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Teacher’s Edition
GRADE 1
TOPIC 1
PRE-PUBLICATION COPY
Quality assurance review not complete
Major Cluster 1.OA.A
TOPIC
1
Math Background: focus
F C R FOCUS
COHERENCE
MAJOR
CLUSTER
SUPPORTING
CLUSTER
RIGOR
ADDITIONAL
CLUSTER
Content Focus in
Topic 1 expands on what students learned in Kindergarten
about addition and subtraction. Students develop a deep
understanding of addition and subtraction by working on
“add to,” “put together,” “take from,” “take apart,” and
“compare” problems.
LESSONS
TOPICS
15
CLUSTERS
14
1
1.OA.A
1.G.A
2
16
“ADD TO” AND “TAKE FROM” SITUATIONS
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1.MD.B
12
•“Add To” Problems In Lesson 1-1, students work
on “add to” problems in which they know the starting
amount and the amount that is added, but the result
is unknown. They use concrete representations and
an addition equation to find the result. Part-part-whole
mats and bar diagrams, used throughout the topic, help
students to visually see how the quantities in a problem
are related. (1.OA.A.1)
1.MD.A
2.
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1.OA.C
11
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FOCUS ON
COMMON CORE
CLUSTERS
1.NBT.C
1.OA.B
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1.MD.C
6
7
.
He snaps on 3 more
How many
.
does he
have now?
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Solve Addition and Subtraction Problems
to 10
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TOPIC 1
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Warren has 3
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1.NBT.B
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1.OA.D
9
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4
10
TOPIC 1 FOCUSES ON
MAJOR CLUSTER 1.OA.A
Represent and solve problems involving addition and subtraction.
3
+
3
=
6
In Lesson 1-7, students find the change quantity in “add
to” problems. These situations are represented as missingaddend problems. (1.OA.A.1)
Bobby has 4 fish. He buys some more fish. Now
Bobby has 7 fish. How many fish did Bobby buy?
7
4+
3
fish
1A Topic 1 Cluster Overview
FOR REVIEW ONLY - PAGES NOT FINAL
=7
PearsonRealize.com
PD
Content Focus in
(continued)
•“Take From” Problems In Lesson 1-4, students work on
“take from” problems in which they know the starting amount
and the amount that is taken away, but the result is unknown.
They use concrete representations and a subtraction equation
to find the result. (1.OA.A.1)
•“Both Addends Unknown” Problems In Lesson 1-3,
given just the whole, students determine a pair of parts
that make up the whole. Students come to understand that
these “both addends unknown” problems can be solved in
more than one way, thus providing practice in finding all
decompositions of a number. (1.OA.A.1)
16
Dan has 6 pens. He gives
2 pens away. How many
pens does Dan have left?
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“COMPARE” SITUATIONS
•“How Many More” and ”How Many Fewer”
Problems A “compare” situation has a bigger quantity, a
smaller quantity, and the difference between the quantities.
Lesson 1-5 focuses on “How many more” problems, and
Lesson 1-6 focuses on “How many fewer” problems. Students
use subtraction to solve both types of problems. (1.OA.A.1)
2
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4
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“Add to” and “take from” situations are similar in that each
has a start quantity, a change quantity (the amount added or
subtracted), and a result quantity.
Steven has 8 coins.
Sarah has 2 coins. How
many fewer coins does
Sarah have than Steven?
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“PUT TOGETHER”/”TAKE APART” SITUATIONS
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•“Put Together” and “Take Apart” Problems ”Put
together” and “take apart” situations are also known as
“part-part-whole” situations. These situations call on students
to compose and decompose numbers, thus developing fully
flexible thinking about part-part-whole relationships.
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fewer coins
In Lesson1-2, students work on “put together” problems.
Given two parts, students use concrete representations and
an addition equation to find the whole. In Lesson 1-8, students
also work on “take apart” problems. They use subtraction to
find one part given the other part and the whole. (1.OA.A.1)
PD
Professional Development Videos Topic Overview Videos
and Listen and Look For Lesson Videos present additional
important information about the content of this cluster.
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1B
TOPIC
1
Major Cluster 1.OA.A
Math Background: coherence
F C FOCUS
R
F C R COHERENCE
RIGOR
Content Coherence in
look back
Students learn best when ideas are connected in a coherent
curriculum. This coherence is achieved through various types
of connections including connections within clusters, across
clusters, across domains, and across grades.
How does Topic 1 connect to what students learned earlier?
grade K
Big Ideas in Grades K–6
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•Count In Topic 11, students learned to count forward from
any given number within the known sequence, 0–100.
Students build on this skill as they count on and count back to
solve addition and subtraction problems. (K.CC.A.2)
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and 6 .
Jenny sees 2
How many bugs does Jenny
see in all?
2+6=8
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For a complete list of Big Ideas, see pages 110–111 in the
Teacher’s Edition Program Overview.
4 1
1C Topic 1 Cluster Overview
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•Understand Addition and Subtraction In Topics 6
and 7, students were introduced to addition as “putting
together” and “adding to,” and subtraction as “taking
apart” and “taking from.” They used objects, drawings,
and equations to represent addition and subtraction word
problems within 10 and to decompose numbers less than
or equal to 10. By the end of Kindergarten, students fluently
added and subtracted within 5. (K.OA.A)
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Anna has 2
.
.
She buys 6 more
does
How many
Anna have now?
at
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A Big Idea that connects the work in this cluster is that there
are multiple interpretations of addition and subtraction, and
each operation is related to other operations. The lessons in this
topic present various addition and subtraction situations. It is
important for students to understand early in their mathematics
education that an operation can have various meanings.
For example, note how the “add to” and “put together”
situations illustrated below lead to the same addition equation.
2.
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Big Ideas are the conceptual underpinnings of
enVisionmath2.0 and provide conceptual cohesion of
the content. Big Ideas connect Essential Understandings
throughout the program.
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Content Coherence in
(continued)
topic 1
look ahead
How is content connected within Topic 1?
How does Topic 1 connect to what students will learn later?
•Real-Life Contexts Topic 1 guides students in how to
solve addition and subtraction problems associated with a
particular type of real-life addition or subtraction situation.
Each type of situation demonstrates how math can and should
be used to model the real-life situation. (1.OA.A.1)
LATER IN GRADE 1
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•Add and Subtract Within 20 In Topic 2, students
will develop fluency for addition and subtraction within
10. In Topics 3 and 4, they will develop strategies to add
and subtract within 20. Topic 5 will focus on addition and
subtraction equations and word problems involving three
addends. (1.OA.A.2, 1.OA.B, 1.OA.C, 1.OA.D)
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•Add and Subtract Data In Topic 6, students will use
addition and subtraction to interpret data. (1.MD.C.4)
Abby asks 15 students
if they like broccoli or
carrots better. 6 choose
broccoli. The rest choose
carrots. How many chose
carrots?
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It is important for students to understand the meaning of the
problem and choose an operation that makes sense, rather
than strictly associate a particular operation with each type
of situation.
2.
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•Understand Addition and Subtraction Situations Lesson titles in Topic 1 do not include names of operations.
One reason for this is that while one operation may be
more useful in illustrating a situation, it might be the inverse
operation that helps a student solve the problem. (1.OA.A.1)
es
4. Rita has 3 yellow balloons. The rest of her
balloons are pink. She has 7 balloons in all.
How many pink balloons does Rita have?
Broccoli
Carrots
ll ll
l
llll
llll
You can also write an
equation to show the
problem.
15 - 6 =
9
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6 choose broccoli.
I can count up to
15 to find how many
chose carrots.
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Use a tally chart to find
the missing data.
pink balloons
Rita has 3 yellow balloons and the pink balloons she has
are added to that to make 7 balloons. This “add to” problem
can be represented using either addition (3 +
= 7) or
subtraction (7 - 3 =
).
•Add and Subtract Tens and Ones In Topics 10 and 11,
students will use models and strategies to add and subtract
2-digit numbers. (1.NBT.C)
GRADE 2
•Fluency with Facts to 20 In Topic 1, students will develop
fluency for addition and subtraction within 20. (2.OA.B.2)
•Solve Addition and Subtraction Problems In Topics 3,
4, 5, and 6, students will continue to solve addition and
subtraction problems using their understanding about addition
and subtraction situations developed in Grade 1. In Topics
10 and 11, students will also add and subtract within 1,000.
(2.OA.A.1, 2.NBT.B)
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1D
TOPIC
1
Major Cluster 1.OA.A
Math Background: rigor
F C FOCUS
R
COHERENCE
F C R RIGOR
Content Rigor in
A rigorous curriculum emphasizes conceptual understanding,
procedural skill and fluency, and applications.
procedural skill and fluency
•Understand Addition and Subtraction The main
emphasis of Topic 1 is on conceptual understanding of
addition and subtraction. Various representations and acting
out help students understand “add to,” “put together,”
“take from,” “take apart,” and “compare” situations. This
early foundation supports the deep understanding that is
essential when they move from one-step problems to multistep scenarios. This foundational knowledge of addition and
subtraction also supports the development of the concepts of
multiplication and division. (1.OA.A.1)
The content in this cluster provides foundations for developing
fluency with adding and subtracting within 10 in Topic 2.
(1.OA.C.6)
•Understand a Situation Beyond Key Words When
teaching students how to solve word problems, it is important
to note that they should not rely too heavily on the use of key
words in determining which operation to use for a problem.
applications
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conceptual understanding
You can use cubes to
compare.
You can write a subtraction
equation to compare.
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5 cats have blue hats.
2 cats have orange hats.
How many more blue hats are
there than orange hats?
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•Sums and Differences The main emphasis of Topic 1 is
on building conceptual understanding about addition and
subtraction situations. Students’ work with procedural skills
and fluency involving sums and differences will begin in
Topic 2. (1.OA.A.1)
5 - 2 = 3
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There are
3 more blue hats
than orange hats.
5 cats are on a fence.
2 cats jump off. How many
cats are still on the fence?
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Students who are taught that “more” means they need to
add might simply add the numbers in the problem above,
5 + 2 = 7, and incorrectly conclude that there are 7 blue
hats. It is important to stress that while “more” suggests an
“add to” situation, it does not necessarily mean to add the
numbers in the problem. An understanding of the relationship
between the given quantities and the unknown quantity is
necessary in order to choose an appropriate operation.
(1.OA.A.1)
•Operations in Context Every lesson in Topic 1 addresses
problem solving. Rather than launching a series of lessons
with numerals alone, this topic emphasizes the meaning of
the operation embedded within a particular story or situation.
This allows students to see right from the start how people use
mathematics to think about and solve real-world problems.
(1.OA.A.1)
1E Topic 1 Cluster Overview
5
-
2
=
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3
Major Cluster 1.OA.A
PearsonRealize.com
Math Practices
MP
Connecting Math Practices and Content Standards in
Math practices and content standards are connected within all lessons including
the lessons that focus on math practices.
lesson that focuses on math practices
•MP.1 Make sense of problems and persevere in solving
them.
•Lesson 1-9 This lesson focuses on MP.3. Students solve
problems and use mathematical arguments including pictures,
words, and numbers to explain their solutions.
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math practices within lessons
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Students make sense of problems by developing a full
understanding of addition and subtraction situations in
context. (e.g., p. 11, Item 5)
•MP.2 Reason abstractly and quantitatively.
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Students use abstract and quantitative reasoning as they
analyze situations and apply their understanding of the
relationship between quantities by joining, separating, and
comparing amounts. (e.g., p. 24, Item 8)
,e
•MP.3 Construct viable arguments and critique the reasoning
of others.
Can I use math to
explain my work?
Am I using numbers
and symbols correctly?
Is my explanation
clear?
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Students construct math arguments as they solve addition and
subtraction problems and explain their work. (e.g., p. 57,
Solve and Share)
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•MP.4 Model with mathematics.
