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NEW YORK CITY
Go Math! Overview
LANNING GUIDE
I M P L E M E N TAT I O N A N D P
GUIDE
IMPLEMENTATION AND PLANNING
EDITION
1562669
www.hmhschool.com
K • PG
5/15/13 4:22 PM
1
DO NOT
Correcti
GO Math! lessons are designed to fully facilitate conceptual development, as
students work from introduction to mastery of each content standard listed in
the Common Core. Throughout the lessons, students will use manipulatives,
models, quick pictures, and symbols as they apply Mathematical Practices to
build understanding. Students are expected to actively engage in reasoning
during instruction, so they are prepared to transition from concept or skills
comprehension to solving problems in contextual situations.
2
3
ENGAGE
4
Found at the beginning of each lesson, the purpose of the Engage section is to provide
an opportunity for the teacher to establish a common conceptual foundation before
approaching the lesson content. Here, students recall and apply prior knowledge and use
prerequisite skills to participate in a short discussion or to complete a short activity.
The Access Prior Knowledge activity
typically takes less than 5 minutes, and
is not intended to be instructional. The
value of this activity lies in focusing
students’ attention on concepts and skills
that will motivate them to approach
the new content of the lesson with
vigor. You can use evidence of students’
understanding and approaches to
learning to decide how deeply to discuss
the concept presented here. Students
found lacking in these prerequisite
skills could benefit from intervention or
remediation.
1
2
LESSON 1.1
CC.1.OA.1 Use additio
putting together, taking
with a symbol for the un
1 ENGAGE
Name
Access Prior Knowledge Have volunteers act
out this adding to problem.
There are 4 children writing on the board.
Then 3 more children come.
Algebra
Essential Qu
show adding
• How many children are writing on the
board? 4
• How many more children come? 3
• How many children are there? 7
Draw to s
Write how
Children
TEACH
3 AND
4 TALK
Teach and Talk contains the core instruction for the lesson, in which conceptual
Animated
development is key. Here, students are expected to represent, record, solve, and explain as GO
Math
Models
they build an understanding of the lesson concept or skill.
Online
2 TEACH and TALK
The instruction is scaffolded and guided in a way that encourages students to apply
Mathematical Practices as they solve a new type of problem, or a familiar problem in a
Listen and Draw
new way. It is very important that students continually apply Mathematical Practices as
Read theand
following
they learn new concepts. Students will encounter unfamiliar
abstract problem
problems aloud.
for
are 3toladybugs
a leaf. 2 more
which they have the content knowledge to solve, andThere
the ability
effectivelyon
apply
Mathematical Practices will be essential to successfullyladybugs
approaching
problems.
jointhose
them.
How many ladybugs
c
are there?
NYC2
Planning Guide
K_MNYCEIG222069_OVOV.indd 2
• How many ladybugs are on the leaf at the
beginning of the problem? 3 Draw the three
ladybugs on the leaf.
• How many more ladybugs join them? 2
• How can you show two more ladybugs on
the leaf? I can draw two more ladybugs on the leaf.
Have children draw two ladybugs on the leaf.
Tell children that their drawings do not have
© Houghton Mifflin Harcourt Publishing Company
The problems in this section are typically contextual. Teachers can use the scaffolding in
2 more ladybugs
• What do
know? 3 ladybugs,
the Student Edition and Teacher Edition to guide instruction.
Theyou
contextualization
of the
problems also allow teachers to use students prior real-world
experience
as to
much
asout?
prior how many
• What do
you need
find
mathematical experience as they think about how to approach
the
problem.
ladybugs there are
Math Tal
and then
are 5 lad
5/17/13 8:56 AM
Chapter 1
DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
Program Overview
LESSON 1.1
CC.1.OA.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.
1 ENGAGE
Algebra • Use Pictures to Add To
Represent and solve problems involving
addition and subtraction.
Draw to show adding to.
