STEMscopes Georgia Math Teacher Guide Grade 1 by acceleratelearning

1 Georgia Math Teacher Guide

Grade 1 Teacher Guide

STEMscopes.com ISBN: 979-8-88826-716-5

ISBN: 979-8-88826-660-1

1 GEORGIA

MATH G1

GEORGIA

Teacher Guide: Grade 1 ISBN: 979-8-88826-660-1 Published by Accelerate Learning Inc., 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2023, by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. To learn more, visit us at www.stemscopes.com.

USING THE TEACHER GUIDE

Using the Teacher Guide Plan and Strategize In the Teacher Guide,, you’ll ﬁnd details about each element in our curriculum. Use these summaries to guide what you’ll integrate into your lessons based on the needs of your students and your teaching style. Throughout each scope, facilitation focuses primarily on understanding Vertical Alignment along with core Engage and Explore elements. Please note that all other elements are still available online.

Discover and Facilitate As you move through each scope, find STEMscopes Tips that explain how to use and where to find many of the aligned resources that are included throughout the curriculum. In each Explore lesson, you’ll also find Facilitation Tips to assist you in this critical part of the learning process.

Journal and Record The Teacher Guide includes areas throughout its pages for you to write notes about lessons, your students, and more. There are also areas to sketch out long-range plans, make observations, and coordinate smallgroup sessions.

Reﬂect and Enhance Trying to remember what you did last year when teaching a lesson? Use the notes and plans you write here to remind you. Find out what works, what doesn’t, and how to do it better from year to year with our product to help you along the way. When it’s time for a new year, it’s also time for a new Teacher Guide. Guide. Keep them to reference or share them with a colleague.

Using STEMscopes ............................................................................................... 4

SCOPE 1

Add and Subtract within 10 ................................................................................. 20

SCOPE 2

Add and Subtract within 20 ................................................................................. 48

SCOPE 3

Addition and Subtraction Strategies .................................................................... 72

SCOPE 4

Addition and Subtraction Problem Solving ........................................................... 94

SCOPE 5

Length ............................................................................................................. 110

SCOPE 6

Time ................................................................................................................ 126

SCOPE 7

Money.............................................................................................................. 144

SCOPE 8

Data Analysis ................................................................................................... 162

SCOPE 9

Represent Numbers to 100................................................................................ 180

TABLE OF CONTENTS

Table of Contents

SCOPE 10 Compare and Order Numbers to 100 .................................................................. 198

SCOPE 11 Add and Subtract within 100 ............................................................................. 220

SCOPE 12 Two-Dimensional Shapes.................................................................................. 248

SCOPE 13 Three-Dimensional Solids ................................................................................. 270

SCOPE 14 Fractions .......................................................................................................... 294

SCOPE 15 Patterns ........................................................................................................... 314

YEAR AT A GLANCE 2

Year at a Glance JULY

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

YEAR AT A GLANCE

Year at a Glance

USING STEMSCOPES

Using STEMscopes Utilizing the Home Section In the Home section, build your own content knowledge, analyze the standards, and gain an understanding of everything the scope has to offer. This is where you will ﬁnd all your lesson-planning materials so you can facilitate fun, purposeful experiences for your students. CONTENT SUPPORT • The standard(s) being addressed in the scope • The mathematical thinking and reasoning standards addressed in the scope • An overview of related concepts students have learned in pre-kindergarten • Student misconceptions and obstacles teachers may face • Detailed description of the content • Extensive list of terms and deﬁnitions students should know • Sample student responses to example questions • An overview of related concepts students will learn in future grades

Use Content Support to gain background knowledge to fully support the students’ understanding. • Includes the reasons a concept is being taught a certain way, examples that can be used to help teach the concepts, and sample student questions and answers • Explains what the students have already learned and gives insight to the concepts students will learn next • Provides known misconceptions students have about the content and obstacles teachers may face when teaching the content • Includes vocabulary and deﬁnitions students should learn throughout the scope Ideas for using this element: • Use it as a resource to understand why math concepts are taught a certain way and how the concepts should be taught. • Use it to understand what students should know before you teach the content, what they should learn, and what they will need to know to be successful in future grades.

STANDARDS EXPLAINED • The standard(s) being addressed in the scope • The verbs used in the standard that highlight what students should be doing • Concrete words and deﬁnitions students should know • A brief summary of the implications for instruction, including what students should understand by the end of the scope

Use the Standards Explained to fully understand the standard(s) that are being addressed in the scope. • Includes what students should be doing and what words they should know • Explains what the students must know to meet the standard • Shows the vertical alignment of relevant standards throughout the grade levels Ideas for using this element: • Use it to become familiar with the standard(s) being addressed and fully understand the concepts students need to know.

• A vertical alignment of related standards 4

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MATERIALS LIST • The ability to generate the total quantity of materials needed based on your class • A list of all the supplies that are needed for the Engage, Explore, Explain, Elaborate, Evaluate, Intervention, and Acceleration sections • A breakdown of each material, including the quantity per use; the item; whether the item is used per student, per pair, per group, or per class; whether the item is printed, reusable, or consumable; and the total quantity needed

Use the Materials List to plan for the materials that will be needed throughout the scope.

USING STEMSCOPES

Home

• Includes the ability to individualize the number of materials needed based on the total number of students, number of groups and stations, maximum class size, and total number of classes • Lists the materials needed for all the activities throughout the scope Ideas for using this element: • Use it to plan the materials you will need throughout the scope.

SCOPE OVERVIEW Use the Scope Overview to see every component of the scope. • Provides an easy-to-read, color-coded graphic showing the activities included in each element • Shows the sequential path students will take as they move throughout the scope • Includes the standard(s) and suggestions of how to use certain elements Ideas for using this element:

• The standard(s) addressed in the scope • Each element in the scope • The title of each part of an element • The order in which the scope should be taught

• Use it to quickly see the parts of the scope and how they interconnect. • Use it to plan how you will move through the scope.

PARENT LETTER • A description of the content of the Parent Letter • Procedure and facilitation points that provide a time frame for distributing the Parent Letter and suggestions for encouraging parent participation in the at-home activity

Use the Parent Letter to explain math concepts to parents. • Has a brief overview of the concepts being taught • Includes vocabulary terms and deﬁnitions students need to know • Provides resources and activities students and parents can do together to practice the concepts Ideas for using this element: • Use it to keep parents informed about what their children are studying in math. • Send home a copy of the Parent Letter the week before to notify parents of upcoming concepts and ways to help at home. • Be prepared to explain activities as questions arise from parents.

USING STEMSCOPES

Using STEMscopes Introducing Content with the Engage Section The Engage section is all about laying the foundation for learning. You begin this section by pre-assessing students using the APK (Accessing Prior Knowledge) and ﬁlling knowledge gaps using the Foundation Builder. The Hook then lays out a storyline narrative to establish a purpose for learning and captures students’ attention with real-world connections. ACCESSING PRIOR KNOWLEDGE • A general description of the activity and how it relates to what is being taught in the scope • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Sample student responses to embedded discussion prompts • A handout students use to complete the activity, if needed

Use the APK activity to help determine what students already know about the content as well as any misconceptions they have before beginning the scope. • Activates students’ thinking about the concept and how it’s been presented to them previously • Gives students opportunities to display what they know • Identifies the need to use the Foundation Builder to fill any knowledge gaps • Reveals possible misconceptions Ideas for using this element: • Due to the nature of this element, it is suggested that you complete this activity before the Hook activity. • Students typically complete and discuss the activities in small groups. • Student misconceptions identified here can be addressed and corrected as students progress through the scope.

FOUNDATION BUILDER • A general description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Sample student responses to embedded discussion prompts • Handouts, Slideshows, and any other printed materials students will use to complete the activity

Use the Foundation Builder to help ﬁll learning gaps and review and reinforce previously taught content before beginning the scope. • Reteaches content previously taught • Uses concrete materials students can manipulate to explore mathematical concepts and develop proﬁciency • Addresses vocabulary with multiple meanings to eliminate confusion Ideas for using this element: • This activity is intended to be a short teacher-guided intervention for use in small groups. • Student preconceptions are addressed and corrected during this activity. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

HOOK • A general description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Pre- and Post-Explore sections • A video showing a real-world situation • Sample student responses to embedded discussion prompts • Handouts, videos, and any other printed materials students will use to complete the activity

Use the Hook to engage students using real-world contexts where speciﬁc math skills are needed. Here, students have their ﬁrst experience with the new content.

USING STEMSCOPES

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• Introduces a real-world problem that requires use of the skills that will be taught in the scope • Uses media to show the real-world situation in action • Give students the opportunity to see how math is used in a real-world situation • Is revisited and the problem is solved after students complete the Explore activities from the next section Ideas for using this element: • Explain the real-world situation while showing the video. • Facilitate a discussion about how the scope’s math concepts are used in the situation. • Return to the Post-Explore section to solve the problem after completing the Explore activities. • Students typically complete and discuss the Post-Explore activities in pairs or small groups.

USING STEMSCOPES

Using STEMscopes Student Learning Using the Explore Section This is where students dig into the meat of the content. The Explore section provides scaffolded hands-on activities that build toward mastery of the standards. Each Explore supplies prompts for rich discussion and student reasoning, a Student Journal, and an Exit Ticket. The Explore section also gives students access to Virtual Manipulatives and teachers access to Skill Basics lessons designed to reinforce basic concepts before introducing the Explores. EXPLORES • A suggestion of which Skill Basics to use before completing the Explore, if applicable • A general description of the activity • The Mathematical Thinking and Reasoning Standards addressed in the Explores • A brief setup video showing the materials and preparation needed and explaining the activity • Materials and preparation needed to complete the Explores • Procedure and facilitation points that take you step by step through the activity • A scenario involving a realworld situation students need to solve • Sample student responses to embedded discussion prompts • Math Chat questions at the end of each Explore

Use the Explores to focus on developing students’ conceptual understanding of speciﬁc math skills using relevant situations and manipulatives. As students work through the activities, they will develop more abstract thinking and better number sense. • Provides real-world problems to motivate students to ﬁnd solutions using the math skills covered in the scope • Involves hands-on learning, rich discussions, and collaboration that encourage students to use thinking and reasoning skills • Reduces dependence on manipulatives as students progress through the activities • Helps students acquire new mathematical vocabulary through academic language embedded in the activities Ideas for using this element: • Read and discuss the real-world situations. • Provide an opportunity for students to work through the activities with partners or in small groups. • As students collaborate, monitor and assess their understanding by asking guiding questions. • Guide and correct students through any misconceptions noted during discussions or on their Student Journals. • Provide a Math Chat time at the end of the activity for students to share their observations and learning. • Have students complete the Exit Ticket to formatively assess their understanding of the concepts. • Use students’ responses from the discussions, Student Journals, and Exit Tickets to guide future instruction. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

VIRTUAL MANIPULATIVES • The Virtual Manipulatives include components such as these: • Place Value Disks • Base Ten Blocks • Number Lines • Pattern Blocks • Fraction Circles • Fraction Tiles • Two-Color Counters • Color Tiles • Linking Cubes • Geoboard • Clock • XY Coordinate Board

Use the Virtual Manipulatives to provide each student with a limitless supply of manipulatives.

USING STEMSCOPES

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• Helps students explore mathematical concepts • Makes learning engaging and meaningful • Leads to more complex understanding of math concepts • Allows students to make visual connections between math concepts and the virtual manipulatives • Helps students develop mental models and abstract thinking Ideas for using this element: • Use the Virtual Manipulatives in the classroom or remotely in place of concrete objects. • Encourage students to use the Virtual Manipulatives to develop proﬁciency in math concepts. • Differentiate instruction by using the Virtual Manipulatives for Englishlanguage learners and for students who are struggling with the concepts. Students can also beneﬁt from visual models when learning new concepts. • Use the Virtual Manipulatives to help address and clarify student misconceptions.

SKILL BASICS Use Skill Basics to pre-teach simple skills needed to complete the Explore activities. • Is designed to reinforce basic concepts before introducing the Explores • Uses manipulatives to make learning engaging and meaningful Ideas for using this element: • Teach a Skill Basics lesson before completing an Explore so students can apply the skill in the Explore. • Use the Skill Basics lesson to help students build a solid foundation of the skills they will use. • Use the Skill Basics lesson to help address and clarify student misconceptions. • Differentiate instruction by using Skill Basics lessons for students who are struggling with math concepts.

• A general description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Sample student responses to embedded discussion prompts • Handouts and any other printed materials students will use to complete the activity • Instructions for the Explore to use after completing the lesson

USING STEMSCOPES

Using STEMscopes Guiding Students Using the Explain Section The Explain section offers a variety of resources that help connect the experiences of the Explore activities to the academic content students need to know. These resources include Anchor Charts, Picture Vocabulary, My Math Thoughts, Show What You Know, and, in some scopes, an Interactive Notebook that can be used to support the Explore activities and solidify student learning. ANCHOR CHARTS • A general description of each activity • An Anchor Chart for each Explore • Sample student responses to embedded discussion prompts • A printable sample Anchor Chart

Use the Anchor Charts during or after the Explore activities as a tool to anchor student learning of the concepts addressed in the scopes. • Provides large, poster-sized visuals of the most important content strategies • Helps students achieve mastery of skills and reinforce concepts throughout the year • Gives students access to the charts to use as resources when needed Ideas for using this element: • Create Anchor Charts during instruction or after the Explore activities. • Ask students guiding questions while interacting with the Anchor Chart to help reinforce students’ understanding of concepts. • Display Anchor Charts during instruction or throughout the year to review learning.

PICTURE VOCABULARY • A slideshow of each relevant vocabulary word • Starting in Grade 2, a ﬂash card option with either the picture and word or the picture and deﬁnition for each word • A printable copy

The Picture Vocabulary presents new vocabulary with pictures and studentfriendly definitions. • Includes a slideshow with a picture and written or visual definition for each vocabulary word • Clarifies the meaning of words used throughout the scopes • Gives students access to the vocabulary words to use as a resource when needed Ideas for using this element: • Directly teach math vocabulary using the Picture Vocabulary. • Refer to the Picture Vocabulary throughout the scope to reinforce students’ understanding of vocabulary terms. • If available, encourage students to use the flash card feature to learn relevant math vocabulary. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MY MATH THOUGHTS • A general description of the activity • Preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • A printable Student Handout and Answer Key

Use My Math Thoughts to allow students to write out their mathematical thoughts and ideas using several different avenues to ensure that a balanced approach to writing in mathematics is attained.

USING STEMSCOPES

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• Focuses students’ writing on problem solving, strategies, and procedures • Allows students to identify how they feel they are progressing in attaining targeted math skills Ideas for using this element: • Allow students to discuss their thinking with their neighbors before writing their thoughts on paper. • Encourage students to persevere through their thinking and to use mathematical tools and models as necessary.

SHOW WHAT YOU KNOW Use the Show What You Know to allow students to independently demonstrate their understanding and practice new skills after exploring concepts.

• A different Show What You Know activity to correspond with each Explore

• Allows students to apply the knowledge and skills they learned in the Explore activities to new situations

• A general description of the activity

• Correlates each activity piece with the same-number Explore. For example, Show What You Know – Part 1 allows students to practice the skills they developed in Explore 1.

• Materials and preparation needed to complete the activity

Ideas for using this element: • Assign the activity for students to complete independently after ﬁnishing the corresponding Explore. • Provide reading assistance if needed.

• Procedure and facilitation points that identify how to use the activity • A printable Student Handout and Answer Key

• Provide manipulatives, especially those used in the Explore, as needed. • Identify whether instruction needs to be adjusted based on student misconceptions before proceeding to the next Explore.

INTERACTIVE NOTEBOOK • A general description of the Interactive Notebook • Materials and preparation needed to complete the activity • Procedure and facilitation points that identify how to use the activity • A printable Student Handout

Use the Interactive Notebook to allow students to take notes, express ideas, and/ or process the information presented in class. • Provides students with the opportunity to solidify their learning Ideas for using this element: • Prepare an Interactive Notebook using a spiral or composition notebook for each student. • Precut or allow students to cut the pieces for each Student Handout according to the instructions. • Allow time for students to complete the activity and then glue the pieces in their Interactive Notebook.

USING STEMSCOPES

Using STEMscopes Extending Learning with the Elaborate Section Workstations are a go! The Elaborate section makes differentiation a cinch with readymade activities—digital and paper-based games, Spiraled Review, Life Connections, and more—that are perfect for rotations! These activities allow students to continue learning while you make time for small-group interventions, reteaching, and independent projects to help both struggling and advanced learners. FLUENCY BUILDER • A description of the activity • Materials and preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Printable Instruction Sheets and game materials

Use the Fluency Builder games to give students the opportunity to practice the skills they learned during the Explore activities. • Involves games designed to be motivating and entertaining • Increases focus and collaboration skills as students play with partners or in small groups • Allows students to continue to practice skills throughout the year using the games • Develops ﬂuency as students become more eﬃcient and accurate when using their math skills during game play Ideas for using this element: • Place students with partners or in small groups. • Read the game directions, and model the game if needed. • While students are playing the game, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

SPIRALED REVIEW • A general description of a Spiraled Review • Preparation needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Multiple real-world questions that cover previously taught math concepts • Printable Student Handout and Answer Key

Use the Spiraled Review to allow students to continue to practice skills throughout the year. • Motivates students to use the math skills to find solutions for real-world problems • Allows students to review previous or current grade-level content based on the focal points set for each grade • Gives students the flexibility to use different processes and strategies to reach solutions • Develops fluency as the students become more efficient and accurate in solving problems Ideas for using this element: • Read the story to engage student interest before moving on to the questions. • Use the Spiraled Review as a warm-up in class or send it home for homework, but be sure to discuss answers and strategies with the class as a whole group. • Refer to the standard in the lower right-hand corner of each question box to assess the students’ content knowledge or need for further intervention.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MATH STORY • A Lexile reading level for each passage, starting in Grade 2

Use the Math Story to give students an opportunity to practice ﬁnding the information they need to solve a problem while performing a new skill.

• A real-world story students can relate to

• Uses real-world engaging stories to support real-world application of math skills and concepts

• Multiple real-world questions that cover not only math concepts taught in the scope but also reading comprehension

• Offers questions covering both math concepts and reading comprehension

• Printable story in Kindergarten and Grade 1; Student Handout and Answer Key starting in Grade 2

USING STEMSCOPES

Home

• Develops ﬂuency as the students become more eﬃcient and accurate in solving problems • Allows students to improve reading comprehension skills and use reading strategies to answer questions Ideas for using this element: • Use the Math Story as a workstation activity, or assign it as homework. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects. Notes

USING STEMSCOPES

Using STEMscopes Extending Learning with the Elaborate Section PROBLEM-BASED TASK • A general description of a Problem-Based Task • Procedure and facilitation points that provide details on how to use the activity • Multiple real-world problems with multiple solutions or responses • Printable Student Handout and Rubric

Use the Problem-Based Task to provide a more rigorous opportunity for students to practice within a real-world context. • Allows students to work collaboratively to apply the knowledge and skills they have learned to an open-ended, real-world challenge • Engages students throughout the learning process in relevant situations where the math skill is needed • Enables students to use different processes and strategies to reach a solution • Allows students to communicate their understanding and evaluate others’ reasoning • Develops ﬂuency as the students become more eﬃcient and accurate in solving problems Ideas for using this element: • Allow students to work in groups. • Encourage students to look back at their Student Journals from the Explore activities if they need to review the skills they have learned. • If students are stuck, use guiding questions to help them think through the issue without telling them what steps to take next. • Allow each group to share its solution with the class. • Discuss how different groups tackled the challenge in different ways. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

LIFE CONNECTIONS • A short description of the focus of the Life Connections • Materials and preparation needed to complete the activity • Procedure and facilitation points that provide details on how to use the activity • Video about the topic • Additional topic-related activities that students can complete • Printable Student Handout

Use the Life Connections to introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom.

USING STEMSCOPES

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• Includes creativity and innovation, critical thinking, problem solving, and technology skills • Gives students the opportunity to learn about life events and careers that highlight where math is used Ideas for using this element: • Group the students for rich collaboration and discourse. • Play the video, and use the provided in-depth guiding questions to help students think about the topic from multiple angles. • Ask guiding questions as students complete the activity.

INTERACTIVE PRACTICE Use the Interactive Practice to engage students in practice using technology. • Increases student participation and focus through graphics, sound, point accumulation, and engaging content • Develops ﬂuency as the students become more eﬃcient and accurate in solving problems

• An interactive online game • A “Show Answer” button • A feature that reads the questions • Sound and music that can be muted

Ideas for using this element: • Use the Interactive Practice as a workstation activity, or assign it as homework. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

USING STEMSCOPES

Using STEMscopes Assessing Using the Evaluate Section Get the data you need from the assessment tools provided in the Evaluate section. From performance-based assessments to Skills Quizzes and Observation Checklists, there are multiple evaluations to ensure students have mastered the standards. SHOW-AND-TELL • A general description of a Show-and-Tell • Preparation needed to complete the assessment

Use the Show-and-Tell performance-based assessment to evaluate students’ ability to use mathematical skills. • Assesses students in small-group situations using manipulatives

• Procedure and facilitation points that provide details on how to use the activity

• Provides teachers with prompts to read aloud that focus on each standard in the scope

• Printable Teacher Prompt cards for each standard

• Identiﬁes speciﬁc standards that students have mastered and those that will require reteaching

• Printable Student Prompt cards from which students perform each task when prompted by the teacher

• Allows for questions, which often require strategic thinking

• Printable Interview Rubric that includes the standard, a checklist of skills in the standard, and a notes and scoring area

• Allows students to complete math tasks when prompted by the teacher

Ideas for using this element: • Meet with each student or group of students at a table separate from the class. • Read each Teacher Prompt card, and observe each student as he or she follows the directions. • Ask students to record their thinking on the Student Prompt cards if applicable. • Evaluate each student’s performance of the task using the rubric. • Use students’ responses to determine whether students would beneﬁt from Intervention or Acceleration activities. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

SKILLS QUIZ • Multiple skills-based questions • Printable Student Handout and Answer Key

Use the Skills Quiz to identify which skills addressed throughout the scope students have mastered.

USING STEMSCOPES

Home

• Focuses on facts, details, deﬁnitions, and procedures with one correct answer Ideas for using this element: • Review students’ responses to determine student mastery of math skills. • Use students’ responses to determine whether students would beneﬁt from Intervention or Acceleration activities.

OBSERVATION CHECKLIST Use the Observation Checklist to identify which concepts and skills presented throughout the scope students have mastered. • Provides the teacher with a breakdown of the scope to use as a formative assessment for each student • Focuses on facts, details, deﬁnitions, and procedures with one correct answer Ideas for using this element: • Use throughout the scope as you observe students and check the skills and concepts they have mastered.

• A brief description of an Observation Checklist • Preparation needed for the activity • Procedure and facilitation points that provide details on how to use the activity • Printable Observation Checklist

• Record accommodations and modiﬁcations used during the Explores to provide documentation for standards-based report cards. • Use students’ responses to determine whether students would beneﬁt from Intervention or Acceleration activities. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

USING STEMSCOPES

Using STEMscopes Using the Intervention and Acceleration Sections Useful during Elaborate or as an afterschool support, Intervention contains a small handson activity designed to target students’ conceptual misunderstanding while building their math skills. The Intervention activities can also be used as a reteach or test-prep tool. In addition, the Intervention section includes information about how Supplemental Aids like base ten grids and number lines can be used during instruction. SMALL-GROUP INTERVENTION • A general description of the activity • Materials and preparation needed to complete the activity

Use the Small-Group Intervention to revisit concepts to build student understanding. • Allows small groups of students to meet for 20–30 minutes to complete activities focused on the concepts and skills addressed in the scopes

• Procedure and facilitation points that take you step by step through the activity

• Provides more hands-on experience with concrete objects

• Sample student responses to embedded discussion prompts

• Reinforces mathematical vocabulary through academic language embedded in the activities

• Teacher Checklist to monitor students’ mastery • Depending on the scope, a Checkup and Answer Key, Student Handout, and other printed materials students will use to complete the activity

• Gives students the opportunity to use thinking and reasoning skills during rich discussions and collaboration

• Provides an opportunity to take notes about each student’s progress during the activity Ideas for using this element: • Select small groups of students who need more support to develop mastery of math skills and concepts. • Provide ample opportunities for students to use manipulatives to explore mathematical concepts. • Ask guiding questions throughout the activity to assess students’ understanding and address misconceptions. • Take notes on the Teacher Checklist for each student to monitor his or her progress toward mastery of the skills. • If provided, have students complete the Checkup to formatively assess their mastery of math skills and concepts. • Use students’ responses from the discussions, notes on the Teacher Checklist, and the Checkup to guide future instruction.

SUPPLEMENTAL AIDS • A general description of the activity • Grade levels where the Supplemental Aids would typically be used • Materials needed to complete the activity • Procedure and facilitation points that take you step by step through the activity • Printable Supplemental Aids 18

Use the Supplemental Aids to help students become familiar with the tools they can use during classroom instruction and assessments. • Provides paper resources to help students, particularly those with disabilities, comprehend content Ideas for using this element: • Provide Supplemental Aids to students who meet eligibility criteria for their use during assessments. • Model how to use the Supplemental Aids. • Consistently incorporate the use of Supplemental Aids into your instruction and student activities. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Are your students ready to go above and beyond what they’ve just learned? In the Acceleration section, students connect the mathematical concepts to either science or engineering or relate what they’re learning to current events around the world. These activities prompt them to think more deeply about the content and its applications.