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Students model with math when they use what they know
about addition and subtraction to show how the quantities are
related. (e.g., p. 46, Show Me!)
Revisit the information about MP.3 in these other resources:
•Math Practices and Problem Solving Handbookbefore
Topic 1; includes Math Practices Proficiency Rubrics.
•Math Practices Postersto display in your classroom
•MP.5 Use appropriate tools strategically.
Math Practices Animations, one for each math practice,
available at PearsonRealize.com.
Pr
Students make strategic decisions about which tool to use to
understand an addition or subtraction problem. (e.g., p. 33,
Solve and Share)
MP
•MP.6 Attend to precision.
Students use the plus sign, minus sign, and equal sign to
write and read equations correctly. (e.g., p. 16, Show Me!)
•MP.7 Look for and make use of structure.
Students interpret the relationship between the quantities in
addition and subtraction situations. They can use patterns to find
different equations with the same sum. (e.g., p. 22, Show Me!)
•MP.8 Look for and express regularity in repeated reasoning.
Students use repeated reasoning when they understand that
there is more than one solution to problems involving two
unknown addends. (e.g., p. 22, Visual Learning Bridge)
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1F
TOPIC
1
major cluster 1.OA.A
PearsonRealize.com
differentiated instruction
I
O On-Level
Intervention
Ongoing Intervention
A Advanced
Learn Assessment
Strategic Intervention
Tools
Games
Intensive Intervention
During the core lesson,
monitor progress, reteach as
needed, and extend students’
thinking.
1
At the end of the lesson,
assess to identify students’
strengths and needs and then
provide appropriate support.
As needed, provide more
instruction that is on or below
grade level for students who are
struggling.
Guiding Questions
•In the Teacher’s Edition Guiding
questions are used to monitor
understanding during instruction.
Quick Check
In the Student’s Edition Assess the
lesson using 3 items checked in the
Teacher’s Edition.
Math Diagnosis and
Intervention System 2.0
•Diagnosis Use the diagnostic tests in the
system. Also, use the item analysis charts
given with program assessments at the
start of a grade or topic, or at the end
of a topic, group of topics, or the year.
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Assessment
Intervention Activity I
Teachers work with struggling students.
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Prevent Misconceptions
This feature in the Teacher’s Edition is
embedded in the guiding questions.
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Reteach to Build Understanding I
This is a page of guided reteaching.
,e
Error Intervention: If... then...
This feature in the Teacher’s Edition
is provided during Guided Practice.
It spotlights common errors and gives
suggestions for addressing them.
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•Intervention Lessons These two-page
lessons include guided instruction
followed by practice. The system
includes lessons below, on, and above
grade level.
•Teacher Support Teacher Notes
provide the support needed to conduct
a short lesson. The lesson focuses on
vocabulary, concept development, and
practice. The Teacher’s Guide contains
individual and class record forms and
correlations to Student’s Edition lessons.
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Technology Center I O A
Digital Math Tools Activities
reinforce the lesson content or
Tools
previously taught content using a
suite of digital math tools.
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Reteaching
Reteaching sets are at the end of the topic
in the Student’s Edition. They provide
additional examples, reminders, and
practice. Use these sets as needed before
students do the Independent Practice.
Higher Order Thinking
These problems require students to think
more deeply about the rich, conceptual
knowledge developed in the lesson.
Online Quick Check You can also
assess the lesson using 5 online,
machine-scored, multiple-choice
items.
2.
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Online Guiding Questions Guiding questions are also in
the online Visual Learning
Animation Plus.
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m
Learn
3
2
Games
Online Games provide practice on
the lesson content or previously
taught content.
Homework and Practice I O A
Use the leveled assignment to provide
differentiated homework and practice.
Additional resources to support differentiated
instruction for on-level and advanced students
include:
On-Level and Advanced
Activity Centers O A
•Center Games are provided in on-level
and advanced versions.
•Math and Science Activity is related to
the topic science theme introduced at
the start of the topic.
Resources for Fluency Success
•A variety of print and digital resources
are provided to ensure success on
Common Core fluency standards.
See Steps to Fluency Success on
pages 75M–75P.
•Problem-Solving Reading Mat is used
with a lesson-specific activity.
1G Topic 1 Cluster Overview
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major cluster 1.OA.A
PearsonRealize.com
the language of math
Glossary Games
English Language Learners
Math Vocabulary
Story
Story
Math and Reading
Build math vocabulary using the
vocabulary cards, vocabulary activities,
vocabulary review, and glossary plus the
online glossary and vocabulary game.
Connect reading and math using a
data-filled reading mat for the topic with
accompanying activity masters and guide.
Also use topic interactive math stories.
Visual Learning
The visual learning that is infused in
enVisionmath2.0 provides support for
English language learners. This support
includes a Visual Learning Animation Plus
and a Visual Learning Bridge for each
lesson.
My Word Cards
Vocabulary cards for a topic are provided
in the Student’s Edition. Students study the
word on the front of the card to complete
a sentence with the word on the back.
Problem-Solving Reading Mats
There is a large, beautiful mat for each
topic. At the start of the topic, help
students become familiar with the mat and
the vocabulary used by reading the mat
aloud as students follow along. Use the
Problem-Solving Reading Activity Guide
for suggestions about how to use the mat.
6 + 4 = 10 6 - 2 = 4
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10 = 6 + 4 4 = 6 - 2
6+4=8+2
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These are equations.
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problem by writing an
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English Language Learners Toolkit
This resource provides professional
development and resources for supporting
English language learners.
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Vocabulary Activities
The Teacher’s Edition provides vocabulary
activities at the start of topics. These
include activities for vocabulary in
My Word Cards and/or activities for
vocabulary in Review What You Know.
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equation
English Language
Learners Instruction
Lessons provide instruction for English
language learners at Beginning,
Intermediate, and Advanced levels of
English proficiency.
16
Provide ELL support through visual
learning throughout the program, ELL
instruction in every lesson, and additional
ideas in an ELL Toolkit.
Vocabulary Review
A page of vocabulary review is provided
at the end of each topic. It reviews
vocabulary used in the topic.
Glossary
A glossary is provided at the back of the
Student’s Edition.
Problem-Solving Reading Activity
At the end of some lessons, a ProblemSolving Reading Activity provides a page
of math problems to solve by using the
data on the mat.
Interactive Math Stories
An interactive math story provides
an introduction to each topic. The
Story
story is available as an online story
book and an animated story at
Story
PearsonRealize.com as well as a
color-in, take-home story in the
Teacher’s Resource Masters.
Animated Glossary
An online, bilingual, animated
glossary uses motion and sound
Glossary
to build understanding of math
vocabulary.
Online Vocabulary Game
An online vocabulary game is
available in the Game Center.
Games
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1H
1
Topic Planner
SOLVE ADDITION AND SUBTRACTION
PROBLEMS TO 10
Lesson 1-1
Lesson 1-2
Lesson 1-3
SOLVE PROBLEMS: PUT TOGETHER
pp. 15–20
SOLVE PROBLEMS: ADD TO pp. 9–14
SOLVE PROBLEMS: BOTH ADDENDS
UNKNOWN pp. 21–26
Content Standard 1.OA.A.1
Mathematical Practices MP.1, MP.2,
MP.4, MP.6
Content Standard 1.OA.A.1
Mathematical Practices MP.1, MP.2,
MP.4, MP.6
Content Standard 1.OA.A.1
Mathematical Practices MP.2, MP.3,
MP.4, MP.7, MP.8
16
TOPIC
Objective Solve addition problems
involving situations of putting two parts
together.
Essential Understanding Adding to
is one interpretation of addition. Addition
equations can be used to show add to
addition situations.
Essential Understanding Putting
two parts together to make a whole is
one interpretation of addition. Addition
equations can be used to show situations
in which two parts are put together.
Vocabulary add, sum, plus, equals,
equation
Vocabulary parts, whole
ELL Reading: Use contextual support to
develop vocabulary.
ELL Speaking: Speak using content area
vocabulary in context.
ELL Listening: Demonstrate listening
comprehension by retelling.
Materials Connecting cubes (or Teaching
Tool 7), counters (or Teaching Tool 6)
Materials Connecting cubes (or Teaching
Tool 7)
Materials 2 cups and 5 pencils, small
glass jar and 6 small objects such as
buttons, cubes, or counters
Digital
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Lesson Resources
On-Level and Advanced
Activity Centers
•Center Games
Essential Understanding Decomposing
numbers can be used to solve addition
word problems in which the total is known,
but the parts are unknown. Addition
equations can be used to show addition
situations where both parts are unknown.
Vocabulary None
On-Level and Advanced
Activity Centers
•Center Games
Pr
On-Level and Advanced
Activity Centers
•Center Games
Objective Solve addition word problems
by breaking apart a total number of
objects.
©
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Objective Solve addition problems
involving situations of adding one part to
another part.
•Student’s Edition
•Daily Common Core Review
•Reteach to Build Understanding
•Center Games
•Math and Science Activity
•Problem-Solving Reading Mat
•Problem-Solving Reading Activity
Digital
•Listen and Look for PD Lesson Video
•Student’s Edition eText
•Today’s Challenge
•Solve & Share
•Visual Learning Animation Plus
•Animated Glossary
•Math Tools
•Quick Check
•Another Look Homework Video
•Math Games
Print
1I Topic 1
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PearsonRealize.com
Digital
Lesson 1-4
Lesson 1-5
SOLVE PROBLEMS: TAKE FROM pp. 27–32
SOLVE PROBLEMS: COMPARE SITUATIONS
pp. 33–38
CONTINUE TO SOLVE PROBLEMS:
COMPARE SITUATIONS pp. 39–44
Content Standard 1.OA.A.1
Mathematical Practices MP.2, MP.4,
MP.5
Content Standard 1.OA.A.1
Mathematical Practices MP.1, MP.2,
MP.4
16
Content Standard 1.OA.A.1
Mathematical Practices MP.2, MP.4,
MP.5
Lesson 1-6
Objective Solve subtraction problems that
involve comparing to find how many more
objects are in one group than another group.
Essential Understanding Taking away
one part from a whole is one interpretation
of subtraction. Subtraction equations can
be used to show subtraction situations in
which one part is taken from the whole.
Essential Understanding Comparing
two groups to find how many more objects
are in one group than another group is one
interpretation of subtraction. Subtraction
equations can be used to show situations in
which two quantities are compared.
Essential Understanding Comparing
two groups to find how many fewer objects
are in one group than another group is one
interpretation of subtraction. Subtraction
equations can be used to show situations in
which two groups are compared.
Vocabulary difference, subtract, minus
Vocabulary more
Vocabulary fewer
ELL Reading: Use visual support to
develop vocabulary.
ELL Reading: Develop basic sight
vocabulary.
ELL Strategies: Use prior experiences to
understand meanings.
Materials Connecting cubes (or Teaching
Tool 7), pencils or markers
Materials Connecting cubes (or Teaching
Tool 7)
Materials Connecting cubes (or Teaching
Tool 7)
Topic Resources
Digital
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On-Level and Advanced
Activity Centers
•Center Games
On-Level and Advanced
Activity Centers
•Math and Science Activity
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Activity Centers
•Problem-Solving Reading Mat
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Objective Solve subtraction problems that
involve comparing to find how many fewer
objects are in one group than another group.
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Objective Solve subtraction problems
involving taking from a group.