Write how many there are.
Teachers can use the questions
in the Teacher Edition to help
Animated
GO Math
students think critically about
Models
2 TEACH and TALK Online
the models and problemc Listen and Draw
solving processes they are
Read the following problem aloud.
using. Students will apply
There are 3 ladybugs on a leaf. 2 more
ladybugs join them. How many ladybugs
Mathematical Practices as they
are there?
• What do you know? 3 ladybugs, 2 more ladybugs
communicate why the models
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations
of adding
taking
from,
• What
do youto,
need
to find
out? how many
are appropriate,
and
how each
there areand equations
ladybugs
putting together, taking apart, and comparing,
with unknowns in
all positions,
e.g., by using objects,
drawings,
• How many ladybugs are on the leaf at the
with a symbol for the unknown number
to represent
problem.
step
in the the
problem-solving
beginning of the problem? 3 Draw the three
ladybugs on the leaf.
process helps lead them to the
• How many more ladybugs join them? 2
solution. Make sure students
• How can you show two more ladybugs on
the leaf? I can draw two more ladybugs on the leaf.
are actively recording on the
Lesson
1.1
Have children
draw two ladybugs on the leaf.
Name
Tell children that their drawings do not have
Student Edition page.
2 cats
Children should draw 5 ladybugs to solve the problem.
Write how many.
1.
3 fi sh
to represent the ladybugs.
and solve problems involving
• How many ladybugs are on the leaf now? 5
have worked Represent
addition and subtraction.
Have children write the sum on their page.
through the example,
Then have children say the solution in a
complete sentence: There are 5 ladybugs on
they can engage in a short
the leaf.
Use Math Talk to focus on children’s
discussion around Math Talk.
understanding of using pictures to add to.
By communicating their
understanding
of essential
Draw to show adding
to.
teachers can gauge
Write how manyconcepts,
there are.
student knowledge and
students
can deepening
Children should draw
5 ladybugs
to solve thetheir
problem.
understanding. It is this deeper
understanding that will allow
13 Chapter 1
students to transition from the
contextual to the abstract.
© Houghton Mifflin Harcourt Publishing Company
ladybugs
—
Math Talk: Possible answer: I drew 3 ladybugs
and then 2 more ladybugs joining them. There
are 5 ladybugs.
How does your
drawing show
the problem?
Explain.
FOR THE TEACHER • Read the following
problem. Have children draw a picture to show
the problem. There are 3 ladybugs on a leaf.
2 more ladybugs join them. How many
ladybugs are there?
thirteen
Untitled-505 13
Algebra • Use Pictures to Add To
Untitled-5521 14
Common Core
Lesson 1.1
Name
COMMON CORE STANDARD CC.1.OA.1
Lesson Check
Represent and solve problems involving
addition and subtraction.
TEST
PREP
(CC.1.OA.1)
and
3 more horses
2 birds
8
— horses
2.
and
2 more dogs
5
— dogs
4 cats
and
1 more cat
5
— cats
6 more birds
8
9
l
l
l
4 more goats
— goats
3.
(CC.1.OA.1)
and
2
6
8
10
l
l
l
l
5 rabbits
and
2
4
l
l
There are 2 rabbits. 5 rabbits join
them. How many rabbits are there now?
7 rabbits
There are _
three
P3
P4
and
4/3/2011 11:37:44 PM
5
—
7
3 cats
and
4 more cats
1 more rabbit
2 bees
and
2 more bees
—
5 dogs
and
1 more dog
—
—
6
l
l
4 more ducks
— ducks
and
3
— rabbits
5
9
8
5
1
l
l
l
l
1 more cat
four
Reteach
Untitled-1550 4
4/3/2011 11:37:45 PM
4
—
3.
© Houghton Mifflin Harcourt Publishing Company
Untitled-1550 3
2 more cows
2.
