Unit 1 Common Core Mathematical Practices (MP) Domains Operations and Algebraic Thinking (OA) Number and Operations in Base Ten (NBT) Measurement and Data (MD) INVESTIG ATION 1 Counting and Quantity Teach this Investigation as is. Day Session Common Core Adaptation Common Core Standards 1 1.1 Morning Meeting: Daily Schedule 2 1.2 Morning Meeting: Calendar 3 1.3 Morning Meeting: Weather MP4, MP7 1.NBT.1 MP4, MP7 1.NBT.1 MP4, MP7 1.MD.4 4 1.4 Collect 20 Together MP4, MP7 1.NBT.1 INVESTIG ATION 2 Counting and Comparing Day Session Common Core Adaptation Common Core Standards 5 2.1 Start With/Get To MP4, MP5, MP6, MP7 1.NBT.1 6 2.2 Staircases MP4, MP5, MP7 1.OA.5, 1.NBT.1 7 2.3 Counting What s in a Mystery Box MP1, MP2, MP7 1.NBT.1 8 2.4 Comparing Quantities MP2, MP7, MP8 1.NBT.1, 1.NBT.3 9 2.5A Plus or Minus 1 BINGO See p. CC4. MP2, MP7 1.OA.5, 1.OA.6, 1.NBT.1 10 2.5 Counting Backward MP1, MP2, MP4, MP7 MATH WORKSHOP Which Is More? Include Plus or Minus 1 BINGO (see p. CC4). 1.OA.5, 1.OA.6, 1.NBT.1, 1.NBT.3 11 2.6 Assessment: Count 20 and Quick Images MATH WORKSHOP Which Is More? Include Plus or Minus 1 BINGO (see p. CC4). MP2, MP7 1.OA.5, 1.OA.6, 1.NBT.1, 1.NBT.3 12 2.7 Ordering Numbers MP2, MP6, MP7 1.NBT.1, 1.NBT.3 Instructional Plan CC1
INVESTIG ATION 3 Combining Teach this Investigation as is. Day Session Common Core Adaptation Common Core Standards 13 3.1 Double Compare and Double Compare Dots MP1, MP3, MP4, MP7 1.OA.1, 1.NBT.1, 1.NBT.3 14 3.2 Five-in-a-Row MP1, MP2, MP7 1.OA.1, 1.NBT.1 15 3.3 Addition Story Problems MP1, MP4, MP6, MP7 1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7 16 3.4 Roll and Record MP1, MP4, MP7 1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7, 1.NBT.1 17 3.5 More Addition Story Problems 18 3.6 Assessment: Double Compare and Combining Games MP1, MP3, MP4, MP6, MP7 1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7 MP3, MP7, MP8 1.OA.1, 1.OA.5, 1.OA.6, 1.NBT.1 19 3.7 How Many in All? MP3, MP6, MP7, MP8 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.5, 1.OA.6, 1.OA.7 CC2 Unit 1
INVESTIG ATION 4 Composing Numbers Teach this Investigation as is. Day Session Common Core Adaptation Common Core Standards 20 4.1 Seven Peas and Carrots MP1, MP2, MP4 1.OA.1, 1.NBT.1 21 4.2 Three Towers MP2, MP6, MP7 1.OA.2, 1.OA.3, 1.OA.6, 1.OA.7 22 4.3 Heads and Tails MP2, MP6, MP7 1.OA.1, 1.OA.7 23 4.4 How Many Am I Hiding? MP3, MP6, MP7 1.OA.1, 1.OA.4, 1.OA.7, 1.OA.8 24 4.5 Nine Peas and Carrots MP1, MP4, MP6, MP7 1.OA.1, 1.OA.7, 1.NBT.1 25 4.6 Combinations of Seven MP2, MP4, MP6, MP7 1.OA.1, 1.OA.3, 1.OA.6, 1.OA.7 26 4.7 End-of-Unit Assessment MP1, MP2, MP3, MP7 1.OA.1, 1.OA.6, 1.MD.4 Instructional Plan CC3
s e s s i o n 2. 5 A Plus or Minus 1 BINGO Math Focus Points Developing fluency with adding or subtracting 1, with totals to 10 Today s Plan activit y Introducing Plus or Minus 1 BINGO ACTIVIT Y Playing Plus or Minus 1 BINGO 15 Min Cl ass 30 Min PAIRS Discussion Plus or Minus 1 BINGO 15 Min Cl ass SESSION FOL L OW-UP Daily Practice Vocabulary add subtract plus minus Materials Student Activity Book, p. 10A or C 2, Plus or Minus 1 BINGO Gameboard Make copies. (as needed) Primary Number Cards (1 deck per pair, remove 0 and Wild Cards; from Session 2.4) Counters (20 per pair); connecting cubes (as needed) Materials from Activity 1 C 3, Plus or Minus 1 BINGO Make copies. (as needed) C4, Assessment Checklist: Add and Subtract 1 Make copies. (3 4 per class) Primary Number Cards (from Activity 1) Student Activity Book, p. 10B or C 5, Plus or Minus 1 Make copies. (as needed) Classroom Routines Start With/Get To: Start With 1 Choose a get to number. Ask students to find and mark the number on the class number line. As a class, count together, from 1 to the get to number. CC4 inves t igat ion 2 Counting and Comparing
