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Subject: Math

Grade Level: First Grade

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Unit 5: Building Numbers

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CCSS.Math.Content.1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

CCSS.Math.Content.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 – 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).

CCSS.Math.Content.1.OA.D.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = – 3, 6 + 6 = .

CCSS.Math.MP1

Make sense of problems and persevere in solving them.

CCSS.Math.Practice.MP2

Reason abstractly and quantitatively.

CCSS.Math.Content.1.NBT.A.1

Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

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7 Lessons

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Lesson 1: Seven Apples and Bananas

SWBAT solve a problem in which they determine one or more combinations of apples and bananas they could have to make a total of 7.

Lesson 2: Three Columns

SWBAT identify the relationships among combinations of 10. SWBAT use standard notation to represent addition situations.

Lesson 3: Penny Flip

SWBAT find relationships among combinations of numbers of 10.
SWBAT model the action of addition problems with cubes, counters or drawings.

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Seven Apples and Bananas:

Students will complete a worksheet in pairs and later individually to come up with the various combinations of apple and banana slices that add up to seven. Student learning will be measured by how many different combinations students are able to come up with and their ability to explain their thinking.

Three Columns:

Students will work in pairs to create three towers of ten using the colored cubes and the die. Students need to ensure that each tower is only 10 cubes and that any overflow of cubes in the first two towers is used towards the next tower. Student learning will be measured by their ability to create the proper sized towers using the cubes and die.

Penny Flip:

Students will complete a worksheet in pairs for the Penny Flip activity to find the different compliments of seven. Afterwards, they will work on a story problem that involves the compliments of seven and they will need to solve the problem in pairs. Student learning will be measured by their ability to find the different compliments of seven and solve the story problem while explaining their thinking and reasoning.

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The summative evaluation for this unit will be a series of word problems in which students must identify various compliments of a given number. Students will use their understanding of compliments and their relationship to solve the word problems.

I am measuring students’ ability to understand the concept of compliments and addends and their relationship, in addition to their ability to identify and apply this to solving a word problem.

In order to measure this, students must be able to identify at least 2 combinations of addends for each problem, while also being able to correctly answer a word problem.