USING STEMSCOPES

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MATH TODAY • A general description of Math Today

Use Math Today to connect mathematical content to real-world events.

• Media provided by the Associated Press

• Allows students to explore connections and applications of math and other cross-curricular content through interactions with authentic, real-world media

• Procedure and facilitation points that take you step by step through the activity

• Focuses on real-world applications in new situations where complex reasoning is necessary

• Sample student responses to embedded discussion prompts

• Uses media to engage students and motivate them to understand how math is involved in various events around the world Ideas for using this element:

• Problems that connect the media with math concepts

• Provide opportunities for students who have mastered the content to complete the Math Today activity.

• Printable Student Handout and Answer Key

• Encourage students to discuss how mathematical concepts are used in the real world.

CONNECTION STATION Use Connection Station as a cross-curricular connection between science and math. • Provides a way for students to connect the math concepts they learned with science and engineering • Gives students an opportunity to communicate their ideas with their peers and teachers using academic language • Is designed so that students can work independently with low teacher involvement Ideas for using this element: • Provide opportunities for students who have mastered the content to complete the Connection Station.

• A general description of the Connection Station • The science standard aligned with the activity • Materials and preparation needed to complete the activity • General procedure and facilitation points • Printable Student Handout and Answer Key

• Allow students to complete the activities in pairs or groups. • While students are working on the activity, pull students for small-group intervention, for reteaching, or for supporting their work on independent projects.

SCOPE 1

Add and Subtract within 10 Scope Introduction SCOPE SUMMARY

Student Expectations

Students reason about the sums and differences of basic facts within 10. They relate the concept of counting on to addition and counting back to subtraction. Students use a variety of strategies to solve addition and subtraction problems within 10 and develop those strategies by exploring strings of related problems. The ability to add and subtract within 10 translates to being able to find the sum of 3 whole numbers. Students represent such problems using objects, drawings, and equations with a symbol for the unknown. Finally, students fluently add and subtract within 10, choosing flexibly among strategies while attending to accuracy and efficiency.

1.NR.2.1 Use a variety of strategies to solve addition and subtraction problems within 20. (within 10 for this scope) 1.NR.2.2 Use pictures, drawings, and equations to develop strategies for addition and subtraction within 20 by exploring strings of related problems. (within 10 for this scope) 1.NR.2.4 Fluently add and subtract within 10 using a variety of strategies.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students model the action of joining to represent addition and the action of separating to represent subtraction. They solve contextual problems involving familiar scenarios with sums up to 10 and differences within 10. Students use the process of decomposition to ﬁnd number pairs that add to the total amount. Students explain the strategies they use to solve addition and subtraction problems by using spoken words, concrete objects, and pictorial models. Students are exposed to equations that are derived from visual models, but mastery is not required.

In second grade, students ﬂuently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. These strategies are also applied to add a string of up to 4 two-digit numbers. Students explain their reasoning using concrete objects, pictures, words, and equations. Second graders begin to represent the location of numbers on a number line and represent whole number sums and differences on a number line.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing needs and skills required for content mastery. Students are assessed to determine if they can: •

add and subtract within 5.

•

add and subtract within 10.

•

draw pictorial models on whiteboards and write sentences.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario involving a birthday party to determine how many friends are boys, how many party favors are made, and how many gifts were given by friends. Students will: •

use objects and pictorial models to solve addition and subtraction word problems within 10 with unknowns.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 20

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, students learn how to count on and count back to relate counting to addition and subtraction. For the scenario, students observe the squirrel and take notes. Students will: •

use manipulatives to determine the total number of acorns a squirrel put in a pile.

•

add and subtract within 10.

Explore 2

Counting to Add and Subtract (to 10)

In this exploration, students solve a scenario involving ﬁnding how many treats were given to the puppy for different behaviors. Students will: •

use manipulatives such as frames and cubes to model problems.

•

use objects and pictorial models to solve add-to and take-from problem types in which the unknowns may be in any position.

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

Compare – Unknowns in All Positions (to 10)

Part-Part-Whole – Unknowns in All Positions (to 10)

In this exploration, student partners will solve a scenario in which they must help determine which sibling has more candy than the others. Students will:

In this exploration, students learn how to solve puttogether and take-apart problems for a scenario using story cards. Students will:

•

use objects and pictorial models to compare problem types with unknowns.

•

use objects to solve put-together and take-apart problems with unknowns.

•

use manipulatives, task cards, and linking cubes to solve the scenario.

•

use pictorial models to solve put-together and takeapart problem with unknowns.

•

ﬁnd how many bottles of each color of nail polish were in each surprise box.

Upon completion of the Explore activities, students will discuss their learning and complete an Exit Ticket for assessment.

Explore 5

Join and Separate – Unknowns in All Positions (to 10)

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Explore 4

Explore 3

Explore 1

EXPLORE ACTIVITIES

ADD AND SUBTRACT WITHIN 10

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After students have worked through the cards and scenario, they discuss their learning and complete an Exit Ticket for assessment.

Solving Problems Involving Three Whole Numbers (to 10) In the ﬁnal exploration, students work to perfect smoothies. Student partners will: •

determine how much of each kind of fruit should be combined to create the best ﬂavor.

•

determine how many total fruits are in each batch of smoothie made.

•

solve word problems that call for the addition of three whole numbers with a sum less than or equal to 10.

After completion of the activity, students share their learning, complete an Exit Ticket, then revisit the Hook to solve.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students use counters to add and subtract within 5. This activity is intended to assess mastery of the following standard(s): K.NR.5.4 Fluently add and subtract within 5 using a variety of strategies to solve practical, mathematical problems. Materials

Preparation

Reusable • • • •

•

5 Two-color counters (per pair) 1 Small plastic cup (per pair) 1 Whiteboard (per student) 1 Dry-erase marker (per student)

• •

Plan to have students work with a partner to complete this activity. Place 5 two-color counters in a small plastic cup for each pair of students. Gather enough whiteboards and dry-erase markers for each student to have one of each.

ADD AND SUBTRACT WITHIN 10

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Procedure and Facilitation Points 1. 2.

Divide the class into groups of two, and distribute all of the materials. Instruct students to shake the cup of counters and to pour it out on the table. Have students count how many of each color they see. Discuss the following questions with the class: a.

How many red counters do you see? Answers will vary. I see 2 red counters.

How many yellow counters do you see? Answers will vary. I see 3 yellow counters.

How many total counters were in the cup? Five

Ask students to draw pictorial models and write addition number sentences to represent the counters on their whiteboards. Model how to draw a pictorial model and how to write an addition number sentence for students if needed. Discuss the following questions: a.

What did you draw to represent your counters? Answers will vary. I drew two circles and three circles.

What addition number sentence did you write to represent your counters? Answers will vary. I wrote 2 + 3 = 5.

Is there another way to write this number sentence? Answers will vary. Yes, I can write 3 + 2 = 5.

FACILITATION TIP Students might beneﬁt from using red and yellow writing utensils when creating their pictorial models. FACILITATION TIP Take digital photos to showcase studentgenerated pictorial models and number sentences, and post these examples for students to reference throughout this scope.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Lesson Calendar and Accessing Prior Knowledge 4.

STEMscopes Tip The Standards list is located along the menu bar. Here, a keyword can be entered to locate each standard. The search will result in a list of standards and direct links to the scopes where those standards appear. The standards are organized by grade level as well. Clicking on a standard within a grade level will also provide direct links to the scopes.

FACILITATION TIP Record student s’ thinking and corresponding examples in a T-chart with columns titled Addition and Subtraction.

Ask students to discuss with their partner how to write subtraction number sentences to represent the same set of counters. Model how to write a subtraction number sentence for students if needed. Discuss the following questions: a.

What number would you use to start your subtraction number sentence? Answers will vary. I started with 5, which is the total number of counters.

How did you decide what number to write next? Answers will vary. I chose the number of one of the colors. I wrote 5 – 2 = 3.

Is there another way to write this number sentence? Answers will vary. Yes, I can write 5 – 3 = 2.

Allow time for students to shake and pour the counters at least 5 times to practice adding and subtracting within 5. Monitor and check for understanding as the students work together with their partner. Facilitate a class discussion about addition and subtraction. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What was similar between adding and subtracting? Answers will vary. Both number sentences used the same 3 numbers; they were just at different positions in the number sentences.

What was different between adding and subtracting? Answers may vary. When I added, the total increased. When I subtracted, the total decreased. When adding, the order of the numbers being added does not matter. When subtracting, the larger number has to come before the smaller number.

Can you write a subtraction number sentence in any order? No, you cannot. When you subtract, you should start with the larger number and take away one part to ﬁnd the other part.

How did the two-color counters help you learn and understand addition or subtraction better? Answers will vary. I liked how everything had a total of 5. I could use the counters to see the different combinations that made up 5 through addition or subtraction.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ADD AND SUBTRACT WITHIN 10

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ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Hook – Birthday Party ACTIVITY PREPARATION Students use objects and pictorial models to solve addition and subtraction problems within 10, including unknowns in all positions. Materials

Preparation

Reusable • • • • • •

• •

10 Two-color counters (per student) 1 Whiteboard (per student) 1 Dry-erase marker (per student) 1 Phenomena Video (per teacher) 1 Projector (per teacher) 1 Resealable bag (per student)

Plan to show the Phenomena Video. Part II • Prepare a resealable bag of 10 two-color counters for each student. • Gather enough whiteboards and dry-erase markers for each student to have one of each.

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP

Before showing the video and reading the scenario, ask the class these questions: 1) What birthday party have you been to lately? 2) Where was it? 3) What did you do at the party?

FACILITATION TIP

As students are discuss the answers, have them provide not just the answers but also how they found the answers.

JaRyia invited her cousins and 6 friends from her class at school. Three of her friends were girls, and the rest were boys. How many of her friends were boys?

JaRyia made party favors as parting gifts. She handed out 8 favors and had 2 left over. How many favors did JaRyia make?

JaRyia had 2 birthday gifts on the table at the Mouse House from her cousins. Her friends arrived and put 5 more gifts on the table. How many more gifts did her friends give her than her cousins did?

FACILITATION TIP Use manipulatives to demonstrate, and then see if students are able to solve the problem. FACILITATION TIP

Compile a list of facts about the party that can be used later in the Post-Explore.

Discuss the following questions: a.

DOK-1 What information do we know? It is JaRyia’s birthday. She invited her cousins and 6 friends from her class at school. Three of her friends were girls, and the rest were boys. JaRyia made some favors. She handed out 8 and had 2 left over. JaRyia received 2 gifts from her cousins and 5 gifts from her friends.

DOK-1 What information do we need to ﬁnd out? How many of JaRyia’s friends were boys? How many favors did JaRyia make? How many more gifts did JaRyia receive from friends than from her cousins?

STEMscopes Tip Each scope includes a Home section accessed along the scope’s menu bar. Here you will see student expectations as well as key concepts and fundamental questions. Each Home tab includes drop-down options to access the Scope Overview, Content Support, Content Unwrapped, Materials List, and Parent Letter pages. 26

5. 6.

Ask students to turn and talk to share how they would solve these problems. They are not required to solve them yet. Move on to complete the Explore activities.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

3. 4. 5.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? It is JaRyia’s birthday. She invited her cousins and 6 friends from her class at school. Three of her friends were girls and the rest were boys. JaRyia made some favors. She handed out 8 and had 2 left over. JaRyia received 2 gifts from her cousins and 5 gifts from her friends.

DOK-1 What information do we need to ﬁnd out? How many of JaRyia’s friends were boys? How many favors did JaRyia make? How many more gifts did JaRyia receive from friends than from her cousins?

Give a bag of counters, a whiteboard, and a dry-erase marker to each student. Encourage students to use the two-color counters to represent each problem. Ask students to represent the problems with a picture and a number sentence on their whiteboards. Discuss the following questions for question 1: a.

DOK-1 How many friends were invited to the party? 6

DOK-1 How many girls were invited to the party? 3

DOK-2 How many boys were invited to the party? 3

DOK-3 How did you solve this problem? Answers will vary. I used 6 counters to show the kids who were invited to the party. I used the counters to show 3 were girls and the rest were boys.

e. DOK-3 How did you represent this problem with a picture? Answers will vary. I drew 6 circles. I wrote a G in 3 each of 3 circles to represent the girls. I wrote a B in each of the rest of the circles to represent the boys. f.

DOK-3 What number sentence did you write to represent this problem? Answers will vary. I wrote 6 – 3 = 3 because if I take 3 girls from 6 friends, that leaves me with 3 boys. I wrote 3 + 3 = 6 because if I start with 3 girls and count up to 6, I get 3 boys.

ADD AND SUBTRACT WITHIN 10

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FACILITATION TIP Students need to create a model representing each scenario. Be sure students address all three parts.

FACILITATION TIP Representing the model ﬁrst will assist students in developing a number sentence.

Discuss the following questions for question 2: a.

DOK-1 How many favors did JaRyia hand out? 8

DOK-1 How many favors were left over? 2

DOK-2 How many favors did JaRyia make? 10

DOK-3 How did you solve this problem? Answers will vary. I used 8 counters of one color to show the favors that were handed out. I used 2 counters of another color to show the 2 leftover favors. When I counted them together, I got 10 favors that she made.

e. DOK-3 How did you represent this problem with a picture? Answers will vary. I drew 8 circles. I wrote a G in each of 8 circles to represent the given. I drew 2 more circles with an L in each of them to represent the leftovers. Together it made 10 circles (favors). f.

STEMscopes Tip The Engage section, located along the scope menu, is designed to activate student interest in the learning topic. Within the Engage section, activities to access students’ prior knowledge about the topic, to build a strong foundation to bridge any gaps in understanding before diving into the new content, and to set the purpose for learning a new skill are included.

DOK-3 What number sentence did you write to represent this problem? Answers will vary. I wrote 8 + 2 = 10 because there were 8 given out and 2 left over. Adding the different categories of favors showed me there were 10 to start with.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Hook – Birthday Party 7.

Discuss the following questions for question 3: a.

DOK-1 How many gifts did JaRyia receive from her cousins? 2

DOK-1 How many gifts did she receive from her friends? 5

DOK-2 How many more gifts did JaRyia receive from her friends than from her cousins? 3

DOK-3 How did you solve this problem? Answers will vary. I used 2 counters of one color to show the gifts from her cousins. I used 5 counters of the other color to show the gifts she received from her friends. I paired up each cousin counter with a friend counter. The 3 leftover friend counters showed me that JaRyia’s friends gave her 3 more presents than her cousins.

STEMscopes Tip Located along the scope menu is the Explore section. One to ﬁve inquirybased Explore activities are designed to be hands-on, teacher-facilitated lessons in which students collaborate to build conceptual understanding and reason mathematically. This section also contains Skill Basics lessons in Kindergarten through Grade 2 and Virtual Manipulatives.

e. DOK-3 How did you represent this problem with a picture? Answers will vary. I drew 7 circles to represent the total number of gifts she had. I wrote a C in each of 2 circles to represent the gifts from her cousins. I wrote an F in each of the other circles to represent the gifts from her friends. I crossed off 2 C circles and 2 F circles. There were 3 F circles left, showing there were 3 more gifts from friends. f.

DOK-3 What number sentence did you write to represent this problem? Answers will vary. I wrote 5 – 2 = 3 because there were 5 friend gifts, and when I took away the number of cousin gifts, there were still 3 friend gifts remaining, which means there were 3 more friend gifts.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ADD AND SUBTRACT WITHIN 10

Home

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Explore 1 – Counting to Add and Subtract (to 10) ACTIVITY PREPARATION Students use objects to count on and to count back in order to relate counting to addition and subtraction. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials Printed • • • •

1 Student Journal (per student) 1 Set of Ten Frames (per class) 1 Set of Task Cards (per pair) 1 Exit Ticket (per student)

Reusable • •

10 Two-color counters (per pair) 2 Resealable bags (per pair)

Consumable • •

Preparation • • • • • • • •

1 Brown paper bag (per pair) 7 Sticky notes (per pair)

Plan to have students work to complete this activity. Print and cut out a set of Task Cards for each pair of students. Laminate, if desired, for future use. Put each set in a resealable bag. Print and cut out Ten Frames—1 Ten Frame for each pair of students. Laminate, if desired, for future use. Place 10 two-color counters in a resealable bag for each pair of students. Gather 7 sticky notes and 1 brown paper bag for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters with Ten Frame)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) What do you know about squirrels? 2) What do squirrels eat? 3) Why do you think squirrels gather nuts and store them? FACILITATION TIP

Give students time to discuss their notes from the scenario. See if students can act out the scenario.

FACILITATION TIP

Before dividing the class into groups of two and passing out the supplies, model completing Task Card 1 to the class. FACILITATION TIP The 5 acorns represent part of the total number. The sticky notes are being used to show how changes are occurring to the total number.

Read the following scenario to the class: The squirrels in your backyard are gathering acorns to store up for the winter. You watch as the squirrels put acorns into a pile. You also watch when one squirrel decides to eat a couple instead of saving them all for later. You write down some notes as you watch the squirrels in action. Can you use your notes to find the total number of acorns in the pile when the squirrels are finished? Divide the class into groups of two, and pass out a Ten Frame, 10 two-color counters, a brown paper bag, and 7 sticky notes to each student pair. Direct students’ attention to the two-color counters, the ten frames, the brown paper bag, and the sticky notes. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to write a 5 on one sticky note and place it on the outside of the brown paper bag. Tell students that the squirrels have already collected 5 acorns and they put the acorns in a pile. The pile is represented by the closed brown paper bag. Tell students they are not to look inside the brown paper bag because the acorns are closely protected by the squirrels, so students just pretend the acorns are inside. They remember the starting number because of the label on the outside and change it to show their results on a new sticky note after each Task Card is completed.

Engage

Explore

Explain

Elaborate

Evaluate

Begin by projecting Task Card 1 and reading it aloud. Ask students to follow the directions on each Task Card and do each task in numerical order. Encourage students to use the Ten Frame and two-color counters to check their answers. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 Since you can’t look at the acorns in the bag, what strategies do you use to ﬁgure out how many acorns are in the pile now? Answers will vary. I can start with the number of acorns in the bag and then count on or count back.

DOK-1 Did you have to count on or count back for this Task Card? Answers will vary. We had to count back.

DOK-2 When you count on, what operation are you performing? Addition

DOK-2 When you count back, what operation are you performing? Subtraction

e. DOK-3 How do the Ten Frame and counters help you check your answer? Answers will vary. I can use the Ten Frame to help me see the number of acorns I am starting with. I can add to the acorns or take away from the acorns. Then, I can see the total number of acorns in the pile after the action of the squirrels on the Task Card. 7.

8. 9.

Give each student a Student Journal. Ask students to start by recording the results from Task Card 1. They draw a pictorial model and check off the strategy they used. Then, students write a number sentence to explain the action. They complete the sentence with the number of acorns after each Task Card. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP Using the counters from the Explore section or from the Intervention section, students should put an X when removing acorns. Model this for students.

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FACILITATION TIP Discuss with students that when adding, the number increases, and when subtracting, the number decreases. Use hand motions to show an increase and decrease.

FACILITATION TIP Model for students how to write a number sentence, and provide examples and visuals for students.

Math Chat • • •

• •

•

DOK-1 What two operations did you perform during this activity? Addition and subtraction DOK-1 What strategies did you use to perform addition and subtraction? Counting on and counting back DOK-3 How can counting be both addition and subtraction? Explain your thinking. Counting can be addition when you have a number and you count on to add more to it. Counting can be subtraction when you count back from a number to take away from it. DOK-3 How are counting on and counting back similar? They are the same because they both start at the same number and count away from it. DOK-3 How are counting on and counting back different? Counting on is adding to the number to end up with a greater number. Counting back is subtracting from the number to end up with a lesser number. DOK-3 Can you give an example where you have used the strategy of either counting on or counting back outside of school? One time my sister and I baked 10 giant cookies and put them in foil to keep them fresh. My dad, brother, and mom each ate a cookie. I had to count back from ten to see how many cookies were left. DOK-3 Which strategy is easier for you to perform—counting on or counting back? Justify your thinking. Counting on is the easier strategy for me because I am more comfortable counting forward than backward.

STEMscopes Tip The Explain section, located along the scope menu, has a variety of elements designed to solidify students’ understanding of the content presented in the Explore section. Each scope’s Explain section includes a Picture Vocabulary, independent practice assignments, anchor charts, journal prompts, and interactive notebook activities.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Explore 1 – Counting to Add and Subtract (to 10) Post-Explore 1. FACILITATION TIP This Exit Ticket includes several tasks. Take time to preview the assessment with students. Read the items aloud to clarify where to record answers. Consider using only the last four items as your formative assessment.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ADD AND SUBTRACT WITHIN 10

Home

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Explore 2 – Join and Separate – Unknowns in All Positions (to 10) ACTIVITY PREPARATION Students use objects and pictorial models to solve join and separate problem types where the unknowns may be in any position. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision.

Materials Printed • • • •

1 Student Journal (per student) 10 Puppy Ten Frames (per teacher) 1 Set of Task Cards (per teacher) 1 Exit Ticket (per student)

Reusable • • •

Preparation • • • • •

10 Sheet protectors (per teacher) 10 Resealable bags (per teacher) 100 Centimeter cubes (per teacher)

Plan to divide the class into 10 groups to complete this activity. Print 10 Puppy Ten Frames. Place them in sheet protectors or laminate for durability and reuse. Prepare 10 sets of 10 centimeter cubes, and place each set in a resealable bag for each group. Print and cut a set of Task Cards. Prepare 10 stations. Each station needs the following materials: • 1 Task Card • 1 Resealable bag with 10 centimeter cubes • 1 Puppy Ten Frame

• • •

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Color Tiles with Ten Frame)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Has anyone ever seen a puppy or dog do a trick? 2) What trick could the puppy or dog do? 3) How do you think the puppy or dog learned to do a trick? FACILITATION TIP Have students circle the numbers and key words such as more, put back, and left to assist students with determining if they are adding or subtracting treats. FACILITATION TIP

2. 3.

Read the following scenario to the class: Byron and Alli are brother and sister. They recently got a new puppy, and they have enjoyed teaching him new tricks. As a reward for mastering a trick or skill, they give the puppy tiny treats. This helps the puppy learn the difference between good behaviors and bad behaviors. While the kids were giving the puppy treats, they lost count. Can you help Byron and Alli find out how many treats they gave to their puppy for different behaviors? Divide the class into 10 groups, and assign each group to a station. Direct students’ attention to the Puppy Ten Frame and bag of centimeter cubes. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to read the Task Card out loud to their group or provide reading assistance as needed. As they are reading, students use the centimeter cubes and Puppy Ten Frame to build a concrete model of the problem.

Students at each station are using the Puppy Ten Frame to count along with the cubes representing puppy treats.

Engage

Explore

Explain

Elaborate

Evaluate

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What information do you know from the problem? Answers will vary. Byron fed the puppy 3 treats for sitting, and the puppy ate 9 treats in all.

DOK-1 What information do you need to ﬁgure out? Answers will vary. How many treats the puppy got for sitting

DOK-3 How did you use the cubes and ten frame to model this problem? Answers will vary. We placed 3 cubes on the ten frame, and then we joined cubes until we got to 9.

DOK-2 How many cubes do you need to start with on your ten frame? Answers will vary. 3 cubes

Intervention

Acceleration

FACILITATION TIP Students need to determine if they are adding the treats or subtracting treats. Students then use this information to write a number sentence.

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e. DOK-2 How many cubes do you need to join/separate to/from those that are on your ten frame? Answers will vary. 6 cubes 6.

7. 8.

Give each student a Student Journal. Remind students to decide if the problem is joining or separating. Ask students to record a pictorial model of their ten frame. Then, they write a number sentence and the solution to the problem. Students rotate through all 10 stations. Once students have completed all 10 stations and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat • •

•

• •

DOK-3 How did you solve the problem? We counted on until we reached the given total. DOK-3 What was different about these types of story problems than the story problems you have seen in the past? These story problems gave us the sum or difference, but they had a missing number. These story problems had missing numbers in different spots, not just as the result. DOK-3 How can you use the number sentences to help you solve different types of problems with unknowns in different positions? I can rearrange the numbers from the problem, so if 10 – ? = 3, then I can rearrange the numbers, like 10 – 3 = ?, to ﬁnd the missing number more easily. DOK-3 How can you use the ten frame to help solve these problems? I can use the ten frame and the centimeter blocks to build a concrete model of the story problem. DOK-3 Which problems were joining scenarios? Task Cards 1, 3, 4, 7, 9, and 10 DOK-3 Which problems were separating scenarios? Task Cards 2, 5, 6, and 8

FACILITATION TIP Monitor groups to determine where students are struggling, and model as necessary.

STEMscopes Tip Located along the scope menu is the Elaborate section, where engaging activities that extend student learning and solidify their understanding of math concepts are found. Included are hands-on and virtual games; a math review and math story; a problembased task; proﬁles of careers and everyday life situations where math is used, and in the primary grades, a discussion of a data set.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP This digital Exit Ticket has some color images that may not copy clearly.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Explore 3 – Compare – Unknowns in All Positions (to 10) ACTIVITY PREPARATION Students use objects and pictorial models to solve compare problem types where the unknowns may be in any position. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.5 Use appropriate tools strategically. MP.6 Attend to precision.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Task Cards (per pair) 1 Exit Ticket (per student)

•

Reusable • • •

1 Set of 10 linking cubes in ﬁrst color (per pair) 1 Set of 10 linking cubes in second color (per pair)1 Resealable bag (per pair) 1 Box of crayons (per student)

• •

•

Plan to have students work with a partner to complete this activity. Print and cut out the Task Cards for each pair of students. Laminate, if desired, for future use. Place a set of Task Cards in a resealable bag for each pair of students. Prepare 10 linking cubes of one color and 10 linking cubes of another color for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–10 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) What type of contests or competitions have you been in? 2) What did you have to do? 3) What type of contest or competition would you like to have?

