Grade 1 Go Math! Quarterly Planner
11-13 Days
Chapter 1-Addition Concepts
Big Idea: Developing an understanding of addition and subtraction strategies within 20. Students continue to build fluency with addition and subtraction and problem solving provides an opportunity for
them to make sense of these operations using various situations and contexts. They also develop more sophisticated strategies for addition by counting on rather than relying on counting one by one; for
subtraction students use the strategy of counting back from a total (sum), and by composing and decomposing addends. Developing an understanding of each situation takes time and should not be rushed.
This should be embedded on a regular basis. Using concrete models and pictures helps students to consider the actions or meaning of the problem and relate that meaning to mathematical operations.
Teaching key words does not help students develop an understanding of these situations. Rather, by using concrete models and drawing pictures, students can relate their actions to the situation and
determine whether it calls for addition or subtraction. In missing addend cases, students will determine what operation makes the most sense to them, as either can result in a correct solution.
Essential Question: How can you model adding within 10?
Standards: 1.OA.1, 1.OA.3, 1.OA.6
ELD Standards:
ELD.PI.2.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.2.3-Offering opinions and negotiating with/persuading others.
ELD.P1.2.5-Listening actively and asking/answering questions about what was heard.
Lesson
1.1
Use Pictures
to “Add to”
and find
sums
Standards/
Math Practices
1.OA.1
MPs: 1, 4, 5
Essential
Question
How do pictures
show adding to?
ELD.PI.2.9- Expressing information and ideas in oral presentations.
ELD.PI.2.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.PI.2.12-Selecting and applying varied and precise vocabulary.
Models/Tools
Go Math!
Academic
Math Content and Strategies
Connections
Vocabulary
Journal
Teacher
Language Support
Resources G1
This lesson shows a pictorial representation of
Any
K.OA.1, K.OA.2
Add to,
ELD Standards
Use pictures and
ELD
Standards
a group of animals moving towards another
manipulative
__more
numbers to show 4
ELA/ELD Framework
group to represent the concept “adding to”. To (linking cube,
Have students
dogs and 1 more dog.
ELPD Framework
reinforce this concept, students count the
shapes, bears, create their own
Then write how many
animals in one group and determine how many etc.)
adding to
dogs there are.
Access Strategies
more have been added to the group. This is a
problems for
Organizing Learning
review of Kindergarten’s Add To/Result
the rest of the
for Student Access to
Challenging Content
Unknown situation type.
class to solve.
How did you
Student Engagement
find how many
Strategies
there are?
How do the
Problem Solving Steps
and Approaches
pictures help
you solve the
Equitable Talk
problem?
Situation Table
DRAFT
Accountable Talk
Simply Stated
1.2
Model
“Adding to”
1.OA.1
MPs: 1, 4, 5
How do you
model adding to
a group?
There are 3 types of addition situations: adding
to, putting together, and comparing. This
lesson focuses on “adding to” in which the
result is unknown.
___ + ___ = _?_ or _?_ = ___ + ___ (showing
students flipped equations will build a deeper
understanding of the equals symbol as it
related to equality and build a stronger
foundation for algebra.
Each time they add to a group, an action occurs
(birds fly to join another group, he picks
another apple, etc.)
Addition
Sentence Mat;
Unifix cubes
or counters
Have students
create their own
number
sentence or
write: 4 + 5 = 9
on the board.
Addition
sentence
Is equal to =
Plus
sum
Have students
draw a picture
to illustrate the
number
sentence. Allow
students to
display and
explain their
picture and tell
their story. The
other students
can use their
number line
and/or linking
cubes to model
the problem.
Situation Table
1.3
Model
“Putting
Together”
1.OA.1
MPs: 1, 4, 5
How do you
model putting
together?
This lesson focuses on students drawing
pictures before writing the number sentence.
Include opportunities for students to make
connections between situations, drawings,
manipulatives, and numbers by including:
1) Conceptual understanding using
manipulatives, 2) pictorial representations with
drawings 3) Abstract symbolization by writing
numbers. This will build conceptual
understanding of addition. Drawing a picture
gives them a record of their work with
DRAFT
CPA Mat
Counters
(easy for
students to
draw circles);
Have students
add
develop stories
addends
that involve
“putting
together”
and/or “adding
to” situations.
Ask them to
discuss: How are
they similar?