Start of Topic
•Interactive Math Story
•Math and Science Project
•Home-School Connection
•Review What You Know
•My Word Cards
End of Topic
•Fluency Practice Activity
•Vocabulary Review
•Reteaching
•Topic Assessment
•Topic Performance Assessment
•Placement Test
•Basic-Facts Timed Tests
Start of Topic
•Topic Overview PD Video
Digital
End of Topic
•Math Practices Animations
•Online Topic Assessment
•ExamView® Test Generator
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1J
1
Topic Planner
SOLVE ADDITION AND SUBTRACTION
PROBLEMS TO 10
Lesson 1-7
Lesson 1-8
Lesson 1-9
SOLVE PROBLEMS: PUT TOGETHER/TAKE
APART pp. 51–56
PRACTICE SOLVING PROBLEMS: ADD TO
pp. 45–50
MATH PRACTICES AND PROBLEM
SOLVING: CONSTRUCT ARGUMENTS
pp. 57–62
Content Standards 1.OA.D.8, 1.OA.A.1
Mathematical Practices MP.1, MP.3,
MP.4, MP.5
Content Standard 1.OA.A.1
Mathematical Practices MP.1, MP.4
Mathematical Practices MP.3, MP.1,
MP.2
Content Standard 1.OA.A.1
16
TOPIC
Objective Solve problems involving
putting together or taking apart.
Objective Construct math arguments in
order to solve addition and subtraction
problems.
Essential Understanding Adding to
is one interpretation of addition. Addition
equations can be used to show add to
addition situations.
Essential Understanding Finding a
missing part of a whole is an interpretation
of both addition and subtraction. Addition
or subtraction equations can be used to
show situations involving a missing part.
Vocabulary addend
Vocabulary None
ELL Reading: Use reading supports
(pretaught vocabulary) for comprehending
written material.
ELL Reading: Use support from
peers/teachers to enhance/confirm
understanding.
ELL Reading: Use contextual supports to
enhance/confirm understanding.
Materials Connecting cubes (or Teaching
Tool 7)
Materials Connecting cubes (or Teaching
Tool 7)
Materials Crayons
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Vocabulary None
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Essential Understanding Good math
thinkers use math to explain why they are
right. They can talk about the math that
others do, too.
On-Level and Advanced
Activity Centers
•Math and Science Activity
On-Level and Advanced
Activity Centers
•Center Games
Pr
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On-Level and Advanced
Activity Centers
•Problem-Solving Reading Mat
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Objective Solve addition problems by
finding a missing addend.
Notes
1K Topic 1
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Digital
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1L
PearsonRealize.com
SOLVE ADDITION AND SUBTRACTION
PROBLEMS TO 10
Story
Before the Story
This book belongs to:
16
©
20
2.
0
at
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3 stop and chat.
1 leaves and takes a nap.
5
ducks
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6
dogs
Topic 1
1
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READ
Read the story aloud for
enjoyment. Circle all the
ducks that got together
to dance as you read
the first sentence on the
page. Point to each duck
and have students count
with you. 8 ducks got
together. Let’s count them
all. Count, then ask. Are
all 8 ducks dancing? [No]
Invite students to count the
dancing ducks with you.
Repeat for dogs, cats,
and mice on the following
pages.
bl
How many dogs dance now?
2
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GESTURE
Invite students to
pantomime the animals’
actions as you read.
Students can clap their
hands and tap their feet
to dance. They can turn
to classmates and pretend
to talk or eat, or put their
hands behind their backs
to watch a dance. Before
counting dancing animals,
invite volunteers to identify
the two groups of animals.
Repeat on remaining
pages.
COLOR
Distribute Interactive Math
Story books to students.
Students should color
the animals in their own
books as they count the
animals on each page that
are not dancing. Have
students look at the first
page. Color the 3 ducks
that are not dancing. Now
color the dancing ducks
in a different color. How
many dancing ducks did
you color? [5] Repeat on
remaining pages.
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fold down
on
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7 dogs get together to dance.
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8 ducks get together to dance.
Topic 1
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1M Topic 1
Story
How many ducks dance now?
MTH16_ANC01_CC2_T01_IMS.indd Page 6 06/10/14 1:27 PM S-015
Story
1
Written
Written
by Marilee
by Marilee
Robin
Robin
Burton
Burton
Illustrated
Illustrated
by John
by John
Haslam
Haslam
Activate Prior Knowledge
In this story we will be
separating items from a group.
10
mice
get together
dance.
Let’s
practice.
Draw 5 to
squares
2onstand
and watch.
the board.
Maria had
5 crackers.
She
3 of now?
the
How many miceput
dance
crackers
on
a
plate
for
her
8 mice
friend Ted. Draw a circle around
3 of the squares.
Does
Maria
Topic 1
4
have more or fewer crackers
now? [Fewer]
Play the animated version of
the story.
TOPIC
Ehrin
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Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Picture Walk
Project the online PDF that
contains a full-color version of
the story. On the cover, read
the title, author’s name, and
illustrator’s name to the students.
This is a story about animals at
a dance party. Let’s look and
see what dancing animals we
can find. As you go through the
story, invite students to point to
the animals on each page that
are dancing and name them.
Have students also point out any
animals they see that are not
dancing.
fold down
Story
Story
DURING THE STORY
,e
1
INTERACTIVE MATH STORY
es
TOPIC
5
SUBTRACTION DANCE PARTY
This is a story in which students will separate items from a group
to subtract.
After the Story
Extension
ThisCreate
book belongs
a set ofto:
manipulative
TOPIC
animal cards for the story1withStory
Ehrin
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8
mice
3
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Topic 1
1
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SPEAK
Invite students to take turns
retelling the story in their
own words. Ask students
to describe the pictures
and count as they retell
what happens. Start on the
first page and encourage
them to add details to the
story by asking questions.
What kind of dance did
the ducks do? What did
the other ducks talk about?
[Answers will vary.]
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WRITE
Work with students to fill in
the answer to the number
question on the first page.
How many ducks got
together to dance? [8] How many ducks stopped
to chat? [3] How many
ducks are dancing? How
many did you count? [5]
Write the number. Then
retell the facts. Guide
students as they answer the
number questions on the
remaining pages.
Topic 1
fold down
How many mice dance now?
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cats
n
5
,e
How many cats dance now?
2 stand and watch.
You may wish to have students
take home their Interactive Math
Story books and share what
8 ducks
together
dance.
theyget
have
learnedto
about
solving
3 stop
and chat.problems with a
subtraction
member.
How family
many ducks
dance now?
5 ducks
Pr
fold down
4 sit and eat.
10 mice get together to dance.
es
9 cats get together to dance.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
2.
0
©
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16
the class. Fold large index cards
Written by Marilee Robin Burton
in half and have students
draw
Illustrated
by John Haslam
a favorite animal on the card.
Students can then work together
to make up new separating
stories about animals as a
volunteer demonstrates the story
using the cards. Students can
invent new situations and new
reasons for not joining in. For
example, 6 animals get together
to swim; 2 animals stay in the
sand building castles.
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1N
1
TOPIC OPENER
SOLVE ADDITION AND SUBTRACTION
PROBLEMS TO 10
TOPIC ESSENTIAL QUESTION
Solve Addition and
Subtraction Problems to 10
TOPIC
What are ways to think about addition and
subtraction?
Revisit the Topic Essential Question throughout the
topic, and see a note about answering the question
in the Teacher’s Edition for the Topic Assessment.
1
Essential Question: What are ways to think about addition
and subtraction?
Digital Resources
Solve
Learn
Glossary
Tools Assessment Help
Games
Look at
the adult and baby
giraffes.
How are they the
same? How are they
different?
MATH AND SCIENCE PROJECT STEM
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2.
0
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20
The science theme for this project is Baby Animals.
This theme will be revisited in the Math and Science
Activities in Lessons 1-6 and 1-8, and in some lesson
exercises.
Wow!
Let’s do this
project and learn
more.
16
TOPIC
Math and Science Project: Parents and Babies
Have students share the kinds of baby animals
they have seen. Encourage them to describe
them regarding size, color, skin type, look like
their parents (or not), what they are called, and
if they make any sound.
nV
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Find Out Talk to friends and
Journal: Make a Book Show what you found.
relatives about different animals
In your book, also:
and their babies. Ask them how
•Draw some animals, including the parents and
the parents and babies are the
babies.
Math and Science Project: Wild Animals
same and how they are different.
Directions Read the character speech bubbles to students. Find Out!
Have students
find out
about wild
animals. Say:
Talksubtraction
to friends and relatives
•Create
and
solve
addition
and
stories
about animals in the wild. Ask which animals can be seen in groups. Make a Poster Then have students make a poster. Have them choose one wild
animal that they learned about. Ask them to draw a group with 6-10 of the animal they chose and write a number to tell how many animals.
about some animals and their babies.
one
es
Topic 1
,e
Direct student’s attention to the photograph.
Then ask them to compare both animals.
ep
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EXTENSION
Have students draw a picture that relates to an
addition problem they wrote for their books.
Pr
Sample Student Work for Math and Science Project
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Home-School Connection
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Project-Based Learning Have children work
on the Math and Science Project over the course of
several days.
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Home-School
Connection
Name
Solve Addition and Subtraction
Problems to 10
Topic
1
Topic 1 Standards
1.OA.A.1, 1.OA.D.8
See the front of the Student’s Edition for complete standards.
Send this page home at the start
of Topic 1 to give families an
overview of the content in the
topic.
Dear Family,
Your child is learning about addition and subtraction. In this topic, your child will learn to
solve problems by adding or subtracting and writing addition and subtraction equations.
These are important foundational skills that will allow your child to communicate
mathematical ideas and reasoning. These skills will also allow your child to analyze the
information given in word problems and find solutions. Your child will learn how to use
models to solve word problems.
8
Each side of the mat represents parts of a whole. The number in the box above the mat
represents the total. You can complete the model based on information given in a word
problem. When one of the parts is missing, write a subtraction equation or an equation
with an unknown addend. When the total is missing, write an addition equation.
Writing Addition Equations
Materials 8 small objects, paper, pencil
Take 5 small objects, such as paper clips or buttons, and divide them into 2 groups. Have
your child write 2 addition equations for the objects. Then allow your child to divide the
objects into 2 different groups. Write 2 addition equations for the objects and have your
child help you decide if they are correct. Repeat the activity with 6 and 8 objects.
Observe Your Child
Focus on Mathematical Practice 5
Use appropriate tools strategically.
Help your child become proficient with Mathematical Practice 5. Discuss how the objects
are good tools to model the equations. Then discuss other ways to model the equations.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
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1 Topic 1
1
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Item Analysis for Diagnosis
and Intervention
Name
2. Join the two groups and
write how many.
Counting
two
4
K.CC.B.5
A1
5
K.CC.A.3
A1
K.CC.B.5
A1
on
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2
3
© Pearson Education, Inc. 1
4
5
Topic 1
es
2
6. Circle the number that
shows how many crabs
you see.
,e
3
Check students’
drawings.
A1
is
i
5. Write the number that
tells how many cats.
MDIS
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Sums
4. Tammy has 4 balloons.
Draw a picture of her
balloons.
K.CC.A.3
6
3
4
1–3
©
20
5
3. Write how many soccer
balls there are in all.
Standards
2.
0
1. Count the fish.
Write the number
that tellshowmany.
Item
16
Vocabulary
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Vocabulary Review Activity
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Use a Web Diagram as method to reinforce student’s knowledge of words.
Have students write one of the vocabulary review words in the center oval.
Then have them use the remaining ovals to write a short definition of the word,
a synonym, and to draw a picture related to the word.
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2
TOPIC OPENER
TOPIC
1
SOLVE ADDITION AND SUBTRACTION
PROBLEMS TO 10
Topic 1 Vocabulary Words Activity
Understand the Meaning
Use Teaching Tool 40 (the Frayer Method)
as a graphic organizer to help students
look at words in different ways in order
to fully understand their meanings. Have
students write one of the vocabulary
words in the center oval. Then have
them write the definition, characteristics,
examples, and non-examples of the word.
Students can use words and pictures to
complete the model. You may wish to
have students work in groups to complete
Frayer models for different vocabulary
words. Tell students that they will learn
more about these words in this topic.
+
3
=
8
equation
6 + 4 = 10 6 - 2 = 4
10 = 6 + 4 4 = 6 - 2
6+4=8+2
These are equations.