FACILITATION TIP Use a visual aid or model for students the concepts of fewer than and more than. Have students circle those statements on the Task Cards to help to determine whether students are adding or subtracting. FACILITATION TIP Act out a similar example for students with a small snack if allowed.

Read the following scenario to the class: James and Jenny are brother and sister. It seems like they are always competing. Who can run faster? Who can build the largest pile of leaves? Who is the tallest? Eating candy isn’t any different. Every time they get a bag of candy, they compare to see who has more. Today, we are going to be a part of the competition. Are you ready to see who has more? Pass out the Task Cards and the two sets of linking cubes to each pair of students. Direct students’ attention to the two sets of linking cubes. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Ask students to read the ﬁrst Task Card. Students build a model of the number of candy pieces for each kid using the two different colors of linking cubes. They put the models side by side to compare who has more or fewer and to ﬁnd the unknowns. Monitor and talk with students as needed to check for understanding by using the guiding questions below: a.

DOK-1 How many pieces of candy do James and Jenny each have? Answers will vary. James has 8, and Jenny has 2.

DOK-2 Compare your two models. Who has more? Who has fewer? Answers will vary. 8 linking cubes is longer than 2 linking cubes, so James has more pieces of candy and Jenny has fewer pieces of candy.

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 Explain how you found the difference using your linking cubes. Answers will vary. I placed the linking cubes side by side and counted the extra cubes on the stack that was longer.

DOK-2 What operation will you need to use to ﬁnd the difference between these two amounts? Answers will vary. I can count up, which is addition. I can take from, which is subtraction.

Give each student a Student Journal. Ask students to create a pictorial model by coloring in the correct number of linking cubes for each kid and then write two different number sentences that solve the comparison word problem—one addition and one subtraction. Students complete the sentence stem that explains the solution to the comparison word problem. Once students have completed the Task Cards and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

•

Acceleration

FACILITATION TIP Model for students how you can compare by addition and subtraction. Include in the model how to write a number sentence for each.

STEMscopes Tip

Math Chat •

Intervention

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DOK-3 How did the linking cubes help you solve the word problems? We would build each tower and then look to see how many more the greater number has. Being able to pretend the linking cubes were candies helped me understand the word problem better. DOK-3When DOK-3 When you wrote two different number sentences, which helped you the most, addition or subtraction? Why? It depends on the problem. For some of them, it was easier to use subtraction—like when we knew how much candy each kid had. Sometimes addition was easier—like when we knew how much one kid had and that the other person had 4 more candies. DOK-3 When you were writing your subtraction number sentences, did it matter which number you placed first? Why? Yes, I had to place the greater number first because I had to take the smaller amount away from the larger amount to find the difference between them. DOK-3 Was there another way to find the difference? Yes, you can add to the smallest number to get to the largest number. How much you had to count up or add to is the difference. DOK-3 Which was the most challenging type of problem for you—difference unknown, bigger unknown, or smaller unknown? Both bigger unknown and smaller unknown were challenging for me because they were new to me. I was more comfortable with finding the difference when I knew how many candies both kids had because I learned that last year.

STEMcoach in Action, located under the Scopes tab, provides teachers with professional development on these and many other STEM-centered classroom topics. Here you will find a variety of resources on the topics of Creating an Environment for Learning, Building Scientific and Mathematical Understanding, Engaging Students in Scientific and Engineering Practices, Designing the Learning Experience, and Developing Leadership Skills. Within each of these topics are 3–6 subtopics. Each subtopic includes an overview describing teacher, classroom, and student expectations; FAQs and resources; and/or a video library.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook

FACILITATION TIP Preview this Exit Ticket with students before distributing it. Emphasize that they need to write in an operation symbol for the number sentence. Consider underlining or highlighting the phrases “ﬁnd the difference,” “more than,” and “fewer than” to encourage them to read the text carefully.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Explore 4 – Part-Part-Whole – Unknowns in All Positions (to 10) ACTIVITY PREPARATION Students use objects and pictorial models to solve part-part-whole problem types where the unknowns may be in any position. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision.

Materials

Preparation

Printed • • • • •

1 Student Journal (per student) 1 Work Mat (per pair) 1 Set of Nail Polish Images (per pair) 1 Set of Surprise Box Story Cards (per pair) 1 Exit Ticket (per student)

Reusable • • • • • •

• • •

• •

1 Sheet protector (per pair) 1 Rekenrek (per pair, optional)—used in place of Nail Polish Images 2 Resealable bags (per pair) 1 Dry-erase marker (per pair) 1 Purple crayon (per student) 1 Green crayon (per student)

• •

Prepare to have students work with a partner to complete this activity. Print a Work Mat for each student pair. Laminate or place it in a clear sheet protector for durability. Print and cut out a set of Nail Polish Images. Put the cutouts and a dryerase marker into a resealable bag for each pair of students. Optionally, students can use a rekenrek in place of Nail Polish Images. Print and cut out one set of Surprise Box Story Cards for each pair of students. Place cards in a resealable bag. Print a Student Journal and an Exit Ticket for each student. Students use the green and purple crayons to complete their Exit Tickets. For students who need more support in recalling information, please see our Sharing Mat Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Rekenrek)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Who knows someone who has nail polish on their nails? 2) What color is it? 3) What other colors of nail polish have you seen?

FACILITATION TIP The Work Mat is a scaffold provided to assist students in understanding the partpart-whole system.

FACILITATION TIP The Nail Polish cutouts are color and may need to be printed on card stock. Consider using pink, blue, red, and orange counters, if you have them. FACILITATION TIP

Read the following scenario to the class: The STEMscopes Nail Polish Factory has just released some new colors of nail polish. They want to treat their customers to a surprise box of free bottles of nail polish. Can you solve the word problems to find out how many bottles of each color of nail polish were in the surprise boxes? Divide the class into groups of two. Direct students’ attention to their Work Mats, nail polish cutouts (or a rekenrek), and Surprise Box Story Cards. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to begin by reading the story card for Surprise Box 1 or provide reading assistance if needed. Encourage students to use their Work Mats to create a concrete model of the problem. They can use their dry-erase markers to write how many nail polishes are in each part or whole section of their Work Mats. Give each student a Student Journal. Ask students to write the number of each color of nail polish from the Surprise Box Story Card into the part-part-whole model. Then, they solve for the missing number represented with an empty box by writing one or two (depending on the problem) number sentences.

As students read (or are read to), they can circle the numbers and begin to construct their concrete model on the Work Mat. 38

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 Can you put this problem into your own words? Answers will vary. There are 9 bottles of nail polish in a box, and 7 of them are pink. The rest are red, but we have to ﬁgure that part out.

DOK-1 What information were you given? Answers will vary. There were 7 pink bottles in the box. Some red bottles were in the box. There were 9 total bottles in the box.

DOK-2 What do you think you are trying to ﬁnd out? Answers will vary. How many red bottles of nail polish were in the box?

DOK-3 How could you model this problem using the part-part-whole Work Mat? Answers will vary. We counted 7 pink bottles and put them in a small section of the Work Mat. We added red bottles into the other small section until we got to 9. Then, we moved both parts into the large section to check to see if the whole equaled 9 bottles.

e. DOK-3 Optionally, how could you model this problem using a rekenrek? Answers will vary. I could move 9 beads to the right to show the total bottles in the box and then move 7 of those beads back to the left and see that there are 2 left over on the right. Those 2 are how many red bottles are in the box.

Acceleration

Monitor and talk with students as needed to check for understanding by using the guiding questions below: a.

Intervention

DOK-3 How could you prove your solution using a number sentence to ﬁnd the missing number? Answers will vary. 7 + 2 = 9 and 9 – 7 = 2

DOK-2 What does the empty box in your number sentence represent? The missing number. What we were trying to ﬁnd. Our solution.

FACILITATION TIP Assign each group a speciﬁc Story Card to act out in front of the class. This provides an opportunity to check for understanding and intervene as needed.

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FACILITATION TIP As groups act out their Story Card, have students speciﬁcally identify what are the parts and what is the whole. FACILITATION TIP A rekenrek may assist students in seeing the part-part-whole system.

Students should continue reading through each Surprise Box Story Card and use the manipulatives to solve. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

DOK-3 How did you solve for the unknowns in the problems? Sometimes we knew both parts, so we just had to put them together to find the whole/total. Sometimes we knew one part and the whole/total, so we had to take apart the total or add to the part. DOK-3 Was there only one way to solve each problem? Explain. No, the story card for Surprise Box 1 could be solved by adding to or taking from. We could solve it in two different ways. DOK-3 What was difficult about the problems we solved today? You were not always looking for the whole number of nail polish bottles. Sometimes you had to subtract to figure out a part. DOK-3 What was different about solving for the unknown in Surprise Box 2 than solving for the unknowns in Surprise Box 4? In Surprise Box 2, I had to add to find the total, but in Surprise Box 4, we knew a total and had to figure out two possible parts. Surprise Box 2 had only one correct answer. DOK-4 If there was a new color of nail polish added to the boxes, do you think you and your partner could use 3 numbers to put together a full box of 10? Can you take apart 10 using three or more addends? 2 + 3 +5 DOK-4 When would you solve part-part-whole types of problems outside of school to find a part or a whole? I know my fruit snacks come in a box with 12 packs. If I’ve already eaten 7 packs, I can subtract to find the part that is still in the box.

STEMscopes Tip Each scope includes a Home section along the scope’s menu bar. Home is where student expectations for each scope are located. In addition, it lists key concepts that students will understand after they have completed the scope and provides fundamental questions to help guide instruction and assess students’ understanding. Each Home tab includes dropdown options to access the Scope Overview, Content Support, Content Unwrapped, Materials List, and Parent Letter pages. These pages can also be accessed by clicking on the links to the right of the screen, under Essentials.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Explore 4 – Part-Part-Whole – Unknowns in All Positions (to 10) Post-Explore 1. FACILITATION TIP This Exit Ticket requires green and purple crayons for each student. Some students may need the story problem read aloud to them.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ADD AND SUBTRACT WITHIN 10

Home

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Explore 5 – Solving Problems Involving Three Whole Numbers (to 10) ACTIVITY PREPARATION Students solve problems that call for addition of three whole numbers with a sum less than or equal to 10 by using objects, drawings, and equations with a symbol for the unknown number. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.3 Construct viable arguments and critique the reasoning of others. MP.6 Attend to precision.

Materials

Preparation

Printed • • •

1 Student Journal (per student) 1 Set of Smoothie Problem Cards (per pair) 1 Exit Ticket (per student)

Reusable • • • • • • •

6 Red linking cubes (per pair) 6 Blue linking cubes (per pair) 6 Yellow linking cubes (per pair) 1 Quart-size resealable bag (per pair) 1 Red crayon (per pair) 1 Blue crayon (per pair) 1 Yellow crayon (per pair)

• •

•

Plan to have students work with a partner to complete this activity. Print and cut out one set of Smoothie Problem Cards. Place the cards in a large resealable bag along with red, blue, and yellow linking cubes and crayons for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Ten Frame and 1–10 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions:1) Has anyone ever had a smoothie? 2) What smoothie ﬂavor do you like best? 3) What types of fruits are used in smoothies?

FACILITATION TIP Have students help create a large key or legend for the class in which the color of the cubes represents each type of fruit.

2. 3.

Read the following scenario to the class: Zuriah is trying to perfect her smoothiemaking skills. She is putting strawberries, blueberries, and bananas into different batches of smoothies to determine which one has the best flavor. Can you help count how many total fruits are in each of Zuriah’s batches of smoothies? Divide the class into groups of two. Give a bag containing the Smoothie Problem Cards, linking cubes, and crayons to each student pair. Direct students’ attention to the Smoothie Problem Cards, linking cubes, and crayons. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to read the Smoothie Problem Card for batch 1 or provide reading assistance if needed. Encourage students to use the linking cubes to create a concrete model to represent the number of strawberries, bananas, and blueberries in the story problem. Monitor and talk with students as needed to check for understanding by using the guiding questions below: a.

DOK-3 Can you put this problem into your own words? Answers will vary. Zuriah made a batch of smoothies with ___ strawberries, ___ bananas, and ___ blueberries. We have to ﬁnd out how many total fruits she used.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 What do you need to ﬁnd out? We have to ﬁnd out how many total fruits were used in this batch of smoothies.

DOK-3 How could you model this problem using the linking cubes? Answers will vary. We can make a group of ___ red cubes, ___ yellow cubes, and ___ blue cubes. Then, we can put all of the cubes together and count them to ﬁnd the total.

e. DOK-3 How can you draw a pictorial model to show the solution? We can draw red, yellow, and blue squares to represent the cubes. f. 6.

7. 8. 9.

DOK-2 What operation will you use to ﬁnd the total fruits in each batch of smoothies? Addition

Give each student a Student Journal. Ask students to draw a pictorial model for the problem and their solution. Then, they write three number sentences that could be used to represent the problem and solution. Repeat steps 4–6 for the remaining problem cards. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

• •

•

DOK-3 What did you notice about the number sentences you created for each batch of smoothies? I noticed that the totals were all the same. I noticed that the numbers we put together were the same, but the order was different. DOK-3 Does the order of the numbers you added matter? Explain. No, the order of the numbers we added does not matter because the total will always be the same. DOK-3 What strategy did you use to solve each story problem? We created small groups for each fruit and then put them together and counted to ﬁnd the total. DOK-3 How were these story problems different from others you solved in the previous Explores? These story problems were different because they all had three numbers we had to add. DOK-4 Can you think of a scenario outside of school where you might need to add three numbers? I might need to add how many toy cars, trucks, and trains I have in my toy bin.

Post-Explore 1. 2. 3. 4.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook. Return to the Hook and instruct students to use their newly acquired skills to successfully complete the activity.

Intervention

Acceleration

FACILITATION TIP Have different groups prove to the class how the whole system does not change by having the groups rearrange the sequence of the color cubes.

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FACILITATION TIP In the Student Journal, some students may need more room to color the pictorial models for the problems. FACILITATION TIP A scaffold for the number sentences is to provide the sequence to follow: red + blue + yellow, blue + yellow + red, and yellow + red + blue.

FACILITATION TIP Prepare some additional real-world examples in which students can see the relevance of adding up three numbers. Consider games, food orders, three friends counting up their stuffed animal collections, landscaping, and construction projects. FACILITATION TIP This Exit Ticket has a pictorial model that includes color. It can be projected for students as they complete the assessment.

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Counting to Add and Subtract (to 10) Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Join and Separate – Unknowns in All Positions (to 10) Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Compare – Unknowns in All Positions (to 10)

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Part-Part-Whole – Unknowns in All Positions (to 10)

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Solving Problems Involving Three Whole Numbers (to 10) Independent practice assignment that gives students an opportunity to demonstrate their learning

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Swim Lessons A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Monster Goes Trick-or-Treating

Add and Subtract within 10 with Pictorial Models and Number Sentences

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

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Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Sock Puppets

Solve Addition and Subtraction Problems within 10

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.) Resources

Students who are still acquiring the concept and need remediation

ADD AND SUBTRACT WITHIN 10

Add and Subtract within 10

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can use a variety of counting and part-whole strategies to solve addition and subtraction problems within 10.

What prompts will be used?

What does mastery look like?

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I can use pictures, drawings, and equations to develop strategies for addition and subtraction within 10.

I can explore strings of related problems.

I can ﬂuently add and subtract within 10 using a variety of strategies such as making 5 or making 10.

SCOPE 1

Add and Subtract within 20 Scope Introduction SCOPE SUMMARY Students reason about the sums and differences of facts within 20. They relate the concept of counting on to addition and counting back to subtraction. Students use a variety of strategies to solve addition and subtraction problems within 20 and develop those strategies by exploring strings of related problems. The ability to add and subtract within 20 translates to being able to ﬁnd the sum of 3 whole numbers. Students represent such problems using objects, drawings, and equations with a symbol for the unknown. Student Expectations

1.NR.2.1 Use a variety of strategies to solve addition and subtraction problems within 20. 1.NR.2.2 Use pictures, drawings, and equations to develop strategies for addition and subtraction within 20 by exploring strings of related problems.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students model the action of joining to represent addition and the action of separating to represent subtraction. They solve contextual problems involving familiar scenarios with sums up to 10 and differences within 10. Students use the process of decomposition to ﬁnd number pairs that add to the total amount. Students explain the strategies they use to solve addition and subtraction problems using spoken words, concrete objects, and pictorial models. Students are exposed to equations that are derived from visual models, but mastery is not required.

In second grade, students ﬂuently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. These strategies are also applied to add a string of up to 4 two-digit numbers. Students explain their reasoning using concrete objects, pictures, words, and equations. Second graders begin to represent the locations of numbers on a number line and represent wholenumber sums and differences on a number line.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

add and subtract within 20.

•

use linking cubes to solve. problems involving a soccer game.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario to determine how many trading cards were won and lost by two boys. In groups, students will: •

represent addition and subtraction problems within 20.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 48

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, students solve a scenario where they must ﬁnd the total candies to complete each order placed at a candy store. Students will: •

count on or back to solve a scenario.

•

relate counting to addition and subtraction.

Explore 2

Counting to Add and Subtract (to 20)

In this exploration, student groups help solve a scenario involving the need to help raise money for a school through making beaded bracelets. Students will: solve add-to and take-from problem types with unknowns.

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Once students have solved the scenario, they discuss learning with the class and ﬁnish by completing an an Exit Ticket.

Compare – Unknowns in All Positions (to 20)

Part-Part-Whole – Unknowns in All Positions (to 20)

In this exploration, students solve a scenario about helping a toy store owner compare the amounts of each type of toy. Students will: •

use objects and pictorial models to compare problems in which the unknowns may be in any position.

In this exploration, students focus on comparing unknowns in all positions in a scenario that involves helping a bakery ﬁll orders. Students will: •

solve put-together and take-apart problem types with unknowns being in any position.

After students have worked through the scenario, they discuss their learning and complete an Exit Ticket for assessment.

Upon completion of the Explore activities, students will discuss their learning and complete an Exit Ticket for assessment.

Explore 5

Join and Separate – Unknowns in All Positions (to 20)

•

Explore 4

Explore 3

Explore 1

EXPLORE ACTIVITIES

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Solving Word Problems Involving Three Whole Numbers (to 20) In this exploration, students solve a scenario to determine how many pieces of food a ﬁsh was fed. Students will: •

add three or more whole numbers with sums less than or equal to 20.

•

use objects, drawings, and equations with a symbol for the unknown number.

After completion of the activity, students share their learning, complete an Exit Ticket, and then revisit the Hook to solve.

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students solve addition and subtraction problems using counters and pictorial models. This activity is intended to assess mastery of the following standard(s): K.NR.5.2 Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies. Materials Printed • •

1 Student Handout (per student) 1 Story Problem Cards (per group)

Reusable • •

Preparation • • • •

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Plan to divide the class into groups of 2 or 3. Place 10 linking cubes in a resealable bag for each group. Print and cut out the Story Problem Cards for each group. Print a Student Handout for each student.

10 Linking cubes (per group) 1 Resealable bag (per group)

Procedure and Facilitation Points 1. 2.

3. 4.

Divide the class into groups, and distribute the materials. Read the following scenario to the class: I went to a soccer game, and I noticed that math was happening all around. I was so surprised to see how math happens on the soccer ﬁeld, so I decided to take a picture and write down some of the story problems. Help me solve these story problems and kick the ultimate GOAL! Support students as they read the story problems. Story problems can also be read aloud to the class, and students can be given the opportunity to solve. Instruct students to use the linking cubes to solve each problem. Ask students to draw pictorial models and write number sentences to represent the problem on their Student Handouts. Pay close attention to the steps that the students are using, both to add to and take from numbers.

FACILITATION TIP Prompt students to circle each number as a visual reminder that each section is used to represent a different number.

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Lesson Calendar and Accessing Prior Knowledge 5.

Facilitate a class discussion about addition and subtraction. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What are some steps that you took to add the numbers? What are the steps you took to subtract the numbers? Answers will vary. I built this number with my cubes, and then I added to or took from the cubes to get my answer.

FACILITATION TIP

In this activity, students are separating a whole number and representing the parts that make up the whole amount.

How did you know to add or subtract? Answers will vary. I knew to subtract because we started with a whole amount and part was taken away.

Can you write a subtraction sentence in any order? No, you cannot. When you subtract, you should start with the whole and take away the part or unknown.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope. Notes

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Hook – Trading Card Troubles ACTIVITY PREPARATION Students represent an addition and subtraction situation within 20 by using counters, pictures, and number sentences. Materials

Preparation

Printed •

• •

1 Student Handout (per student)

Reusable • • • •

40 Counters (per student) 1 Phenomena Video (per teacher) 1 Projector (per teacher) 1 Resealable bag (per student)

Plan to show the Phenomena Video. Part II • Prepare a resealable bag of 40 counters for each student. • Print the Student Handout for each student.

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1. FACILITATION TIP Before showing the video or reading the scenario, ask the class these questions: 1) Has anyone ever had or been to a sleepover? 2) How many people were at the sleepover? 3) What types of games did you play?

FACILITATION TIP Project the text of this scenario so that as you are reading it, students can write down how many cards each boy had at the beginning and at the end.

FACILITATION TIP

Record students’ ideas so students can refer to them after the explorations and reevaluate their ideas.

DOK-1 What information do we know? The two friends are trading cards. Sergio started with 12 cards and ended with 19 cards. Alan started with 18 cards and ended with 11 cards.

DOK-1 What information do we need to ﬁnd out? How many cards did Sergio win? How many cards did Alan lose?

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: Two friends were having a sleepover. They decided to play their favorite trading card game. Sergio brought 12 cards. Alan brought 18 cards. They played game after game. Before they knew it, they were up past their bedtime. The next morning when the friends got home, they each counted their cards. Sergio counted 19 cards. Alan counted 11 cards. How many cards did Sergio win? How many cards did Alan lose? Discuss the following questions:

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? The two friends are trading cards. Sergio started with 12 cards and ended with 19 cards. Alan started with 18 cards and ended with 11 cards.

DOK-1 What information do we need to ﬁnd out? How many cards did Sergio win? How many cards did Alan lose?

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a copy of the Student Handout and a bag of counters. Instruct students to use the counters to represent Sergio and Alan’s cards at the beginning of the sleepover. Ask students to use those same counters to show how the cards changed at the end of the sleepover by moving 7 counters from Alan to Sergio. Once students have modeled the situation with counters, instruct students to draw a pictorial model on the left side of the Student Handout by using the double ten frames. Ask students to write a number sentence in the middle of the Student Handout to represent the change for each boy. Then students will describe their models by circling the correct words or symbols. Discuss the following questions: a.

DOK-3 Describe what happened to the number of cards Sergio had. How do you know? He got 7 more cards because he had 12 cards in the beginning and 19 cards at the end. His total went up.

DOK-2 What operation does this describe? Addition

DOK-1 What is the answer to an addition problem called? Sum

DOK-2 How many cards did Sergio win? He won 7 cards.

e. DOK-3 Describe what happened to the number of cards Alan had. How do you know? He lost 7 cards because he had 18 cards in the beginning and 11 cards at the end. His total went down. f.

DOK-1 What operation does this describe? Subtraction

DOK-1 What is the answer to a subtraction problem called? Difference

Intervention

Acceleration

FACILITATION TIP After the Explore activities, students should be able to complete this activity. Evaluate students by observing and listening to each group’s discussion.

STEMscopes Tip The Evaluate section, found along the scope menu, contains assessment tools designed to help teachers gather the data they need to determine whether intervention or acceleration is warranted. From standards-based assessments to an open-ended reasoning prompt, there is an evaluation for every student’s learning style.

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h. DOK-2 How many cards did Alan lose? He lost 7 cards. i. DOK-3 How did you use the counters to help you solve the problems? Answers will vary. I made a group with Sergio’s cards, and then I made a group with Alan’s cards. I used 7 of Alan’s cards and gave them to Sergio.

FACILITATION TIP Students use the counters to help them solve the problems. Some students may not use the counters.

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Add and Subtract within 20 Explore 1 – Counting to Add and Subtract (to 20) ACTIVITY PREPARATION Students count on or count back to solve problems in order to relate counting to addition and subtraction. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

• • •

1 Student Journal (per student) 1 Display Case (per teacher) 1 Set of Order Cards (per group) 1 Exit Ticket (per student)

• •

Reusable • •

1 Projector or document camera (per teacher) 1 Resealable bag (per group)

Plan to divide the class into 6 groups to complete this activity. Prepare to project the Display Case for the class. Print and cut out a set of Order Cards. Place them in a resealable bag for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids elements in the Intervention section.

PROCEDURE AND FACILITATION POINTS

FACILITATION TIP

1. 2.

Before reading the scenario, ask the class these questions: 1) Have you ever been to a candy store? 2) What types of candies did the store sell? 3) What is your favorite type of candy? FACILITATION TIP To give context to the term order for the scenario, have students talk with one another about what food they get at their favorite fast-food restaurants. Explain to students that an order is what you ask for at the restaurant. FACILITATION TIP Practice how to count on and count back with the class as a whole. Use a variety of groupings in the choral responses, whole class, small groups, and pairs. Spot check a few students by allowing them to choose a partner to count on or back with them.