Equitable Talk
Conversation Prompts
Accountable Talk
Posters
Use cubes to show
how to add 1 turtle to
5 turtles. Draw/Color
the cubes and give the
sum.
Five Talk Moves
Bookmark
Effective Math Talks
Cooperative
Learning
Cooperative Learning
Role Cards
Collaborative Learning
Table Mats
Seating Chart
Suggestions
Scaffold language
by using sentence
frames to assist
students in oral
discussions and
writing in their
journals.
When I add
objects, I
______________.
Addition means
_______________
_.
My picture
represents
_______.
Write your own
addition problem.
Draw counters to help
you solve.
manipulatives. This is a review of
Kindergarten’s Put Together/Total Unknown
situation type.
How are they
different?
One addend is
____, the 2nd
addend is ____
and my sum is
____.
How do you
know a story is
about addition?
Situation Table
1.4
1.5
Problem
Solving:
Model
Addition
Adding Zero
1.OA.1
MPs: 1, 4, 5
1.OA.3
MPs: 7, 8
How do you
solve addition
problems by
making a
model?
What happens
when you add 0
to a number?
This lesson introduces the part-part-total
diagram. Bar models are useful tools for
helping children gain an understanding of basic
algebraic principles. These problems begin to
introduce the Add To/Change Unknown and
Add To/Start Unknown situation types.
Part-PartTotal
This lesson introduces the first property of
operations: additive identity property, which is
n + 0 = n or 0 + n = n.
Addition
Sentence Mat;
Part-PartTotal
1.6
Add in Any
Order
1.OA.3
MPs: 7, 8
Why can you
add addends in
any order?
This lesson introduces the commutative
property (often called the order property). A +
B = B + A. Children can model these with 2
colors of cubes and compare the sums. This
helps with/reduces the number of facts they
have to memorize. Putting the numbers in
context will better assist the students in
understanding this concept. (You can use 2 of
DRAFT
Unifix cubes
Addition
Sentence Mat
What Makes
10
Unifix cubes
I know my
addition sentence
makes sense
because ____.
How do I know
I’m missing an
addend? How
can I still solve
the problem?
Situation Table
K.CC.3
K.OA.2
What happens
when you add
zero to a
number?
What is the rule
for adding zero
to a number?
Does it matter if
the first or
second addend
is a zero?
1.OA.6- Related
Facts (AKA-Fact
Families)
*Have students
explore how
many cats and
dogs you can
have if you have
10 total animals.
zero
Allow time for
students to
discuss math
solutions with
partners and small
groups. Utilize a
“50/50”
instructional
approach, in
which the teacher
speaks 50% of the
time and the
students speak
the other 50% of
the time.
Addends
order
Write a problem that
has two parts
(addends). Then solve
it by finding the sum.
Use pictures and write
a number sentence to
show 8 + 0.
Use pictures and
numbers to show how
to add 3 + 1 in any
order.
Make it a common
practice in using
math vocabulary
the following to help: animals, objects, colors,
shapes, etc.)
1.7
Put Together
Numbers to
10
1.OA.1
MPs: 4, 7, 8
How can you
show all the
ways to make a
number?
1.8
Addition to
10
1.OA.6
MPs: 6, 7
Why are some
addition facts
easy to add?
Students apply their knowledge of adding to
and putting together to solve everyday
problems. They can visualize this by using tools
and/or drawings. Help students use this
knowledge to create mathematical
representations in order to: 1) understand
when to use properties such as adding zero and
commutative, 2) describe a model and solve a
problem by writing an addition equation,3)
identify and analyze the relationship between
numbers through an addition equation.
This lesson introduces students to seeing
equations written horizontally and vertically.
Explain the similarity showing that it doesn’t
change the sum. Explain how when writing
equations horizontally that horizontal lines are
drawn to show = (is equal to). Having students
see equations written both ways will help with
flexibility in mathematics, which builds a
foundation for the standard algorithm (4th
grade’s fluency standard). For 1st Grade the
fluency standard calls for sums to 10.
To answer the essential question emphasize the
commutative property when showing students
equations written horizontally and vertically.
Assessments: Go Math Prerequisite Skills Inventory
Go Math Chapter 1 Test
Go Math Chapter 1 Performance Task: Beth’s Kittens
Portfolio Assessment
DRAFT
Unifix cubes
(2 colors);
Red/Yellow
counters
Counters,
Story Boards,
Linker Cubes
(4 cats + 6 dogs
= 10 animals,
and 6 cats + 4
dogs = 10
animals.)