4. How many ducks are there? (Lesson 1.1)
5 ducks
and
Represent and solve prob
addition and subtraction
1.
3. How many rabbits are there? (Lesson 1.1)
2 cats
Chapter 1
3 cows
COMMON CORE STANDA
Draw circles around the animals added to the
group. Write how many.
2. How many goats are there? (Lesson 1.1)
2 goats
L
R
Algebra • Use Pictures to
Add To
— birds
6
l
Spiral Review
3 dogs
and
4
Reteach 1.1
Name
1. How many birds are there?
Write how many.
1.
an
fourteen
3/18/2011 3:09:41 AM
Standards Practice 2.1
1.1
5 horses
4 bees
MATHEMATICAL
PRACTICES
Model
and Draw
13
14
Chapter 1
Untitled-5521 13
and
2.
Model and Draw
5
to be detailed.
They may want to draw circles
COMMON CORE STANDARD
CC.1.OA.1
Essential Question How
do pictures
Once
students
show adding to?
and
Share and Show
© Houghton Mifflin Harcourt Publishing Company
Algebra • Use Pictures to Add To
M
COMMON CORE STANDARD CC.1.OA.1
Essential Question How do pictures
show adding to?
• How many children are writing on the
board? 4
• How many more children come? 3
• How many children are there? 7
M
Lesson 1.1
Name
Access Prior Knowledge Have volunteers act
out this adding to problem.
There are 4 children writing on the board.
Then 3 more children come.
© Houghton Mifflin Harcourt Publishing Company
Read the problem with the
class. Then give students a
few minutes to think about
how they will progress toward
a solution. This enables
students to immediately invest
themselves in the problemsolving process.
6
R1
Untitled-491 1
Share and Show
5/9/2011 11:13:16 PM
Write how many.
As teachers transition to instruction that is less scaffolded, you may find it helpful to
1. a
reference the COMMON ERRORS box shown in your Teacher Edition. This provides
quick an immediate intervention opportunity for students who are making errors that are
typically to a certain concept or skill.
3 fi sh
and
1 more fi sh
© Houghton Mifflin Harcourt Publishing Company
2.
5
Math Talk: Possible answer: I drew 3 ladybugs
and then 2 more ladybugs joining them. There
are 5 ladybugs.
FOR THE TEACHER • Read the following
problem. Have children draw a picture to show
the problem. There are 3 ladybugs on a leaf.
2 more ladybugs join them. How many
K_MNYCEIG222069_OVOV.indd
3
ladybugs are there?
Chapter 1
—
ladybugs
Overview NYC3
How does your
drawing show
the problem?
Explain.
4 bees
and
4 more bees
MATHEMATICAL
PRACTICES
thirteen
13
14
5/17/13 8:57 AM
fourteen
4
—
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DO NOT
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Go Math! Overview
1
2
3
4
PRACTICE
Instruction is complete, and students are ready to practice what they have learned.
Teachers can assess student understanding of lesson content through Share and Show.
Intended as guided practice, this part of the lesson begins with a bridge problem (Exercise 1).
The bridge problem connects to the models used in the lesson, and provides scaffolding to help
students as they begin to formalize recording. Give students a minute to work through the
bridge problem, before discussing the problem and its solution.
The next few exercise are skill based, and are important both as practice and as a diagnostic
tool. There are two checked items in this section, which represent the lesson concepts students
should have mastered. Have students complete this section on their own. Students who
did not answer the checked items correctly because of a conceptual misunderstanding may
require additional instructional support. The Quick Check box in the Teacher Edition provides
suggestions for Differentiated Instruction, to help all of your students master the lesson
concepts and skills.
Own Your Own exercises can be completed in class or at home. Although these exercises are
intended for independent practice, you may choose to work through some problems as a class.
You can make these decisions based on the depth of understanding among your students, as
well as the types of problem-solving skills your students need to further develop.