4. 5.

Project the Display Case for the class. Read the following scenario to the class: Rex went to the candy store with his grandfather. After they received their order, they sat at a table near the display case to enjoy some of their chocolate candies. Rex listened to other customers as they placed their orders. He discovered that lots of customers ordered and then changed their orders before they paid and left. He tried to figure out how many total candies there would be before the worker finished filling the customer’s boxes. Can you help him figure out how many total candies will complete each order? Divide the class into 6 groups. Direct students’ attention to the Order Cards. Allow students a few moments to look through the Order Cards and experience how they work with their group. Instruct students to read Order Card 1 and use a counting on or counting back strategy to figure out the total. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How do you know what you are putting into each order? Answers will vary. The order cards tell you. This customer wants 13 chocolatecovered pretzels and 5 peanut-butter cups.

DOK-3 Can you count on or count back to solve this problem? How do you know? Answers will vary. I can count on because I had 13 treats already in the box, and then I added to the order, so I had to count on 5 more treats to complete the order.

c. DOK-3 Is this an addition or subtraction problem? How can you tell? Answers will vary. This is an addition problem because I am adding to the order by counting on. I am putting the 13 chocolate-covered pretzels together with the 5 peanut-butter cups to ﬁnd the total number of candies. 56

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a Student Journal. Ask students to decide if the order involves counting on or counting back. Students draw a pictorial model to check their answer and write a number sentence to show the answer to each problem on their Student Journals. Once students have completed all Order Cards and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP Have groups show you their pictorial models before completing the Student Journal. This is an opportunity to check for understanding and to intervene.

Math Chat • •

•

DOK-1 What strategies did you use to solve the word problems? I counted on/ counted back. I drew a model using a ten frame to check my answers. DOK-3 Which strategy was used to perform addition? How do you know? Counting on I know this because counting on adds more to the first number. The total is more than the original number. DOK-3 Which strategy was used to perform subtraction? How do you know? Counting back I know this because counting back takes away from the first number. The total is less than the original number. DOK-3 How does drawing a pictorial model help you solve the Order Cards? I figured out the Order Cards first by counting on or counting back, but drawing the pictorial models helped me to check my answers. DOK-4 When have you been in a situation outside of school where you used the strategy of counting on? Explain. At my house we sometimes eat cookies for dessert. Everyone gets 3 cookies. I get them ready for my sister, my dad, and me, so there are 9 cookies on the plate. One time my mom wanted cookies too, so I had to count up 3 more from 9. Then I had a total of 12 cookies on the plate. DOK-4 When have you been in a situation outside of school where you used the strategy of counting back? Explain. At my house we love having pancakes for Sunday brunch. My brother eats a lot of pancakes. He always asks me to make him 12. Last Sunday, he took 4 off his plate and said he wasn’t that hungry. I counted back 4 from 12 and found that he only wanted 8 pancakes.

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FACILITATION TIP Be prepared with some additional realworld examples, videos, or images to engage students. Subtraction/counting back is a critical math skill. Creating a strong understanding now may lead to success in later grades.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP This Exit Ticket includes the common math language, “What is the total.. ?” Take time to highlight or underline it for students to see how they are changing words into mathematical operations.

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Explore 2 – Join and Separate – Unknowns in All Positions (to 20) ACTIVITY PREPARATION Students use objects and pictorial models to solve join and separate problem types where the unknowns may be in any position. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Task Cards (per group) 1 Exit Ticket (per student)

Reusable • • •

Preparation • • • • •

1 Chenille stem (per group) 20 Beads (per group) 1 Resealable bag (per group)

Plan to divide the class into groups of 3 or 4 to complete this activity. Prepare a resealable bag of 20 beads along with one chenille stem for each group. Print and cut out a set of Task Cards for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart and Double Ten Frame Supplemental Aids elements in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) What is your favorite craft to make? 2) How do you make it? 3) Have you ever sold or given away a craft you made? FACILITATION TIP Have students circle the numbers on the Task Cards. In the question, have students circle “add to,” “take off,” “total,” and “many.” Provide visuals for each statement as intervention for writing number sentences.

FACILITATION TIP

Read the following scenario to the class: The principal has asked each grade level to make a craft for the school store. We have been assigned bead bracelets. The money from the sale of our bracelets will go to the new playground fund. Can we help the school raise money by making bead bracelets? Divide the class into groups of 3 or 4, and direct students’ attention to the bag of beads, chenille stem, and Task Cards. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to follow the directions on the Task Cards to make each bracelet. Ask them to start with Bracelet 1. They use the chenille stem and beads to act out the directions. (Let students know they are to use the same chenille stem for all 6 bracelets.) Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How did you make this bracelet? Answers will vary. We put 12 beads on the bracelet, and then we added beads while we counted up to 16.

DOK-3 Is this a joining or separating problem? How do you know? Answers will vary. This is a joining problem because we are adding beads.

DOK-3 What was missing in this problem? What was the unknown? Answers will vary. The number of beads we added to the bracelet was the missing part. That makes it a change unknown problem.

Tell students they will remove the beads from the chenille stem after each task.

Give each student a Student Journal. Ask students to draw beads on the chenille stems to create a pictorial model of each bracelet. Students write a number sentence to answer the question from each Task Card.

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

Once students have completed each bracelet and their Student Journals, bring the class together as a whole group. After the Explore, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

DOK-2 What steps did your group take to solve the different problems? We saw how many we had, and we counted on. We started with a number and ended with a number and counted to ﬁgure out how many we took away. DOK-3 Which types of problems were addition problems? Joining problems were addition problems because our action was adding more beads to get a total number of beads more than what we started with. DOK-3 Which types of problems were subtraction problems? Separating problems were subtraction problems because our action was taking beads from the bracelet to get a total number of beads less than what we started with. DOK-3 How did the beads and chenille stem help you solve each problem? We added or took off beads after reading the directions. The beads and chenille stem helped us act out the problem and visualize what was happening. DOK-3 Did people in your group or in other groups ever come up with different number sentences for the same Task Card? Why? Yes. Sometimes people counted up to ﬁnd an answer, while others subtracted. Also, people sometimes subtracted different numbers, but the equation was in the same fact family like 17 – 4 = 13 or 17 – 13 = 4. But we all got the same solution. DOK-1 In what positions were the unknowns in problems that you solved? Unknowns were found as the result, as the change, and as the starting amount.

Intervention

Acceleration

FACILITATION TIP Be sure to look in the Intervention section for Small-Group Interventions and Supplemental Aids. STEMscopes Tip Located along the scope menu, the Engage section is designed to assess students’ current understanding about a mathematical concept and spark their interest in the learning topic. Three activities work together to prepare students for their study. Accessing Prior Knowledge is a brief probing activity used to gauge students’ prior knowledge about a topic. The Foundation Builder is an early-intervention activity built to ﬁll gaps in understanding. The Hook is an engaging real-world activity meant to motivate students and set a purpose for learning a new skill. These activities help the teacher determine how the scope will be introduced and which parts of the scope will be most useful for students.

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Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP This Exit Ticket provides a great opportunity to support students’ close reading of story problems. Take time to model reading the word problems aloud more than once, underlining or highlighting important information and math words and phrases.

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Explore 3 – Compare – Unknowns in All Positions (to 20) ACTIVITY PREPARATION Students use objects and pictorial models to solve compare problem types where the unknowns may be in any position. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.5 Use appropriate tools strategically. MP.6 Attend to precision.

Materials Printed • • • •

1 Student Journal (per student) 1 Storyboard Mat (per station) 1 Set of Shipment Task Cards (per class) 1 Exit Ticket (per student)

Reusable • •

40 Two-color counters (per station) 1 Resealable bag (per station)

Preparation Plan to divide the class into 5 groups to complete this activity. Assign each group a station at which to begin. • Print a Storyboard Mat and prepare a bag of 40 two-color counters for each station. • Print and cut out a set of Shipment Task Cards for the class. • Set up 5 stations around the room. Each station needs the following items: • 1 Storyboard Mat • 1 Set of two-color counters • 1 Shipment Task Card •

• • •

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Two-Color Counters)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) When you go to a store, do you ever look at the toys they have for sale? 2) Are there lots of toys on the shelves? 3) What toy have you seen you would like to buy?

FACILITATION TIP The digital Shipment Task Cards have some background color that may impact readability. Consider printing in color. FACILITATION TIP Place the Task Cards in protective sleeves so students can circle the terms that are needed to solve each problem. FACILITATION TIP Students are comparing the amount of each toy. Model for students how to determine the difference. 60

Read the following scenario to the class: The STEMscopes Toy Store is so busy that they want us to help them unpack boxes of shipments that have arrived. Your job is to unpack the shipments of dolls and toy cars and place the toys on shelves. Each toy type should be placed on its own shelf. The store would like you to keep track of which toy has more or less on the shelf for its inventory. Can you help the toy store compare the amounts of each type of toy? Divide the class into ﬁve groups, and assign each group to a station. Direct students’ attention to the Shipment Task Cards, Storyboard Mat, and two-color counters. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to read the Shipment Task Card at the station and use the counters and Storyboard Mat to act out the problem. Encourage students to discuss what they know and what they need to ﬁnd to answer the problem. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How many dolls were in this shipment? Answers will vary. 7 dolls

DOK-1 How many toy cars were in this shipment? Answers will vary. 16 toy cars

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

DOK-1 What do you need to ﬁnd out? Answers will vary. How many more toy cars there are.

e. DOK-3 Where is the unknown located in this problem? How do you know? Answers will vary. This type of problem was a difference unknown problem because I knew how many toy cars there were and how many dolls there were, so I was just ﬁnding the difference. f.

6. 7.

DOK-3 What operation do you use to solve these comparing word problems? Answers will vary. I use subtraction when I have both toy numbers and I am solving for the difference. I sometimes use addition when I am counting on to ﬁnd three more than the dolls.

Give each student a Student Journal. Ask students to color the circles to represent the number of each toy. Students write a number sentence and complete the sentence stem before moving to the next station. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

DOK-3 How did you solve the problems? We can subtract 7 from 16 to find the difference. We could count on 2 from 13 to find the number of toy cars. We have to read the problem to see what is unknown and what we are solving for. DOK-3 Can you use addition and subtraction to solve the same problem? How? Yes, we can start at 7 and count up to 16 to find the distance between the two numbers. Or we could start at 16 and subtract 7 to find the difference between numbers. Both strategies work. DOK-3 How do you know when to compare two amounts instead of adding to or taking from them? You know when to compare two amounts because they want to know “how many more” or “how many fewer,” or when they say something has more or less. DOK-3 Which of the types of unknowns was most challenging for your group— difference unknown, bigger unknown, or smaller unknown? Why? Smaller unknown and bigger unknown were both harder than difference unknown because it was easier for us to solve the problems when we already knew how many dolls and toy cars there were. DOK-4 When would comparing things be useful to you in real life? I can compare the number of seats in our car to the number of people riding to see if we have enough room for everyone to fit.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook

FACILITATION TIP Students can create their own visual aids to help them determine which operation to use.

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STEMscopes Tip The Explore section, located along the scope menu, includes one to ﬁve inquiry-based Explore lessons where the most important teaching and learning take place. Each Explore lesson includes a setup video showing how to prepare and facilitate the lesson, a description of the activity, a materials list, preparation steps, procedure and facilitation points for each part of the activity, a Math Chat, Instructional Supports, and ELL teaching strategies. Print ﬁles and Answer Keys for the lesson are also provided. In addition to the Explores, this section also includes Skill Basics lessons in Kindergarten through Grade 2 that prepare students with the skills that they need to complete the Explore activities and Virtual Manipulatives that can be accessed anytime, anywhere. FACILITATION TIP This Exit Ticket can be completed without coloring. When you read the directions with students reassure them that they can just shade the circles to show their thinking.

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Add and Subtract within 20 Explore 4 – Part-Part-Whole – Unknowns in All Positions (to 20) ACTIVITY PREPARATION Students use objects and pictorial models to solve part-part-whole problem types where the unknowns may be in any position. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision.

Materials

Preparation

Printed • • • • •

1 Student Journal (per student) 1 Set of Cupcake Cutouts (per pair) 1 Set of Cupcake Order Story Cards (per pair) 1 Part-Part-Whole Plate Mat (per pair, optional) 1 Exit Ticket (per student)

• •

•

Reusable • • • •

1 Disposable plate that has 2 small sections and 1 large section (per pair) 20 White linking cubes (per pair, optional) 20 Brown linking cubes (per pair, optional) 1 Resealable bag (per pair)

•

• •

•

Plan to have students work with a partner to complete this activity. Print and cut out a set of Cupcake Cutouts, and place them in a resealable bag for each pair of students. Laminate for future use, if desired. Optionally, prepare 20 white linking cubes and 20 brown linking cubes for each pair of students as an alternative to the Cupcake Cutouts. Prepare a disposable plate for each pair of students. Optionally, print a Part-Part-Whole Plate Mat for each pair of students as an alternative to the disposable plate. Print and cut out one set of Cupcake Order Story Cards for each pair of students. Place cards in the resealable bag with the Cupcake Cutouts. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Sharing Mat Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) Has anyone ever been to a bakery? 2) If so, what types of items did it have for sale? 3) What did you order, or what did you want to order?

FACILITATION TIP The Cupcake Cutouts include color detail. Consider using two different colors of linking cubes instead.

Read the following scenario to the class: The STEMscopes Bakery has received many new orders and cannot keep up. They have hired you to help them fill the orders. Some of the information from the order is missing, and it will be your job to figure out what is needed to complete each order. Can you help the bakery fill all the orders? Divide students into groups of two. Direct students’ attention to the 20 white Cupcake Cutouts (or optional linking cubes), 20 brown Cupcake Cutouts (or optional linking cubes), Cupcake Order Story Cards, and 1 disposable plate divided into 2 small sections and 1 large section (or Part-Part-Whole Mat). Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to read Order 1. Encourage students to use the white and brown Cupcake Cutouts to create a concrete model of the cupcake order using the partitioned plate. © Accelerate Learning Inc. - All Rights Reserved

6. 7. 8.

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What information were you given? Answers will vary. There were 20 cupcakes ordered, and 13 of them were chocolate.

DOK-2 What do you think you are trying to ﬁnd out? Answers will vary. How many of the cupcakes were vanilla?

DOK-3 How could you model this problem using the plate? Answers will vary. We counted 13 brown cupcakes and put them in a small section of the plate. We added white cupcakes into the other small section until we got to 20. Then, we moved both parts into the large section to check to see if the whole equaled 20 cupcakes.

Engage

FACILITATION TIP Have students use the Part-Part-Whole Mat to help solve each problem. Monitor groups as needed.

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DOK-3 How can you prove to me that your solution is correct? Answers will vary. I can put together the two parts and count them to show you they are equal to the total.

Give each student a Student Journal. Ask students to write the number of each ﬂavor of cupcake from the Cupcake Order Story Cards into the part-part-whole models. Students solve for the missing number represented by an empty box by writing one or two (depending on the problem) number sentences. Students should continue reading through each Cupcake Order Story Card, use the manipulatives to solve, and show their thinking on their Student Journals. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

FACILITATION TIP Call on various groups to provide their answers to the class. If a group is not correct, allow other groups to assist.

Math Chat •

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• • •

•

DOK-3 How did you solve for the unknowns in the problems? When the total was unknown, we just had to put both parts together, so we added. When one part was unknown, we had to take the part away from the total, so we had to subtract. When both parts were unknown, we had to take apart the total into two possible parts. DOK-3 Was there only one way to solve each problem? Explain. No, the Cupcake Order Story Card for order 1 could be solved by adding to or taking from. We could solve it in two different ways. We could have counted up from 13 until we got to 20, or we could count back from 20 until we got to 13. Both ways would give us the same answer, which was 7. DOK-3 How did you prove your solution using a number sentence to find the missing number? 20 – 13 = 7 and 13 + 7 = 20 DOK-3 How did you prove your solution is correct? I put together the two parts and counted them to show you they are equal to the total. DOK-3 How were orders 3 and 5 different from orders 1, 2, 4, and 6? In orders 3 and 5, we were given a total, but both parts were unknown. There is more than one correct answer for these problems. DOK-3 What was different about filling cupcake order 2 than filling cupcake order 6? In order 2, we had to add to find the total, but in order 6, we had to subtract from the total to find the part of cupcakes that was chocolate. DOK-3 How did you prove your solution is correct? You were not always looking for the whole number of cupcakes. Sometimes you had to subtract to figure out one part or both parts. DOK-3 How were orders 3 and 5 different from orders 1, 2, 4, and 6? If I have 18 friends in my class and I have already prepared 7 Valentine’s Day cards, I will have to figure out how many more cards I still need to write.

STEMscopes Tip Found along the scope menu, the Explain section has a variety of elements designed to help students develop a more in-depth understanding of the skills and concepts covered in the Explore. These elements include a Picture Vocabulary of important math terms, independent practice assignments that correspond with the Explore lessons, anchor charts that provide visual representations of concepts addressed in the scope, journal prompts that give students opportunities to write their mathematical ideas, and interactive notebooks for organizing information.

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Explore 4 – Part-Part-Whole – Unknowns in All Positions (to 20) Post-Explore 1. FACILITATION TIP This Exit Ticket includes color cupcake images that may impact student comprehension.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ADD AND SUBTRACT WITHIN 20

Home

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Explore 5 – Solving Problems Involving Three Whole Numbers (to 20) ACTIVITY PREPARATION Students solve problems that call for addition of three whole numbers with a sum less than or equal to 20 by using objects, drawings, and equations with a symbol for the unknown number. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.3 Construct viable arguments, and critique the reasoning of others. MP.6 Attend to precision.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Double Ten Frame Mat (per pair) 1 Set of Task Cards (per pair) 1 Exit Ticket (per student)

• •

Reusable • • • • • • •

12 Green linking cubes (per pair) 12 Orange linking cubes (per pair) 12 Brown linking cubes (per pair) 1 Gallon-size resealable bag (per pair) 1 Green crayon (per pair) 1 Orange crayon (per pair) 1 Brown crayon (per pair)

•

Plan to have students work with a partner to complete this activity. Print a Double Ten Frame Mat and set of Task Cards for each pair of students. Cut the Task Cards apart, and place them into a gallonsize resealable bag along with green, orange, and brown linking cubes and crayons. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Sharing Mat and 1–20 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) Does anyone own a cat? 2) What is your cat’s name? 3) What does your cat like to do? FACILITATION TIP Using the Double Ten Frame for this scenario will be important as support when students create different number sentences.

Read the following scenario to the class: Carlos the cat is not like other cats. He acts more like a human. He walks on two legs, wears clothes, and drives a car. One of the most out-of-the-ordinary things Carlos the cat does is own a fish as a pet. Yep! You heard it. He doesn’t eat the fish; he feeds the fish. But Carlos the cat is bad at keeping track of how many pieces of orange, green, and brown flakes of food he has given the fish. Can you help Carlos the cat keep track of how many pieces of food he fed the fish? Divide the class into pairs, and direct students’ attention to the Task Cards, Double Ten Frame Mat, linking cubes, and crayons. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to read Task Card 1 and use the Double Ten Frame Mat and linking cubes to create a concrete model of the problem. Encourage students to discuss what they know and what they are being asked to find in the problem. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 Can you put this problem into your own words? Answers will vary. Carlos the cat fed the fish ___ orange flakes, ___ brown flakes, and ___ green flakes. We have to find out how many total flakes he fed the fish.

DOK-1 What information were you given? Answers will vary. There were ___ orange flakes, ___ brown flakes, and ___ green flakes fed to the fish.

DOK-2 What do you think you are trying to find out? We have to find out how many total flakes of food were put in the fish bowl.

DOK-3 How could you model this problem using the linking cubes? Answers will vary. We could put ___ orange cubes, ___ brown cubes, and ___ green cubes on the Double Ten Frame Mat. Then, we could count all of the cubes to ﬁnd the total.

6. 7. 8.

DOK-2 What operation will you use to find the total flakes of food in the fish bowl? Addition

Give each student a Student Journal. Ask students to create a pictorial model of the double ten frame and linking cubes on their Student Journals. Students write three number sentences that could be used to represent the problem and solution. Repeat steps 3–5 for the remaining Task Cards. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

• •

•

DOK-3 What did you notice about the number sentences you created for each Task Card? I noticed that the totals were all the same. I noticed that the numbers we put together were the same, but the order was different. DOK-3 Does the order of the numbers you added matter? Explain. No, the order of the numbers we added does not matter because the total will always be the same. DOK-3 What strategy did you use to solve each problem? We created small groups for each color of flakes of food and then put them on the Double Ten Frame Mat. Then, we counted to find the total. DOK-3 What was similar about all of the problems you solved today? All of these problems had an unknown total. We had to add three numbers to find a total. DOK-3 How were these problems different from others you solved in the previous Explores? These problems were different because they all had three numbers we had to add. DOK-4 Can you think of a scenario at home where you might need to add three numbers? I might need to add how many pens, crayons, and markers I have in my craft drawer.

Post-Explore 1. 2. 3. 4.

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

e. DOK-3 How can you draw a pictorial model to show the solution? We can draw orange, brown, and green circles or squares to represent the cubes.

Intervention

ADD AND SUBTRACT WITHIN 20

Home

FACILITATION TIP Be sure to have crayons available for students to create the pictorial model. Transferring the problem from the Ten Frame to the pictorial model and then to the number sentence will need to be supported. FACILITATION TIP As an intervention, you can provide the sequence of color ﬂakes to create number sentences. You can do this for all or a few Task Cards, depending on the students’ needs.

STEMscopes Tip The Intervention section of each scope is found along the scope menu. If the assessments revealed that some students have not reached mastery of the content, the Intervention section has Small-Group Intervention and Supplemental Aid resources to help those students who need reteaching and additional support.

FACILITATION TIP Be prepared with some additional realworld examples of how older students or adults add three numbers. FACILITATION TIP This digital Exit Ticket has fun colorful images that can be projected for students. Some students could complete the pictorial model using only pencil marks rather than color. 67

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Counting to Add and Subtract (to 20) Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Join and Separate – Unknowns in All Positions (to 20) Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Compare – Unknowns in All Positions (to 20)

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Part-Part-Whole – Unknowns in All Positions (to 20)

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Solving Problems Involving Three Whole Numbers (to 20) Independent practice assignment that gives students an opportunity to demonstrate their learning

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Fast-Food Fun A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Monster Starts First Grade

Add and Subtract within 20 with Pictorial Models and Number Sentences

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

ADD AND SUBTRACT WITHIN 20

Home

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Car Collectors

Solve Addition and Subtraction Problems within 20

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Students who are still acquiring the concept and need remediation

ADD AND SUBTRACT WITHIN 20

Add and Subtract within 20

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

What does mastery look like?

ADD AND SUBTRACT WITHIN 20

Home

I can use pictures, drawings, and equations to develop strategies for addition and subtraction within 20.

I can explore strings of related problems.

SCOPE 1

Addition and Subtraction Strategies Scope Introduction SCOPE SUMMARY

Student Expectations

Students demonstrate fact ﬂuency as they use strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier sums to solve addition and subtraction problems. Students apply strategies as they add and subtract within 20, demonstrating ﬂuency, and determine the unknown whole number in an addition or subtraction equation relating three whole numbers. Students relate their strategy to a written method and communicate their thinking. Students use their understanding of the equal sign to determine whether equations involving addition and subtraction are true or false.

1.NR.2.1 Use a variety of strategies to solve addition and subtraction problems within 20. 1.NR.2.3 Recognize the inverse relationship between subtraction and addition within 20 and use this inverse relationship to solve authentic problems. 1.NR.2.5 Use the meaning of the equal sign to determine whether equations involving addition and subtraction are true or false. 1.NR.2.6 Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students model the action of joining to represent addition and the action of separating to represent subtraction. They solve contextual problems with sums up to 10 and differences within 10. Students use the process of decomposition to ﬁnd number pairs that add to a total amount. Students explain the strategies they use to solve addition and subtraction problems using spoken words, concrete objects, and pictorial models. Students are exposed to equations that are derived from visual models, but mastery is not required.

Second-grade students ﬂuently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. These strategies are also applied to add a string of up to 4 two-digit numbers. Students will use concrete models and drawings to add and subtract 2 two-digit numbers within 1,000. Students explain their reasoning using concrete objects, pictures, words, and equations.

1.NR.2.7 Apply properties of operations as strategies to solve addition and subtraction problem situations within 20.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

decompose numbers that are less than or equal to 10 into pairs in multiple ways.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario determining how many more points Steven scored than James in a basketball game. Students will: •

apply basic fact strategies to add and subtract within 20.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 72

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Basic Fact Strategies – Using 10 for Addition In this exploration, student partners will solve a scenario that completes a customers’ orders at a Lemonade Shop. Students will: •

Explore 2

Explore 1

EXPLORE ACTIVITIES

determine the sum of numbers within 20

•

manipulate linking cubes and use aligning resources to solve the problem.

•

use properties of operations to add and subtract number sentences.

The Equal Sign In this exploration, students will solve a scenario involving helping a wait staff make sure their trays are balanced. Students will: •

use equal signs and balance equations using addition and subtraction.

•

use cubes and balances to solve the problem.

After completing the activity, students share their learning, complete an Exit Ticket.

Upon completion of the Explore activities, students discuss their learning and complete an Exit Ticket for assessment.