What are all the
sums of 8? 9?
Ask: Where are
the two
addends in each
equation?
Where are the
sums?
Addition
sentences,
ways to
make
Addends,
sum,
addition
problem
(orally and
written) when
students are
explaining their
procedure(s) in
solving math
problems. (Have a
key vocabulary list
and encourage
students to use
math vocabulary
in their oral and
written
responses).
Use pictures and
numbers to show all
the ways to make 6?
Explain how knowing
1 + 7 helps you find
the sum for 7 + 1.
Grade 1 Go Math! Quarterly Planner
12-14 Days
Chapter 2 Subtraction Concepts
Big Idea: Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. This chapter begins to introduce students to these various strategies. In 1.OA.6, students
are to practice the following strategies to build fluency: counting on, making ten (8 + 6 = 8 + 2 + 4 = 14), decomposing a number leading to a ten (13 – 4 = 13 – 3 – 1 = 9), using the relationship between
addition and subtraction (fact families: 8 + 4 = 12, so 12 – 4 = 8), and creating equivalent but easier or known sums (doubles/doubles +plus 1: 6 + 7 = 6 + 6 = 12 + 1 = 13 or doubles minus 1: 8 + 7 = 8 + 8 = 16 1 = 15). Using concrete models and pictures helps students to consider the actions or meaning of the problem and relate that meaning to mathematical operations. Students will extend their knowledge and
strategies when asked to add/subtract 3 addends. Having students contextualize number sentences into word problems and/or decontextualize word problems into number sentences will help students gain
a deeper understanding of addition and subtraction and learn how to apply it in real-world contexts. Students will soon learn to apply these basic strategies along with place value to larger numbers. They
begin to determine which strategies are more efficient and effective for various problems.
Essential Question: How can you subtract numbers from 10 or less?
Standards: 1.OA.1, 1.OA.6, 1.OA.8
ELD Standards:
ELD.PI.2.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.2.3-Offering opinions and negotiating with/persuading others.
ELD.P1.2.5-Listening actively and asking/answering questions about what was heard.
Lesson
Standards &
Math Practices
Essential
Question
2.1
Use Pictures
to Show
Taking From
1.OA.1
MPs: 1, 2, 4
How can you
show taking
from with
pictures?
2.2
Model Taking
From
1.OA.1
MPs: 1, 2, 4
How do you
model taking
from a group?
ELD.PI.2.9- Expressing information and ideas in oral presentations.
ELD.PI.2.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.PI.2.12-Selecting and applying varied and precise vocabulary.
Models/Tools
Go Math!
Academic
Math Content and Strategies
Connections
Vocabulary
Journal
Teacher
Language Support
Resources G1
When discussing pictures to explain taking
Drawings
Have students
Taking from, Scaffold language Draw a picture to
from, be sure students understand that the
Unifix cubes,
choose numbers
whole group, by using sentence show the problem.
objects in the picture represent the whole.
counters,
to complete the
away, fewer
frames to assist
There are 9 turtles. 3
Then, direct their attention to the objects
following story.
students in oral
turtles walk away.
moving away from the group and explain that
Have them draw a
discussions and
How many turtles are
this is the part being taken from the group.
picture to explain
writing in their
there now?
You can use “act it out” to also help students
and justify their
journals.
understand the concept of subtraction.
thinking.
Teachers may also refer to Ch.1 Lesson 1, and
note the context was when a group of objects
____ worms, ____
Allow time for
were moving towards a group (adding to),
worms wiggle
students to
whereas this lesson involves objects that are
away. There are 3
discuss math
moving away from the whole group (taking
worms now.
solutions with
from).
partners and small
groups. Utilize a
Guide children to see that concrete models,
Unifix cubes,
Have students
minus,
Use pictures and
“50/50”
such as counters or connecting cubes, are
Red/Yellow
start with 9 linking difference,
numbers to model 9instructional
good models to show subtraction because
counters (1
cubes, take 1
subtraction
2.
approach, in
they can be used to represent the movement color can
away, then 2
sentence
DRAFT
“taking from” problem situations. For
example, individual connecting cubes can be
removed from a group to model subtraction.
The physical action of pulling objects away
from a group will reinforce the concept of
subtraction for students.