Topic 1
My Word Cards
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3–4 Topic 1
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sum
Pr
5
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2+3=5
ic
a
sum
add
equals
5 = 4
+
1
5 equals 4 plus 1.
My Word Cards
Glossary
n
Study the words on the front of the card.
Complete the activity on the back.
tio
My Word Cards
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16
For example, students write the word
sum in the center oval. They provide a
definition for sum, name characteristics
that a sum has, and provide examples
and non-examples of a sum.
You may also wish to use Teaching
Tools 36–39 to review topic vocabulary
words. These Teaching Tools provide
different graphic organizers useful for
reviewing vocabulary words.
✂
plus
✂
plus
2
Use what you know to complete the sentences.
Extend learning by writing your own sentence using each word.
The answer to an addition
equation is called the
2 equals 4.
5 + 4
sum
5 plus 4
I use a plus sign to
add
.
.
This means 4 is
added to 5.
part
part
A
2 and 3 are
parts of 5.
is a piece of a whole.
I can solve a word
problem by writing an
4 plus 4
equals
8.
equation
.
5 + 2
=
7
5 plus 2 equals 7.
three
3
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4
four
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Topic 1
My Word Cards
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Study the words on the front of the card.
Complete the activity on the back.
✂
✂
whole
5
subtract
difference
My Word Cards
Glossary
I use a minus sign to
subtract
4-1=3
difference
The group that has
less has
fewer
5
/132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G1/XXXXXXXXXX/Layout/Interior_Fi ...
Study the words on the front of the card.
Complete the activity on the back.
Glossary
more
six
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My Word Cards
✂
My Word Cards
addends
tio
.
Pr
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addends
Topic 1
In the addition equation
6 + 3 = 9, the 6 and the
3 are
n
6+3=9
3 equals 2.
.
Use what you know to complete the sentences.
Extend learning by writing your own sentence using each word.
pa
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addend
minus
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es
✂
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on
m
The yellow row has fewer.
five
5
The group with a greater
number of objects has
at
h
objects.
The red row has more.
My Word Cards
My Word Cards
.
16
fewer
2.
0
more
,e
Topic 1
whole
.
5-3=2
5
3
5 minus 3
This means 3 is taken
away from 5.
When I add all of the
parts, I make a
The answer to a
subtraction equation
is called the
difference
The whole is 5.
minus
.
Use what you know to complete the sentences.
Extend learning by writing your own sentence using each word.
©
20
My Word Cards
Topic 1
My Word Cards
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seven
7
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8
eight
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Topic 1 My Word Cards
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5–8
LESSON 1-1
Solve Problems: Add To
DIGITAL RESOURCES PearsonRealize.com
Animated
Glossary
Solve
Think
Math Tools
Glossary
Tools
Another Look
Homework
Video
LESSON OVERVIEW
F C R FOCUS • COHERENCE • RIGOR
Help
Assessment
Math Games
Games
MATH ANYTIME
Daily Common Core Review
COHERENCE
at
h
1. Dana draws this dot pattern.
Which number tells how many
dots Dana draws in all?
𝖠𝖠 9
on
m
𝖡𝖡 8
𝖢𝖢 7
𝖣𝖣 6
is
i
K.OA.A.3
2. Which does the ten-frame show?
Check students’ drawings.
𝖠𝖠
8+1
𝖡𝖡
8+2
𝖢𝖢
7+1
𝖣𝖣
7+3
K.OA.A.1
es
,e
This lesson emphasizes conceptual
understanding and application. As
students solve addition problems involving
adding to situations, they deepen their
understanding of the meaning of addition. This
conceptual understanding of addition will help
them as they solve addition problems involving
other meanings of addition and as they solve
addition problems with larger numbers.
Watch the Listen and Look For Lesson
PD Video.
1-1
K.CC.B.4a
nV
RIGOR
Daily Common
Core Review
Name
2.
0
This lesson focuses on solving addition
situations involving adding to. This meaning of
addition connects to students’ previous work in
Kindergarten in Lesson 6-2 in which they use
objects and drawings to represent these types
of addition problems (K.OA.A.1). Later in the
Topic, lessons will focus on solving different
types of addition and subtraction situations.
pa
g
3. Sam puts 5 strawberries on his plate.
Then he puts 2 more strawberries on his plate.
How many strawberries does Sam have in all?
Draw a picture to solve the problem.
Write an addition equation
to match.
Check
students’
drawings.
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5 + 2 = 8
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Domain 1.OA Operations and
Algebraic Thinking
Cluster 1.OA.A Represent and solve
problems involving addition and subtraction.
Content Standard 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.
Mathematical Practices MP.1, MP.2, MP.4,
MP.6
Objective Solve addition problems involving
situations of adding one part to another part.
Essential Understanding Adding to
is one interpretation of addition. Addition
equations can be used to show add to
addition situations.
Vocabulary add, sum, plus, equals, equation
Materials Connecting cubes (or Teaching
Tool 7)
Learn
Quick Check
FOCUS
Visual Learning
Animation Plus
Solve and
Share
16
PD
eText
Today’s
Challenge
©
20
Listen and
Look For
Lesson Video
Student and
Teacher eTexts
D 1•1
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Pr
Think
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
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Today’s Challenge
Use Topic 1 problems any time
during this topic.
ENGLISH LANGUAGE LEARNERS
Reading Use contextual support to develop
vocabulary.
Use with the Visual Learning Bridge on
page 10.
Help students make a connection between
the plus and equal signs ( + and = ) and the
vocabulary words plus and equals. Write an
equation on the board and say it aloud. Ask
students to repeat it after you. Ask: Where is
the plus sign? Where is the equal sign?
9A Topic 1
Beginning Use connecting cubes to model
an equation for students. Write the addition
equation below the model, such as 5 + 2 = 7.
Say the equation aloud and emphasize the
words plus and equals. Invite students to repeat
the equation after you.
Intermediate Have students work together
in pairs to write an equation that can be
modeled with connecting cubes. Have one
student write the equation while the other one
reads it aloud. Then have them trade places
and repeat the activity.
Advanced Students will draw a picture for
an addition equation, and write the addition
equation under the picture. Have them gather
in small groups and read their equations
aloud to the group.
Summarize How can you add one part to
another part to find how many in all?
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STEP
1
DEVELOP: PROBLEM-BASED LEARNING
PearsonRealize.com
COHERENCE: Engage students by connecting prior knowledge to new ideas.
Students use connecting cubes to model an addition problem in which one part is added to another
part, and then write the corresponding addition equation. The focus in this problem and in the rest
of the lesson is on how the joining action in problems can be represented by addition equations.
Whole
Class
BEFORE
Name
1. Pose the Solve-and-Share Problem
Provide each student with 5 red cubes (or 5 cubes
of the same color) to model the problem.
MP.4 Model with Math In this problem,
students use cubes to model a problem in which
one part is joined with another part.
Solve
Jada has 2 . She adds on 1 more
How many does she have now?
.
I can …
solve word problems about
adding to.
Content Standards 1.0A.A.1
Mathematical Practices MP.1,
MP.2, MP.4, MP.6
16
©
20
2.
0
DURING
at
h
3. Ask Guiding Questions As Needed
How many cubes should you use? [A group of
2 cubes and 1 more cube] How can you write
the problem as an equation? [Sample answer:
2 + 1 = 3]
is
i
on
m
See margin for sample student work.
nV
+
Lesson 1
n
9
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Analyze Student Work
Jamal’s Work
Marcia’s Work
ep
u
bl
ic
a
tio
5. Transition to the Visual Learning Bridge
You used cubes to model an add to problem
and then wrote an addition equation for that
problem. Later in this lesson, you will model add
to problems by using pictures and will continue
writing addition equations for those problems.
nine
Digital Resources at PearsonRealize.com
es
Topic 1
=
pa
g
4. Share and Discuss Solutions
Start with students’ solutions. Have them share
Solve how they found the total number of cubes. If
needed, project Jamal’s work to discuss how the
cubes can be joined to find the sum.
,e
AFTER
Pr
Whole
Class
Lesson 1-1
Solve Problems:
Add To
How can you show this story with cubes and
an addition equation?
2. Build Understanding
What should you do with the cubes? [Model the
story problem.] What are you asked to write? [An
addition equation to match the problem]
Small
Group
Solve
10–15 min
6. Extension for Early Finishers
Have each student tell an add to story using
their 5 cubes to a partner. Have a partner use
connecting cubes to model the story and then
write an addition equation for the story.
+
=
Jamal uses 3 red cubes to show how
many cubes Jada has now and writes a
correct addition equation.
+
=
Marcia uses a group of 2 red cubes and
1 red cube to show how many cubes Jada
has now and writes a correct addition
equation. Ask Marcia to explain her work.
FOR REVIEW ONLY - PAGES NOT FINAL
9
STEP
2
DEVELOP: VISUAL LEARNING
PearsonRealize.com
The Visual Learning Bridge connects students’ thinking in Solve &
Share to important math ideas in the lesson. Use the Visual Learning
Bridge to make these ideas explicit. Also available as a Visual
Learning Animation Plus at PearsonRealize.com
Why are there 5 cubes
on the left side of the
part-part mat? [They are
the cubes that Paul had
at the beginning.] Why
are there 2 cubes on
the right side of the partpart mat? [They are the
2 more cubes that Paul
snapped on.]
Learn
Glossary
What does the plus sign tell you to do? [Add]
What numbers are you joining? [5 and 2] What
is the sum? [7] How many cubes does Paul have
now? [7]
Prevent Misconceptions
Some students may read the words and and is
in an equation. Guide them to use the correct
terminology, plus and equals, when reading
equations.
©
20
16
1
Glossary
You can show the problem
on a part-part mat.
Add to find how many
in all.
You can write an
addition equation to
match the problem.
2.
0
. He snaps
on 2 more . How many
does he have now?
5
2
+
=
7
5 plus 2 equals 7.
Paul now has 7 .
,e
nV
is
i
I can add to
a number to find
the sum.
Visual Learning Bridge
Paul has 5
at
h
Learn
MP.2 Reasoning
How can you find out
how many cubes Paul
has now? [Sample
answer: I can add
the number of cubes
that he snaps on to
the number of cubes
that he had at the
beginning.]
on
m
How many cubes
does Paul have at
the beginning? [5]
How many cubes
does Paul snap on to
the cubes he had at
the beginning? [2]
What are you asked
to find? [How many
cubes Paul has now]
Visual Learning
Write an addition equation to match each
problem. Use the pictures to help you.
pa
g
1. Warren has 3 .
He snaps on 3 more .
How many does he
have now?
tio
n
Show Me! You have 4 .
You snap on 3 more .
How can you find how
many you have now?
es
Do You Understand?
Pr
ep
u
bl
ic
a
Sample answer: Write
the number for the first
group. Then add the
second group to it to
find the sum.
.
2. Anna has 2
.
She buys 6 more
does
How many
Anna have now?
10
3
ten
+
3
=
6
2 + 6
Do You Understand? Show Me! MP.6 Be Precise Make
MTH16_SE01_CC2_T01_L01_VLB.indd Page 10 02/07/14 7:00 AM s-w-045
sure that students understand that they are starting with 4, the number
of cubes in the first group, and adding on 3, the number of cubes in the
second group. Ask students to write an addition equation to show how
many cubes they would have now. [4 + 3 = 7]
Coherence In the Visual Learning Bridge, students learn that they can
use pictures to solve addition problems involving adding to one part. This
connects to their previous work in Topic 6 of Kindergarten where they
represented addition by using objects and pictures.
=
8
Topic 1
© Pearson Education, Inc. 1
Lesson 1
Error Intervention: Item 2
If students cannot write an addition equation directly from the
story or picture,
then have them act out the story using connecting cubes.
/132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G1/XXXXXXXXXX/Layout/Interior_Fi ...