Pearson Education 1 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up A C T I V I T Y Introducing Plus or Minus 1 BINGO 15 Min cl ass Gather students to introduce Plus or Minus 1 BINGO. You will need a set of Primary Number Cards without the zeros or the Wild Cards, counters, and a Plus or Minus 1 BINGO Gameboard (Student Activity Book page 10A or C2). Explain that two students share one gameboard. Ask a volunteer to be your partner and play a sample game. We re going to learn a new game called Plus or Minus 1 BINGO. The object is to work together with a partner to try to cover one whole row on the gameboard. You can cover a row horizontally, vertically, or diagonally. [Use gestures to illustrate.] To play, you turn over the top card in the deck. Then, you can add 1 to that number. Or, you can subtract 1 from that number. Together, you and your partner agree on which problem to solve, and then cover the answer on the gameboard. Let s try it. Ask your volunteer to turn over the top card. [Toshi] turned over a 5. So we can do 5 plus 1 or 5 minus 1. We can put a counter on the number that is one more than 5, or we can put a counter on the number that is one less than 5. What number would we cover if we did 5 plus 1? What if we did 5 minus 1? Ask students to determine the answers to 5 + 1 and 5 1, and have them share their strategies for doing so. Have cubes available to model and solve the problems as needed. Use addition and subtraction notation to record the two equations (5 + 1 = 6 and 5 1 = 4) on the board. Choose 6 or 4, and use a counter to cover that number on the gameboard. Play a few more rounds, until students understand the object of the game and how to play. Be sure to include a sample round where the card turned over is 1, so that you can discuss 1 1. Explain that there may be a turn when a number players choose to cover is unavailable (e.g., a player may want to add 4 + 1, but all the 5s are covered). In this case, they should try the other possibility (e.g., 4 1). If both answers are unavailable, they should take another card. Name 51,T How Unit Many Title of Each? To Come 10A Plus or Minus 1 BINGO Gameboard 0 2 3 9 6 4 5 6 5 10 7 3 4 8 7 3 5 8 7 1 9 2 4 9 2 7 8 8 3 6 6 9 2 4 10 5 Student Activity Book, Unit 1, p. 10A; Resource Masters, C2 Session 2.5A Plus or Minus 1 BINGO CC5
Name 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up Name Teaching Note 1 Plus and Minus 1 Within 10 This game provides an opportunity to observe students ability to add and subtract 1, something most first graders are already comfortable with. Use Assessment Checklist: Add and Subtract 1 (C4) to keep track of your observations and students progress. Students who need more practice with these facts should spend more time playing this game. Plus or Minus 1 BINGO You need deck of Primary 9 2 8 Number Cards (without 0 Cards or Wild Cards) 20 counters gameboard Play with a partner. Work together. 1 Take turns turning over the top card in the deck. Plus or Minus 1 BINGO Gameboard 0 2 3 9 6 4 5 6 5 10 7 3 4 8 7 3 5 8 7 1 9 2 4 9 2 7 8 8 3 6 6 9 2 4 10 5 C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 2 Together, decide whether to add 1 to, or subtract 1 from, that number. 3 Add or subtract. Cover the answer on the gameboard. 