2.3
Model Taking
Apart
1.OA.1
MPs: 1, 4, 5
How do you
model taking
apart?
represent the
amount that
was removed
from the
group)
In this lesson, students are given the whole
Part-Partnumber and one of the parts. Students use
Total
manipulatives to model and determine the
Template
unknown part. Students use counters (2
colors preferred) to model the whole and the
known part. Students can utilize the partpart-total template to place their objects.
This will help when they move to pictorial
representations and the abstract use of
symbols with use of the template. It’s
important for students to see the addition
and subtraction number sentence that
students can use to solve these types of
situations. For example: There are 7 bags. 2
are small. How many are big? Students can
write 7-2=5 or 2 + 5 = 7. (Referencing “Fact
families” will aid in students’ understanding
of these two number sentences and build a
strong understanding of the relationship
between addition and subtraction. These two
DRAFT
away, and so on.
On a table, record
what you are
starting with, how
many you take
away, and how
many cubes you
have left. Have
students discuss
the pattern they
see. You can add
another column to
include the
subtraction
sentence that
would be used to
describe what
happened.
Have students
create their own
“taking apart”
problems.
Students can write
or draw their
problem. Students
can share their
problems with
other students.
Suggestion: Use
classroom objects
to apply it to realworld
applications.
which the teacher
speaks 50% of the
time and the
students speak
the other 50% of
the time.
subtract,
how many,
take apart
Make it a common
practice in using
math vocabulary
(orally and
written) when
students are
explaining their
procedure(s) in
solving math
problems. (Have a
key vocabulary list
and encourage
students to use
math vocabulary
in their oral and
written
responses).
Use pictures and
numbers to model 83. What’s another
way you could write
this number
sentence? (Answer: 3
+ 5 = 8).
2.4
Model
Subtraction
1.OA.1
MPs: 1, 4, 5
How do you
solve
subtraction
problems by
making a
model?
*Optioncombine with
lesson 2.3
number sentences are used when solving Put
Together/Take Apart situations when one
part is unknown.
The part-part-total model is the same model
students used in Chapter 1 when modeling
addition.
Representing the problem with a bar model
helps them understand what they know,
what they need to find, and how to find it.
Part-PartTotal
Template
2.5
Use Pictures
and
Subtraction
to Compare
1.OA.8
MPs: 1, 2, 4
How can you
use pictures to
compare and
subtract?
Help students recognize comparison
subtraction in our everyday lives by setting
informal tasks throughout the day that
require some sort of comparison. For
example: Say: “6 children want to sit at this
table, but there are only 4 chairs. How many
more chairs do they need?” Have students
discuss how they would solve it.
2.6
Subtract to
Compare
1.OA.1
MPs: 1, 4, 6
How can you
use models to
compare and
subtract?
Comparison situations differ from taking from Comparison
and taking apart situations in that they
Template
involve only two discrete quantities that are
not parts of a whole or related in that way.
The two quantities are compared to find
which is greater or less. To help students
understand comparing situations, as well as
the ideas of more and fewer, first act out
comparing problems with cube trains. Then
DRAFT
7
2
9
Have students
write their own
story to match this
model. Encourage
addition and
subtraction
situations.
With numeral
cards or a deck of
cards (1-9), and
students in pairs,
have each student
select a card and
create a
comparison story
problem using
each person’s
numeral card.
Partners can then
draw pictures and
write the
subtraction
sentence.
Jill has 8 stickers.
Jill has 5 more
stickers than
Derek. How many
stickers does
Derek have?
Compare,
fewer, more
You have 7 squirrels
and 2 logs.
How many more
squirrels than logs do
you have?
How many fewer logs
do I have than
squirrels?
Compare, bar
model,
fewer, how
many more
than
Jennifer has 3
pennies. Brad has 9
pennies. How many
fewer pennies does
Jennifer have than
Brad?
Write an addition and
subtraction sentence.
2.7
Subtract All
or Zero
1.OA.8
MPs: 3, 4, 8
What happens
when you
subtract 0 from
a number?
2.8
Algebra-Take
Apart
Numbers
1.OA.1
MPs: 3, 4, 7
How can you
show all the
ways to take
apart a number?
introduce the comparison bar model. One
bar is drawn to represent the greater
quantity. A shorter bar is drawn to represent
the smaller quantity. The distance from the
end of the shorter bar to the end of the
longer bar represents the difference in
quantities. Allowing students opportunities
to write addition and subtraction number
sentences to solve comparison problems
assists and builds deeper understanding
about the relationship between addition and
subtraction. It also shows students another
way to solve problems.