Explore 5

determine the difference of numbers within 20

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

Explore 4

Explore 3

In this exploration, student groups will solve a scenario about helping a friend ﬁnd answers for number sentences. Students will:

In this exploration, students solve a scenario in which they will help Kate count cookies from jars to determine how many cookies her brother took. Students apply their knowledge of decomposition to: •

At the end of the exploration, students discuss their learning and complete an Exit Ticket.

Properties of Operations

Basic Fact Strategies – Using 10 for Subtraction

ADDITION AND SUBTRACTION STRATEGIES

Home

Determine the Unknown Whole Number In this exploration, students solve a scenario to determine how many dogs and cats need to be fed each day. Students will: •

determine the unknown whole number in equations relating three whole numbers.

Students use resources and manipulatives to solve the problem. Then students share their learning, complete an Exit Ticket, and revisit the Hook to solve. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students decompose numbers less than or equal to 10 into pairs in more than one way by using objects, drawings, and equations. This activity is intended to assess mastery of the following standard(s): K.NR.5.1 Compose (put together) and decompose (break apart) numbers up to 10 using objects and drawings. Materials

Preparation

Printed •

•

1 Student Handout (per student)

Reusable • • • • •

•

Place 10 blue counters, 10 red counters, 1 blue crayon, and 1 red crayon in a resealable bag for each student. Print a Student Handout for each student.

10 Blue counters (per student) 10 Red counters (per student) 1 Blue crayon (per student) 1 Red crayon (per student) 1 Resealable bag (per student)

ADDITION AND SUBTRACTION STRATEGIES

Home

Procedure and Facilitation Points 1. 2.

Give a Student Handout and a bag of materials to each student. Instruct students to look at the given total in the ﬁrst row of each table on their Student Handouts. Using their colored counters, they will decompose the total in two ways. For example, if the total is 7, they could decompose this number into 4 blue and 3 red. They could also decompose 7 into 2 blue and 5 red. Ask students to record their decomposed numbers and ﬁll in the number sentences on their Student Handouts. Students will color the circles to show pictorial models of the concrete models they created. Facilitate a class discussion about the strategies they used. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What strategies did you use to decompose the total? Answers will vary. I started with some blue counters and then added red counters until I reached the total.

What number sentence describes your model for decomposing this number? Answers will vary. 8 = 3 + 5

What is another way to decompose this number? Answers will vary. 8=6+2

What is similar about the two number sentences you created for the numbers you decomposed? Answers will vary. They both equal the same total.

FACILITATION TIP Record notes about all the different strategies students use and which students are effectively using them so you can feature each approach during the discussion that follows. Add to these notes as the second scenario is solved. FACILITATION TIP Create a visual display to showcase students’ work. Sort the papers into categories by strategy and label each one. As problem solving continues, refer to the display if students are not sure how to begin the problem-solving process.

e. What is different about the two number sentences you created for the numbers you decomposed? Answers will vary. The numbers we added together were different. f. 5.

How would you decompose the number 9? Answers will vary. 2 + 7, 6 + 3, 4 + 5, 8 + 1

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Hook – The Basketball Game ACTIVITY PREPARATION Students apply basic fact strategies to add and subtract within 20 by calculating a basketball team’s total points during a game. Materials

Preparation

Printed •

• •

1 Student Handout (per student)

Reusable • •

Plan to show the Phenomena Video. Part II • Print the Student Handout for each student.

1 Phenomena Video (per teacher) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) Have you ever played basketball? 2) If so, did you keep track of the score? 3) Can anyone explain how basketball players earn points for the team?

4. FACILITATION TIP

As students discuss the answers, have them provide not just the answers but also how they found the answers.

DOK-1 What information do we know? James and Steven scored points during the game. James scored 6 points, 2 points, and 1 point. Steven scored 1 point, 9 points, and 2 points.

DOK-1 What information do we need to ﬁnd out? How many more points did Steven score than James?

5. STEMscopes Tip The Acceleration section of each scope, located along the scope menu, provides resources for students who have mastered the concepts from the scope to extend their mathematical knowledge. The Acceleration section offers real-world activities to help students further explore concepts, reinforce their learning, and demonstrate math concepts creatively.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: James was playing basketball with his friends. He had been working hard on his shooting skills. During the game, he scored 6 points from the three-point line. Later on in the game, he scored 2 points, and then ﬁnally, 1 point during a free throw. Steven had also been working hard on his shooting. He scored a 1-point free throw. Later, he scored 9 points from the three-point line, and then 2 points. How many more points did Steven score than James? Discuss the following questions:

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? James and Steven scored points during the game. James scored 6 points, 2 points, and 1 point. Steven scored 1 point, 9 points, and 2 points.

DOK-1 What information do we need to ﬁnd out? How many more points did Steven score than James?

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a copy of the Student Handout to model James’s and Steven’s points in the double ten frames. Instruct students to use the space at the bottom of the page to compare the two boys’ scores. Allow students to decide how they want to solve the problem. Discuss the following questions: a.

DOK-3 What strategies did you use to solve for the number of points James scored? Answers will vary. I added 6 + 2 to get 8 and then added 1 to get 9.

DOK-3 What strategies did you use to solve for the number of points Steven scored? Answers will vary. I added 1 + 9 to get 10 and then added 2 to get 12.

DOK-3 How did you determine how many more points Steven scored than James? Answers will vary. I decomposed the 9 into 7 and 2. I took 2 away from 12 to get 10, and then I subtracted 7 from 10 to get 3.

Intervention

Acceleration

FACILITATION TIP Challenge students to demonstrate the total number of points in another way besides the number line (for example, with cubes or by drawing an image).

ADDITION AND SUBTRACTION STRATEGIES

Home

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Explore 1 – Basic Fact Strategies – Using 10 for Addition ACTIVITY PREPARATION Students use their understanding of making 10 to help them determine the sum of numbers within 20. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Lemonade Orders (per class) 1 Exit Ticket (per student)

•

Reusable •

• •

1 Rekenrek (per pair)1 Cup (per class)

•

Plan to have students work with a partner to complete this activity. Print and cut out a set of Lemonade Orders, and place them in a cup at the front of the room. Gather enough rekenreks for each pair of students to have one, or allow students to use the digital manipulatives. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Double Ten Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Rekenrek)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) Who likes lemonade? 2) Have you ever had a ﬂavored lemonade, like strawberry or pink lemonade? 3) What ﬂavor of lemonade would you like to try? FACILITATION TIP To add some extra engagement, create a competition with the class to complete the orders. Modify the number of orders to be completed, if needed.

FACILITATION TIP Model for students how to complete the orders using the rekenrek. Practice with several orders, if needed. FACILITATION TIP Students are decomposing the numbers to regroup to make a ten. Work with each partner, and model when needed. 78

Read the following scenario to the class: Congratulations! You were just hired to be the new barista at STEMscopes Lemonade Shop. A barista is a person who works at a coffee shop or lemonade stand. A barista follows recipes to make drinks just how customers order them. Your job will be to make strawberry lemonade. But there is a catch to making the lemonade. Each customer has their own way they like it, and they like it fast. Do you think you can complete the customer orders correctly and quickly? Divide the class into groups of two, and direct students’ attention to the rekenrek. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to come up to the “Orders Table” and choose one lemonade order from the plastic cup to complete correctly and quickly. Encourage students to think of the fastest way to add the two ingredients by leading them to make a ten with the rekenrek. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What amounts are you adding together to complete the order? Answers will vary. 7 strawberries and 8 lemons

DOK-3 Can you decompose a number leading to a ten? Answers will vary. We decomposed the 7 into 5 and 2. We added the 2 and 8 to equal 10, and then we added the 5. © Accelerate Learning Inc. - All Rights Reserved

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

DOK-3 How can you use the rekenrek to help you make a ten? Answers will vary. We pushed over 7 beads on the top row and 8 beads on the bottom row. We added the 5 beads on top with the 5 beads on bottom to equal ten and then added the 5 leftover beads to equal 15.

Give each student a Student Journal. Ask students to complete the ﬁrst number sentence with the two amounts from the order. Students complete the second number sentence by writing the number of beads left after making a ten on the rekenrek inside the triangle. As students complete one order, instruct students to put that lemonade order back in the plastic cup at the front of the classroom and grab another lemonade order to complete. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning. FACILITATION TIP

Math Chat DOK-3 How did making a ten help you solve the equations for each lemonade order? Adding numbers to ten is easier and helps us solve the equation faster. • DOK-3 How did you solve the equation for the lemonade order with ___ strawberries and ___ lemons? For 6 + 6, I decomposed both sixes into 5 + 1 and then added the ﬁves to equal 10. I added the two ones to the 10 to equal 12. • DOK-3 Is there another way to solve the equation for the lemonade order with ___ strawberries and ___ lemons? For 6 + 6, I can also decompose a 6 into 4 and 2. I add the 6 and 4 to equal 10 and then add 2 to equal 12. • DOK-3 Can you think of a scenario outside of school where making a ten to add might be helpful? When I help my dad count the pennies in our change jar, we put them in stacks of ten so we can quickly count the total. •

ADDITION AND SUBTRACTION STRATEGIES

Home

Project the Math Chat questions from the Print Files to help facilitate the chat.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP This Exit Ticket includes brightly colored digital images. Consider projecting it for students or printing it in color.

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Explore 2 – Basic Fact Strategies – Using 10 for Subtraction ACTIVITY PREPARATION Students apply their knowledge of decomposing leading to a ten to determine the difference of numbers within 20. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials Printed • • • •

1 Student Journal (per student) 1 Set of Task Cards (per pair) 1 Double Ten Frame Mat (per pair) 1 Exit Ticket (per student)

Reusable • •

20 Linking cubes (per pair) 1 Resealable bag (per pair)

Preparation • • • • • •

Plan to have students work with a partner to complete this activity. Print a set of Task Cards and a Double Ten Frame Mat for each pair of students. Cut and place the Task Cards in a resealable bag. Gather 20 linking cubes for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) What is your favorite type of cookie? 2) Where are the cookies kept at your house? 3) Can you take a cookie whenever you want, or are you supposed to ask ﬁrst?

FACILITATION TIP As students read each Task Card, have them circle the number of cookies that Kate started with. Then, in their Student Journals, have them circle the number of cookies that are left.

Read the following scenario to the class: Kate’s little brother is always taking cookies out of the cookie jar without asking, so Kate has decided to catch him in the act. The only way she can do that is by counting how many cookies are in the jar in the beginning and then guessing how many cookies her little brother took from the jar. Can you help Kate count the cookies and decide how many cookies her little brother took from each jar? Direct students’ attention to the Task Cards, Double Ten Frame Mat, and linking cubes. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to read each Task Card and use the linking cubes to act out the problems on the Double Ten Frame Mat. Encourage students to discuss what they notice about the double ten frame and the answer each time Kate makes a guess. Monitor and talk with students as needed to check for understanding by using guiding questions: a.

DOK-2 How many total cookies did Kate count in the jar at the beginning? Answers will vary. In Jar A, Kate counted 16 cookies.

DOK-3 How did you show the total number of cookies on the double ten frame? Answers will vary. I ﬁlled up one ten frame and put 6 on the other ten frame.

DOK-3 How did the double ten frame change each time Kate made a guess? Answers will vary. We removed one more linking cube every time Kate made a guess. © Accelerate Learning Inc. - All Rights Reserved

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a Student Journal, and ask students to look at the number of cookies left to determine which guess was correct. Students draw a pictorial model and write the number sentences showing how they decomposed leading to a ten. They write the correct guess for each Task Card. Once students have completed all of the Task Cards and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-3 How did the double ten frame help you quickly find the difference? I was able to see the 10 and how much was left over. • DOK-3 How is the first number sentence the same as the second number sentence? They are using the same numbers and have the same answer. • DOK-3 How is the second number sentence different from the first number sentence? The second number sentence shows the guess decomposed into a 10 with another number. • DOK-3 Can you think of a scenario outside of school where decomposing leading to a ten to subtract might be helpful? When I am trying to find out how many fruit snack packs I have left in the box. •

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Intervention

Acceleration

FACILITATION TIP This Student Journal consists of three pages. Consider doing page 1 all together and then printing pages 2 and 3 back to back in a different color for students to complete independently. FACILITATION TIP Students decomposed their cookie guesses into two ten frames. The linking cubes and double ten frame are manipulatives used to support students’ exploration.

STEMscopes Tip The STEMscopes Teacher Toolbox, located under the Scopes tab on the menu bar, features a variety of resources and tools to help teachers get the get most out of their STEMscopes experience, including essentials like lesson-planning documents, intervention strategies, monitoring tools, mathematical discourse strategies, and data resources.

ADDITION AND SUBTRACTION STRATEGIES

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ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Explore 3 – Properties of Operations ACTIVITY PREPARATION Students apply the properties of operations to add and subtract number sentences. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• • •

1 Student Journal (per student) 1 Camper’s Journal (per class) 1 Exit Ticket (per student)

• •

Reusable • •

30 Linking cubes with 10 each in three different colors (per group) 1 Resealable bag (per group)

•

Plan to divide the class into groups of 2 or 3 to complete this activity. Print the Camper’s Journal, and hang the pages around the classroom. Place 30 linking cubes (10 each of three different colors) in a resealable bag for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Double Ten Frame Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) Have you ever been camping? 2) If so, what did you like to do best? 3) What types of things did you see outdoors? FACILITATION TIP Project a page from the Camper’s Journals as the scenario is being read. Ask students to count each type of animal and then create a number sentence in a different order.

Read the following scenario to the class: Your friend just spent eight days enjoying the great outdoors. She drew pictures in her Camper’s Journal of the different things she wanted to share with you. The pages from your friend’s journal are posted around the room. At the bottom of each journal page, you will see one or two number sentences your friend created using the pictures. She was trying to keep track of the number of things she saw. Can you help your friend determine the answer for those number sentences? Divide the class into groups of 2 or 3, and direct students’ attention to the linking cubes. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Give each student a Student Journal. Place each group at a page from the Camper’s Journal hung around the room with the linking cubes and their Student Journals. Instruct students to build a concrete model of the number sentence(s) with the linking cubes. Students write the number sentence, draw a pictorial model, and answer the question in the box under the same day on their Student Journals. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What did your friend see on this day? Answers will vary. My friend saw 2 snakes slithering, 3 snakes coiled up, and 3 lizards lying in the sun.

DOK-3 How could you represent that using your linking cubes? Answers will vary. I know that 3 + 3 = 6, so I put 6 of one color cube with 2 of the other color cube. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 Is there another way to represent the same problem? Answers will vary. I know that 2 + 3 = 5, so I put 5 of one color cube with 3 of the other color cube. DOK-3 Do you get the same answer? Why? Answers will vary. Yes, I do because I am adding the same numbers, just in a different order.

e. DOK-3 What picture did you draw to represent this day? Answers will vary. I drew 2 circles, 3 circles, and 3 circles. Then, I circled 3 and 3 because I added those ﬁrst. 6.

Give students time to rotate through each day of the Camper’s Journal. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat • • • • •

DOK-3 What strategy did you use to solve each number sentence? I made ten and then added on. I used my doubles facts. I decomposed a number leading to a ten. DOK-2 What happens when we add zero to another number? The answer is still the other number. The other number never changes. DOK-2 When you add numbers, does the order of the numbers matter? No, you are still adding the same numbers. You will get the same answer. DOK-2 When you subtract numbers, does the order of the numbers matter? Yes, it does matter because you have to start with the total or whole. DOK-3 Is 6 + 7 the same as 7 + 6? Why? Yes, even though the order of the numbers being added is different, you are still adding the same numbers and will get the same answer.

Intervention

Acceleration

FACILITATION TIP Remind students that the sum is the same no matter what the order of the addends is.

FACILITATION TIP Have partners share with the others how they drew the representation. In math, there are many different methods to solve a problem, including a pictorial model.

STEMscopes Tip A link to the list of standards is located on the menu bar. Here, standards can be accessed using two methods: click on the expandable list to see standards organized by grade level, or locate speciﬁc standards using the key word search. Either method will result in locating standards with direct links to the scopes in which they appear.

ADDITION AND SUBTRACTION STRATEGIES

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Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP The digital copy of this Exit Ticket has colorful detailed images that may not copy well in black and white.

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Explore 4 – The Equal Signment ACTIVITY PREPARATION Students understand what the equal sign represents by balancing equations using addition and subtraction. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Food Cards (per group) 1 Exit Ticket (per student)

•

Reusable • • •

• •

1 Pan balance (per group) 30 Centimeter cubes (per group) 2 Resealable bags (per group)

Plan to divide the class into groups of 3 or 4 to complete this activity. Print and cut out a set of Food Cards, and place them in a resealable bag for each group. Prepare a resealable bag of 30 centimeter cubes and a pan balance for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids elements in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) What restaurant have you been to where you were served food at the table? 2) What did you order? 3) Did the servers carry each plate to the table or did they bring everybody’s plates on a tray?

FACILITATION TIP

Have students explore how to use a pan balance with different linking cubes before beginning Explore 4.

FACILITATION TIP

Create a list of terms that mean equal, such as balanced, true, and same to display on the board.

Read the following scenario to the class: You are working in the kitchen for a restaurant. As the trays are ﬁlled, you are the last person to check and make sure the right numbers of items are on the trays. You notice that some of the trays were ﬁlled with too many items, so you have to take some of the items off the tray. You need the trays to be equal so that when the waiter or waitress is carrying them, they do not topple over. Can you help the waitstaff make sure the trays are equal? Divide the class into groups of 3 or 4, and direct students’ attention to the pan balance and centimeter cubes. Allow students a few moments to discover the manipulatives and experience how they work with their group. Pass out Food Cards to each group. Instruct students to sort the cards into two piles of 8 cards. Students turn over two cards at a time. They solve each number sentence using the centimeter cubes, placing one total in one side of the pan balance and the other total in the other side of the pan balance. Ask students to discuss whether the two number sentences are balanced or equal. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 How did you use the pan balance to help you see if these two food orders are equal? Answers will vary. We put 9 cubes on this side of the pan balance because 8 + 1 = 9. Then, we put 11 on the other side of the pan balance because 6 + 5 = 11.

DOK-2 Are your number sentences balanced/equal? Answers will vary. Yes, they are, because the same total is on both sides. No, they are not, because there are different totals on either side of the pan balance. © Accelerate Learning Inc. - All Rights Reserved

8. 9.

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a Student Journal. Ask students to write the number sentence from each card in the boxes, and then write “true” if they are equal or “false” if they are not equal. Encourage students to continue with two new cards, the pan balance, and centimeter cubes. Remind students to record their learning on their Student Journals. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP The second part of the explorations involves students creating true statements on both sides of the equal sign. The linking cubes will provide a visual model for students.

Math Chat •

• • • •

DOK-3 During this activity, what did you notice about the trays on the pan balance? I had to have the same total on both trays for the trays to be balanced or equal. DOK-2 What do you think the equal sign means? It means “the same as” or “equivalent,” not “makes.” DOK-2 Can you think of a number sentence that has the same value as 5 + 7? 5 + 7 = 12, so any number sentences also equaling 12 would be correct. DOK-2 Look at this number sentence: 6 + 2 = 14 – ?. What number makes this number sentence true? 6 because 6 + 2 = 8 and 14 – 6 will also equal 8. DOK-3 Look at this number sentence: 2 + 5 + 3 = 8 + 3. Do you think this number sentence is true or false? Why? It is false because one side is equal to 10, and one side is equal to 11. Both sides should be the same total to be equal or balanced.

STEMscopes Tip The Home section of each scope contains a Scope Overview. Here, teachers can access a colorful flowchart to see the overall flow of the scope. Each of the 5E lessons and their activities are listed. In addition, the flowchart shows paths to take for students needing more support as well as for students who have mastered the content.

ADDITION AND SUBTRACTION STRATEGIES

Home

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP When you preview this Exit Ticket, clarify how students need to show their thinking. The expressions do not have solutions. Consider requiring students to solve each expression before marking it true or false.

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Explore 5 – Determine the Unknown Whole Number ACTIVITY PREPARATION Students determine the unknown whole number in addition and subtraction equations relating three whole numbers. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Work Mat (per pair) 1 Feeding Schedule (per pair) 1 Exit Ticket (per student)

• • • •

Reusable • • •

20 Linking cubes (per pair) 1 Dry-erase marker (per pair) 1 Sheet protector (per pair, optional)

•

Plan to divide the class into groups of two to complete this activity. Print one Work Mat for each student pair. Laminate or place the handout in a sheet protector to be used with a dry-erase marker. Print one Feeding Schedule for each pair of students. Prepare 20 linking cubes for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–20 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class 1) Would any of you like to help take care of dogs and cats for the day? 2) What types of things would need to be done to take care of the animals? 3) Which job would you like to do best?

FACILITATION TIP

Use examples of classroom objects to model how determine the missing addend and how to subtract to determine the number.

Read the following scenario to the class: You have been hired at the Precious Pets Motel to help feed the dogs and cats who are spending time there while their owners are out of town. You have been given your work schedule for the week that shows how many pets will need to be fed. Somehow, the schedule got a little wet, and some of the information disappeared from the paper. Can you figure out how many dogs and cats you need to help feed each day? Divide the class into groups of two and give a Work Mat, a Feeding Schedule, 20 linking cubes, and a dry-erase marker to each student pair. Direct students’ attention to the materials. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Direct students’ attention to the Work Mat. Discuss the term addend. Students should understand that an addend is a number that is added to another number to determine a total. A missing addend is an addend that is unknown and can be determined by subtracting the given addend from the total. The total is the result of adding two numbers together. Instruct students to look at their Feeding Schedules. They start with Monday and use their Work Mats and linking cubes to determine the unknown number represented by a question mark. Ask students to put the specified number of linking cubes in the appropriate sections on their Work Mats. Students work cooperatively to determine how they can figure out the unknown number. They use their dry-erase markers to write the numbers in each section on their Work Mats. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What information are you given for the feeding schedule of animals on this day? Answers will vary. We are feeding 6 dogs and 4 cats.

DOK-2 Are these numbers two addends or an addend and a total? Answers will vary. These numbers are two addends.

DOK-1 What information is missing from the feeding schedule on this day? Answers will vary. We are solving for the total pets we have to feed.

DOK-2 Is this number a missing addend or a total? Answers will vary. This is the total.

e. DOK-3 How will you show this information on your Work Mat? Answers will vary. We will put 6 cubes in the dog box and 4 cubes in the cat box and then combine them and put them in the total box. We will count how many cubes are in the total box. f.

DOK-3 What do you notice about the operation used when we have two addends versus the operation used when we have an addend and a total? Answers will vary. When we have two addends, we are using addition. When we have an addend and a total, we use subtraction, the opposite of addition.

FACILITATION TIP Have students write the terms addends and total on their Student Journals on their number sentences.

ADDITION AND SUBTRACTION STRATEGIES

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FACILITATION TIP Monitor the groups, and provide support for students as they are writing the different number sentences.

DOK-3 An inverse relationship shows the relationship between addition and subtraction, where addition can be used to ﬁnd the total. For example, 6 + 4 = 10 is related to 10 − 4 = 6 because of the inverse relationship. What would be another number sentence that is the inverse of 6 + 4 = 10? 10 – 6 = 4

h. DOK-3 How could you write a number sentence to determine the unknown number? Answers will vary. 6 + 4 = ? i. DOK-2 What is the unknown number to make the number sentence true? Answers will vary. The unknown number is 10. 7.

8. 9. 10.

Give each student a Student Journal. Ask students to ﬁll in the table with the addends and total from their Work Mats. They use these numbers to complete the given number sentence and then write three more number sentences in the same fact family. Students repeat steps 4–7 for the remaining days of the week from the Feeding Schedule. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-1 What is an addend? An addend is a number that can be added to another number to find a total. • DOK-1 What is a missing addend? A missing addend is an unknown addend. • DOK-3 How did you solve for missing addends? We subtracted the given addend from the total. • DOK-3 What strategy helped you determine the unknown number? We used cubes to add or subtract to find the missing number. We subtracted the given addend from the total to find the missing addend. We added the two addends together to find the total. •

STEMscopes Tip The Elaborate section, found along the scope menu, includes activities that assist students in extending their understanding of the concepts in each scope. Fluency Builders are engaging games and other learning activities where students can practice new skills and concepts. Spiraled Review provides an opportunity for students to work on previously taught content. The Math Story strengthens crosscurricular learning. Problem-Based Tasks engage students with real-world problem solving. Life Connections introduce students to real-world math use, and the Interactive Practice games give students a digital venue to practice math skills. Primary students work with data sets in a Data Science activity.

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Explore 5 – Determine the Unknown Whole Number •

STEMscopes Tip Within the Engage section, Accessing Prior Knowledge is designed to determine what students have learned in the past about a concept before moving on. Activities are designed to assess students’ proﬁciency levels and ﬁnd learning gaps, which can be addressed using the Foundation Builder, also found in the Engage section.

•

DOK-3 What did you notice about the two addition number sentences in each fact family? The two addition number sentences have the same numbers for the addends, but they are in a different order. The total always come on the other side of the equal sign from the addends. DOK-3 What do you notice about the two subtraction number sentences in each fact family? The two subtraction number sentences always start with the bigger number, which is the total. DOK-3 How are the four number sentences in each fact family related? The four number sentences have the same three numbers in them, but the order and operations change. DOK-4 What would be the inverse number sentences for the animals fed on Saturday? 11-6 = 5 and 5 + 6 = 11

Post-Explore 1. 2. 3. 4.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ADDITION AND SUBTRACTION STRATEGIES

Home

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Basic Fact Strategies – Using 10 for Addition Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Basic Fact Strategies – Using 10 for Subtraction Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Properties of Operations

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

The Equal Sign

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Determine the Unknown Whole Number Independent practice assignment that gives students an opportunity to demonstrate their learning

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Dinner Time A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Hip, Hip, Hooray! It’s Sports Day!