Before students fully engage themselves in the independent practice, you may want to prompt
a quick class discussion around the topic in Go Deeper. This is yet another opportunity for
students to apply the lesson concept in a new way, so they can deepen their understanding.
Model • Reason • Make Sense
MATHEMATICAL
PRACTICES
Name
c On Your Own • Independent Practice
Write how many.
Color the birds to sh
3.
Problem Exercise 5 requires children
to use higher order thinking skills as they
draw two groups to show 9. Tell children to
first draw one group of worms. Then children
should draw the second group of worms.
Children may use the number of worms in
the first group to count up to 9 to draw the
number of worms in the second group. Ask
volunteers to explain the strategies they used.
Go Deeper
PROBLEM SOLVING
On Your Own
If children answered Exercises 1 and 2
correctly, assign Exercises 3–5.
Check children’s work. Children s
2 butterflies
and
4 more butterflies
6
— butterflies
4.
MATHEMATICAL
PRACTICES
To extend their thinking, have children
create their own adding to problems for
the rest of the class to solve. Have volunteers
take turns drawing pictures on the board.
Invite the volunteer to call on classmates to
find the solution. Discuss the methods used
to solve each problem by asking:
• How did you find how many there are?
• What is a different way to solve the problem?
• How do the pictures help you solve
the problem?
6. There are 3 red birds. Som
4 ladybugs
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
5.
3 more ladybugs
Draw one way to show 9 worms.
— worms
and
— more worms
2 blue birds.
There are —
7.
fi fteen
Math Talk in Action
15
3/18/2011 3:09:44 AM
Planning Guide
Test Prep How many
2 bees
9 worms
Untitled-5521 15
NYC4
join them. How many blue
7
— ladybugs
Check children’s work. Possible answers: 0, 9; 1, 8; 2, 7; 3, 6; 4, 5;
or reverse order.
Chapter 1 • Lesson 1
COMMON CORE
PROFESSIONAL
DEVELOPMENT
and
and
3
5
l
l
TAKE HOME ACTIVITY • Have your
toys to show 3 animals. Then add to
Ask how many animals there are. Re
animals with totals up to 10.
16
sixteen
Untitled-5521 16
COMMON CORE
PROFESSIONAL
DEVELOPMENT
K_MNYCEIG222069_OVOV.indd 4
Teacher:
f fe
Di
Math Talk in Action
Discuss with children using pictures to find how many in Exercise 4.
Look at the ladybugs in Exercise 4. How are the
5 more
Tony:
I counted all the ladybugs in both pictures.
1, 2, 3, 4, 5, 6, 7 ladybugs.
t
ren
5/17/13 8:58 AM
Dif
d
Program Overview
2
3
4
SUMMARIZE
This section brings closure to the lesson and provides an objective review of the concept
presented in the lesson. Based on how you organize your class time, you may choose to
Summarize before students go home and complete homework, or you may choose to
Summarize at the beginning of the next class, before beginning the next lesson.
Pose the Essential Question to the class. Students who have a deep understanding of the
lesson concept will be able to answer this question accurately and concisely using appropriate
math vocabulary, and will be able to justify their responses.
Have students record their understanding of the lesson concept by answering the Math
Journal question. You can have students save their Math Journal entries for their portfolios.
PROBLEM SOLVING
c Problem Solving
Problem Children need to interpret
the picture to see that there are 5 birds. The
problem may be solved in different ways.
Encourage children to share their methods.
They can use drawings, manipulatives,
or guess and check to find an addition
expression for 5 in which one addend is 3.
Check children’s work. Children should color 3 red birds and 2 blue birds.
4 more butterflies
MATHEMATICAL
PRACTICES
Have children read Exercise 6.
Color the birds to show how to solve.
6
— butterflies
Test Prep Coach
Test Prep Coach helps teachers to identify
common errors that children can make.
In Exercise 7, if children selected:
• 3, they subtracted the numbers.
• 5, they did not understand the concept.