In this lesson, students practice subtracting
zero. They also subtract all to find a
difference of zero. Allow students to explore
that when the starting number and the
number taken away are the same, you are
subtracting all. When you subtract zero, or
none, from a number, the difference is the
number you started with.
How can I
compare this
problem?
How do you know
your answer is
correct?
How can I write
this as a
subtraction
sentence? An
addition
sentence?
Part-PartTotal
Template
Counters, or
Unifix cubes,
or small
objects
In this lesson, students break a cube train
Linking Cubes
into two parts as they model all the ways to
Template
subtract from a given number. Have students
write the subtraction sentence for each set of Unifix cubes
broken-off cubes. This helps to reinforce that
DRAFT
Discuss the
concept of
subtracting all and
subtracting none.
Show how these
concepts can be
applied across
large or small
numbers
(regardless of the
size of number).
Write the number
73 on the board,
discuss what the
answer is if I
subtract all.
Discuss what the
answer would be
if I subtracted
none.
As a class, write all
the possible
addition sentences
to 10. Then using
10 cubes, have
Subtract all
Subtract
none
Use pictures and
numbers to show 5-0.
Use pictures and
numbers to show 5-5.
Subtraction
sentence,
take apart
Use pictures and
numbers to show all
the ways to take apart
8.
they’re subtracting from a group and not
simply counting back by 1. Extend students’
learning and understanding by also having
them write the matching addition sentence.
For example: 5-1 = 4; 4 + 1 = 5.
2.9
Subtraction
from 10 or
Less
1.OA.6
MPs: 4, 6, 8
Why are some
subtraction
facts easy to
subtract?
Subtraction in a vertical format is introduced
in this lesson. As with addition, in Chapter 1
Lesson 8, students should understand that it
does not matter if the subtraction sentence is
written horizontally or vertically; the
operation itself does not change.
Students should also learn the vertical format
and proper place value alignment of the
numbers so that later, working with multidigit numbers, they will automatically
arrange the digits by place value and
compute correctly.
Assessments: Go Math Chapter 2 Test
Go Math Chapter 2 Performance Task: Who’s Still Here?
DRAFT
students subtract
1, subtract 2, etc.
Have students
compare their
addition and
subtraction
sentences.
How are the
addition and
subtraction
sentences the
same? How are
they different?
How does using
the cubes help
compare the
addition and
subtraction
sentences?
Have students
create number
sentences and
stories for a
selected picture.
(Number Sentence
Pictures)
Why do you get
the same answer
even if you ask
different
questions about
the picture?
Subtraction
problem,
subtraction
sentences,
how many
are left
Find 10-3. Write the
subtraction fact two
ways.
Grade 1 Go Math! Quarterly Planner
14-16 Days
Chapter 3 Addition Strategies
Big Idea: Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20. This chapter begins to introduce students to these various strategies. In 1.OA.6, students
are to practice the following strategies to build fluency: counting on, making ten (8 + 6 = 8 + 2 + 4 = 14), decomposing a number leading to a ten (13 – 4 = 13 – 3 – 1 = 9), using the relationship between
addition and subtraction (fact families: 8 + 4 = 12, so 12 – 4 = 8), and creating equivalent but easier or known sums (doubles/doubles +plus 1: 6 + 7 = 6 + 6 = 12 + 1 = 13 or doubles minus 1: 8 + 7 = 8 + 8 = 16 1 = 15). Using concrete model and pictures helps students to consider the actions or meaning of the problem and relate that meaning to mathematical operations. Students will extend their knowledge and
strategies when asked to add/subtract 3 addends. Having students contextualize number sentences into word problems and/or decontextualize word problems into number sentences will help students gain
a deeper understanding of addition and subtraction and how to apply it in real-world context. “Mastery of a basic fact means that a child can give a quick response (in about 3 seconds) without resorting to
non-efficient means, such as counting on” –Van De Walle, 2004. Students will apply these basic strategies along with place value to larger numbers. They begin to determine which strategies are more
efficient and effective for various problems.
Essential Question: How do you solve addition problems?
Standards: 1.OA.2, 1.OA.3, 1.OA.5, 1.OA.6
ELD Standards:
ELD.PI.2.1-Exchanging information/ideas via oral communication and conversations.
ELD.PI.2.3-Offering opinions and negotiating with/persuading others.