1
Reteaching Assign Reteaching Set A, p. 65.
sk the following Essential Question: How can you use an
A
addition equation to solve a problem about adding to one
part? [Sample answer: I start with the number for the first
part, add to it the number for the second part, and then find the sum. I
write the numbers, the plus sign, and the equal sign in my equation.]
10 Topic 1
FOR REVIEW ONLY - PAGES NOT FINAL
PearsonRealize.com
QUICK CHECK
Check mark indicates items for prescribing differentiation on the next page.
Items 3 and 9 are each worth 1 point. Item 8 is worth up to 3 points.
Name
Tools
Assessment
eleven
11
Write an addition equation to match each problem.
Use the pictures to help you.
Item 5 MP.1 Make Sense and Persevere Remind students that in this problem, the 6 ducks in
the pond are one part, and the 2 ducks that join them
are the other part. Do you need to use the information
that 4 bugs are in the grass in order to solve this
problem? Explain. [Sample answer: No, I do not
need to use the information about the bugs because
the question asks how many ducks are in the pond
now, and it does not mention bugs.]
4. 3
are on a leaf.
6 more
join them.
are there now?
How many
16
are in the garden.
3. 4
4 more
join them.
are there now?
How many
4 +
4 =
©
20
Items 3–4 MP.2 Reasoning Some students may
have trouble deciding where to put the numbers in the
equation. As them to identify the numbers that they
are joining, or adding.
Tools Assessment
20–30 min
8
3 +
6 =
9
at
h
2.
0
Draw a picture to solve the story problem.
Then write an addition equation.
5. Higher Order Thinking 6
are
join them.
in the pond. 2 more
are in the grass. How many
4
are in the pond now?
is
i
on
m
Check students’ drawings.
2 =
8
,e
nV
6 +
Lesson 1
es
Topic 1
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n
Item 7 MP.4 Model with Math Students can
use connecting cubes and a part-part mat to model
and solve the problem. What are the parts in this
problem? [The 8 cats that are playing and the 1 cat
that joins them] How can you show them on the partpart mat? [Sample answer: I can put 8 cubes on one
side and 1 cube on the other side.] How can you
find how many cats are playing now? [Combine the
group of 8 cubes with the 1 cube.] What equation
will you write? [8 + 1 = 9] How many cats are
playing now? [9]
6.
ep
u
bl
ic
a
tio
Solve each problem below.
Vocabulary There are 3
.
join them.
4 more
are there now?
How many
7.
A-Z
Write an addition equation.
Pr
3 +
4
=
Write an addition equation.
8
7
8. Higher Order Thinking Write an
addition story about the birds.
Item 9 5 balls are one part and 3 balls are the
other part. What is the whole? [8] Which equation
shows you both parts and how many in all?
[5 + 3 = 8]
MP.4 Model 8
are playing.
joins them.
1 more
are playing now?
How many
9.
+
1 =
9
Assessment Lisa has 5
.
.
She finds 3 more
does Lisa have now?
How many
Which addition equation matches
the story?
Use pictures,
numbers, or
words.
𝖠𝖠 5 + 1 = 6
Check students’ work.
Students may write stories about
3 + 1 = 4 birds or 1 + 3 = 4 birds.
12
twelve
𝖡𝖡 5 + 2 = 7
𝖢𝖢 5 + 3 = 8
𝖣𝖣 5 + 4 = 9
© Pearson Education, Inc. 1
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Topic 1
Lesson 1
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11–12
STEP
3
ASSESS AND DIFFERENTIATE
2
Use the QUICK CHECK on the previous page to prescribe differentiated instruction.
I
Intervention
O On-Level
A Advanced
0–3 points on the Quick Check
4 points on the Quick Check
5 points on the Quick Check
Intervention Activity I
Reteach I
Reteach to Build
Understanding
Name
Join Together
Materials
Counters (or Teaching Tool 6)
•Form a group of 4 students. Ask how
many students are in the group.
1-1
Vocabulary
1. Some math problems tell addition stories.
You can write addition equations to help tell the stories.
3 sheep are in a field.
2 more sheep join them.
How many sheep are there now?
Write an addition equation to help tell the story.
5
3+2=
•Form another group of 2 students. Ask
how many students there would be
if the group of 2 students joined the
group of 4 students.
5
sheep now.
16
Finish the story. There are
©
20
2. Use cubes or counters to tell the story. Then
write an addition equation to help tell the story.
3 bugs are on a blanket.
1 bug joins them.
How many bugs are on the blanket now?
3
2.
0
•Have partners draw the groups, and
then write an addition equation to show
the parts and the whole.
1
4
=
4
bugs on the blanket now.
at
h
3. 3 pigs run. 3 more pigs join
them. How many pigs run now?
3
on
m
•Repeat the process, using groups of
different sizes.
+
There are
+
3
6
=
6
pigs run now.
On the Back!
4. Write an addition story about animals.
Then write an addition equation to help tell the story.
is
i
Check students’ work.
nV
R 1•1
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pa
g
es
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MTH16_ANC01_CC2_T01_L01_BU.indd Page 18 09/10/14 9:16 AM S-015
On-Level
Partner
Helping Hands
bl
ep
u
Pr
Advanced
tio
ic
a
Center Games
Students use their hands to show two parts
of a number, and then say how many in all.
In the advanced activity, students use red
and blue squares and a part-part mat to
show two parts of a number before telling
how many in all.
n
On-Level and Advanced Activity Centers O A
Put
Start
1
1
2
2
3
3
4
Helping Hands
Talk
Sh
4
ar e
5
.
rk
wo
your
t hinking while you
5 in a
.
Put 5 red squares and 5 blue squares in a
Take turns.
Start
Work together.
Try Pick a tile. Put that number of your fingers on one hand below.
Let your partner pick a tile. Your partner shows
that number of fingers on the other hand.
Say:
and
is
in all.
Trace the numbers and the signs for your addition equation in the air.
Partner
Talk
Sh
ar e
.
rk
wo
your
t hinking while you
.
Try Pick a handful of squares. Use the workmat to sort the squares.
Say:
and
is
in all.
Blue Squares
Red Squares
Ask your partner to say:
Player 1
Try Again Put the tiles back in the
This time, say:
Center Game ★
MTH16_ANC01_CC2_T01_L01_CG.indd Page 73 07/10/14 7:24 AM S-015
13A Topic 1
+
Player 2
plus
1•1
. Repeat.
equals
=
Try Again Put the squares back in the
.
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
/147/PE01513_ENG_TRM/MATH/NA/TRM/2013/G1/XXXXXXXXXX/Layout/Interior_Files/Topic_0 ...
. Repeat.
This time, put 6 red squares and 6 blue squares in the
Center Game ★★
MTH16_ANC01_CC2_T01_L01_CG.indd Page 74 07/10/14 7:24 AM S-015
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1•1
.
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PearsonRealize.com
TIMING
The time allocated to Step 3 will depend on the teacher’s instructional
decisions and differentiation routines.
Tools
Games
Leveled Assignment
I Items 1–4, 7 O Items 2–5, 7 A Items 3–7
Technology Center I O A
Math Tools and Math Games
A link to a specific math tools activity
or math game to use with this lesson is
provided at PearsonRealize.com.
Name
Help
Tools
Games
Another Look! You can use addition to solve some word problems.
play in the grass.
5
join them.
3 more
are there now?
How many
5+3=8
9 pennies. Tell your child
this story: “6 pennies are in
a jar. I put 3 more pennies
in the jar. How many
pennies are there now?”
Have your child write and
solve an equation to match
the number story.
©
20
+
2
=
9
on
m
at
h
7
HOME ACTIVITY Gather
Use color tiles to
find the total.
are on a leaf.
7
join them.
2 more
are there now?
How many
Homework
& Practice 1-1
Solve Problems:
Add To
16
Games
2.
0
Tools
Help
15–30 min
is
i
Write an addition equation to match each problem.
Use the pictures to help you.
are on a rock.
2. 2
join them.
3 more
are there now?
How many
,e
nV
1. 3
are in the pond.
join them.
3 more
are there now?
How many
pa
g
es
3 +
Lesson 1
6
=
2 +
3 =
5
thirteen
Digital Resources at PearsonRealize.com
13
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MTH16_SE01_CC2_T01_L01.indd Page 13 12/06/14 7:27 AM s-w-045
Write an addition equation to solve each problem.
3.
ep
u
bl
ic
a
tio
n
Topic 1
3
2
Pr
4.
MP.4 Model 2
are sleeping.
join them.
4 more
are there now?
How many
+
4 =
6
MP.4 Model 5
are on the field. 5 more
roll on the field. How many
are on the
field now?
5 +
5 = 10
5. Algebra Read the story. Write the numbers missing from the equation.
3
are sleeping. 2 more
join them.
are there now?
How many
3 +2= 5
6. Higher Order Thinking Tell an
addition story about the frogs. Then
write an equation to show how
many in all.
4 +
1 =
5 or 1 + 4 = 5
7.
Assessment Which equation
describes the picture?
𝖠𝖠
𝖡𝖡
𝖢𝖢
𝖣𝖣
3+0=3
2+2=4
3+1=4
3+2=5
Check students’ stories.
14
fourteen
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© Pearson Education, Inc. 1
FOR REVIEW ONLY - PAGES NOT FINAL
Topic 1
Lesson 1
13–14
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LESSON 1-2
SOLVE PROBLEMS: PUT TOGETHER
DIGITAL RESOURCES PearsonRealize.com
Solve
Think
Math Tools
Another Look
Homework
Video
Quick Check
Glossary
Tools
LESSON OVERVIEW
F C R FOCUS • COHERENCE • RIGOR
Help
Assessment
FOCUS
Math Games
Games
MATH ANYTIME
Materials Connecting cubes (or Teaching
Tool 7)
COHERENCE
Daily Common Core Review
1. How many cars is
one more than 6 cars?
at
h
𝖠𝖠 4 cars
on
m
𝖡𝖡 5 cars
𝖢𝖢 6 cars
𝖣𝖣 7 cars
K.CC.A.7
is
i
2. Which numbers are greater than 6? Choose all that apply.
9
nV
7
5
,e
4
1.OA.A.1
pa
g
es
3. Look at the pictures.
How many cows are
in the fields?
Write an addition equation
to show the problem.
Then solve the problem.
3
+
1
=
4
tio
n
This lesson emphasizes conceptual
understanding and application. As
students solve addition problems involving
putting together situations, they deepen their
conceptual understanding of the different
meanings of addition. This understanding
builds a strong foundation for students’ future
work with addition.
Watch the Listen and Look For Lesson
PD Video.
1-2
K.CC.A.2
This lesson focuses on solving problems in
which two different parts are put together. This
shows a different meaning of addition from
Lesson 1-1 and connects to students’ previous
work in Kindergarten on CCSS K.OA.A.1
in which they solved these types of addition
problems by using objects and drawings
(Lesson 6-3). In Lesson 1-8, students will
continue to solve these types of problems as
they combine putting together situations with
taking apart situations.
RIGOR
Daily Common
Core Review
Name
Pr
ep
u
bl
ic
a
Domain 1.OA Operations and
Algebraic Thinking
Cluster 1.OA.A Represent and solve
problems involving addition and subtraction.
Content Standard 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.
Mathematical Practices MP.1, MP.2, MP.4,
MP.6
Objective Solve addition problems involving
situations of putting two parts together.
Essential Understanding Putting two parts
together to make a whole is one interpretation
of addition. Addition equations can be used
to show situations in which two parts are put
together.
Vocabulary parts, whole
Learn
16
Animated
Glossary
Visual Learning
Animation Plus
Solve and
Share
2.
0
PD
eText
Today’s
Challenge
©
20
Listen and
Look For
Lesson Video
Student and
Teacher eTexts
D 1•2
MTH16_ANC01_CC2_T01_L02_DR.indd Page 11 11/14/14 9:15 PM s-w-058
Think
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Today’s Challenge
Use Topic 1 problems any time
during this topic.