• 8, they added the numbers incorrectly.
6. There are 3 red birds. Some blue birds
3 more ladybugs
join them. How many blue birds are there?
7
— ladybugs
2 blue birds.
There are —
ay to show 9 worms.
7.
Possible answers: 0, 9; 1, 8; 2, 7; 3, 6; 4, 5;
and
Model • Reason • Make Sense
MATHEMATICAL
PRACTICES
Test Prep How many bees?
2 bees
— more worms
9 worms
fi fteen
and
5 more bees
— bees
3
5
7
8
l
l
l
l
TAKE HOME ACTIVITY • Have your child use stuffed animals or other
toys to show 3 animals. Then add to the group showing 2 more animals.
Ask how many animals there are. Repeat for other combinations of
animals with totals up to 10.
15
3/18/2011 3:09:44 AM
4 SUMMARIZE
16
How do pictures show adding to? Possible
answer: I show how many there are in the first picture.
Then I show how many more in the second picture.
Math Journal
Use pictures and numbers to show 4 dogs
and 1 more dog. Then write how many dogs
there are.
FOR MORE PRACTICE:
Standards Practice Book, pp. P3–P4
sixteen
Untitled-5521 16
MATHEMATICAL
PRACTICES
Essential Question
© Houghton Mifflin Harcourt Publishing Company
d
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3/18/2011 3:09:47 AM
f
Di
ted Ins t ruc t ion
nt i a
e
r
fe
INDE
PEN
DE
NT
AC
TI
V
IT
Literature
The Class Party
Children
read the
book and
learn to read
addition and
subtraction
number sentences.
S
Activities
Sum Sentences
Children
complete
orange
Activity
Card 3
by reviewing the concept
of addition and modeling
addition sentences.
IE
Differentiated Centers Kit
Games
Addition Bingo
Children
practice
one-digit
addition and
Games
review basic
facts to 8.
Animated Math
Models
iTools
HMH Mega Math
Soar to Success Math
e Student Edition
Lesson 1.1 16
Overview NYC5
Untitled-505 16
K_MNYCEIG222069_OV.indd 5
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NEW YORK CITY
Go Math! Enhanced Lesson
Overview
LANNING GUIDE
I M P L E M E N TAT I O N A N D P
GUIDE
IMPLEMENTATION AND PLANNING
As described in the Overview, GO Math! lessons are designed to fully facilitate conceptual
development. The teaching suggestions and scripting in the following lesson provides
an enhanced step-by-step guide to teaching Common Core concepts and skills while
integrating the Common Core’s mathematical practices.
EDITION
1562669
www.hmhschool.com
DO NOT
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K • PG
5/15/13 4:22 PM
1
Throughout the lessons, the teaching suggestions in the Teacher Edition and in the
accompanying Roadmaps will offer a consistent approach to instruction. Through these
instructional companions, you will be able to incorporate Common Core instruction,
complimented with questioning designed to engage in use of math practices.
2
3
ENGAGE
4
The purpose of the Engage section is to provide an opportunity for you to establish a common
conceptual foundation before approaching the lesson content. Here, your students will recall
and apply prior knowledge and use prerequisite skills to participate in a short activity.
The Access Prior Knowledge activity using base-10 blocks will typically takes less than 5
minutes. The intent is to focus your students’ attention on place value concepts and skills.
You can use evidence of students’ understanding to decide how deeply to discuss the concept
presented here – the chapter-opening Show What You Know quiz will assist in determining if
and for how long you will need to spend on this activity.
1
2
3 AND
4 TALK
TEACH
Teach and Talk contains the core instruction for the lesson, in which conceptual development
is key. Here, students are expected to represent, record, solve, and explain as they build an
understanding of the lesson concept.
The instruction in the Teacher Edition is scaffolded and guided in a way that encourages
students explore base 10 relationships. The initial questioning is designed to help ground
students in a familiar number system – time. It is your choice to engage students in approach.