ELD.P1.2.5-Listening actively and asking/answering questions about what was heard.
Lesson
Standards &
Math Practices
3.1
Add in Any
Order
1.OA.3
MPs: 1, 4, 6
3.2
Count On
1.OA.5
MPs: 1, 6, 8
ELD.PI.2.9- Expressing information and ideas in oral presentations.
ELD.PI.2.11- Supporting opinions or justifying arguments and evaluating others’ opinions or arguments.
ELD.PI.2.12-Selecting and applying varied and precise vocabulary.
Model/Tool
Essential
Go Math!
Academic
Math Content and Strategies
Connections
Vocabulary
Journal
Question
Teacher
Language Support
Resources G1
What happens if In this lesson, students revisit the
Counters or
If Adam knows 4 + Change the
Math Talk Moves
How many ways can
you change the
commutative property of addition to
Unifix cubes
7 = 11, what other order of
we make 13?
order of the
reinforce the concept that changing the order (2 different
addition fact does addends,
Effective Math
(Focusing on students
addends when
of the addends does not change the sum.
colors)
he know? Using
addition
Talks
stating 9 + 4, 4 + 9, 6 +
you add?
This property assists students in mastering
manipulatives or
sentences
Scaffold language 7, 7 + 6, etc.
their basic facts. If students know that 5 + 2 =
drawings to justify
by using sentence
7, then they also know that 2 + 5 = 7.
and explain your
frames to assist
Students can also use this property to
thinking.
students in oral
simplify calculations. This is true when
discussions and
adding by counting on from the greater
writing in their
addend. If a student is trying to find 2 + 9,
journals.
they can use the commutative property to
add 9 + 2.
When I add
objects, I
How do you
Counting on from a certain number is the
Counters,
Terry added 3 and Count on,
Use pictures or words
______________. to explain how you
count on 1, 2, 3? same as adding to that number. Counting on unifix cubes,
7. He got the sum greater
from the greater addend is a helpful strategy drawings
of 9. His answer is addend, sum,
can find 9 + 3 by
that can foster mental math skills and builds
not correct.
counting on_
counting on.
DRAFT
3.3
Add Doubles
1.OA.6
MPs: 5, 7
What are
doubles facts?
3.4
Use Doubles
to Add
1.OA.6
MPs: 1, 5, 7
How can you
use doubles to
help you add?
3.5
Doubles Plus
1 and
1.OA.6
MPs: 6, 7
How can you
use what you
coherence with the commutative property
(from Ch. 1 Lesson 6). Students may make
errors when counting on by starting the
count with the first addend. Example: 5 + 3,
they start with 5 and count, 5, 6, 7 and state
that 7 is the answer. The use of 2 colors of
any manipulative will assist students when
counting and help correct this misconception.
Students should move beyond solely
counting to develop more efficient strategies
for addition. Research shows that many
children remember doubles facts more easily
than other facts with sums within 20. The
doubles facts can be used to find the sums to
near doubles facts. For example: Students
can use their knowledge of 8 + 8 = 16, to find
8 + 9 (by adding 1 to 16) and 8 + 7 (by
subtracting 1 from 16).
Some children may know some of the facts in
this lesson already but it is still important for
them to be familiar with the strategy of using
doubles. Students can use any strategy that
they find efficient and/or helpful to them,
and that assists in their explanation and
justification. Introduction to “the
decomposing” of a number in the lesson will
be helpful to children as they continue to
learn more strategies that call for
composing/decomposing numbers.
Fact strategies such as this one help develop
reasoning skills in young learners. Teaching
DRAFT
Describe how
Terry can find the
correct sum.
Addition means
_______________
_.
My picture
represents
_______.
Unifix cubes
Write the
following on the
board out of
order: 5 + 5, 6 + 6,
7 + 7, 8 + 8, 9 + 9.
Ask students to
rearrange the
number sentences
to show a pattern.
Have them
describe their
patterns and
justify their
thinking as a small
group to other
small groups or
whole class.
Doubles, sum
One addend is
____, the 2nd
addend is ____
and my sum is
____.
Use pictures or words
to explain how you
could find the sum of
7 + 7.
I know my
addition sentence
makes sense
because ____.
