Grade 1: Chapter 3 –Addition Strategies

Chapter Essential Question:How do you solve addition problems?

Before
(Kindergarten) / Chapter Three Standards
Grade One / After
(Grade Two)
Understand addition as putting together and adding to and understand subtraction as taking apart and taking from.
(K.OA.1, K.OA.2, K.OA.3, K.OA.4, K.OA.5) / Operations and Algebraic Thinking 2: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20 e.g. by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
  • I can solve adding to and putting together situations using the strategy draw a picture.
/ Represent and solve problems involving addition and subtraction. (2.OA.1)
Add and subtract within 20. (2.OA.2)
Use place value understanding and properties of operations to add and subtract. (2.NBT.5, 2.NBT.6, 2.NBT.7, 2.NBT.9)
Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract.
  • I can understand and apply the commutative property of addition for sums within 20.
  • I can use the associative property of addition to add three addends.
  • I can understand and apply the associative property or commutative property of addition to add three addends.

Operations and Algebraic Thinking 5: Relate counting to addition and subtraction (e.g.by counting on 2 to add 2)
  • I can use count on 1, 2, or 3 as a strategy to find sums within 20.

Operations and Algebraic Thinking 6: Add and subtract within20, 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 = 40); and creating equivalent but easier or known sums (e.g. adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 12).
  • I can use doubles as a strategy to solve addition facts with sums within 20.
  • I can use doubles to create equivalent but easier sums.
  • I can use doubles plus 1 and doubles minus 1 as strategies to find sums within 20.
  • I can use strategies count on, doubles, doubles plus 1, and doubles minus 1 to practice addition facts within 20.
  • I can use 10 frame to add 10 and an addend less than 10.
  • I can use make a ten as a strategy to find sums within 20.
  • I can use numbers to show how to use the make a ten strategy to add.

Each day the math block will begin with 15 minutes of Daily Math Review and Mental Math. The focus of DMR should be either prerequisite standard skills or previous chapter concepts that were not mastered. The focus of mental math should be based on the current Chapter’s skills and concepts. Adjust the amount of questions in DMR and MM to fit into the 15 minute time block.

Suggested Chapter Pacing

All lessons are paced for one day, unless otherwise indicated. Teachers may adjust to meet students’ needs.

Launching the Chapter / Pre-Assessment / Review Prerequisite Skills
Create Addition Sentences: TE 127I
Change Places 127I / Show What You Know Assessment
TE 128
Identify Tier 2 and Tier 3 Groups for Small Group Instruction.
Day Before 3.1 / Vocabulary Activity
Define and describe Chapter Three vocabulary words. TE 129 / Vocabulary Builder
Concentration TE 130A
Identify students who will need further vocabulary support for Chapter Three. / Preview Chapter Centers
Introduce chapter games, activities, and literature students will be using during center time. / School – Home Letter
Read together and send home.
I Can Statement / Essential Question / Implementation Notes
Lesson 3.1
Operations and Algebraic Thinking 3 / I can understand and apply the Commutative Property of Addition for sums within 20. / What happens if you change the order of the addends when you add? /
  • Introduce activity: Back and Forth
  • Introduce literature: Join Us
  • Introduce game: Ducky Sums
  • Blue and Red Crayons

Lesson 3.2
Operations and Algebraic Thinking 6 / I can use count on 1, 2, or 3 as a strategy to find sums within 20. / How do you count on 1, 2, or 3? /
  • Connecting Cubes or Two-Color Counters

Lesson 3.3
Operations and Algebraic Thinking 6 / I can use doubles as a strategy to solve addition facts with sums within 20. / What are double facts? /
  • Introduce activity: Double Trouble
  • Introduce literature: Doubles Fun on the Farm
  • Connecting Cubes

Lesson 3.4
Operations and Algebraic Thinking 6 / I can use doubles to create equivalent but easier sums. / How can you use doubles to help you add? /
  • Red and Blue Connecting Cubes
  • Crayons

Lesson 3.5
Operations and Algebraic Thinking 6 / I can use doubles plus 1 and doubles minus 2 as strategies to find sums within 20. / How can you use what you know about doubles to find other sums? /
  • Red and Blue Connecting Cubes