However, the approach has the value of allowing for students to apply Mathematical Practices
as they solve this next step in understanding number relationships.
Read the problem with the class. Then give students a few minutes to think about how they
will progress toward a solution. This enables students to immediately invest themselves in the
problem-solving process.
As it is very important that students continually apply Mathematical Practices as they learn
new concepts, questioning steeped in the practices helps to deepen conceptual understanding.
These questions found in the Teacher Edition wrap and in the Roadmap for this lesson will
allow you to seamlessly build in the practices.
NYC6
Planning Guide
K_MNYCEIG222069_LL.indd 6
5/17/13 8:42 AM
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CorrectionKey=A
Program Overview
You can use the questions in the Teacher Edition to help students think critically about
the base-10 model they are using. Students will apply Mathematical Practices as they
communicate why the models are appropriate. Make sure students are actively recording
on the Student Edition page.
Once students have worked through the example and the Value of a Digit activity, they
can engage in a short discussion around Math Talk question. Supporting the use of this
activity are additional questions and scaffolding designed to draw out student thinking.
By communicating their understanding of this essential concept, you can gauge student
knowledge and their understanding.
As you transition to instruction that is less scaffolded, you may find it helpful to reference
the COMMON ERRORS box shown in your Teacher Edition. This provides a quick and
immediate intervention opportunity for students who are making errors that are typically
DO NOT EDIT--Changes must be made through “File info”
to a certain
concept or skill.
CorrectionKey=A
Lesson 1.8
Addition to 10
Common Core Standard CC.1.OA.6
Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making 10
(e.g., 8 1 6 5 8 1 2 1 4 = 10 1 4 5 14); decomposing a number
leading to a ten (e.g., 13 2 4 5 13 2 3 2 1 5 10 2 1 5 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 1 4 5 12, one knows 12 2 8 5 4); and creating equivalent
but easier or known sums (e.g., adding 6 1 7 by creating the known
equivalent 6 1 6 1 1 5 12 1 1 5 13).
Lesson Objective Build fluency for addition
Possible answer: I can write the addends in the top two
boxes and the sum below the line.
within 10.
Essential Question Why are some addition facts
easy to add?
1 ENGAGE
I know that I can change the order of the addends and
get the same sum.
c
GO
iTools
Online
Listen and Draw
Materials crayons
© Houghton Mifflin Harcourt Publishing Company
• How do you show the equal sign when you
add down? I show it with the line above the sum.
• Does the symbol for addition change if you
show the addends going across or up and
down? No, the plus sign is used for addition problems
whether the addends go across or up and down.
Assess Prior Knowledge Ask children
questions like the following one. Then have
them come to the board to show examples.
Discuss their responses.
• If you know 4 1 3 5 7, what other fact do
you know? Explain. Possible answer: 3 1 4 5 7;
2 TEACH and TALK
they drew so that the point is sufficiently
emphasized.
• What are the two addends for this
problem? 2 and 4
• Write a number sentence to tell what
happens in this problem. What addition
sentence shows adding across? 2 1 4 5 6
• How can you write the same addition
problem in a way that goes up and down?
Read the following problem aloud.
There are 2 children in line for the slide.
4 more children get in line. How many children
are in line for the slide?
Have children draw a picture showing this
problem in the top workspace of their page.
Before completing the vertical and horizontal
addition facts, ask children the following
questions.
• What did you draw for the picture? Possible
Now read the following story aloud. Have
children draw a picture in the bottom
workspace and complete the addition
sentence two ways.
Christy has 3 stickers. Mike gives her 2 more
stickers. How many stickers does Christy have
now?
• Do you have to draw stickers when you
draw the problem, or can you draw
something like circles or squares? I can draw
anything to stand for the addends in the story.
Use Math Talk to focus on children’s
understanding of adding in different ways.