Unifix cubes,
counters
Decompose,
doubles fact,
missing sums
2 colors of
unifix cubes,
Doubles
minus 1
Allow time for
students to
discuss math
solutions with
partners and small
groups. Utilize an
instructional
approach, in
which the teacher
speaks no more
than 50% of the
time providing
more time for
student
discussions in
groups, pairs and
Draw and label a
picture to show how
knowing 7 + 7 helps
you find 7 + 8.
Use pictures or words
to explain how you
Doubles
Minus 1
3.6
3.7
3.8
Practice the
Strategies
Add 10 and
More
Make a 10 to
Add
know about
doubles to find
other sums?
1.OA.6
MPs: 3, 7
1.OA.6
MPs: 2, 5
1.OA.6
MPs: 2, 5
What strategies
can you use to
solve addition
fact problems?
How can you
use a ten frame
to add 10 and
some more?
How do you use
the make a ten
strategy to add?
fact strategies explicitly helps children
recognize patterns within number
relationships and make connections between
the strategies. Using two colors of
manipulatives is best for students to visually
see the doubles fact and one more. For
example: 3 red unifix cubes linked together
and another 3 red unifix cubes with a green
one added will help students see 3 + (3 +1).
This lesson allows more practice for the
strategies already introduced: Count on 1, 2,
3, Doubles, Doubles Plus One, and Doubles
Minus One. Students may also use the
commutative property to begin memorizing
these facts. For students who already have
memorized these facts, challenge them to
use another strategy to solve, and possibly
compare and contrast the two strategies.
After ample practice and students justifying
their answers, students will begin to just
“know the facts”, which is the goal.
However, continue to ask them to explain
and justify their answers.
The number 10 is a benchmark number, and
our number system is based on the number
10, so the number 10 is an important number
in mathematics. The 10 frame introduced in
this lesson helps children keep track when
counting 10 or more objects and helps
reinforce the idea of grouping 10 and extras,
a key to understanding teen numbers.
The strategy of making ten helps children
decompose and compose numbers to
simplify addition. Using a ten frame helps
students visually see how they need to
decompose to make a ten, and how many are
left over.
DRAFT
or red/yellow
counters.
Doubles plus
1
Addition
Sentence
Mat,
Count on,
Doubles,
Doubles +/-1
Unifix cubes,
or, Counters,
etc.
Double TenFrame
Ten Frame,
sum, add 10,
order of
addends
Red/Yellow
counters
Number Line
to 20
Red/Yellow
counters, or
2 colors unifix
cubes, or 2
How many more
do I need to make
a 10 or to
complete the ten
frame?
How can I use the
commutative
Make a ten
Compose
Decompose
with the whole
class.
Make it a common
practice in
modeling,
scaffolding, and
reinforcing the
use of math
vocabulary (orally
and in writing).
Allow students to
focus on surfacing
their
understanding
rather than word
usage when
students are
explaining their
strategies for
solving math
problems. Have a
key vocabulary list
to encourage
students to use
math vocabulary
in their oral and
written responses.
would use doubles
plus one to solve 4 +
5.
Which two doubles
facts could you use to
solve 7 + 8? (Answer:
7 + 7 (+1) or 8 + 8 (-1).
Use pictures or words
to explain two
strategies to solve 8 +
9.
Use pictures or words
to explain how you
can solve 10 + 6.
Use pictures or words
to explain how you
would use the make a
ten strategy to solve 5
+ 7.
3.9
Use Make a
10 to Add
1.OA.6
MPs: 2, 4
How can you
make a ten to
help you add?
3.10
Add 3
Numbers
1.OA.3
MPs: 3
How can you
add three
addends?
*This lesson
focuses on
students
identifying
the strategy
that the book
used.
Encourage
students to
explore the
various ways
they would
solve it.
*Embed
some word
problems
from 3.12
The strategy “Making 10” is practiced again in
this lesson. The utilization of a double-ten
frame mat and counters are essential for
students conceptual understanding of this
strategy. Using dot cards with a ten frame
daily, will help in students mastering their
facts within 10. Ask students: How many dots
do you see? How many more are needed to
make 10? Incorporating the commutative
property with this activity will also be
beneficial.
This lesson addresses the Associative
Property of Addition. Students can group the
addends in any way without changing the
sum. Students will need to understand that
even though there are more than 2 addends,
you can still only add two numbers at a time.
But, you can decide which two numbers you
wish to add first. Using the Associative
Property provides an excellent opportunity
for students to practice and apply the various
addition strategies. Encourage students to
analyze the addends to determine which two
might make sense to add together first. This
will also give the teacher formative
assessment data on which strategies the
students are more comfortable with and
which ones they are not yet confident using.