Solve for the Unknown Number

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Seesaw Challenge

Using 10 for Addition and Subtraction

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

ADDITION AND SUBTRACTION STRATEGIES

Home

Students who are still acquiring the concept and need remediation

ADDITION AND SUBTRACTION STRATEGIES

Addition and Subtraction Strategies

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can use the strategy of counting on to add and subtract within 20. I can use the strategy of making ten (for example, 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14) to add and subtract within 20.

What prompts will be used?

What does mastery look like?

ADDITION AND SUBTRACTION STRATEGIES

Home

I can use the strategy of decomposing a number leading to a ten (for example, 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9) to add and subtract within 20. I can use my understanding of the relationship between addition and subtraction (for example, knowing that 8 + 4 = 12, one knows that 12 – 8 = 4) to add and subtract within 20. I can use the strategy of creating equivalent but easier or known sums (for example, adding 6 + 7 by creating the known equivalent of 6 + 6 + 1 = 12 + 1 = 13) to add and subtract within 20. I can determine the unknown whole number in an addition or subtraction equation relating three whole numbers. I can apply properties of operations as strategies to add and subtract. I can explain the meaning of an equal sign and determine whether equations involving addition and subtraction are true or false.

SCOPE 1

Addition and Subtraction Problem Solving Scope Introduction SCOPE SUMMARY

Student Expectations

Students use addition and subtraction within 20 to solve word problems involving situations of joining, separating, part-part-whole, and comparing. They represent problems using objects, drawings, and equations with symbols representing an unknown in all positions. Students also solve word problems that call for the addition of three whole numbers whose sum is less than or equal to 20 by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Problems can be represented using a variety of strategies that include number paths, number lines, bar models, and number bonds.

1.NR.2.2 Use pictures, drawings, and equations to develop strategies for addition and subtraction within 20 by exploring strings of related problems.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students modeled the actions of joining to represent addition and separating to represent subtraction. They solved contextual word problems involving familiar scenarios with sums up to 10 and differences within 10. Students used the process of decomposition to ﬁnd number pairs that add to the total amount. Students explained the strategies they used to solve addition and subtraction problems using spoken words, concrete and pictorial models, and equations.

In second grade, students will solve one- and twostep problems by adding and subtracting two-digit numbers using a variety of strategies. Second graders will begin to represent the locations of numbers on a number line and represent wholenumber sums and differences on a number line.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs ad skills required for content mastery. Students are assessed to determine if they can: •

represent addition and subtraction problems.

•

model methods of putting together, adding to, and taking away numbers by using ten frames.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario involving helping a girl ﬁgure out how many stuffed animals she collected. Students will: •

use objects and pictorial models to represent addition and subtraction word problems within 20 with unknowns in all positions.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 94

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Represent and Solve All Problem Types Involving Two Whole Numbers Students complete the Skill Basics ﬁrst and then apply their learning to the exploration. In this exploration, students will solve a scenario about tracking tasks that each animal performs. Students will: •

represent and solve addition and subtraction problems involving two whole numbers.

•

use models and number sentences.

Explore 2

Explore 1

EXPLORE ACTIVITIES

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Represent and Solve Problem Types Involving Three Whole Numbers In this exploration, students will solve a scenario about a circus to help sort details by: •

creating a model for each circus performance.

•

representing and solving addition word problems involving three whole numbers by using models.

•

representing and solving addition word problems involving three whole numbers by using sentences.

After completing the activity, students share their learning, complete an Exit Ticket, and then revisit the Hook to solve.

Notes

ADDITION AND SUBTRACTION PROBLEM SOLVING

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ADDITION AND SUBTRACTION PROBLEM SOLVING

Addition and Subtraction Problem Solving Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students model the actions of joining and separating numbers by using ten frames. This activity is intended to assess mastery of the following standard(s): K.NR.5.2 Represent addition and subtraction within 10 from a given authentic situation using a variety of representations and strategies. Materials

Preparation

Printed • •

1 Set of Scenario Cards (per class) 1 Ten Frame (per student)

Reusable • • •

• • •

Place 10 counters in a resealable bag for each student. Print and cut out the Scenario Cards, and place them in a bag for teacher use. Print a Ten Frame for each student.

10 Counters (per student) 1 Resealable bag (per student) 1 Bag (per teacher)

ADDITION AND SUBTRACTION PROBLEM SOLVING

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Procedure and Facilitation Points 1.

2. 3. 4.

5. 6.

Read the following scenario to the class: Did you know that bees have a very busy life? Just think about all of the things that they have to do. I have a few busy bumblebee stories to share with you. As I read the stories, use your counters to help me solve the story problems. Give each student a Ten Frame and a bag of counters. Read the addition and subtraction Scenario Cards aloud. Instruct students to build models using the counters and Ten Frames. Pay close attention to how the students are using the Ten Frames and the answers they get using the counters. Encourage students to use problem-solving strategies such as counting on their ﬁngers or acting out the problem situation. Facilitate a class discussion about the models they built to solve each problem. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the class discussion: a.

What did you do to show how to solve this problem? Answers will vary. I started by putting 5 counters on the ten frame, I added 4 more, and then I had 9 all together; or, I started with 10 counters on the ten frame, I took away 3, and then I had 7 left.

How did you know that you needed to add or subtract? Answers will vary. I knew I needed to add when bees were joining the hive; I knew I needed to subtract when bees were leaving the hive.

What problem-solving strategies did you use to solve this problem? Answers will vary. I counted up on my ﬁngers. I used claps. I acted out the situation with a partner. I used my counters and Ten Frame.

What did you notice about your total when you were adding? There were more counters than when I started.

FACILITATION TIP As you observe such strategies in action, acknowledge to students they are taking place, and create an ongoing list of strategies on a piece of chart paper for students to reference. FACILITATION TIP Invite students to demonstrate their strategies under a document camera or by having the class gather around their work area.

e. What did you notice about your total when you were subtracting? There were fewer counters than when I started. 7.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

ADDITION AND SUBTRACTION PROBLEM SOLVING

Addition and Subtraction Problem Solving Hook – Donating Stuffed Animals ACTIVITY PREPARATION Students use objects and pictorial models to represent addition and subtraction problems within 20 with unknowns in all positions. Materials

Preparation

Printed •

• •

1 Student Handout (per student)

• Prepare a resealable bag of 20 counters for each student. • Print the Student Handout for each student.

Reusable • • • •

Plan to show the Phenomena Video. Part II

1 Phenomena Video (per teacher) 1 Projector (per teacher) 20 Counters (per student) 1 Resealable bag (per student)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1. FACILITATION TIP Before showing the video or reading the scenario, ask the class these questions: 1) How many stuffed animals do you have? 2) Where did you get your stuffed animals from? 3) What is your favorite stuffed animal? FACILITATION TIP Practice with Foundation Builder word problems located in the Engage section before beginning the Hook activity.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: A girl collects stuffed animals to give to a children’s hospital. She knows that the children there could all use a little cheering up. She has been working on collecting the stuffed animals for a while and has a bunch of stuffed animals. She visited the hospital and gave 12 stuffed animals to children there. Now she has a total of 8 stuffed animals left. How many stuffed animals did she collect before going to the hospital? Discuss the following questions: a.

DOK-1 What information do we know? She gave away 12 stuffed animals at the hospital. She has 8 stuffed animals left.

DOK-1 What information do we need to ﬁnd out? How many stuffed animals did she collect at the start?

STEMscopes Tip The Show What You Know activities, located in the Explain section, allow students to independently demonstrate understanding and practice new skills after exploring the concepts presented in each Explore lesson. These assignments provide insight into student learning and help guide teachers’ future instruction.

5. 6.

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? She gave away 12 stuffed animals at the hospital. She has 8 stuffed animals left.

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a copy of the Student Handout and a bag of counters. Encourage students to draw two models: one of the counters and scenario, and then another one chosen from a bar model, number bond, number path, or number line to assist in solving the problem. Ask students to write a number sentence to represent the operation and action used to solve the problem. Discuss the following questions: a.

DOK-1 What actions are happening in this problem? The girl is collecting stuffed animals and giving them away.

DOK-2 What operations do these actions describe? Collecting more stuffed animals is addition. Giving the stuffed animals away is subtraction.

DOK-3 How do these actions help you to know what to do to solve the problem? If you collect more animals, you are adding because you are putting the two groups together. If you are giving animals away, you are subtracting because you are taking a part away from the whole.

DOK-3 What is the unknown that you are solving for in this problem? I am solving for the starting number, or the starting amount.

e. DOK-3 What strategies helped you solve this problem? Answers will vary. Students should suggest strategies used in the Explores (such as number lines, number paths, bar models, number bonds, etc.). f.

DOK-3 Why did you choose the strategies you used? Answers will vary. I used the number bond because I knew 2 factors from the number sentence already: what she gave away and what she had left. I used the number path because I could count up on it and not lose my place like I sometimes do on a number line.

DOK-3 Compare the strategies you used to solve to the strategies someone else used to solve. How are they similar? How are they different? Answers will vary. All strategies will give us the same final answer. Number paths and number lines are similar because you can see the numbers in order and count up or back easily. Number bonds and bar models are similar because you can see the factors in the number sentences and figure out which one is missing. The models use different strategies to find the answers.

Intervention

Acceleration

FACILITATION TIP Students have been exploring different strategies to solve math problems. After students solve the Hook problem, have them reﬂect about which strategies work the best for them. FACILITATION TIP Ask students, “How do you know when addition and subtraction should be used?”

STEMscopes Tip The Math Chat provides a forum for students to collaboratively discuss the concepts taught in the Explore lesson. This rich discussion helps students develop their number sense, mathematical vocabulary, and math thinking skills. A Math Chat is located at the end of each part of the Explore lesson and is also available in printable form.

ADDITION AND SUBTRACTION PROBLEM SOLVING

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FACILITATION TIP Have students share their strategies with a partner. Take note of which strategies most students used for future reference.

h. DOK-2 How many stuffed animals did she collect at the beginning? 20 i. DOK-2 What number sentences describe the scenario? 12 + 8 = 20 or 20 – 12 = 8 Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

ADDITION AND SUBTRACTION PROBLEM SOLVING

Addition and Subtraction Problem Solving Explore 1 – Represent and Solve All Problem Types Involving Two Whole Numbers ACTIVITY PREPARATION Students represent and solve addition and subtraction problems involving two whole numbers using models and number sentences. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Circus Circuit Cards (per class) 1 Exit Ticket (per student)

Preparation • •

•

Reusable • • •

1 Container of two-color counters (per class) 1 Container of linking cubes (per class) 1 Container of bear counters (per class)

• •

•

Plan to divide the class into groups of two to complete this activity. Print the Circus Circuit Cards, and hang them in easy-to-access areas of your classroom. They should be close enough to the ﬂoor that students can read them while they sit on the ﬂoor in front of them and work. Prepare a manipulatives table with multiple items students can access if needed. Items could include linking cubes, two-color counters, and bear counters. Make sure each pair of students has access to 20 of at least one type of manipulative. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Open Number Line, 1–20 Number Chart, and Sharing Mat Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) Have you ever watched a show with live performers and animals? 2) If so, what happened during the show? 3) What types of things did the performers and animals do?

FACILITATION TIP In the Explore section there are two Skill Basics activities for students: one that addresses word problems, and another that addresses strategies to represent addition and subtraction problems.

Read the following scenario to the class: Come one, come all! The circus has come to town. The performers and animals are practicing their skills to get ready to perform. As I walk around and watch them preparing for the performance, I see many performers doing different things. I can use addition and subtraction to keep track of the tasks they are practicing. Can you help me model the different things each act is performing? Divide the class into groups of two, and direct students’ attention to the manipulatives table. Discuss with students how and when they access the manipulatives. Assign each pair to a scenario card, and instruct students to read and discuss with their partners how they can solve the problem. They may use any strategy they would like to solve the problem including manipulatives, pictorial models, number lines, number paths, number bonds, or bar models.

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Explore

Explain

Elaborate

Evaluate

Explain to students that the answer in the box at the bottom of each card is not the answer for that scenario. When students have completed the scenario card and have found the answer, they move around the room looking for the scenario card that has the answer they just found in the bottom right corner. This allows students to check their work as they go. If students cannot ﬁnd their answer on any of the scenario cards, their answer must be incorrect. Encourage students to raise their hands for reading assistance if needed.

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What does your pictorial model show me? Answers will vary. An elephant is playing with some yellow and green rings, so I drew 8 green circles and 12 yellow circles to represent the rings.

DOK-1 What action was happening in this story? Answers will vary. The elephant was playing with some rings. He had 8 green rings and 12 yellow rings. He had 20 rings in all.

DOK-2 What strategy did you use to solve? Answers will vary. I used a number line, began at 8, and hopped 12 hops. I landed on 20.

DOK-3 Is there a different way you could solve this problem? Answers will vary. Yes, I could have started at 12 and then hopped 8 more. I would still have landed on 20.

•

Acceleration

FACILITATION TIP Explain how students will move to each scenario card based on their answers. Watch the video in the Explore section for more clariﬁcation. FACILITATION TIP You can provide a sequence to follow as a modiﬁcation for some students.

FACILITATION TIP Students should have access to manipulatives, number lines, counters, and ten frames to choose from for their strategy.

Students have completed the entire circuit when their ﬁnal answer leads them back to the scenario card where they started. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

Intervention

Give each student a Student Journal, and ask students to record their work. Instruct students to draw their chosen model and write the answer to the problem using a number sentence. They use their answer to help them ﬁnd the next card to move to. a.

Engage

ADDITION AND SUBTRACTION PROBLEM SOLVING

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DOK-3 What problem-solving strategy did you feel was the easiest for you to use when solving the problems today? Why? I thought it was easiest to use the number path because I could use my finger to count up or down to find the solution. DOK-3 Did you choose a different way of solving depending on the problem? Give me an example of two problems you solved using two different strategies. Yes, I used different strategies depending upon the problem. I used manipulatives on one that put groups together. I was able to use a number line when I wanted to count back. DOK-3 Which problem(s) seemed difficult to solve? Why? I had the most trouble when I had larger numbers (like in the high teens) and I had to take away because I am not as comfortable with bigger numbers yet. DOK-3 How are number lines and number paths similar? Number lines and number paths are similar because they both line up numbers in a row from least to greatest. DOK-3 How are they different? They are different because the number line is marked on a line and shows how far a number is from zero. A number path has numbers inside rectangles in a row. DOK-3 Which do you prefer, and why? I prefer number paths because I can use my finger to count each number forward for addition or backward for subtraction. I don’t lose my place as easily as I do with number lines.

STEMscopes Tip Fluency Builders are hands-on games that motivate students to practice the concepts from the scope. Located in the Elaborate section, these studentled games include printable studentfriendly instruction sheets detailing how the games are played as well as all the materials needed for game play.

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ADDITION AND SUBTRACTION PROBLEM SOLVING

Addition and Subtraction Problem Solving Explore 1 – Represent and Solve All Problem Types Involving Two Whole Numbers •

DOK-3 Why do you think it is important for you to be able to use multiple strategies to solve problems? Sometimes one strategy is easier to use on one type of problem, so it is smart to know how to use them all. Plus, I can use one type of strategy to solve a problem and another type of strategy to check it.

Post-Explore FACILITATION TIP Before assigning this Exit Ticket, clarifywhat you are requiring students to do to show their thinking. Some students may skip drawing a model and only record the answer.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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ADDITION AND SUBTRACTION PROBLEM SOLVING

Addition and Subtraction Problem Solving Explore 2 – Represent and Solve Problem Types Involving Three Whole Numbers ACTIVITY PREPARATION Students represent and solve addition word problems involving three whole numbers using models and number sentences. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.3 Construct viable arguments, and critique the reasoning of others. MP.4 Model with mathematics. MP.6 Attend to precision.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Post-Circus Circuit Cards (per class) 1 Exit Ticket (per student)

Preparation • •

•

Reusable • • •

1 Container of two-color counters (per class) 1 Container of linking cubes (per class) 1 Container of bear counters (per class)

• •

•

Plan to divide the class into groups of two to complete this activity. Print the Post-Circus Circuit Cards, and hang them in easy-to-access areas of your classroom. They should be close enough to the ﬂoor that students can read them while they sit on the ﬂoor in front of them and work. Prepare a manipulatives table with multiple items students can access if needed. Items could include linking cubes, two-color counters, and bear counters. Make sure each pair of students has access to 20 of at least 1 type of manipulative. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Open Number Line,1–20 Number Chart, and Sharing Mat Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class 1) Has anyone ever been to a circus? 2) If so, what do you remember the most about the performances? 3) What did the performers or animals do? FACILITATION TIP Skill Basics- Problem Solving Model can be used prior to this Explore if needed. FACILITATION TIP Students can highlight or circle the variables needed from each problem.

Read the following scenario to the class: When I got home from the circus, I looked through my pictures to remember all of the amazing performances. But I noticed there were a few details I missed. Can you help me sort out the details and create a model for each performance? Divide the class into groups of two, and direct students’ attention to the manipulatives table. Discuss with students how and when they will access the manipulatives. Assign each pair to a scenario card, and instruct students to read and discuss with their partners how they will solve the problem. They may use any strategy they would like to solve the problem, including manipulatives, pictorial models, number lines, and number paths. Give each student a Student Journal, and ask students to record their work. Instruct students to draw their chosen model and write the answer to the problem using a number sentence. They will use their answer to help them ﬁnd the next card to move to. a. Explain to students that the answer in the box at the bottom of each card is not the answer for that scenario. When students have completed the scenario card and have found the answer, they will move around the room looking for the scenario card that has the answer they just found in the bottom right corner. This will allow the students to check their work as they go. If the students cannot ﬁnd their answers on any of the scenario cards, their answers must be incorrect.

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Engage

Explore

Explain

Elaborate

Evaluate

b. Encourage students to raise their hands for reading assistance if needed. 5.

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What does your pictorial model show me? Answers will vary. A seal is balancing balls on its nose, so I drew 3 circles and then 5 circles and then 7 circles to represent the balls.

DOK-1 What action was happening in this story? Answers will vary. The seal was balancing balls, and he kept adding more balls to the balls he was balancing. First, he balanced 3 balls. Then, he added 5 more on. Then, he added 7 more on. At the end, he was balancing 15 balls!

DOK-2 What strategy did you use to solve? Answers will vary. I used a number line and began at 3, hopped 5 hops, and then hopped 7 more hops. I landed on 15.

DOK-3 Is there a different way you could solve this problem? Answers will vary. Yes, I could have used manipulatives and made groups of 3, 5, and 7. Then, I could have put the parts together and counted the total.

•

2. 3. 4.

FACILITATION TIP While monitoring each group, check with each student and their understanding of problem solving.

FACILITATION TIP In Math Chat later, have groups share their different strategies to solve the problems.

STEMscopes Tip

DOK-1 How many different strategies did you use to solve the problems? I used four different strategies so I could practice them. I used manipulatives, drawings, number lines, and number paths. DOK-3 What problem-solving strategy did you use the most often? Why? I used the number path the most often because I think it is easier to count up on it than it is on a number line. DOK-3 Did you find that you were using number bonds and bar models less often than other strategies? Why? I didn’t use number bonds and bar models as much during this activity because I was just adding to and putting numbers together, and it seemed easier to use manipulatives, drawings, number paths, and number lines for these problems. DOK-3 Did you get any problems incorrect the first time? How did you know? What mistake did you make, and how did you correct it? Yes, we got one answer incorrect. We figured it out because we couldn’t find any Post-Circus Circuit Cards with our answer on it. We went back and tried a different strategy to check our work and discovered we had miscounted. So we were able to correct our mistake.

Small-Group Intervention is found in the Intervention section. This handson lesson is used to build student understanding of the concepts covered throughout the scope. The lesson includes Teacher Checklists to help monitor students’ progress and Student Handouts. A short assessment to determine whether students have attained mastery of the skills and concepts being retaught is available in Grades 2-5.

FACILITATION TIP

Post-Explore 1.

Acceleration

Math Chat •

Intervention

ADDITION AND SUBTRACTION PROBLEM SOLVING

Home

This Exit Ticket has more text for students to read than some prior assessments. Take the time to help students read, re-read and underline or highlight the math words and numerals. Some students may need support ﬁnding the relevant information.

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ADDITION AND SUBTRACTION PROBLEM SOLVING

Addition and Subtraction Problem Solving Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Can be done independently

Picture Vocabulary

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Represent and Solve All Problem Types Involving Two Whole Numbers Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Represent and Solve Problem Types Involving Three Whole Numbers Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Interactive Notebook

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

A cut-and-glue activity to process learning that can be added to a notebook for future reference

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Can be done independently

Spiraled Review

Life Connections

A quick story to engage student interest along with four problems covering previously learned skills

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

Math Story

Fluency Builder

Another Garage Sale on Lake Street

Match a Problem with a Pictorial Model or Number Sentence

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Mystery Problem

Problem Solving and Pictorial Models

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

ADDITION AND SUBTRACTION PROBLEM SOLVING

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Students who are still acquiring the concept and need remediation

ADDITION AND SUBTRACTION PROBLEM SOLVING

Addition and Subtraction Problem Solving

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can use pictures to develop strategies for addition and subtraction within 20.

What prompts will be used?

What does mastery look like?

ADDITION AND SUBTRACTION PROBLEM SOLVING

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I can use drawings to develop strategies for addition and subtraction within 20.

I can use equations to develop strategies for addition and subtraction within 20.

I can explore strings of related problems.

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SCOPE 1

Length Scope Introduction SCOPE SUMMARY Students use nonstandard measuring tools to estimate, measure, and record lengths of objects. They illustrate that the length of an object is the number of same-size units of length that, when laid end to end with no gaps or overlaps, reach from one end of the object to the other. Students also compare and order the lengths of up to three objects and describe the objects compared. Student Expectations

1.MDR.6.1 Estimate, measure, and record lengths of objects using nonstandard units, and compare and order up to three objects using the recorded measurements. Describe the objects compared.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

By the end of prekindergarten, students may recognize and compare the heights or lengths of people and objects. Students may have observed measurement in real-life situations, such as building, cooking, or visiting the doctor for a checkup. In kindergarten, students verbally describe measurable attributes of an object, including length and height. They use this knowledge to compare two objects with a common measurable attribute to see which object has more or less of the attribute and verbally describe similarities and differences.

In second grade, students construct simple measuring instruments using unit models and compare those models to rulers. They learn how to measure objects using standard-length tools such as rulers, yardsticks, metersticks, and measuring tapes. Second-grade students estimate lengths using units of inches, feet, and yards and determine how much longer one object is than another using standard units of length. Students will also represent sums and differences on a number line. Students are not expected to convert measurements.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario about how to measure a block tower for a contest. Students will: •

compare objects with measurable attributes.

use building blocks, cubes, and markers to measure using nonstandard measurement.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope. If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. Notes

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Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

LENGTH

Home

Length Concept In this exploration, students will solve a scenario in which they are interior decorators that need to measure various objects for decorating purposes. Students will: •

manipulate and measure using strings to measure length.

•

use strings of various lengths to ﬁnd shorter and longer objects around the classroom.

Explore 2

Explore 1

EXPLORE ACTIVITIES Measuring Objects In this exploration, student groups will solve a scenario to help the maintenance department measure items in classrooms for storage. Students will: •

use nonstandard measuring tools to measure the lengths of various objects in a room.

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

Explore 3

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment. Measuring the Same Thing with Different Units In this exploration, students will solve a scenario to measure earthworms to ensure they are not over a certain length for a science lab. Students will: •

measure the length of an earthworm by using two different units of two different lengths.

•

describe the measurements.

•

describe how and why the measurements differ.

After students have completed the measurements and activity, they will discuss the activity and learning with the class, complete an Exit Ticket for assessment, and then revisit the Hook to solve.

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LENGTH

Length Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

LENGTH

Home

ACCESSING PRIOR KNOWLEDGE Students use common classroom objects to directly compare the lengths of objects. This activity is intended to assess mastery of the following standard(s): K.MDR.7.1 Directly compare, describe, and order common objects, using measurable attributes (length, height, width, or weight) and describe the difference. Materials

Preparation

Reusable •

•

2 Classroom objects (per student)

•

Plan to have students work with a partner to complete this activity. Make sure common classroom objects are available for students’ use. Examples of objects include pencils, backpacks, posters, rulers, books, etc.

Procedure and Facilitation Points 1. 2. 3. 4.

Explain to students the meaning of length: Length is how long an object is. Instruct students to each find two items in the classroom that can be measured by length. They have 1 minute to explore the classroom and find their items. After they find their two items, ask students to compare the lengths of the two items. They should decide which item is longer or shorter than the other item. Place students with a partner. Students should compare the length of one item from one student to the length of one item from their partner and decide which item is longer or shorter than the other item. Students can rotate which two items are compared until all combinations have been used. Students do not need to compare all 4 items at once and order them shortest to longest at this time. Facilitate a class discussion about measuring length. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

7. 8.

Look at two of the items. Which item is shorter? Which item is longer? Answers will vary depending on the items. ________ is shorter/longer than _______ because _______. How did you compare the items to see which was longer or shorter? Answers will vary. We lined up one end of the items together and then saw which one was longer on the other end.

