Suggested pacing is 4-5 weeks
Teacher Tips:
Question 3 is meant to take a deeper dive into properties of addition and the relationship between addition and subtraction. Make sure to use comparison type of word problem during this question. Mastery of "comparison problems" is not expected at the end of this module. Practice with result unknown and change unknown problems should continue in this module. *start unknown is introduced in Q10.
Modeling and the use of manipulatives should be supported during this question.
Students should be able to explain why an equation is true or false and make necessary changes to correct it.
∎ Students will represent and solve result unknown, change unknown, and comparison word problems using equations 1.OA.A.1
∎ Students will analyze addition and subtraction problems with unknowns in all positions and use a model to represent and solve the problem. (1.OA.2)
∎ While attending to precision, students will look for patterns while adding and subtracting within 20. (1.OA.A.6)
∎ Students will understand the meaning of the equal sign, two different operations on either side of an equation 1.OA.D.7
∎ Students will make use of structure and look for and express regularity in repeated reasoning while working with addition and subtraction expressions. (1.OA.7 )
∎ Students will make use of structure and look for and express regularity in repeated reasoning while determining the unknown in addition and subtraction equations 1.OA.D.8
I can use addition within 20 to solve word problems involving situations of adding to, putting together, and comparing with unknowns. (1.OA.1.)
I can use subtraction within 20 to solve word problems involving situations of comparing. (1.OA.1)
I can solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings or equations with a symbol for the unknown number to represent the problem. (1.OA.2)
I know what the equal sign means (1.OA.7)
I know the value on each side of the equal sign (1.OA.7)
I can determine if the equation is true or false (1.OA.7)
I can explain why the problem is true or false (1.OA.7)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Vocabulary cards in Spanish and English
Associative property Commutative property Equal Fact family Difference Missing part Model
Equation Sum Total Plus Break apart Decompose Addend Minus Total
Unknown Take away Take apart Separate More Less Fewer Add Combine Join Put together
1st grade number talk guide printable & 1st grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Count on equations
Make Ten rekenrek
Subtraction Strategies
count up/think addition math flips within 10
Ready Teacher Toolbox Lesson 7: Add Three Numbers-Sessions 1-5
Assessment Tasks 1.OA.2 Frayer Model Assessment Proficiency Rubrics 1.OA.2
Math in Practice: 1.OA.1 & 1.OA.2 - Module 1 (pp24-32) Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Here is a resource that will support applying close reading with math: Numberless Word Problems Addition & Subtraction problem types
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 7 Prove It!
Ready Teacher Toolbox Lesson 8: Make Ten to Add-Sessions 1-5
Lesson 9: Use Ten to Subtract- Sessions 1-5
Assessment Tasks 1.OA.6 Frayer Model Assessment Proficiency Rubrics 1.OA.6
Math in Practice: 1.OA.5 and 6 - Modules 4, 5, 6, and 7 Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Fluency 1.OA.6
Module 3: (+/- 1 and 0 facts )
Module 4: (+/- 2 facts)
Module 5: (+/- 10 facts)
Module 7: (make a ten)
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 8 Can You Prove It? & Lesson 9 Sticker Giveaway
Ready Teacher Toolbox Lesson 11: Solve Word Problems to 20-Session 1-5
Lesson 12: Solve Compare Word Problems-Sessions 1-5
Assessment Tasks 1.OA.1 Frayer Model Assessment Proficiency Rubrics 1.OA.1
Math in Practice: 1.OA.1 - Module 1 (pp24-32) Module 2 (pp46-59)
Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 11 Robot Addition & Lesson 12 Animal Differences
Ready Teacher Toolbox Lesson 14: True and False Equations- Sessions 1-5
Assessment Tasks 1.OA.7 1.OA.8 Frayer Model Assessment Proficiency Rubrics 1.OA.7 1.OA.8
Math in Practice: 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.7, 1.OA.8 - Modules 3-7 Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 14 Finding the Balance
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
Addition/subtraction basic facts Mastering the Basic Facts book:
Foundational facts
These are activities to give students mixed, spaced practice based on the big ideas for 1st grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.