ENGLISH LANGUAGE LEARNERS
Speaking Speak using content area
vocabulary in context.
Use with the Visual Learning Bridge on
page 16.
To monitor students’ understanding of the
terms parts and whole, model the concept
by using connecting cubes of different
colors. Work with students to count out 4 red
connecting cubes and 2 blue connecting
cubes. Line up the cubes with space between
the two colors. Point to each group and say:
This is a part. The two parts together make
up the whole.
15A Topic 1
Beginning Display for students a group of
2 red connecting cubes and a group of 3 blue
connecting cubes. Write 2 + 3 = 5 below the
cubes. Say: Look at the cubes. What is a part?
What is the whole? Repeat the questions for the
equation.
Advanced Have pairs of students work
together. One partner says an addition
equation. The other partner names the parts
and the whole. Encourage them to use this
sentence frame: ___ and ___ are the parts.
___ is the whole.
Intermediate Draw a simple picture of
2 red balls and 2 yellow balls. Ask students
to write an equation for the balls and then
identify the parts and the whole.
Summarize What are the parts and the
whole in an addition equation?
FOR REVIEW ONLY - PAGES NOT FINAL
STEP
1
DEVELOP: PROBLEM-BASED LEARNING
PearsonRealize.com
COHERENCE: Engage students by connecting prior knowledge to new ideas.
Students create their own way to represent an addition situation with numbers in this problem. This
prepares them for the next part of the lesson where they learn how to write an addition equation to
represent situations in which two parts are put together.
Whole
Class
BEFORE
Name
1. Pose the Solve-and-Share Problem
Provide each student a bag with 5 cubes of one
color and a bag with 5 cubes of another color.
MP.1 Make Sense and Persevere In this
problem, students check that their answers make
sense by counting the total number of cubes that
they picked and making sure that this is the sum
of their cubes of each color.
Solve
I can …
solve word problems about
putting together.
How can you use numbers to show how many
cubes you picked in all? Show your work.
16
Content Standards 1.OA.A.1
Mathematical Practices MP.1,
MP.2, MP.4, MP.6
©
20
2.
0
at
h
See margin for sample student work.
on
m
DURING
,e
nV
is
i
3. Ask Guiding Questions As Needed
How many cubes did you pick from each bag?
[Sample answer: I picked 3 red cubes from one
bag and 2 blue cubes from the other bag.] How
can you find the total number of cubes? [Sample
answer: I could count all of the red and blue
cubes.]
Lesson 2
pa
g
MTH16_SE01_CC2_T01_L02_VLB.indd Page 15 12/06/14 7:30 AM s-w-045
AFTER
fifteen
Digital Resources at PearsonRealize.com
15
es
Topic 1
Analyze Student Work
Malia’s Work
Patrick’s Work
ep
u
bl
ic
a
tio
n
4. Share and Discuss Solutions
Start with students’ solutions. Have them share
Solve the different ways they showed their cubes. If
needed, project Malia’s work to discuss how she
used numbers to show the total number of cubes
she picked from both bags.
/132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G1/XXXXXXXXXX/Layout/Interior_Fi ...
5. Transition to the Visual Learning Bridge
You used cubes to model a problem about putting
two parts together and used numbers to show
how many in all. Later in this lesson, you will
learn to identify the parts and write an addition
equation for these types of problems.
Pr
Whole
Class
Lesson 1-2
Solve Problems:
Put Together
Your 2 bags each have connecting
cubes of a different color. Pick out a handful of
cubes from each bag.
2. Build Understanding
What are you asked to do with the two bags of
cubes? [Pick a handful of cubes out of each bag.]
What are you asked to show? [Numbers for how
many cubes I picked in all]
Small
Group
Solve
10–15 min
6. Extension for Early Finishers
If one bag has 3 red cubes and the other bag has
no cubes, how many cubes are there in all? [3]
Malia groups the cubes by color and
writes an addition equation to show
how many cubes of each color and the
total number of cubes.
Patrick groups the cubes by color and
uses numbers to count how many cubes
in all. This is fine, but later in the lesson,
show Patrick how to use an equation to
find the total number of objects.
FOR REVIEW ONLY - PAGES NOT FINAL
15
STEP
2
DEVELOP: VISUAL LEARNING
PearsonRealize.com
The Visual Learning Bridge connects students’ thinking in Solve &
Share to important math ideas in the lesson. Use the Visual Learning
Bridge to make these ideas explicit. Also available as a Visual
Learning Animation Plus at PearsonRealize.com
What color cubes
are in each part?
[The cubes in the
first part are red;
the cubes in the
second part are
blue.]
MP.2 Reasoning
When you add the
two parts together,
what do you find?
[The whole] What
number tells how
many are in the red
part? [4] The blue
part? [2]
Learn
Glossary
What number tells many cubes there are in all? [6]
Have students read the equation aloud. How many
cubes did Kenny pick in all? [6]
Prevent
Misconceptions
Make sure students understand where each number
should be placed. Remind students that the equal
sign means is the same as. Students can check
their work by saying, “4 + 2 is the same as 6.”
1
Glossary
Write an addition
equation to show the
parts and the whole.
at
h
.
on
m
4
4
4
+
2
2
=
6
Kenny picks 6 cubes
in all.
=
I put the
parts together
when I add.
,e
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is
i
2
+
Visual Learning Bridge
Add the parts to find
the whole.
The parts are 4 and 2.
Kenny picks 4
and 2
2.
0
Learn
©
20
16
How many red
cubes did Kenny
pick? [4] How
many blue cubes
did Kenny pick? [2]
Visual Learning
Write the parts. Then write an addition
equation to match each problem.
pa
g
1. Cheryl has 3
and 5 .
How many cubes does
she have in all?
n
Show Me! You have 2 and 3 . How can you find
how many cubes you have
in all?
es
Do You Understand?
and
2. Jenny sees 1
6 . How many bugs does
Jenny see in all?
Pr
ep
u
bl
ic
a
tio
Sample answer: Add
the parts to find the
whole.
16
sixteen
3
3
+
+
5
5
=
8
MTH16_SE01_CC2_T01_L02_VLB.indd Page 16 5/30/14 11:18 AM s-w-058
students how to use addition to find the whole of two known parts. What
number tells how many cubes are in the red part? [2] The blue part? [3]
How can you find how many cubes you have in all? [Sample answer:
I can put the two parts together to find the whole.] What equation could
you write? [2 + 3 = 5] How many cubes do you have in all? [5]
+
6
7
=
1 +
6
Topic 1
© Pearson Education, Inc. 1
Do You Understand? Show Me! MP.6 Be Precise Review with
1
Lesson 2
Error Intervention: Item 2
If students have difficulty writing an equation,
then have them describe what they see, for example, I see 1 blue
cube. I see 6 yellow cubes.
/132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G1/XXXXXXXXXX/Layout/Interior_Fi ...
1
Reteaching Assign Reteaching Set B, p. 65.
sk the following Essential Question: How can you use an
A
equation to solve a problem about putting two parts
together? [Sample answer: I start with the numbers for the
parts, and then I add to find the whole. I write the numbers, the plus
sign, and the equal sign in my equation.]
16 Topic 1
FOR REVIEW ONLY - PAGES NOT FINAL
PearsonRealize.com
QUICK CHECK
Check mark indicates items for prescribing differentiation on the next page.
Items 3 and 8 are worth 1 point. Item 7 is worth up to 3 points.
Tools
Assessment
seventeen
17
Write the parts. Then write an addition equation to
match each problem.
3. The pet store has 3
and 4 . How many
pets does the store
have in all?
3 +
3 +
4. The box holds 3
and
. How many balls
3
are in the box?
4
4 =
3 +
3 +
16
Item 5 Remind students to gather information from
the word problem. How many brown rocks are in
one part? [2] How many red rocks are in the other
part? [7] Do you need to use the information about
the 3 shells? Explain. [Sample answer: No, I do not
need to use the information about the shells because
the question asks how many rocks Marco found in all.
It does not mention shells.]
Name
7
©
20
Items 3–4 MP.4 Model with Math If students
are still struggling with identifying the parts, ask them
to look at each part-part mat and say the parts aloud.
Then ask them to read the equations aloud.
Tools Assessment
20–30 min
2.
0
5. Higher Order Thinking Marco
, 7 red
, and
finds 2 brown
. How many
did Marco find
3
in all?
3
3 =
6
at
h
Check students’ drawings.
is
i
on
m
Draw a picture to solve.
Then write an addition equation.
7 =
9
,e
nV
2 +
Lesson 2
es
Topic 1
/132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G1/XXXXXXXXXX/Layout/Interior_Fi ...
pa
g
MTH16_SE01_CC2_T01_L02.indd Page 17 5/31/14 9:56 AM s-w-058
ic
a
tio
n
Item 6 MP.1 Make Sense and Persevere What symbols do you use in an addition equation?
[Plus sign ( + ) and equal sign ( = )] What two numbers
will you use in order to find the sum? [2 and 5]
Solve each problem below.
6.
ep
u
bl
Item 8 Remind students that in this problem, 4 green
apples are one part and 5 red apples are the other
part. Tell them to think about the whole, the number of
apples that Tim picked in all.
MP.1 Make Sense Jen finds
. Then she finds 5 more
.
2 did Jen find?
How many
Check students’ drawings.
Pr
Draw a picture to show that you
know what the story means. Then
write an addition equation.
2 +
7. Higher Order Thinking Draw a
picture to show an addition story about
red worms and brown worms. Write
an equation to tell how many worms
there are in all.
8.
Check students’ work.
=
18
eighteen
5 =
7
Assessment Tim picks 4
.
and 5
How many apples did he pick?
Which addition equation matches
this story?
𝖠𝖠
𝖡𝖡
𝖢𝖢
𝖣𝖣
9 + 4 = 13
4+5=9
3+6=9
4+4=8
+
© Pearson Education, Inc. 1
MTH16_SE01_CC2_T01_L02.indd Page 18 02/06/14 8:31 PM s-w-047
FOR REVIEW ONLY - PAGES NOT FINAL
Topic 1
Lesson 2
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17–18
STEP
3
ASSESS AND DIFFERENTIATE
2
Use the QUICK CHECK on the previous page to prescribe differentiated instruction.
I
Intervention
O On-Level
A Advanced
0–3 points on the Quick Check
4 points on the Quick Check
5 points on the Quick Check
Intervention Activity I
Reteach I
Reteach to Build
Understanding
Name
Making Connections
Materials Connecting cubes (or Teaching
Tool 7)
•Have students line up into 2 equal rows
facing each other.
1-2
Vocabulary
1. You can add parts to find a whole.
There are gray shells and white shells.
How many shells are there in all?
Write numbers to show the parts.
4
3
2
4
Use the parts to write an addition equation.
3
4+
•Give each student in the first row
between 1 and 4 connecting cubes.
=7
7
shells in all.
16
There are
2. Use parts to find the whole.
White ducks and gray ducks swim.
How many ducks swim in all?
©
20
•Give each student in the second row
between 2 and 5 connecting cubes.
Write numbers to show the parts.
Use the parts to write an addition equation.
2
at
h
2.
0
•Have each student connect his or her
cubes with those of the student across
from him or her.
6
=
3. Draw objects in a part-part mat. Write an addition equation
to match.
Check students’ work.
is
i
•Have students move to a different
partner and repeat the activity.
4
ducks swim in all.
On the Back!
on
m
•Guide partners to work together to
write an equation that matches their
cubes.