• Look at the problem about Christy’s
stickers. What are the addends in the
number sentence that goes across? 3 and 2
• What are the addends in the number
sentence that goes up and down? 3 and 2
Emphasize that when the same numbers
are added, they will get the same sum. The
way the addends are written in the number
sentence does not change the sum.
answers: 2 circles and 4 circles; a slide with 2 children
and 4 more children in line; 2 red lines and 4 blue lines.
Point out that children can feel free to use
anything they want to represent the parts
of the problem. Be sure that children hear
each others’ answers to the question of what
Chapter 1
1_MNYCETS221970_C01L08TE.indd 1
1
3/28/13 1:49 PM
Overview NYC7
K_MNYCEIG222069_LL.indd 7
5/17/13 8:43 AM
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CorrectionKey=A
DO NOT
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Go Math! Enhanced Lesson Overview
1
2
3
4
PRACTICE
Instruction is complete, and students are ready to practice what they have learned.
You can assess student understanding of lesson content through Share and Show. Intended
as guided practice, this part of the lesson begins with a bridge problem (Exercise 1). The
bridge problem connects to the base-10 block models used in the lesson, and provides
scaffolding to help students answer the question. Give students a minute to work through
the bridge problem, before discussing the problem and its solution.
The next few exercise are skill based, and are important both as practice and as a diagnostic
tool. There are two checked items in this section (items 5 and 7), which represent the lesson
concepts students should have mastered. Students who did not answer the checked items
correctly because of a conceptual misunderstanding may require additional instructional
support. The Quick Check box in the Teacher Edition provides suggestions for Differentiated
Instruction, to help all of your students master the lesson concepts and skills.
Model and Draw
MATHEMATICAL
PRACTICES
Work through the model and the pictures
with children
• What does the picture of butterflies show?
It shows 2 butterflies on a branch and 2 more
butterflies flying to the branch.
• What addition problem can you write for
this picture? 2 1 2 5 4
• What does the picture of the plants show?
It shows a row of 4 plants in purple pots and a row of
3 plants in blue pots.
3 PRACTICE
Share and Show •
Quick Check
Quick Check
If
3
2
31
2
1
Rt I
R
Rt I
a child misses Exercises 3 and 4
If
Then
Differentiate Instruction with
• RtI Tier 1 Activity, p. 41B
• Reteach 1.8
Sour to Success Math 10.11, 10.12
COMMON ERRORS
COMMON ERRORS
Guided Practice
In Exercises 1–4, children use the pictures to
write addition problems.
Exercises 3 and 4 may be used for Quick Check.
Have children use MathBoards to show the
solutions.
Children will likely write the larger addend in
the boxes first because the pictures are drawn
in a way that would encourage them to draw
the larger number first. However, if children
write the smaller number in the top addend
box, accept children’s answers as long as their
addition is correct.
Error Children may miscount the number of
objects in each picture.
Example For Exercise 1, children record the
addends as 4 and 3.
Springboard to Learning Have children
identify the two groups of flowers. Then
have children count the first group by drawing an X over each flower as they count it.
Have children write the number of flowers in
the first box. Have children repeat the process for he second group of flowers, writing
the number in the second box. Have children
count their Xs to check their sum.
© Houghton Mifflin Harcourt Publishing Company
Own Your Own exercises can be completed
in class or at home. Although these
exercises are intended for independent
practice, you may choose to work through
some problems as a class. You can make
these decisions based on the depth of
understanding among your students, as well
as the types of problem-solving skills your
students need to further develop. In this
lesson, student reinforce the understanding
of place value – items 8 through 13. If
students performed well in the Share and
Show section you may choose to assign
these items as homework and, instead,
focus on the Problem Solving section of the
lesson. It is advisable to preview this section
prior to instruction and select one or more
items for in-class work and discussion. For
example, item 16, the H.O.T. (higher order
thinking) problem presents an opportunity
to provide for additional depth in concept
understanding and to build in mathematical
practices. Additionally, item 17 could be
selected as a means of developing whole
class discussions as well as building in
writing and communication skills.
