = - 1 =

298 Slide 198 (Answer) / fill in the blanks Math Practice MP 8 Look for and express regularity in repeated reasoning + = What tricks can you use when adding a double - 1? - 1 = [This object is a pull tab]

299 Slide 199 / 246 Click here for a doubles -1 song

300 Slide 200 / 246 You can use dominos to help with doubles = Doubles -1 double 3, then -1

301 Slide 201 / 246 Doubles -1 Use doubles -1 to solve =

302 Slide 202 / 246 Doubles -1 Use doubles -1 to solve =

303 Slide 203 / 246 Use doubles -1 to match the addends with the correct sum.

304 Slide 204 / Double 7, then minus 1 =? Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one.

305 Slide 204 (Answer) / Double 7, then minus 1 =? Answer Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one. 13 [This object is a pull tab]

306 Slide 205 / Double 4, minus 1 =? Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one.

307 Slide 205 (Answer) / Double 4, minus 1 =? Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one. Answer 7 [This object is a pull tab]

308 Slide 206 / Solve: = Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one.

309 Slide 206 (Answer) / Solve: = Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one. Answer 17 [This object is a pull tab]

310 Slide 207 / Solve: = Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one.

311 Slide 207 (Answer) / Solve: = Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one. Answer 13 [This object is a pull tab]

312 Slide 208 / Solve: = Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one.

313 Slide 208 (Answer) / Solve: = Doubles Minus One 1. Think: Are the Hint addends neighbors? 2. Double the larger addend. 3. Subtract one. Answer 11 [This object is a pull tab]

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318 Slide 213 / 246 Lab: Add It Up This simple hands-on activity helps students master important addition facts and become strategic problemsolvers! Click here for complete directions.

319 Slide 214 / 246 Adding 3 Numbers Click to return to table of contents

320 Slide 215 / 246 Adding 3 Numbers Megan made cupcakes with different colored icing. She made 2 pink cupcakes, 3 yellow cupcakes, and 5 purple cupcakes. How many cupcakes did she make altogether? =

321 Slide 215 (Answer) / 246 Adding 3 Numbers Megan made cupcakes with different colored icing. She made 2 pink cupcakes, 3 yellow cupcakes, and 5 purple cupcakes. Teacher Notes Hand out manipulatives along with the Relationship Organizer with 3 Parts. Explain that sometimes we have to add more than two parts together (in this case, three) in order to find the whole number. Remind students that the whole number is everything we have, altogether. Solve this problem using the manipulatives. You can draw circles of the different colors to represent the cupcakes. How many cupcakes did she make altogether? = [This object is a teacher notes pull tab]

322 Slide 216 / 246 Adding 3 Numbers When adding three numbers, look for a combination of numbers that is easy to add first = What numbers would you add first? Why? Explain your thinking - there is more than one good answer!

323 Slide 216 (Answer) / 246 Adding 3 Numbers When adding three numbers, look for a combination of numbers that is easy to add first. Teacher Notes Explain that we don't always have 5 physical objects 4 = (such as manipulatives and organizers) to help us solve problems. This is why we use other strategies to help us find what we're looking for. [This object is a teacher notes pull tab] What numbers would you add first? Why? Explain your thinking - there is more than one good answer!

324 Slide 217 / 246 Adding 3 Numbers Finding a 10 fact is one strategy when adding 3 numbers = = 15

325 Slide 218 / 246 Adding 3 Numbers You could also add the 2 bigger numbers first = = 15

326 Slide 219 / 246 Adding 3 Numbers Once in a while, you might find a doubles fact you can use to help you = = 8

327 Slide 220 / 246 Pick a Strategy In the basketball game Timmy scored 6 points, Chris scored 4 points and Vincent scored 4 points. How many points did the team score altogether? =

328 Slide 220 (Answer) / 246 Pick a Strategy In the basketball game Timmy scored 6 points, Chris scored 4 points and Vincent scored 4 points. Teacher Notes Ask students: what strategy would How many points you did use the to team solve this score problem, altogether? and why? Let them know there are several different good answers so long as they can explain their thinking = [This object is a teacher notes pull tab]

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330 Slide 222 / 246

331 Slide 223 / 246 Pick a Strategy Roll the dice and add the three numbers.

332 Slide 224 / = A 11 B 12 C 13 D 14

333 Slide 224 (Answer) / = A 11 B 12 C 13 D 14 Answer C [This object is a pull tab]

334 Slide 225 / = A 11 B 12 C 13 D 14

335 Slide 225 (Answer) / = A 11 B 12 C 13 D 14 Answer B [This object is a pull tab]

336 Slide 226 / =

337 Slide 226 (Answer) / = Answer 19 [This object is a pull tab]

338 Slide 227 / =

339 Slide 227 (Answer) / = Answer 13 [This object is a pull tab]

340 Slide 228 / =

341 Slide 228 (Answer) / = Answer 19 [This object is a pull tab]

342 Slide 229 / 246

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344 Slide 231 / 246 Three Addend Combinations Click to return to table of contents

345 Slide 232 / = 10 What are some numbers we could put into this number model to make it correct?

346 Slide 233 / 246 Combinations Different combinations of 3 numbers can add up to the same sum = = = 10

347 Slide 233 (Answer) / 246 Combinations Different combinations of 3 numbers can add up to the same sum. Teacher Notes *You can use manipulatives along with the Relationship Organizer with 3 Parts OR the ten frames to help students understand this. *Tell students to think of what number they need to add to 4 to make 10. Lead them to think of 10 frames. Once they = 10 know which number to add to 4, have them come up with different ways to add up to 6. Do the same for the problems on the following pages = 10 Explain to students that if they were to give an answer of = 10 that would still be correct because the = 10 is the turnaround fact of [This object is a teacher notes pull tab]

348 Slide 234 / 246 Combinations Can we find 5 ways to make this number sentence true? = = = = = 14

349 Slide 235 / 246 Combinations Did we get them all? = = = = = 14

350 Slide 235 (Answer) / 246 Combinations Did we get them all? Teacher Notes = = = 14 Again, discuss if is the same as and why or why not (either answer can be correct depending on how it is explained) = = 14 [This object is a teacher notes pull tab]

351 Slide 236 / 246 Combinations Can we find 5 ways to make this number sentence true? = = = = = 17

352 Slide 237 / 246 Combinations Did we get them all? = = = = = 17

353 Slide 238 / 246 Interactive Game Click here for the website

354 Slide 239 / Which number sentence doesn't equal 18? A B C D

355 Slide 239 (Answer) / Which number sentence doesn't equal 18? A B C D Answer D [This object is a pull tab]

356 Slide 240 / Which number sentence doesn't equal 15? A B C D

357 Slide 240 (Answer) / Which number sentence doesn't equal 15? A B C D Answer B [This object is a pull tab]

358 Slide 241 / Which number sentence doesn't equal 13? A B C D

359 Slide 241 (Answer) / Which number sentence doesn't equal 13? A B C D Answer B [This object is a pull tab]

360 Slide 242 / What is the sum of ?

361 Slide 242 (Answer) / What is the sum of ? Answer 17 [This object is a pull tab]

362 Slide 243 / What is the sum of ?