After students are ﬁnished comparing the lengths of items with their partners, gather as a whole group. Allow a few students to pick two of the items collected to demonstrate how they compared the lengths of the items and share which item was longer or shorter. Audience members can give a thumbs-up signal if the students sharing correctly compared the two items. After the sharing session, give students one minute to carefully return items to where they got them. If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP Post the word length and the deﬁnition on a math word wall or large anchor chart for students to see and pronounce. Provide opportunities for the whole class, small groups, or partners to say the word length out loud. FACILITATION TIP Before class, ﬁnd a variety of items for students to measure length with. If classroom space is limited, consider providing each pair of students with a small tub of items. Include a few challenging items to measure, such as a string. FACILITATION TIP Project these sentence frames and encourage students to speak the whole sentences aloud: “I can see that ____________ is longer than ____________ because ____________ .” “I can see that ____________ is shorter than ______ because.”

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LENGTH

Length Hook – Building Block Tower Contest ACTIVITY PREPARATION Students decide how to measure a building block tower by using nonstandard measurement tools. Materials

Preparation

Printed •

• •

1 Student Handout (per student)

• Prepare a resealable bag of 10–20 building blocks for each student. • In a separate bag, place 20 large paper clips, 20 linking cubes, and 5–10 markers for each student. Label this bag “Tools.” • Print the Student Handout for each student.

Reusable • • • • • • •

Plan to show the Phenomena Video. Part II

10–20 Building blocks (per student) 20 Large paper clips (per student) 20 Linking cubes (per student) 5–10 Markers (per student) 1 Phenomena Video (per teacher) 1 Projector (per teacher) 2 Resealable bags (per student)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) What types of things can you build with building blocks? 2) Have you ever tried to build a tower out of blocks or other materials? 3) If so, how tall was your tower? FACILITATION TIP Provide a variety of measuring tools like rulers, thermometers, beakers, and meter sticks to create a discussion about which tool is the best.

a. DOK-1 What information do we know? We are building towers with blocks. We are entering a contest to see who has the tallest tower. We have bags of blocks and bags of tools. b. DOK-1 What information do we need to ﬁnd out? How tall are our building block towers? What will we use to measure the height of our towers?

STEMscopes Tip Math Today, found in the Acceleration section, is designed to engage students using real-world videos, photos, or articles provided by the Associated Press in exploring the connections between the current events and math as well as other cross-curricular content. Used as a review or a formative assessment, this activity includes a printable Student Handout and Answer Key.

114

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: You entered a building block tower contest. The goal is to build the tallest tower. The judges will need to know the height of your tower. You will be given a bag of building blocks and a bag of tools for measurement. How tall can you build a tower by using blocks? What will you use to measure the height of your tower? Discuss the following questions:

5. 6.

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? We are building towers with blocks. We are entering a contest to see who has the tallest tower. We have bags of blocks and bags of tools. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

LENGTH

Home

b. DOK-1 What information do we need to ﬁnd out? How tall are our building block towers? What will we use to measure the height of our towers? 3.

4. 5.

Give each student a copy of the Student Handout, a bag of building blocks, and a bag of measurement tools. Instruct students to build a tower with the building blocks and measure the tower using the items in the bag labeled “Tools.” Ask students to use the Student Handout to record measurements when they use large paper clips, linking cubes, and markers to measure their towers. Discuss the following questions: a.

DOK-3 How will these tools (referring to the tools bag) help you to measure your tower? Answers will vary. I can use the paper clips and line them up along the tower. Then, I count how many paper clips it takes to get from one end of the tower to the other end.

DOK-1 When using measurement tools, what do I have to remember to get an accurate measurement? Answers will vary. I need to remember to lay the items end to end. Do not change items in the middle of measuring. Line up the end of the item I am measuring with the end of my measurement tool.

DOK-1 How many paper clips tall was your tower? Answers will vary. 7 paper clips

DOK-3 How were your measurements different when you measured your tower with paper clips, and then measured it with linking cubes? Why? Answers will vary. It took more linking cubes than paper clips to measure my tower. The measurements will be different because the linking cubes and paper clips are not the same length.

FACILITATION TIP Measure the length of the classroom by counting the number of steps from one side to the other side as an example of estimating the length. Have a student also measure the length of the room and then have a discussion about accuracy.

e. DOK-1 How many linking cubes tall was your tower? Answers will vary. 3 linking cubes f.

DOK-3 What did you notice when you used the markers to measure your tower? Answers will vary. It did not take as many markers to measure my tower because markers are longer than the paper clips and linking cubes.

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LENGTH

Length Explore 1 – Length Concept ACTIVITY PREPARATION Students use strings of various lengths to ﬁnd shorter and longer objects around the classroom to understand the concept of length. Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.5 Use tools strategically. MP.6 Attend to precision.

Materials Printed • •

1 Student Journal (per student) 1 Exit Ticket (per student)

Preparation • •

• • • • •

Reusable •

1 Pair of scissors (per teacher)

Consumable • • • • •

1 Roll of red string (per teacher) 1 Roll of blue string (per teacher) 1 Roll of black string (per teacher) 1 Roll of white string (per teacher) 1 Roll of yellow string (per teacher)

Plan to have students work with a partner to complete this activity. Prepare string. Each student needs a string of each color. Cut the strings to the following measurements:

•

Red – 13 in. Blue – 3 ft. Black – 19 in. White – 5 in. Yellow – 2 ft.

Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) What types of objects do you have in your house? 2) Which objects are long? 3) Which objects are short?

2. FACILITATION TIP Find a way to keep the strings from getting tangled. Consider passing out one color of string at a time to pairs as they ﬁnish each part of the Student Journal. FACILITATION TIP If students observe that the colors of the strings are different, ask them if color is a measurable attribute.

116

Read the following scenario to the class: Interior decorators are people who make rooms look pretty. These designers often have to keep the length of objects in mind when placing them in certain spots around a room. Some things, like bookshelves, can’t have objects that are too long or tall on them. Walls sometimes look blank if they have frames or pictures that are very short. Today, you get to pretend you are an interior decorator. You will be comparing the length of objects around our classroom to the lengths of five different strings. Do you think you can find one object that is shorter and one object that is longer than each piece of string? Divide the class into groups of two, and direct students’ attention to each piece of string. Instruct students to look at each string, and discuss the following questions: a.

DOK-3 What do you notice about your strings? Answers will vary. They are different colors; they are different lengths or sizes.

DOK-3 How do you think you can compare the size of each string to the size of objects around our classroom? Students should suggest holding the string close to the object. They should understand that to measure length, you have to have one end of an object line up to one end of the string.

DOK-3 How will you know if an object is shorter than your string? The string will be longer. The object won’t be as tall as the string.

Explore

Explain

Elaborate

Evaluate

Give each student a Student Journal, and give them time to move around the room to find shorter and longer objects than each piece of string. Students record each object on their Student Journals by drawing a picture and labeling it. Encourage students to discuss with their partners as they are comparing objects around the room, but advise them to try to find different objects than their partners. After students are finished with the task on the first page of their Student Journals, have them move to the next page, order the colored strings from shortest to longest, and record their answers. Then, instruct students to order the strings from longest to shortest and record their answers. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What string is the longest? The blue string

DOK-3 How can you tell? I put one end of the strings together and then straightened them out. The longest one was the blue string.

Engage

DOK-3 Is it easier to order the strings from longest to shortest or shortest to longest? Why? Answers will vary, but most students will say that ordering strings either way is equally easy or diﬃcult because they use the same method of comparing the lengths. Students start with one end of strings together, stretch out the strings to their full lengths, observe the lengths, and then order them.

Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

• • • • • •

•

DOK-3 How did you measure the lengths of different objects? I held up the string to the object and made sure one end of the string lined up to the end of the object. DOK-3 How does the string help you measure objects that are not straight? The string helps me see an object’s length when the end of the object is lined up to the end of the string. DOK-2 Name an object that is shorter than the _____ string. My pencil is shorter than the blue string. DOK-2 Name an object that is longer than the _____ string. The table is longer than the red string. DOK-2 Which strings were shorter than the yellow string? Black, red, and white DOK-3 What was the order of the strings from shortest to longest? White, red, black, yellow, and blue DOK-3 What was the order of the strings from longest to shortest? Blue, yellow, black, red, and white DOK-3 What strategy did you use to order the strings? I laid a string down and then chose another string to compare to it. If it was shorter, I put it on the left. If it was longer, I put it on the right. DOK-3 When might you need to be able to order things by length? On ﬁeld day, when students do the long jump, the longest jump wins ﬁrst place, the second longest jump wins second place, and the third-longest jump wins third place.

Intervention

Acceleration

LENGTH

Home

FACILITATION TIP Reassure students that their drawings should be quick sketches and their labels do not need to be perfectly spelled to facilitate the recording. FACILITATION TIP Monitor students to ensure they are lining up the end of the string with the end of the object. If necessary, pause to demonstrate how to make an accurate length comparison from one end to the other. FACILITATION TIP Challenge students with the following prompt: I have 3 more pieces of colored string, and when I order them from shortest to longest the order is blue, green, brown. What is the order when the same 3 strings are ordered from longest to shortest? Discuss how it is not necessary to actually see and physically compare the pieces of string because the order reverses when switching from shortest to longest and from longest to shortest. FACILITATION TIP Have two extra sets of strings on hand, and tape them accordingly to a piece of chart paper with two columns labeled Shortest to Longest and Longest to Shortest. Display the completed sets for students to reference during the Math Chat.

STEMscopes Tip The Visual Glossary, located under the Scopes tab, provides a variety of instructional resources. Browse topics alphabetically in English or Spanish. Each topic includes a visual and/or video featuring key vocabulary and concepts. The visuals include text and a speech button with narration. The videos, featuring real-world examples, are 3–15 seconds in length.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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LENGTH

Length Explore 2 – Measuring Objects ACTIVITY PREPARATION Students use nonstandard measuring tools to measure the lengths of various objects in the classroom. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.5 Use tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

•

1 Student Journal (per student) 1 Exit Ticket (per student)

•

• Station 1 – 2 pencils, 2 glue bottles, 2 books, and 2 sets of 20 linking cubes in their own resealable bag • Station 2 – 2 sets of 60 straws in their own resealable bag The teacher’s desk and a bookshelf should be available to measure. If these pieces of furniture are not available, other classroom furniture can be substituted. • Station 3 – 2 folders, 2 staplers, and 2 sets of 20 large paper clips in their own resealable bag. A student desk should be available to measure. If a student desk is not available, a different piece of classroom furniture can be substituted.

Reusable • • • • • • • • • • • • • • • •

120 Straws (per teacher) 1 Teacher’s desk for students to measure (per teacher) 1 Bookshelf for students to measure (per teacher) 40 Linking cubes (per teacher) 40 Large paper clips (per teacher) 6 Large resealable bags (per teacher) 2 Unsharpened pencils (per teacher) 2 Glue bottles (per teacher) 2 Books (per teacher) 2 Folders (per teacher) 2 Student desks (per teacher) 2 Staplers (per teacher) 12 Linking cubes (per student) 1 Sheet of paper (per student) 1 Marker (per student) 1 Glue stick (per student)

Plan to divide the class into 6 groups to complete this activity. Two groups work at one station at a time. Prepare the following materials for the following stations:

• •

Provide each student with at least 12 linking cubes, 1 sheet of paper, 1 marker, and 1 glue stick to complete the Exit Ticket. Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions:1) What rooms in our school have carpeting on the ﬂoor? 2) If the school wanted new carpeting in one of those rooms, what would need to be done before people could put the new carpeting on the ﬂoor? 118

Read the following scenario to the class: The school is getting new carpet over the summer, so everything has to be packed up and placed in storage. The maintenance department needs measurements for each item in our classroom to make sure the items will fit in the storage room. Can you help the maintenance department gather those measurements? Give each student a Student Journal.

3. 4.

5. 6.

7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

Divide the class into 6 groups. Assign groups to their starting stations. Two groups work at one station at a time. Instruct students to use the assigned measurement tool at their station to measure the three objects listed on the table on their Student Journals. Before using the tools to measure, students estimate how many of that tool is needed to measure the length of the object. Once they have made their estimations, they can use the tools to measure the actual length of the object. If needed, point out that length is the longer side of the object, and width is the shorter side of the object. Give students 7–10 minutes to measure the three objects using their measuring tools at each station before moving to the next station. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 What do you notice about measuring accurately? I notice that we have to make sure we don’t leave any gaps or overlaps.

DOK-3 Was your estimation close to your actual answer? Was it greater than or less than the actual length of the object? Answers will vary.

Once students have completed all stations and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-2 How can we measure the length of an object? We have to measure the distance from one end to another, or from the starting to the ending of an item. • DOK-3 Why is it important to make sure we don’t overlap when measuring the length? We have to align from one end to another without gaps to make sure we get the right length. • DOK-3 Would using straws to measure the length of a glue bottle be a reasonable tool to measure with? Why or why not? No, straws are not reasonable tools to measure a glue bottle with because one straw is longer than one glue bottle. It is best to use a tool that is smaller than the object itself. • DOK-2 How do we determine the correct tool to use when measuring an object? The tool you are using has to be shorter than the object you are measuring. •

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Intervention

Acceleration

LENGTH

Home

FACILITATION TIP Some students can be very hesitant to estimate. Reassure students that estimating isn’t about being correct every time. It is a way to help your brain learn to understand the world better. Consider holding up each object and having students record estimates before students move to their stations. FACILITATION TIP Have at least two students per groups each complete the measurements. If there is a discrepancy with a measurement, have students check it a third time, making sure that the tool is properly positioned.

STEMscopes Tip Fact Fluency activities, located in each grade level under the Scopes tab, help develop students’ addition and subtraction fact fluency in all grades and multiplication and division fact fluency in grades 3–5. Activities include mini-lessons, stations, games, and assessments to help address common fact-fluency groupings and strategies.

FACILITATION TIP As a follow-up to the discussion about correct tools, allow students to share some common measuring tools they have seen. Accept all answers and consider that some students may have seen people measuring with tools that are longer than the objects they are measuring (tape measure, yard/ meter sticks).

119

LENGTH

Length Explore 3 – Measuring the Same Thing with Different Units ACTIVITY PREPARATION Students measure the lengths of earthworms by using two different units of two different lengths and describe how and why the measurements differ. Standards for Mathematical Practice • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.5 Use tools strategically. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • •

• •

1 Student Journal (per student) 1 Exit Ticket (per student)

Reusable • • • • • • • • • • • •

•

4 Chenille stems (per class) 24 Quarters (per class) 30 Pennies (per class) 40 Small paper clips (per class) 30 Large paper clips (per class) 80 Centimeter cubes (per class) 30 Linking cubes (per class) 40 Inch tiles (per class) 8 Resealable bags (per class) 6 Large paper clips (per student, for use with the Exit Ticket) 10 Small paper clips (per student, for use with the Exit Ticket) 1 Resealable bag (per student, for use with the Exit Ticket)

Plan to divide the class into 8 groups to complete this activity. Prepare 8 equal-sized chenille stem segments made by cutting 4 full-sized chenille stems in half. These segments represent the earthworms. There are two sets of four stations to allow for smaller student group sizes. Prepare two of each station by placing the materials listed below in a resealable bag. • Station 1 – 20 inch tiles, 20 centimeter cubes, and 1 half chenille stem • Station 2 – 20 small and 15 large paper clips and 1 half chenille stem • Station 3 – 20 centimeter cubes, 15 linking cubes, and 1 half chenille stem • Station 4 – 15 pennies, 12 quarters, and 1 half chenille stem

• •

Print a Student Journal and an Exit Ticket for each student. For the Exit Ticket, prepare a resealable bag with 6 large and 10 small paper clips for each student. An alternative would be to have a community bin or bins of large and small paper clips for the class to share.

PROCEDURE AND FACILITATION POINTS 1. FACILITATION TIP Before reading the scenario, ask the class these questions:1) What does an earthworm look like? 2) Where do earthworms live? 3) How long do you think earthworms are? FACILITATION TIP Continue to reassure students that estimation is a good thinking tool and that it is very common to be way off in estimations. However, estimating is still a good practice, especially in math. 120

3. 4.

Read the following scenario to the class: The science lab received earthworms last week in preparation for an upcoming lesson in another grade level. The students cannot use them if they are over a certain length. Some earthworms can grow very long! The students need our help to measure the length to see how much the earthworms have grown. Can we help measure each earthworm? Divide the class into 8 groups. Four groups work at stations 1–4 on one side of the room, while the other 4 groups work at stations 1–4 on the other side of the room. Assign groups to their beginning station. Give each student a Student Journal. Instruct students to estimate and then measure the length of the earthworm (chenille stem) using the measurement units found at the station. They choose one unit at a time and estimate how many are equal to the length of the earthworm. Then, they line up their units end to end and record how many of these units are needed to measure the actual length of the earthworm. © Accelerate Learning Inc. - All Rights Reserved

6. 7.

8. 9.

Engage

Explore

Explain

Elaborate

Evaluate

Ask students to repeat this process using the second measurement unit. Be sure to explain that if the last unit does not exactly line up to the end of the earthworm, they need to estimate the total. If the unit is halfway or more than halfway lined up, they count that as one whole unit. If the unit is less than halfway lined up, they disregard that last unit. Remind students to answer the reﬂection questions at the end. Give students 5–7 minutes at each station. Make sure students are taking turns with the units to practice measuring. Students rotate from station to station. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How many _____ units do you estimate will equal the length of the earthworm? Answers will vary.

DOK-2 How many _____ units are equal to the actual length of the earthworm? Answers will vary.

DOK-3 Did it take more _____ or _____ units to equal the length of the earthworm? Why do you think that is? Answers will vary.

Math Chat • •

•

DOK-3 How did you measure the earthworms? We have to measure the length of the earthworm by lining up our units end to end, with no gaps. DOK-2 Why is it important to make sure your units are lined up end to end with no gaps or overlaps? If we overlap our units or if there are gaps between the units when measuring, then we will not get an accurate measurement. DOK-3 What did you notice about the smaller units of measurement (smaller paper clips, pennies, and centimeter cubes)? I noticed that the shorter the unit of measurement was, the more we needed of that unit to equal the length. DOK-3 What did you notice about the larger units of measurement (quarters, linking cubes, inch tiles, and large paper clips)? I noticed that the longer the unit of measurement was, the fewer we needed of that unit to equal the length. DOK-4 If we needed to measure the length of the playground, would it be better to use paper clips or a tracing of your body? Explain. It would be better to use a tracing of my body because it is longer and we would need fewer units to measure.

Post-Explore 1. 2. 3. 4.

Intervention

Acceleration

LENGTH

Home

FACILITATION TIP This process of measuring and estimating is a good step toward rounding. Take time to demonstrate and model halfway, more than halfway, and how to estimate. FACILITATION TIP Have both students measure all items. If there is a discrepancy with a measurement, have students check it a third time, making sure that the tool is properly positioned. STEMscopes Tip The Evaluate section, found along the scope menu, contains assessment tools designed to help teachers gather the data they need to determine whether intervention or acceleration is warranted. Several assessment tools for measuring student performance accommodate students’ varied learning styles. Kindergarten and Grade 1 evaluations include a handson Observation Checklist and Showand-Tell assessment. Assessments in Grades 2–5 include open-ended and multiple-choice questions. A Skills Quiz focused on computational ﬂuency can be found in all grades. Each assessment is aligned to the speciﬁc scope’s standards and can be used formatively or summatively. FACILITATION TIP As a follow-up, allow students to name some common measurements they hear used. List their ideas on a word wall or chart paper to refer to as you continue to learn about measurement. FACILITATION TIP This Exit Ticket provides an opportunity for students to use writing to explain their thinking. Take time to share a good work sample. Students can use it as a model for their own writing.

121

LENGTH

Length Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Length Concept Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Measuring Objects Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Measuring the Same Thing with Different Units Independent practice assignment that gives students an opportunity to demonstrate their learning

Interactive Notebook A cut-and-glue activity to process learning that can be added to a notebook for future reference

122

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

LENGTH

Home

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Sick Day A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Rainy-Day Measuring

Picture and Length in Square Units

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Measuring around the Room

Match the Picture with the Length in Cubes

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

123

LENGTH

Length Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

124

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

LENGTH

Home

What prompts will be used?

What does mastery look like?

I can estimate the lengths of objects using nonstandard units.

I can express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end.

I can understand that the length measurement of an object is the number of same-sized length units that span it with no gaps or overlaps.

I can order three objects by length.

I can compare the lengths of up to three objects and describe the objects compared.

125

SCOPE 1

Time Scope Introduction SCOPE SUMMARY Students use both analog and digital clocks to identify time to the nearest hour and half hour. Students relate the numbers on a clock to a circular number line and make connections between half hours and halves. They measure elapsed time to the hour on the hour using a predetermined number line.

Student Expectations

1.MDR.6.2 Tell and write time in hours and half-hours using analog and digital clocks, and measure elapsed time to the hour on the hour using a predetermined number line.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

Kindergarten students may have developed a general concept of time by learning language associated with the passage of time (yesterday, today, tomorrow, in the morning, etc.). Although they don’t speciﬁcally learn how to tell time, kindergarten students can use their knowledge of counting forward and backward to help them reason about time.

In second grade, students tell and write time from analog and digital clocks to the nearest ﬁve minutes, using a.m. and p.m. They will also measure elapsed time using a time line to the hour or half hour while avoiding crossing over a.m. and p.m.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

count to 100 by ones and 10s.

•

use number paths and a hundreds chart while counting.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the hook, students are presented with a scenario about a swim school scheduling times for various lessons. Students will: •

tell time to the hour and half hour on analog clocks.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

126

TIME

Home

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, student groups will help prepare clocks during a scenario about a swim meet. Students will: •

read hour-hand clocks.

•

manipulate clock models.

•

analyze the location of the hour hand on an analog clock.

Explore 2

Hour-Hand Clocks

Analog Clocks (Hour and Minute Hands) In this exploration, students will solve a problem about the Museum of Natural Science needing help drawing the hour and minute hands on clock images to include on information cards for the museum exhibit. Students will: •

tell to the hour and the half hour.

•

write time to the hour and the half hour.

•

use an analog clock.

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Once students have solved the scenario, they discuss learning with the class and complete an Exit Ticket.

Digital Clocks and Analog Clocks

Elapsed Time

In this exploration, students help solve a scenario about a storm that caused people to lose power and they need to reset their digital clocks. Students will: •

manipulate clocks.

•

tell time to the hour and half hour using analog and digital clocks.

Explore 4

Explore 3

Explore 1

EXPLORE ACTIVITIES

In this exploration, students will measure elapsed time to the hour on the hour using a predetermined number line. Students will: •

ﬁll in the digital clocks with the departure and arrival times for planes.

After completing the activity, students share their learning, complete an Exit Ticket, and then revisit the Hook to solve.

After completing the activity, students share their learning, complete an Exit Ticket, and then revisit the Hook to solve. Notes

127

TIME

Time Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

128

TIME

Home

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students count to given numbers by ones and tens. This activity is intended to assess mastery of the following standard(s): K.NR.2.1 Count forward to 100 by tens and ones and backward from 20 by ones. Materials

Preparation

Printed • •

•

1 Number Path (per teacher) 1 Hundreds Chart (per teacher)

•

Print a Number Path and Hundreds Chart. Cut and tape the Number Path in a line horizontally. Plan to assess each child independently.

Consumable •

1 Roll of tape (per teacher)

Procedure and Facilitation Points 1. 2.

Call each student individually to an area of the room where it will be easy to hear them counting. Give a Number Path to the student. Ask the student to count from 1 to 20 while pointing to and saying each number aloud. Ask the student to count using the instructions below and the Number Path: a.

Count to the number ___ by ones.

b. Start at the number ___, and count by ones until you reach the number ___.

FACILITATION TIP Create engagement with counting by using a variety of counting games or songs. Have some students compete with one another, and allow others to choose a partner to count along with them.

c. Start at the number 1, and skip count by tens until you reach the number 20. 3.

Retrieve the Number Path, and give the student a Hundreds Chart. Ask the student to count from 1 to 100 while pointing to and saying each number aloud. Ask the student to count using the instructions below and the Hundreds Chart. a.

Start at the number ____, and skip count by tens until you reach the number 100.

FACILITATION TIP Keep a wall size version of the Number Path and a Hundreds Chart posted for students to see as needed.

b. Start at the number ___, and count by ones until you reach the number ___. 4.

Facilitate a class discussion about counting. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

How are the Number Path and the Hundreds Chart similar? Answers may vary. They have numbers. They start at the number 1. They both have numbers 1–20.

How are the Number Path and the Hundreds Chart different? Answers may vary. The Number Path stops at the number 20 and the Hundreds Chart stops at the number 100.

How did you know which number to go to next when counting by ones/ tens? Answers may vary. When counting by ones, I just went to the next larger number. When counting by tens, I made ten jumps forward with my ﬁnger and said the number I landed on.

What patterns did you notice on the Hundreds Chart when you skip counted by tens? Answers may vary. When I skip counted by tens, the numbers ended in a zero.

FACILITATION TIP If time allows, create a quick two-column chart to note students’ ideas on how these two tools are similar and different. Comparison is a critical thinking skill for all students in all subjects. Take time to model how to list same and different properties.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

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Time Hook – Swim-Class Times ACTIVITY PREPARATION Students tell time to the hour and to the half hour on analog clocks. Materials

Preparation

Printed •

• •

1 Swim-Class Times (per teacher)

Reusable • • • • • •

•

6 Analog clocks (per teacher) 1 Whiteboard (per student) 1 Dry-erase marker (per student) 1 Projector or document camera (per teacher) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

Plan to show the Phenomena Video. Plan to project Swim-Class Times onto the board. If necessary, individual or group copies can be made for the students. Part II • Gather a set of analog clocks for students to observe in small groups. If a set of clocks cannot be found, one clock will suﬃce, and students can pass it around the room. • Gather enough whiteboards and dry-erase markers for each student to have one of each.