+
6
nV
R 1•2
/147/PE01513_ENG_TRM/MATH/NA/TRM/2013/G1/XXXXXXXXXX/Layout/Interior_Files/Topic_0 ...
pa
g
es
,e
MTH16_ANC01_CC2_T01_L02_BU.indd Page 22 07/10/14 10:56 AM S-015
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
On-Level
Partner
Play a Game
bl
ep
u
Pr
Advanced
tio
ic
a
Center Games
Students tell addition stories by telling the
parts and the whole. Have students say the
addition equations aloud as they play the
game.
n
On-Level and Advanced Activity Centers O A
Start
Put
1
2
3
4
5
6
Sh
7
ar e
.
rk
wo
your
t hinking while you
8 in a
.
Start
Get 18 red squares.
Give one game board to each player. Take turns.
1
2
3
4
5
6
Sh
7
ar e
.
rk
wo
your
t hinking while you
8 in a
.
Try Pick a tile. Each player points to that number of cats.
Any player who has the number in all covers that sum.
Put the tile back in the . Repeat until one player wins.
How many cats joined with those to make 10 in all?
Any player who has the answer covers that number.
Put the tile back in the . Repeat until one player wins.
Four Corners
Four Corners
Four Corners
3
5
7
9
4
5
3
4
5
8
3
2
8
6
9
10
3
7
9
8
6
9
7
5
10
3
4
6
4
8
7
2
4
4
2
6
To win, be the first player to cover four corners.
Try Again Play again!
MTH16_ANC01_CC2_T01_L02_CG.indd Page 73 07/10/14 8:34 AM S-015
To win, be the first player to cover four corners.
Try Again Play again!
Center Game ★
19A Topic 1
Put
Talk
Get 18 red squares.
Give one game board to each player. Take turns.
Try Pick a tile. Tell a story about joining that number with 2.
Four Corners
Partner
Play a Game
Talk
1•2
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
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Center Game ★★
MTH16_ANC01_CC2_T01_L02_CG.indd Page 74 07/10/14 8:34 AM S-015
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1•2
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PearsonRealize.com
TIMING
The time allocated to Step 3 will depend on the teacher’s instructional
decisions and differentiation routines.
Tools
Games
Leveled Assignment
I Items 1–3, 6 O Items 2, 4–6 A Items 3–6
Technology Center I O A
Math Tools and Math Games
A link to a specific math tools activity
or math game to use with this lesson is
provided at PearsonRealize.com.
Name
Help
Tools
Games
Another Look! Use the parts to write an addition equation.
Games
Greg has 3 and 5 . How
many counters does he have
in all?
©
20
16
I have 2 red
counters and 3 yellow counters.
These are the parts. I have
5 counters in all.
2+3
2+3=5
3
3
+
+
5
5
=
8
Homework
& Practice 1-2
Solve Problems:
Put Together
HOME ACTIVITY Give your
child 2 groups of small
objects to count (e.g., one
group of 3 buttons and
one group of 4 buttons of a
different color). Together,
find the total number
of objects and say the
corresponding addition
equation (e.g., “3 plus
4 equals 7.”). Repeat the
activity several times with
different groupings.
on
m
at
h
2.
0
Tools
Help
15–30 min
is
i
Write the parts. Then write an addition
equation to match each problem.
2. Glen has 4 and 4 .
How many counters does
he have in all?
pa
g
es
,e
nV
1. Stephanie has 4 and
2 . How many counters
does she have in all?
2
2 =
4 +
4 +
6
Lesson 2
4
4 =
8
nineteen
Digital Resources at PearsonRealize.com
19
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MTH16_SE01_CC2_T01_L02.indd Page 19 12/06/14 7:33 AM s-w-045
Write an addition equation for each story.
3.
ep
u
bl
ic
a
tio
n
Topic 1
4 +
4 +
3 +
Pr
4.
MP.4 Model Ian picks 3
.
. How
Then he picks 5 more
did Ian pick in all?
many
5 =
MP.4 Model Sara has 2
.
.
Jake has 4
do they have in all?
How many
8
2 +
5. Higher Order Thinking Circle 2 groups
of fruit. Write an addition equation to
tell how many pieces of fruit there are
in your 2 groups.
6.
20
2 = 7
twenty
MTH16_SE01_CC2_T01_L02.indd Page 20 25/04/14 7:57 AM sw045
6
Assessment Which addition
equation matches the picture?
Sample answer
is given.
5 +
4 =
𝖠𝖠
𝖡𝖡
𝖢𝖢
𝖣𝖣
4+4=8
4+5=9
2+7=9
4 + 6 = 10
© Pearson Education, Inc. 1
FOR REVIEW ONLY - PAGES NOT FINAL
Topic 1
Lesson 2
19–20
/132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G1/XXXXXXXXXX/Layout/Interior_Fi ...
LESSON 1-3
SOLVE PROBLEMS: BOTH ADDENDS UNKNOWN
DIGITAL RESOURCES PearsonRealize.com
Animated
Glossary
Solve
Think
Math Tools
Glossary
Tools
Another Look
Homework
Video
LESSON OVERVIEW
F C R FOCUS • COHERENCE • RIGOR
Help
Assessment
Math Games
Games
MATH ANYTIME
Daily Common Core Review
COHERENCE
1-3
K.CC.C.7
1. Which is greater than 3?
at
h
𝖠𝖠 1
𝖡𝖡 2
on
m
𝖢𝖢 3
𝖣𝖣 4
K.CC.B.4a
2. Which tells how many in all?
is
i
𝖠𝖠 0
nV
𝖡𝖡 3
𝖢𝖢 6
,e
𝖣𝖣 7
1.OA.A.1
3. How many counters in all? Write the addition equation.
es
RIGOR
Daily Common
Core Review
Name
2.
0
This lesson focuses on solving problems in which
the whole is known, but both parts are unknown.
This lesson involves decomposing numbers within
10 by using a given context that students can
model. This lesson connects to students’ previous
work in Kindergarten in Lessons 1-9 and 3-7
where students identify parts of the numbers 5
and 10 (K.CC.B.4). It also connects to Lesson
1-2 in which students solved addition problems
involving put together situations with the whole
unknown.
pa
g
This lesson emphasizes conceptual
understanding and application. As
students solve addition problems with
both addends unknown, they deepen their
understanding of addition. Students realize
that these problems have multiple solutions
and they must persevere to find more than one
solution. They discover a structure and pattern
that can be used to find all possible solutions.
Watch the Listen and Look For Lesson
PD Video.
2
+
4
outside
=
6
in all
tio
n
inside
Pr
ep
u
bl
ic
a
Domain 1.OA Operations and
Algebraic Thinking
Cluster 1.OA.A Represent and solve problems
involving addition and subtraction.
Content Standard 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.
Mathematical Practices MP.2, MP.3, MP.4,
MP.7, MP.8
Objective Solve addition word problems by
breaking apart a total number of objects.
Essential Understanding Decomposing
numbers can be used to solve addition word
problems in which the total is known, but the
parts are unknown. Addition equations can be
used to show addition situations where both
parts are unknown.
Materials 2 cups and 5 pencils
Learn
Quick Check
FOCUS
Visual Learning
Animation Plus
Solve and
Share
16
PD
eText
Today’s
Challenge
©
20
Listen and
Look For
Lesson Video
Student and
Teacher eTexts
D 1•3
MTH16_ANC01_CC2_T01_L03_DR.indd Page 11 11/14/14 9:17 PM s-w-058
Think
Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1
/147/PE01513_ENG_TRM/MATH/NA/TRM/2013/G1/XXXXXXXXXX/Layout/Interior_Files/Topic_0 ...
Today’s Challenge
Use Topic 1 problems any time
during this topic.
ENGLISH LANGUAGE LEARNERS
Listening Demonstrate listening
comprehension by retelling.
Use with Visual Learning Bridge on page 22.
Display 5 cubes. Put 3 cubes on one side
and 2 cubes on the other. Say: 5 cubes
are broken apart. 3 cubes on this side and
2 cubes on the other. Write 5 = ___ +
___. Point to 3 cubes and write 3 in the
first blank. Continue process with 2 cubes.
Say: This equation shows the whole, 5, and
parts, 3 and 2. Read Frame A as students
listen. Divide students into groups. Distribute
7 cubes to each group.
21A Topic 1
Beginning Reread Frame A as students listen.
Count the cubes. Say: There are 7 cubes. Read
Frame 2 as students listen. Put 4 cubes on one
side and 3 cubes on the other. Read Frame
C. Write ___ = ___ + ___. Ask: How many
cubes in all? Write 7 in the equation. Continue
process with 3 and 4. Ask students to break
cubes into other parts. Students will retell using
the sentence frame: 7 can be broken into ____
____.
Intermediate Read Frames A and B as
students listen. Ask students to divide 7 cubes
into two parts, 4 and 3. Read Frame C. Write
___ = ___ + ___. Ask: How many cubes in
all? Write 7 in the equation. Continue process
with 3 and 4. Ask students to retell information
when breaking cubes into other parts.
Advanced Read Frames A-C as students
listen. Ask students to retell partners how
to break 7 into two different parts. Instruct
students to write equations for each way.
Summarize What does it mean to break
apart numbers?
FOR REVIEW ONLY - PAGES NOT FINAL
STEP
1
DEVELOP: PROBLEM-BASED LEARNING
PearsonRealize.com
COHERENCE: Engage students by connecting prior knowledge to new ideas.
Students decide how to decompose 5 into 2 parts, write an equation to show their decision,
and compare results with classmates. This prepares them for the next part of the lesson where
they write equations for word problems with both addends unknown.
Whole
Class
BEFORE
Name
1. Pose the Solve-and-Share Problem
MP.3 Construct Arguments In this problem,
each student constructs an argument to explain
how to put 5 pencils in two cups. He or she
writes an equation to show the solution and then
compares his or her equation with a classmate’s
equation to discover that there is more than one
possible solution to this problem.
Solve
16
See margin for sample student work.
©
20
2.
0
at
h
on
m
5=
+
Answers will vary;
Check students’ work.
nV
,e
Lesson 3
pa
g
n
tio
twenty-one
Digital Resources at PearsonRealize.com
21
es
Topic 1
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Analyze Student Work
Diego’s Work
Kim’s Work
ep
u
bl
ic
a
4. Share and Discuss Solutions
Start with students’ solutions. Have them share
Solve the strategies they used to solve the problem.
If needed, project and analyze Diego’s work to
discuss one possible solution to the problem.
Content Standards 1.OA.A.1
Mathematical Practices MP.2,
MP.3, MP.4, MP.7, MP.8
is
i
DURING
AFTER
I can …
solve word problems by
breaking apart the total
number of objects.
3. Ask Guiding Questions As Needed
If you know the number of pencils in the first
cup, how can you find how many pencils are in
the other cup? [Sample answer: I can count on
from the number of pencils in the first cup until I
reach 5.] If you put 2 pencils in the first cup, how
many pencils would be in the other cup? [3]
5. Transition to the Visual Learning Bridge
You solved a problem in which you knew the
whole and had to find both missing parts. Later in
this lesson, you will continue to solve these types
of problems and write equations to show the
missing parts and the whole. You will find more
than one solution to problems.
Pr
Whole
Class
Lesson 1-3
Solve Problems:
Both Addends
Unknown
Show how you could place the 5 pencils in these
two cups. Complete the equation to show your work. Then
talk to a classmate. Are your equations the same?
2. Build Understanding
What does the problem ask you to do? [Find a way
to place the 5 pencils in two cups.] What are you
asked to write? [An addition equation that shows
how I put the pencils in the two cups] What are you
asked to do after you solve the problem? [Compare
my equation with a classmate’s equation.]
Small
Group
Solve
10–15 min
6. Extension for Early Finishers
How would you know that you have found all
of the ways to put the pencils in the two cups?
Explain. [Sample answer: I know that I have
found all of the ways if I have found solutions for
putting 0 through 5 pencils in each cup.]
5=
+
Diego puts 1 pencil in the green
cup and 4 pencils in the red cup.
He completes the addition equation
correctly by writing the missing parts
that match his solution.
5=
+
Kim puts 0 pencils in the green cup and
5 pencils in the red cup. However, she
does not complete the addition equation
correctly to show that the missing parts
are 0 and 5.