4 Keep taking turns. If all of the possible numbers are covered, take another card. 5 The game is over when all of the numbers in one row are covered. The numbers can go across, down, or corner to corner. More Ways to Play Players use different colors and try to cover a whole row. Play with the Wild Cards. A Wild Card can be any number. Play to fill more than one row or the whole board. R esource Masters, C3 C3 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 A C T I V I T Y Playing Plus or Minus 1 BINGO 30 Min Pair s Pairs play Plus or Minus 1 BINGO. Players turn over a Primary Number Card and decide whether to cover 1 more or 1 less than that number on their gameboard. They try to cover one row of the gameboard vertically, horizontally, or diagonally. Provide copies of Plus or Minus 1 BINGO (C3) as needed. Ongoing Assessment: Observing Students at Work Students add 1 to, and subtract 1 from, numbers up to 10. As you observe, occasionally ask students about addition problems posed in the reverse (e.g., 1 + 5 instead of 5 + 1). Use Assessment Checklist: Add and Subtract 1 (C4) to keep track of your observations of students fluency with these facts. 1 How fluently do students add 1 to numbers to 10? Do they just know the sum? Count 1 more? Need to model the problem? Are students as fluent adding a number to 1 (e.g., 1 5) as they are with adding 1 to any number (e.g., 5 1)? How fluently do students subtract 1 from numbers to 10? Do they just know the difference? Count back 1 from the given number? Need to model the problem? How do students decide whether to add or subtract 1? Are they playing strategically? Differ entiation: Supporting the R ange of Learners Assessment Checklist: Add and Subtract 1 Adds 1 to Adds any Subtracts 1 from Notes any number number to 1 any number Student (e.g., 5 1) (e.g., 1 5) (e.g., 5 1) R esource Masters, C4 C4 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 If this game seems difficult for some students, play in a small group with them. Make sure that they understand that each card picked results in two problems. Some students will need to be challenged to consider both operations, rather than adding each time. Others may benefit from further work connecting counting forward (and backward) with the idea of adding (and subtracting) 1. Use the context of staircases (from Session 2.4) to clarify the concept of one more and one less. Begin a chart for words like add, plus, subtract, and minus, and have students help you record examples and illustrations. Pairs can work together to cover the whole gameboard. Or, they can work individually to cover an entire row, each in their own color counters. CC6 Investigation 2 Counting and Comparing
Pearson Education 1 1 Activity 2 Activity 3 Discussion 4 Session Follow-Up D I S C U S S I O N Plus or Minus 1 BINGO 15 Min cl ass Name Plus or Minus 1 Add 1. Daily Practice note Students add and subtract 1. 44 45 Math Focus Points for Discussion 1. 6 + 1 = 2. 9 + 1 = Developing fluency with adding or subtracting 1, with totals to 10 3. 1 + 2 = 4. 1 + 1 = Subtract 1. Discuss students strategies for adding or subtracting 1 to numbers up to 10 by playing several rounds of Plus or Minus 1 BINGO against the class. Involve many students by having one turn over and name the number; one record the addition problem; and another record the subtraction problem. Discuss and model students strategies for solving the problems. Students might say: I found the number on the number line. Plus 1 is one more number and minus 1 is the number before it. 5. 8 1 = 6. 3 1 = 7. 5 1 = 8. 7 1 = Session 2.5A Unit 1 Student Activity Book, Unit 1, p. 10B; Resource Masters, C5 10B I would show the number with my fingers. Then I would put up one more finger, or put one finger down. I used cubes. I d take that many, then add one more or take one away. I did it in my head. If you add 1, it s like saying the next number when you count. If you minus 1 it s like counting backwards. Also discuss how students are deciding which problem to solve or which number to cover on their gameboards. SESSION FOL L OW- UP Daily Practice Daily Practice: For reinforcement of this unit s content, have students complete Student Activity Book page 10B or C5. Session 2.5A Plus or Minus 1 BINGO CC7