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Program Overview
9 PM
2
3
4
SUMMARIZE
This section brings closure to the lesson and provides an objective review of the concept
presented in the lesson. Based on how you organize your class time, you may choose
to Summarize before students go home and complete homework, or you may choose
to Summarize at the beginning of the next class, before beginning the next lesson.
Depending on your class and your lesson goals, you may choose to assign the Essential
Question or the Math Journal. Or you might decide to assign both.
As a class-concluding activity you can assign the Essential Question. Note that this is
the same Essential Question provided in the Student Edition. Those who have a deep
understanding of the lesson concept will be able to answer this question accurately and
concisely using appropriate math vocabulary, and will be able to justify their responses.
You can also have students record their understanding of the lesson concept by answering
the Math Journal question. You can have students save their Math Journal entries for their
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On Your Own • Independent Practice
If children answered Exercises 3 and 4
correctly, assign Exercises 5–23.
Encourage children to work independently,
but offer guidance if necessary.
Tell children that when they are adding two
numbers, they should start with the first one
and then add the second to find the sum.
• What is the word used for the numbers you
are adding? addends
• What is the word used for the number you
get as an answer? sum
• Look at Exercise 5. Would you get the same
sum if the addends were written across?
Yes; the answer would still be 3.
Explain that to answer Exercise 23, children
can write their answer on paper, or they can
state it orally. They may even draw a picture
to show how Sam could find the sum.
Go Deeper
MATHEMATICAL
PRACTICES
Problem Solving
MATHEMATICAL
PRACTICES
For Exercise 24, children find each sum and
color the picture according to the sums.
To extend their thinking, have children look
back at Exercises 5–22 and determine whether
each answer is reasonable. For each situation
below, have children explain how they would
know that their answer is wrong.
• You got a sum of 10 for Exercise 6? The sum
Problem
Exercise 25 requires children to use higher
order thinking skills. The word or is inclusive
of the yellow and purple flowers. So, have
children add the numbers of purple and
yellow flowers they colored in Exercise 24.
• In Exercise 24, what was the sum for
flowers that you colored yellow? 7
• What was the sum for flowers that you
colored purple? 9
Make sure that children do not use the
numbers 7 and 9 as addends. Remind them
that they should count the number of flowers
with the sums of 7 and 9—the flowers that
they colored yellow or purple.
• In Exercise 25, should you add or subtract?
should be smaller than 10 because you are adding only
two 2s. 10 seems too big.
• You got a sum of 4 for Exercise 7? When adding 0, the sum should be the number added to zero, so
it should be 3.
• You got a sum of 8 for Exercise 10? The sum
should be the number just after 8 because you are
adding 1. 8 is not the right answers because you are
starting with 8 and adding one more to it.
Explain Exercise 23 requires children to
analyze the addition problem and identify
the error. Evaluating answers helps children
develop the skill of recognizing when an
answer is reasonable. Then children use their
knowledge of an experience with addition to
explain how Sam could find the correct sum.
4 SUMMARIZE
MATHEMATICAL
PRACTICES
Essential Question
Why are some addition facts easy to add?
Possible answer: when addition facts have 0 as an addend,
I know the sum is the other number. If I know the sum of
one addition fact and I see another addition fact with the
same addends in a different order, I know the sums are
the same.
Math Journal
Explain how knowing 1 1 7 helps you find
the sum for 7 1 1.
add
• What symbol goes in the second circle?
equal sign
Test Prep Coach
© Houghton Mifflin Harcourt Publishing Company
Test Prep Coach helps teachers to identify
common errors that children can make.
In Exercise 26, if children selected:
• 1, they subtracted.
• 10 or 11, they added incorrectly.
© Houghton Mifflin Harcourt Publishing Company
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