Grade 1: Chapter 1 –Addition Concepts

Chapter Essential Question:How can you model adding within 10?

Before
(Kindergarten) / Chapter One Standards
Grade One / After
(Grade Two)
Know number names and the count sequence.
(K.CC.2, K.CC.3)
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.5) / Operations and Algebraic Thinking 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.
  • I can use pictures to “add to” and find sums.
  • I can use concrete objects to solve “adding to” addition problems.
  • I can use concrete objects to solve “putting together” addition problems.
  • I can solve adding to and putting together situations using the strategy make a model.
  • I can model and record all the ways to put together numbers within 10.
/ 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)
Operations and Algebraic Thinking 3: Apply properties of operations as strategies to add and subtract
Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
  • I can understand and apply the Additive Identity Property of Addition.
  • I can explore the Commutative Property of Addition.

Operations and Algebraic Thinking 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).
  • I can build fluency for addition within 10.

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
What is The Number?: TE 9I / Show What You Know Assessment
Identify Tier 2 and Tier 3 Groups for Small Group Instruction.
Day Before 1.1 / Vocabulary Activity
Define and describe Chapter One vocabulary words.
TE 9H, 11, 12a - c / Vocabulary Builder
Identify students who will need further vocabulary support for Chapter One. / 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 1.1
Operations and Algebraic Thinking 1 / I can use pictures to “add to” and find sums. / How do pictures show adding to? /
  • Introduce activity: Sum Sentences
  • Introduce Literature: The Class Party
  • Introduce Games: Addition Bingo

Lesson 1.2
Operations and Algebraic Thinking 1 / I can use concrete objects to solve “adding to” addition problems. / How do you model adding to a group? /
  • Connecting Cubes
  • Introduce Literature: Math Club

Lesson 1.3
Operations and Algebraic Thinking 1 / I can use concrete objects to solve “putting together” addition problems. / How do you model putting together? /
  • Two-color counters
  • Introduce Literature: Join Us

Lesson 1.4
Operations and Algebraic Thinking 1 / I can solve adding to and putting together situations using the strategy make a model? / How do you solve addition problems by making a model? /
  • This is a problem solving lesson. The setup of the lesson may look different than other lessons in this chapter.
  • This lesson may take two days.
  • Cuisenaire Rods might help students visualize the bar model (assign numbers to lengths)
  • Introduce Activity: Put it together
  • The mid-chapter checkpoint is not required.

Lesson 1.5
Operations and Algebraic Thinking 3 / I can understand and apply the Additive Property for Addition. / What happens when you add 0 to a number? /
  • Two-Color counters
  • Introduce Activity: Put it Together
  • Introduce Literature: Busy Bugs

Lesson 1.6
Operations and Algebraic Thinking 3 / I can explore the Commutative Property of Addition. / Why can you add addends in any order? /
  • Red and Blue Connecting Cubes
  • Red and Blue crayons
  • Introduce activity: Back and Forth

Lesson 1.7
Operations and Algebraic Thinking 1 / I can model and record all the ways to put together numbers within 10. / How can you show all the ways to make a number? /
  • Red and blue connecting cubes
  • Red and blue crayons
  • Introduce Activity: How many ways?
  • This lesson may take two days.

Lesson 1.8
Operations and Algebraic Thinking 6 / I can build my fluency for addition within 10. / Why are some addition facts easy to add? /
  • Crayons

Resources and Centers for Chapter 1
Technology / Hands-On Resources / Centers
Digital Lesson: Engage / Connecting Cubes / Activity: Back and Forth
Fastt Math / Crayons / Activity: How Many Ways
Interactive White Board Lesson / Math Journal / Activity: Put it Together
Interactive Student Edition / MathBoard / Activity: Sum Sentences
iTools: Connecting Cubes / Two-Color Counters / Literature: Busy Bugs
iTools: Two-Color Counters / Other Hands-On Resources may be needed for Small Group Instruction Activities. / Literature: Join Us
Math on the Spot Videos / Literature: Math Club
Mega Math / Literature: The Class Party
Personal Math Trainer / Game: Addition Bingo
Additional Resources for Chapter 1
Operations in Algebraic Thinking 1 / Operations in Algebraic Thinking 3 / 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: 1:3-13, Stack, Tell, Spin & Win, page 161 -162 / KR: 2:2-27, Building and Rebuilding, p. 98
KR: 1:3-18, Comparing Handfuls, page 168-169 / 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

*KR = Kathy Richardson

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

Grade 1 – Chapter 1