Lesson 3.6
Operations and Algebraic Thinking 6 / I can use the strategies count on, doubles, doubles plus 1, and doubles minus 1 to practice addition facts within 20. / What strategies can you use to solve addition fact problems? /
  • Introduce game: Neighborhood Sums
  • Red, Blue, and Yellow Crayons
  • Connecting Cubes or Two-Color Counters
  • Mid-Chapter Checkpoint is optional

Lesson 3.7
Operations and Algebraic Thinking 6 / I can use a ten frame to add 10 and an addend less than 10. / How can you use a ten frame to add 10 and some more? /
  • Introduce activity: Add with Ten
  • Introduce literature: Funny Bunny Hats
  • Workmat 7 (ten frame)
  • Workmat 8 (ten frames)
  • Two-Color Counters
  • Red and Yellow Crayons

Lesson 3.8
Operations and Algebraic Thinking 6 / I can use make a ten as a strategy to find sums within 20. / How do you use the make a ten strategy to add? /
  • Introduce activity: Make a Ten to Add
  • Workmat 7 (ten frame)
  • Workmat 8 (ten frames)
  • Two-Color Counters
  • Red and Yellow Crayons

Lesson 3.9
Operations and Algebraic Thinking 6 / I can use numbers to show how to use the make a ten strategy to add. / How can you make a ten to help you add? /
  • Red and Yellow Crayons
  • Two-Color Counters
  • Workmat 7

Lesson 3.10
Operations and Algebraic Thinking 3 / I can use the associative property of addition to add three addends. / How can you add three addends? /
  • Introduce activity: The Sum is the Same
  • Connecting Cubes in 3 Colors
  • Crayons
  • Workmat 7 (ten frame)

Lesson 3.11
Operations and Algebraic Thinking 3 / I can understand and apply the associative property or commutative property of addition to add three addends. / How can you group numbers to add three addends? /
  • Crayons
  • Connecting Cubes

Lesson 3.12
Operations and Algebraic Thinking 2 / I can solve adding to and putting together situations using the strategy draw a picture. / How do you solve addition word problems by drawing a picture? /
  • This lesson is the problem solving lesson you may want to allow 2 days.
  • Two-Color Counters
  • Connecting Cubes
  • Workmat 7 (ten frame)

Resources and Centers for Chapter 3
Technology / Hands-On Resources / Centers
Digital Lesson: Engage / Connecting Cubes / Activity: Back and Forth
Interactive White Board Lesson / Crayons / Activity: Double Trouble
Interactive Student Edition / Math Journal / Activity: Add with ten
iTools: Connecting Cubes / MathBoard / Activity: Make a Ten to Add
iTools: Counters / Two-Color Counters / Activity: The Sum is the Same
iTools: Number Charts / Workmat 7 or 8 (ten frames) / Literature: Join Us
iTools: Number Lines / Other Hands-On Resources may be needed for Small Group Instruction Activities. / Literature: Double Fun on the Farm
iTools: Two-Color Counters / Literature: Funny Bunny Hats
Math on the Spot Videos / Games: Ducky Sums
Mega Math / Games: Neighborhood Sums
Personal Math Trainer
Additional Resources for Chapter 3
Operations in Algebraic Thinking 2 / Operations in Algebraic Thinking 3 / Operations in Algebraic Thinking 5 / Operations in Algebraic Thinking 6
KR: 1:3-10, Grow and Compare, page 158 / Teachers will use Go Math materials to teach this standard. If more practice is needed teams of teachers may find or create more experiences with this concept. / KR: 2:2-12, Snap It, page 56-57
KR: 2:2-27, Building and Rebuilding, p. 98
KR: 2:2-12, Counting Boards: Number Combinations, p. 73
KR: 2:2-22,24,25,26, Number Train Arrangements, page 92-97
KR: 2:2-15, Number Arrangements Using Color Tiles, page 80
KR: 2:3-15, Build-A-Floor Race, p. 133-135
Adding and Subtracting on the Number Line
Unifex Trains / Adding and Subtracting on the Number Line
KR: 1:3-13, Stack, Tell, Spin & Win, page 161 -162 / Unifex Trains
KR: 1:3-18, Comparing Handfuls, page 168-169

*KR = Kathy Richardson

Des Moines Public Schools 2014-2015 Math Curriculum Guides Page | 1

Grade 1 – Chapter 3