Students may develop the misconception
that they have to add the first two addends
first. Emphasize that they can pick any 2
addends (1st and 3rd) if that makes more
sense and more efficient to them. Really
focus on students explaining and justifying
DRAFT
different
foam shapes,
etc.
property to utilize
the making 10
strategy?
Red/Yellow
counters, or
2 colors unifix
cubes, or 2
different
foam shapes,
etc.
What are two
other ways to
write 9 + 6? Why?
(Answer: 9 + 1 + 5
or 10 + 5; all 3
sentences shows
part of 15)
Double-Ten
Frame,
Which numbers
did you decide to
add first? Why?
Which strategy
does that connect
to?
Addition
Sentence Mat
Number Line
to 20
Counters or
Unifix cubes
Write 3 + 4 + 6 on
the board.
Encourage
students to
consider the
addition strategies
they have learned
and find all the
various ways they
can add these 3
addends.
Why is the sum
the same no
matter which
____ + ____ is the
same as 10 +
____.
Draw to explain how
you would make a ten
to find 5 + 8.
Compose
Decompose
Strategies:
Doubles
Doubles Plus
One
Doubles
Minus One
Making Ten
Counting On
Addition
Properties:
Commutative
Property
Associative
Property
Use pictures or words
to explain how you
can find the sum for 3
+ 5 + 7.
3.11
Add 3
Numbers
*Combine
with lesson
3.10
1.OA.3
MPs: 3, 8
How can you
group numbers
to add three
addends?
*Embed
word
problems
from 3.12
3.12
Use Addition
Strategies
*Combine
with lessons
3.10 and
3.11.
1.OA.2
MPs: 1, 2, 4
How do you
solve addition
word problems
by drawing a
picture?
their thinking in this lesson and you can
record their various answers to incorporate
multiple representations.
In order for students to be able to choose
which two addends to add first, they must
first analyze the problem by looking for
relationships between two of the three
addends. Students become active learners
when they think about the mathematics
involved in choosing a strategy. Encourage
students to discuss their reasoning in
choosing a strategy and to explain their
solution process. Also, it’s vital to make time
and create structures for students to hear
how their peers solved the problems.
Emphasize to students that they can draw
simple pictures to explain their thinking or
ways of solving math problems. Students at
this age are very literal and may get
frustrated that they can’t draw the actual
object used in a word problem. Teachers can
create a class list of simple symbols that may
be used as quick pictures to represent
objects. Encourage students to choose a
symbol that makes sense to them and are
DRAFT
strategies you
use?
Double-Ten
Frame,
counters,
Addition
Sentence Mat
Number Line
to 20
unifix cubes
Double-Ten
Frame,
Addition
Sentence Mat
Number Line
to 20
counters, or
unifix cubes
Which numbers
did you decide to
add first? Why?
Which strategy
does that connect
to?
Write 3 + 4 + 6 on
the board.
Encourage
students to
consider the
addition strategies
they have learned
and find all the
various ways they
can add these 3
addends.
Why is the sum
the same no
matter which
strategies you
use?
Which numbers
did you decide to
add first? Why?
Which strategy
does that connect
to?
How does your
drawing depict
what happened in
Compose
Decompose
Use pictures or words
to explain how you
would find 6 + 4 + 4.
Strategies:
Doubles
Doubles Plus
One
Doubles
Minus One
Making Ten
Counting On
Addition
Properties:
Commutative
Property
Associative
Property
__more,
order of
addends
Draw a picture to
show how you would
solve this problem:
Jeb has 4 large rocks,
4 medium rocks, and 7
small rocks. How
many rocks does Jeb
have?
Write a number
sentence.
comfortable in drawing. Make sure they
understand that any simple drawing will do.
Embedding word problems daily will help
students’ understanding of number
sentences. Giving students the opportunities
to decontextualize a word problem into a
number sentence and contextualizing a
number sentence into their own word
problem, will lessen the anxiety students
have with word problems.
Making connections to reading and having
students identify the sequence will also help
them develop a better understanding for how
to decontextualize a math word problem.
Assessments: Go Math Chapter 3 Test
**Common Assignment Go Math Chapter 3 Performance Task: Let’s Help Chen Add!
DRAFT
the problem or
“story”?