Name Plus or Minus 1 BINGO Gameboard 0 2 3 9 6 4 5 6 5 10 7 3 4 8 7 3 5 8 7 1 9 2 4 9 2 7 8 8 3 6 6 9 2 4 10 5 C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name Plus or Minus 1 BINGO You need deck of Primary Number Cards (without 0 Cards or Wild Cards) 20 counters gameboard 9 2 8 Play with a partner. Work together. Name Plus or Minus 1 BINGO Gameboard 0 2 3 9 6 4 5 6 5 10 7 3 4 8 7 3 5 8 7 1 9 2 4 9 2 7 8 8 3 6 6 9 2 4 10 5 1 Take turns turning over the top card in the deck. C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 2 Together, decide whether to add 1 to, or subtract 1 from, that number. 3 Add or subtract. Cover the answer on the gameboard. 4 Keep taking turns. If all of the possible numbers are covered, take another card. 5 The game is over when all of the numbers in one row are covered. The numbers can go across, down, or corner to corner. More Ways to Play Players use different colors and try to cover a whole row. Play with the Wild Cards. A Wild Card can be any number. Play to fill more than one row or the whole board. C3 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Assessment Checklist: Add and Subtract 1 Student Adds 1 to any number (e.g., 5 1) Adds any number to 1 (e.g., 1 5) Subtracts 1 from any number (e.g., 5 1) Notes C4 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Name Plus or Minus 1 Add 1. Daily Practice note Students add and subtract 1. 44 45 1. 6 + 1 = 2. 9 + 1 = 3. 1 + 2 = 4. 1 + 1 = Subtract 1. 5. 8 1 = 6. 3 1 = 7. 5 1 = 8. 7 1 = C5 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Cuántos hay de cada uno? Fecha BINGO Más o menos 1 Tablero de juego 0 2 3 9 6 4 5 6 5 10 7 3 4 8 7 3 5 8 7 1 9 2 4 9 2 7 8 8 3 6 6 9 2 4 10 5 Unidad 1 Sesión 2.5A C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Cuántos hay de cada uno? Fecha BINGO Más o menos 1 Necesitas una baraja de tarjetas numéricas básicas (sin tarjetas 0 o comodines) 20 fichas un tablero de juego Juega con un compañero. Trabajen juntos. 9 2 8 Nombre Cuántos hay de cada uno? Unidad 1 Sesión 2.5A Fecha BINGO Más o menos 1 Tablero de juego 0 2 3 9 6 4 5 6 5 10 7 3 4 8 7 3 5 8 7 1 9 2 4 9 2 7 8 8 3 6 6 9 2 4 10 5 C2 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1 1 Túrnense para voltear la tarjeta de arriba de la baraja. 2 Decidan juntos si van a sumar 1 a ese número o restarle 1. 3 Sumen o resten. Tapen la respuesta en el tablero de juego. 4 Sigan turnándose. Si todos los números posibles están tapados, tomen otra tarjeta. 5 El juego termina cuando todos los números de una fila estén tapados. Los números pueden ir en horizontal, vertical o de esquina a esquina. Otras maneras de jugar Los jugadores usan diferentes colores y tratan de tapar una fila completa. Juega con comodines. Un comodín puede ser cualquier número. Juega para tapar más de una fila o todo el tablero. Unidad 1 Sesión 2.5A C3 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Lista de comprobación: Suma y resta 1 Niño Suma 1 a cualquier número (p. ej., 5 1) Suma cualquier número a 1 (p. ej., 1 5) Resta 1 de cualquier número (p. ej., 5 1) Notas Unidad 1 Sesión 2.5A C4 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Nombre Cuántos hay de cada uno? Más o menos 1 Suma 1. Fecha Práctica diaria nota Los niños suman y restan 1. 44 45 1. 6 + 1 = 2. 9 + 1 = 3. 1 + 2 = 4. 1 + 1 = Resta 1. 5. 8 1 = 6. 3 1 = 7. 5 1 = 8. 7 1 = Unidad 1 Sesión 2.5A C5 Pearson Education, Inc., or its affiliates. All Rights Reserved. 1