FOR REVIEW ONLY - PAGES NOT FINAL
21
STEP
2
DEVELOP: VISUAL LEARNING
PearsonRealize.com
The Visual Learning Bridge connects students’ thinking in Solve &
Share to important math ideas in the lesson. Use the Visual Learning
Bridge to make these ideas explicit. Also available as a Visual
Learning Animation Plus at PearsonRealize.com
How many penguins are inside the cave?
[4] How many are outside the cave? [3] So,
what parts of 7 are shown? [4 and 3]
What does the number
7 mean in the equation?
[It is the whole or the total
number of penguins.]
What do the numbers
3 and 4 mean in the
equation? [They are the
parts or the number of
penguins inside and
outside the cave.]
1
Learn
Glossary
MP.8 Generalize How
many total penguins are in this
picture? [7] How many penguins
are inside the cave? [5] Outside
the cave? [2] How is this
equation like 7 = 4 + 3? How
is it different? [Sample answer:
Both equations have 7 as the
sum or whole. The equations
have different addends or parts.]
©
20
Glossary
at
h
2.
0
Here is another way to
show the 7 penguins.
7
=
4
3
+
7
5
=
+
2
,e
nV
There are still
7 penguins. 4 is one
part. 3 is the
other part.
Visual Learning Bridge
You can write an
equation to show the
whole and the parts.
Here is one way to show
the 7 penguins.
There are 7 penguins.
How many can go inside
and outside the cave?
on
m
Learn
16
Prevent Misconceptions
Some students may suggest a number of
penguins inside the cave or outside the cave
that is greater than 7. Explain that the total
number of penguins is always equal to 7 in
this story.
is
i
How many
penguins do
you see? [7]
Where will some
of the penguins
go? [Inside the
cave] Where will
the rest of the
penguins go?
[Outside the cave]
Visual Learning
Draw a picture to show the parts.
Then write an equation.
pa
g
Sample answers are shown.
1. There are 5
in all.
How many are inside and
outside the cave?
n
Show Me! What are
two different ways that
4 penguins could be inside
or outside the cave?
es
Do You Understand?
5
=
Pr
ep
u
bl
ic
a
tio
Sample answers:
0 inside and 4 outside,
1 inside and 3 outside,
2 inside and 2 outside,
3 inside and 1 outside,
4 inside and 0 outside.
in all.
2. There are 8
How many are inside and
outside the cave?
22
twenty-two
3
+
2
8
MTH16_SE01_CC2_T01_L03_VLB.indd Page 22 02/06/14 8:40 PM s-w-047
s students give possible solutions to the problem, list the solutions in
A
an organized manner. What pattern do you notice in this list? [Sample
answer: The first number goes up by 1 and the second number goes down
by 1.] Students can use this pattern to find solutions to other problems in
which both parts or addends are unknown.
6 +
2
Topic 1
© Pearson Education, Inc. 1
Do You Understand? Show Me! MP.7 Look for Patterns
=
Lesson 3
Error Intervention: Item 1
If students are having difficulty drawing a picture,
then have them use 5 counters and separate the counters into
two groups to find a possible solution.
/132/PE01513_SE/ENVISION_MATH_ENGLISH/NA/SE/2013/G1/XXXXXXXXXX/Layout/Interior_Fi ...
1
Reteaching Assign Reteaching Set C, p. 66.
sk the following Essential Question: How can you use parts
A
of numbers to solve problems in which both of the addends
are unknown? [Sample answer: I think of number
combinations that are equal to the total in the problem. Then I write an
equation using the parts as the addends and the total as the sum.]
22 Topic 1
FOR REVIEW ONLY - PAGES NOT FINAL
PearsonRealize.com
QUICK CHECK
Check mark indicates items for prescribing differentiation on the next page.
Items 5 and 10 are worth 1 point each. Item 9 is worth up to 3 points.
Items 3 MP.4 Model with Math Remind
students that the spiders that they draw inside the
cave and outside the cave are the parts and must be
equal to the whole, or the total number of spiders.
Tools Assessment
20–30 min
Name
Tools
Assessment
twenty-three
23
Draw pictures to show how many are inside and
outside each cave. Then write an equation.
Item 6 Remind students that there are possible
solutions with either zero spiders inside the cave or
outside the cave. If there are 0 spiders inside the
cave, how many spiders are outside the cave? [7]
If there are 7 spiders inside the cave, how many
spiders are outside the cave? [0]
Sample answers are shown.
in all.
4. There are 8
in all.
6 +
in all.
8 =
4 +
6. There are 7
4
in all.
nV
is
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at
h
5. There are 5
3
2.
0
9 =
©
20
16
3. There are 9
,e
5 =
1 +
4
7
=
3 +
4
Lesson 3
es
Topic 1
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Solve each problem.
ic
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Item 8 MP.2 Reasoning Point out to students that
in this problem, they are given the numbers for the
parts and they need to write and solve an addition
equation in order to find the whole.
7. Math and Science There are 8 monkeys.
Some are parents and some are babies.
How many of each could there be? Show
two different ways.
1 parents and
Pr
ep
u
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Item 10 What should all of the matches for birds
flying and birds sitting in a tree have in common?
Explain. [Sample answer: They should all add up to
9 because each match shows parts of the 9 birds that
Jess could have seen.]
Sample answers are shown.
Coherence In Item 7, students find two ways to
decompose 8. This item connects to students’ previous
work in Lesson 1-2 when they solved addition
problems involving put together situations with the
total unknown.
8.
MP.2 Reasoning Krista takes 2 photos.
Then she takes 5 more. How many
photos does Krista take in all? Write an
addition equation to show your work.
7 babies
2 +
3 babies
9. Higher Order Thinking Andy’s team
scored a total of 10 goals in two games.
They scored 1 or 2 goals in the first
game. How many goals could they have
scored in the second game? Explain
how you know.
8 or 9; Check students’
explanations.
24
twenty-four
7
7 photos
OR
5 parents and
5 =
10.
Assessment Jess sees 9 birds.
Some are flying and some are sitting
in a tree.
Match the number of birds flying with the
number of birds Jess could have seen in
the tree.
7 flying
8 flying
5 flying
6 flying
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3 in the tree
1 in the tree
2 in the tree
4 in the tree
Topic 1
Lesson 3
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23–24
STEP
3
ASSESS AND DIFFERENTIATE
2
Use the QUICK CHECK on the previous page to prescribe differentiated instruction.
I
Intervention
O On-Level
A Advanced
0–3 points on the Quick Check
4 points on the Quick Check
5 points on the Quick Check
Intervention Activity I
Reteach to Build
Understanding
Name
•Continue moving objects, one at a time,
from outside of the jar to the inside of
the jar and have volunteers complete
equations to describe the objects.
1-3
Vocabulary
1. Sometimes when you know the whole,
you can make different parts.
There are 7 stars.
Draw rings to make two parts.
Complete the addition equation
to show the two parts.
•Continue the process until all possible
equations have been written for
combinations involving 6.
7=
2
5
+
16
2. Draw rings to make two parts.
Then complete the addition equation to show the two parts.
Check students’ work.
6 hats
©
20
In and Out
Materials Small glass jar and 6 small
objects such as buttons, cubes, or
counters
•Put 6 small objects outside of the jar.
Write 6 = 6 + 0 on the board and tell
students that this equation shows how
many objects are outside of the jar and
how many are inside of the jar.
Reteach I
at
h
2.
0
•Move one of the objects from outside
of the jar to the inside of the jar. Write
6 = _____ + _____ on the board and
have a volunteer complete the equation
to describe how many objects are
outside of the jar and how many are
inside of the jar.
6=
+
On the Back!
3. Draw a different way to make parts for 6. Then write the
addition equation.
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Check students’ work.
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On-Level
Partner
Cover Three
bl
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Advanced
tio
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a
Center Games
Students work together to make parts of
9 with tiles. Have students say the parts of
9 aloud as they work.
n
On-Level and Advanced Activity Centers O A
Star t
Put
1
2
3
4
5
Sh
6
7
ar e
.
rk
wo
your
t hinking while you
8 in a
Get 6 red squares for one player.
Get 6 blue squares for the other player.
Take turns.
.
Ways to Make 9
Try Pick 2 tiles. Did you get two parts of 9?
Star t
Put
1
2
3
4
5
6
Talk
Sh
7
ar e
.
rk
wo
your
t hinking while you
8 in a
.
Get 6 red squares for one player.
Get 6 blue squares for the other player.
Take turns.
Try Pick one tile. Touch that number of rectangles on the game board.
If yes, point to your way to make 9.
Say your two parts of 9.
Cover those parts below. If no, lose your turn.
Put the tiles back in the .
How many more rectangles do you need to get 9 in all?
Pick another tile. Did you get the other part of 9?
If yes, cover those two parts to make 9. If no, lose your turn.
Put the tiles back in the .
3 and 6
4 and 5
8 and 1
5 and 4
7 and 2
6 and 3
1 and 8
7 and 2
5 and 4
6 and 3
1 and 8
4 and 5
2 and 7
6 and 3
1 and 8
2 and 7
3 and 6
8 and 1
To win, get:
or
or
or
Try Again Play again!
MTH16_ANC01_CC2_T01_L03_CG.indd Page 73 07/10/14 8:53 AM S-015
To win, get:
or
or
or
Try Again Can one part of 9 be greater than 9? Play again!
Center Game ★
25A Topic 1
Partner
Cover Three
Talk
1•3
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Center Game ★★
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1•3
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PearsonRealize.com
TIMING
The time allocated to Step 3 will depend on the teacher’s instructional
decisions and differentiation routines.
Tools
Games
Leveled Assignment
I Items 1–2, 4 O Items 1, 3–4 A Items 2–4
Technology Center I O A
Math Tools and Math Games
A link to a specific math tools activity
or math game to use with this lesson is
provided at PearsonRealize.com.
Name
Help
Tools
Homework
& Practice 1-3
Games
Another Look! You can show the same number in
different ways.
Ashley has 4 flowers. Some are red and
some are white. How many of each color
flower does Ashley have?
There are always
Solve Problems:
Both Addends
Unknown
16
Games
HOME ACTIVITY Give your
4 flowers!
2.
0
©
20
child the following problem:
“Dustin finds 8 leaves.
Some are green. The
rest are yellow. Write an
addition equation to show
the numbers of green and
yellow leaves.”
Work with your child to
choose parts of 8 and write
an equation. Then repeat,
choosing different parts
of 8.
2 red and 2 white
4=2+2
1 red and 3 white
4=1+3
on
m
3 red and 1 white
4=3+1
at
h
Tools
Help
15–30 min
nV
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Draw a picture to show some frogs by the
water and some in the grass. Then write
an equation for each problem.
Sample answers are shown.
Check students’ drawings.
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1. 9
Lesson 3
4
+
5
twenty-five
Digital Resources at PearsonRealize.com
25
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Draw a picture to show some frogs by the water and some in the grass.
Then write an equation for the problem.
Sample answers are shown. Check students’ drawings.
2.
MP.4 Model 8
How does
your equation show
the parts?
Pr
ep
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Topic 1
9=
8=
2
+
6
3. Higher Order Thinking Laura picks 7 apples. Some
apples are red and some are green. Fewer than 4
of the apples are red. How many of Laura’s apples
could be green? Explain how you know.
4.
Assessment Mark sees 6 puppies.
Some have spots and some do not.
Match the number of puppies with spots
with the number of puppies without spots
that Mark could have seen.
26
twenty-six
MTH16_SE01_CC2_T01_L03.indd Page 26 02/07/14 7:02 AM s-w-045
4, 5, or 6; Check students’
explanations.
1 with spots
2 with spots
4 with spots
5 with spots
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4 without spots
2 without spots
5 without spots
1 without spots
Topic 1
Lesson 3
25–26
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