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1. FACILITATION TIP

Prior to showing the Phenomena Video, be sure that your posted daily class schedules includes times so students are connecting with their own lunch time, PE time, recess time, and other parts of their days. Place images of clocks next to the posted times.

3. 4.

FACILITATION TIP Model how to turn the hands on the clock. After students have had a chance to explore the clocks, ask them to share their observations. Prompt students as needed. For example, in what direction do the hands move (some analog clock models may have hands that spin both ways)? Which hand moves at a faster pace? Are the hands ever pointing to the same number at once?

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6. 7.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions. What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Project Swim-Class Times onto the board. Read the following scenario to the class: Fast Fins Swim School offers 30-minute swim lessons each day. The first clock shows what time the first lesson of the day begins. The second clock shows what time the last lesson of the day begins. What time does the first lesson of the day begin? What time does the last lesson of the day begin? Discuss the following questions: a.

DOK-1 What information do we know? The ﬁrst clock shows the time of the ﬁrst lesson of the day. The second clock shows the time of the last lesson of the day.

DOK-1 What information do we need to ﬁnd out? What time does the ﬁrst lesson of the day begin? What time does the last lesson of the day begin?

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

TIME

Home

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? The ﬁrst clock shows the time of the ﬁrst lesson of the day. The second clock shows the time of the last lesson of the day.

DOK-1 What information do we need to ﬁnd out? What time does the ﬁrst lesson of the day begin? What time does the last lesson of the day begin?

Give each student a whiteboard and a dry-erase marker. Instruct students to look at the ﬁrst clock and write down the start time shown on the clock. Then, have students hold up their boards for you to check. Repeat for the beginning time of the last swim lesson. Discuss the following questions: a.

DOK-2 What time does the ﬁrst swim lesson begin? 8:00

DOK-2 What time does the last swim lesson begin? 4:30

DOK-1 What does the short hand on a clock tell us? The hour

DOK-1 What does the long hand on a clock tell us? The minutes

e. DOK-3 How do clocks help swim instructors give swim lessons? Answers will vary. Clocks help the instructors keep track of the time of each lesson. They help the instructor know how much time is left in the lesson and when the next lesson will begin. They also tell instructors when they are ﬁnished giving lessons for the day. f.

DOK-3 Why are clocks important in our everyday lives? Answers will vary. Clocks help us tell time. Being able to tell time helps us plan our days.

STEMscopes Tip If the assessments reveal that some students have not yet reached mastery of the content, use the resources in the Intervention section, found along the scope menu. These are designed to support students who need help building their understanding of the skills and concepts in the scopes. This section includes a Small-Group Intervention activity that reviews previous skills or reteaches new skills, Supplemental Aids that can be used to assist with assignments, and a short assessment to determine students’ level of mastery after intervention. These materials can also be used in conjunction with the Elaborate activities, as afterschool support, or as a test-prep tool.

FACILITATION TIP Make a list of reasons why clocks are important in our everyday lives and another list of places where clocks are located.

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Time Explore 1 – Hour-Hand Clocks ACTIVITY PREPARATION Students determine the time by analyzing the location of the hour hand on an analog clock. Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.5 Use appropriate tools strategically. MP.6 Attend to precision.

Materials Printed • • • •

1 Student Journal (per student) 1 Clock (per student) 1 Set of Event Cards (per teacher) 1 Exit Ticket (per student)

Consumable • •

1 Metal brad (per student) 1 Piece of card stock (per student)

Preparation • • • • • •

Plan to divide the class into 6 groups to complete this activity. Print one Clock on card stock for each student. Cut out the hour hand, and use a metal brad to assemble it on the clock. Print and cut out a set of Event Cards. Put one Event Card at each station around the room. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Analog Clock Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Clock—just the hour hand)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions:1) Do you like to swim? 2) Has anyone ever watched a swimming competition or meet? 2) If so, what are some things you saw that happen during a swim competition or meet?

Read the following scenario to the class: The Gulf Coast Winter Swim Meet is happening soon. The meet directors are hard at work planning the schedule of events. They need your help creating a set of clocks to be posted in each team’s waiting area. The clocks will help swimmers know when it is getting close to their event and when to head to the ready bench. Can you help the directors prepare the clocks? Divide the class into 6 groups, and direct students’ attention to the hour-hand clock. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Discuss the following questions: a.

DOK-3 What do you notice about your clock? I notice my clock only has one hand.

FACILITATION TIP

DOK-1 What does the hand on this clock tell us? The hour

Discuss how you can tell the hour hand from the minute hand. The hour hand is longer than the minute hand.

DOK-1 When writing a time, does the hour come ﬁrst or second? First

DOK-1 How many minutes are in an hour? 60

FACILITATION TIP To help students understand this concept, 1 1 model _2_ and _4_ on a circular pizza or pie. In addition, provide them with 60 counters and ask them to form two equal groups. How many counters are in each group? (30)

e. DOK-1 How many minutes would be equal to half an hour? 30 minutes 3.

Instruct students to read the Event Card at the station. Students use the clock manipulative to move the hour hand to show the girls’ time on the Event Card. They repeat this process for the boys’ time. Encourage students to discuss with their groups what the clocks should look like for both times. Monitor and talk with students as needed to check for understanding by using the guiding questions below: a.

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Home

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 How would you show me that on your clock? Answers will vary. I would point the hour hand to the 9.

DOK-1 What time do the boys need to head to the ready bench for this event? Answers will vary. One example is 30 minutes past 9.

DOK-3 How would you show me that on your clock? Answers will vary. I would point the hour hand halfway between the 9 and 10 because it is past 9 but not 10 yet.

Intervention

Acceleration

e. DOK-3 Can you tell me another way to say this time? Answers will vary. One example is nine-thirty. 5. 6. 7.

Give each student a Student Journal, and ask students to draw the hour hand on each clock and write the time. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

• •

• • •

DOK-3 How does the location of the hour hand help you tell time? If the hour hand is pointing directly at a number, it is exactly ___ o’clock. If the hour hand is halfway between two numbers, it is thirty minutes past the ﬁrst number. DOK-2 If it is exactly 2:00, where will the hour hand be located? The hour hand will be pointing directly to the 2. DOK-3 How is the location of the hour hand different when it is 2:30 rather than 2:00? The hour hand is halfway between 2 and 3, so it is 2:30 or half past 2. For 2:00, the hour hand is pointing directly to the 2. DOK-1 In what direction does the hour hand move as time passes? To the right (Introduce students to the term clockwise.) DOK-2 What are all the ways we can say the time 12:30? Twelve thirty, half past twelve, and thirty minutes past twelve DOK-3 How is a clock similar to a number line? If you take a number line from 1 to 12 and wrap it around into a circle, it makes a clock.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Form a life-size human clock. Invite 12 students to stand an equal distance apart in a circle to represent the 12 hours displayed on a clock. Invite another student to stand in the middle with their arm stretched out to represent the hour hand. Read aloud the event cards and have students demonstrate the time on the human clock. After each event, change students’ positions so that all classmates get a turn to participate. FACILITATION TIP Wrap a string around an analog clock. Tape numbers onto the string where they are positioned on the clock. Then unroll the string to observe the placement of the numbers. The numbers will appear in order from least to greatest. FACILITATION TIP As you ask the Math Chat questions, have students use their arms to show their response. Have them demonstrate clockwise with their own hands and arms. The words clockwise and counterclockwise are needed in many situations in life. Take time to help students see and feel what these terms mean.

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Time Explore 2 – Analog Clocks (Hour and Minute Hands) ACTIVITY PREPARATION Students tell time to the hour and half hour by analyzing the hour and minute hands on an analog clock. Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

• • • • •

1 Student Journal (per student) 1 Set of Circuit Cards (per class) 1 Exit Ticket (per student)

Reusable •

1 Geared analog clock (per student) •

Plan to have students work in groups of 2 or 3 to complete this activity. Gather geared analog clocks for each student. Print a set of Circuit Cards, and hang them around the room. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Analog Clock Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Clock)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Students should complete the Skill Basics – How to Use a Geared Clock before this Explore activity. FACILITATION TIP Before reading the scenario, ask the class these questions:1) Has anyone ever seen a fossil? 2) If so, what type of fossil was it? 3) Where did you see the fossil? FACILITATION TIP Review which hand is the hour hand and which is the minute hand.

3. 4.

FACILITATION TIP Remind students when writing time, the hour is written on the left side of the colon and the minutes are written on the right side of the colon. 5.

Read the following scenario to the class: The Museum of Natural Science just received a set of 8 fossils to add to its fossil exhibit. These fossils were found by paleontologists. The time they were discovered was recorded. The museum wants to include a small clock image on each fossil card in their exhibit, but they are really busy prepping the fossils, so they are behind on getting the fossil information cards ready for the public. They need your help drawing the hour and minute hands on clock images to include on their information cards. Can we help the museum prepare the cards? Divide the class into groups of 2 or 3 and direct students’ attention to the geared analog clocks. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Give each student a Student Journal. Instruct each group to begin working at a different fossil card (one of the eight Circuit Cards hung around the room). Students study the card to ﬁnd out when that particular fossil was discovered. Using the geared analog clock, they manipulate the hour and minute hands to show the time on the card. Encourage students to compare and discuss the time on their clocks. When students agree, they will record the time on their Student Journals. The bottom of each fossil card has a small octagon that tells students which fossil card to move to next. If completed correctly, students circulate through all 8 cards and end up back at the card where they began. Monitor and talk with students as needed to check for understanding by using the guiding questions below: a.

DOK-1 What does the short hand on the clock represent? The hour hand

b. DOK-1 What does the long hand on the clock represent? The minute hand 134

TIME

Home

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 What time are you showing on the clock? Answers will vary. 4:30

DOK-3 What is the hour in this time? Answers will vary. 4

Intervention

Acceleration

e. DOK-2 Where will the hour hand point? Answers will vary. The hour hand will point between the 4 and 5. f.

DOK-3 What are the minutes in this time? Answers will vary. 30

DOK-2 Where will the minute hand point? Answers will vary. The minute hand will point to the 6.

FACILITATION TIP Relate the a half hour to the hour hand being halfway between the two numbers.

h. DOK-3 Why is your hour hand between two numbers on the clock? Answers will vary. It is between two numbers because 30 minutes is half an hour. i. DOK-3 What is a different way to write or say that time? Answers will vary. Thirty minutes past 4 or half past 4. j.

6. 7.

DOK-3 How can you use the geared clock as a tool to determine the time? Answers will vary. I know the hour is 4, so I ﬁnd 4 o’clock ﬁrst, and then I move the minute hand halfway around the clock to the 6.

Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat • • •

•

DOK-3 What do you notice about the hands on the clock? One hand is short, and one is long. When you move the long hand, the short hand moves also. DOK-3 What do you notice about the hour hand as the minute hand moves around the clock? The hour hand starts to move from one hour to the next hour. DOK-3 What do you notice about the minute hand when you have moved the hour hand from one hour to the next? The minute hand moves all the way around the clock. DOK-3 How often does the hour hand move around the clock? How does this compare to the motion of the minute hand? The hour hand only moves around the clock twice a day—once while it is light and once while it is dark. The minute hand moves around the clock once every hour, which is 24 times during a day. DOK-3 When the minute hand has moved 30 minutes, the hour hand has also been moving, but more slowly. When the hour hand is halfway between two numbers, what do you know about the time? It is at the half hour. DOK-3 If the hour hand is halfway between two numbers, how many minutes have passed? How do you know? Where will the minute hand be pointing? 30 minutes will have passed because an hour is 60 minutes, and half of an hour is 30 minutes. The minute hand will be pointing at the 6 at the bottom of the analog clock. DOK-3 Why is 3:30 the same as half past 3? The hour hand is in between the 3 and 4, and it is halfway past the 3. Also, if we cut the clock into halves, the minute hand is pointing at the 6, so it is half past 3.

FACILITATION TIP Ask students to look at clocks for patterns. Lead them to understand that when there are hours, both hands always point at the 12. When there are half hours, the minute hand always points to 6 and the hour hand always points halfway between two numbers.

STEMscopes Tip The Accessing Prior Knowledge activity, located in the Engage section, helps teachers determine students’ prior knowledge about a concept before engaging in the inquiry process. If students struggle with the task, the Foundation Builder, also found in the Engage section, helps to ﬁll the gaps in prior knowledge.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP When you preview this Exit Ticket with students, take some time to be sure they can tell which hand is shorter. Students who are struggling may need support identifying the long and short hands.

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Time Explore 3 – Digital Clocks and Analog Clocks ACTIVITY PREPARATION Students tell time to the hour and half hour by using analog and digital clocks. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.5 Use appropriate tools strategically. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• • • • •

1 Student Journal (per student) 1 Set of Station Cards (per class) 1 Exit Ticket (per student)

Reusable •

1 Geared analog clock (per student)

•

Plan to divide the class into 5 groups to complete this activity. Print out the Station Cards, and put one at each station around the room. Place a geared clock at each station for each student. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Analog Clock Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Clock)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Have you had the power in your house go off because of a storm? 2) Was the power off for a long or short time? 3) What did you notice about your digital clocks when the power came back on?

FACILITATION TIP Quickly review the hour and minute hands on the geared clock, including where they point when it is exactly a certain hour or half hour and how the hour hand moves on its own as the minute hand is moved.

3. 4.

FACILITATION TIP For students who are having diﬃculty, consider making an anchor chart that shows the hours and half hours on both analog and digital clocks.

FACILITATION TIP Lead students to make a connection that the time shown on a digital clock is the same as writing the time: the hour is on the left of the colon, and the minutes are on the right of the colon.

6. 7.

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Read the following scenario to the class: There was a bad storm in our area recently, and some people in our city lost power. During the power outage, digital clocks were shut off. When the power returned, people noticed the digital clocks around their house were blinking, and the time was very wrong. They knew the time was wrong because it didn’t match their analog clocks. Can you help each person set the time on their digital clocks to match their analog clocks? Divide the class into 5 groups, and assign each group a station. Direct students’ attention to the geared analog clocks, and allow students a few moments to discover the manipulatives and experience how they work with their groups. Give each student a Student Journal. Instruct students to read the scenario on each Station Card, observe the picture, and show the time on their geared clocks. Encourage students to discuss what they notice and the time they ﬁnd on their clocks with their groups. Then, students will draw the hands on the analog clocks, write the time on the digital clocks, and write this time in words at least one other way. Monitor and talk with students as needed to check for understanding by using the guiding questions below: a.

DOK-2 What time do you see on the analog clock in the picture? Answers will vary. Two thirty

DOK-2 How is this time shown on a digital clock? Answers will vary. 2:30

DOK-2 What hour is the hour hand pointing to on the analog clock? Answers will vary. The hour hand is between the 2 and 3.

Once students have completed all the stations and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning. © Accelerate Learning Inc. - All Rights Reserved

TIME

Home

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Math Chat •

•

• • •

DOK-3 How are digital and analog clocks different? Digital clocks show the time with numbers and a colon (the hour first, the colon, and the minutes), and an analog clock has numbers on the clock with hour and minute hands. DOK-3 Which type of clock displays the time the way we write it? Explain how we write time. Digital clocks display time the way we write it. The hour comes first, followed by a colon. After the colon, the minutes are written. DOK-3 What is the difference in how a time is written if it is on the half hour or the hour? When a time is on the hour, after the colon are two zeroes (:00). If a time is on the half hour, after the colon is a thirty (:30). DOK-3 Where are examples of digital clocks you have seen around your house or school? Digital clocks are on the computer, my tablet, etc. DOK-3 What are the different ways to say 5:30? Five thirty, half past five, or thirty minutes past five DOK-2 If it is half past 3, where would you draw your hour hand? I would draw it halfway between the 3 and 4.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Create a chart to note students’ observations about the differences between analog and digital clocks.

FACILITATION TIP Have students continue to use hands and arms to model different times and to demonstrate clockwise.

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Time Explore 4 – Elapsed Time ACTIVITY PREPARATION Students measure elapsed time to the hour on the hour using a predetermined number line. Standards for Mathematical Practice • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Number Line (per station) 1 Set of Scenario Cards (per class) 1 Exit Ticket (per student)

• Print one set of Scenario Cards, and place one card at a station. • Print out the Number Line for each station. Laminate or place it in a sheet protector for use with a dry-erase marker. • Gather a stack of 10 linking cubes and one dry-erase marker for each station.

Reusable • • •

10 Linking cubes (per station) 1 Dry-erase marker (per station) 10 Sheet protectors (per class, optional)

Plan to divide the class into 9 groups to complete this activity. Prepare to set up 9 stations with the following materials:

• •

Print a Student Journal and an Exit Ticket for each student. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Clock)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP If time and space are limited, consider using whole class instruction to complete the scenarios with supplies at student desks/tables. The teacher could do the ﬁrst two or three scenarios with students and then have students complete page 2 and 3 of the scenario cards more independently.

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Read the following scenario to the class: It is almost peak season for travelers to go on vacation! People from all around the United States are planning trips to fun places. Can you help each flight passenger determine their departure time, arrival time, or duration of each flight? Divide the class into 9 groups, and assign each group to a station. Direct students’ attention to the Number Line and stack of linking cubes. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to read the scenario together as a group. Encourage students to write what they know on the Number Line and then use the linking cubes or hops on the Number Line to help answer each question. Give each student a Student Journal, and ask students to ﬁll in the digital clocks with the departure and arrival times. Students will ﬁll in the blank box with the duration. Encourage students to show their work on the number line provided on their Student Journals. Monitor and talk with students as needed to check for understanding by using the guiding questions below: a.

DOK-1 What do you know? Answers will vary. We know the departure and arrival time.

TIME

Home

6. 7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 How can you use the number line to ﬁnd your solution? Answers will vary. We labeled the number line by counting 1 to 11. We started at 1 and placed a stack of 3 linking cubes on the number line because the ﬂight is 3 hours long. The cubes ended at 4, so we know the arrival time will be 4:00.

When each group is ﬁnished, ask students to rotate to the next station and repeat the steps above for each scenario. Once students have completed each station and their Student Journals, bring the class together as a whole group. After the Explore, invite the class to a Math Chat to share their observations and learning.

Intervention

Acceleration

STEMscopes Tip Each Explore activity includes a Student Journal that students complete collaboratively while participating in group work. Students use the journal to develop metacognitive skills by reﬂecting on how and what they are learning. Communicating mathematical thinking leads to a deeper conceptual understanding of the skills at hand.

Math Chat •

• •

•

DOK-3 When using a number line, what are the important things to remember? The number line needs to be labeled, starting at the beginning time. Then, I can count forward by the hour until I get the end time to ﬁgure out how much time passed. DOK-3 Why would a number line be useful when measuring elapsed time? A number line would help me make sure I am counting forward. DOK-3 If you did not have a number line to measure elapsed time, what could you use? I could use my hands to count forward to measure time. I could use my clock to count from hour to hour. DOK-2 What do we need to remember about hours on a clock when measuring elapsed time? There are 12 hours on a clock. If I measure time past 12:00, the number will start back at 1:00. DOK-3 When would you need to know about elapsed time outside of the classroom? When I have a dentist appointment at a certain time and I know how long it takes to get there, then I will know what time to leave my house so I’m not late.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP Consider posting a wall size version of the Number Line from this scope to use for different scenarios throughout the student school day. FACILITATION TIP Demonstrate how to use your hand/fist to count the starting hour and then fingers to count up showing the elapsed hours. FACILITATION TIP Be prepared with some examples from your own students’ lives about elapsed time. Sports clocks are all different; children’s birthday party invitations often include times (and dates), or maybe how long do they get to be at the zoo on the next field trip?

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Time Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Hour-Hand Clocks Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Analog Clocks (Hour and Minute Hands) Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Digital Clocks and Analog Clocks

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Elapsed Time

Independent practice assignment that gives students an opportunity to demonstrate their learning

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Home

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

The Birthday Party Gift A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

My Clock and I — A Weekend Adventure

Time Questions

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Activity Planner

Answer Questions about Time

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Data Science

Fluency Builder Analog and Digital Clocks

A short classroom discussion based on a data set to help students interpret and analyze data

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

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TIME

Time Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

TIME

Home

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

What does mastery look like?

I can tell time to the hour by using an analog clock and by using a digital clock.

I can tell time to the half hour by using an analog clock and by using a digital clock.

I can write time to the hour by using an analog clock and by using a digital clock.

I can write time to the half hour by using an analog clock and by using a digital clock.

I can measure elapsed time to the hour on the hour using a predetermined number line.

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SCOPE 1

Money Scope Introduction SCOPE SUMMARY Students recognize the values of quarters and compare the values of pennies, nickels, dimes, and quarters. They learn to express values of coins with the combination of a numerical value and a cent symbol, which represents a unit of monetary measurement. Students also determine relationships of coins based on their values. They count groups of one type of coin by using strategies such as counting by ones, twos, ﬁves, and tens, Student Expectations

1.MDR.6.3 Identify the value of quarters and compare the values of pennies, nickels, dimes, and quarters.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students identify a penny, nickel, and dime, and they learn the value of each coin. Students do not count money in kindergarten, but they are required to count forward and backward to at least 20 with and without objects and also count by tens to at least 100, which are precursors to cointing coins.

Second graders ﬁnd the value of a group of coins with a value equivalent to or less than one hundred cents and label it with the cent symbol. They will also count dollar bills and experience making equivalent amounts of money in coins or in bills. Students solve contextual word problems involving dollars or cents, using the dollar sign and cent sign appropriately.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students ability to: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

identify pennies, nickels, and dimes and know their name and value.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

use relationships among coins to trade coins for coins of equal value.

Students move on to the Explore activities and come back at the end of the explorations to complete the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. Notes _____________________________________________________________________________________________________________ _____________________________________________________________________________________________________________

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

Sorting and Identifying Coins In this exploration, students will use manipulatives such as money and exploration resources to help a friend sort his coins to help him determine how much money he has. Students will: • •

Explore 2

Explore 1

EXPLORE ACTIVITIES

sort US coins that include pennies, nickels, dimes, and quarters. identify US coins that include pennies, nickels, dimes, and quarters.

In this exploration, students will solve a scenario to help their friend Noelle create a picture of each coin to ensure customers pay for their food with the correct coins. Students will: •

identify the value of US coins.

•

represent the value of the coins using a numeral and cent symbol.

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

After students have solved the scenario, they share their learning with the class and conclude by completing an Exit Ticket for assessment.

Explore 3

Values of Coins

Relationships Among Coins In this exploration, students will solve a scenario about Corey and Tarek, who are making trades involving their belongings. Students will: •

identify relationships among coins.

•

trade coins for coins of equal value.

After completing the Explore activities, students will discuss their learning, = complete an Exit Ticket for assessment, and revisit the Hook to solve.

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MONEY

Money Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

ACCESSING PRIOR KNOWLEDGE Students determine which set of coins was identiﬁed correctly. This activity is intended to assess mastery of the following standard(s): K.NR.1.3 Identify pennies, nickels, and dimes and know their name and value. Materials

Preparation

Printed

• Print a set of Coin Identiﬁcation Posters, and hang them around the room. • Collect 1 whiteboard and 1 dry-erase marker for each student. If there are not enough whiteboards and markers for each student to use one, students can use scratch paper and markers to write their answers.

• 1 Set of Coin Identiﬁcation Posters (per class) Reusable • 1 Whiteboard (per student) • 1 Dry-erase marker (per student) Procedure and Facilitation Points 1. 2.

Direct students’ attention to the four posters hanging around the room. Tell students that each poster has three of the US coins on it. Ask students to walk to each poster and determine which one has each of the three coins identified correctly. Instruct students to go back to their seats once they have found the poster that has all three coins identified correctly and write the letter of that poster on their whiteboards. Once all students have returned to their seats and written their answers, ask students to hold up their whiteboards. The poster that has all three coins identified correctly is poster C. Facilitate a class discussion about their choices. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What are the names of the three US coins? Penny, nickel, dime

Did any of the incorrect posters have some of the coins identified correctly? If so, which poster and which coins on that poster were labeled correctly? On poster A, the dime is identified correctly. On poster B, the nickel is identified correctly. On poster C, all of the coins are identified correctly. On poster D, no coins are identified correctly.

Why is it important to know how to identify coins correctly? Answers may vary. Each coin is worth a different amount, so you need to know which coins to use when paying for something. Identifying coins helps you count money. Identifying coins can help you sort a group of coins.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP In addition to hanging the four posters around the room, project some real coins under the document camera so students can see the color, edges, and heads on the real coins before looking at the posters.

FACILITATION TIP Depending on your student population, consider including some other additional US coins in your APK.

FACILITATION TIP Be sure to say in answering the question about importance that counting coins correctly can be a job requirement, and it can also prevent students from getting the wrong change back. Counting coins is an essential life skill.

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MONEY

Money Hook – Trading Coins ACTIVITY PREPARATION Students use relationships among coins to trade coins for coins of equal value.

Materials

Preparation • •

Printed •

1 Coin Purse Template (per class)

• Gather 12 small envelopes. • Print and cut out a Coin Purse Template. • Glue a coin purse picture to the front of each envelope. Each group will need one My Coin Purse envelope and one Mom’s Coin Purse envelope. • Place 27 pennies inside each My Coin Purse envelope. • Place 1 quarter, 2 dimes, 5 nickels, and 5 pennies in each Mom’s Coin Purse envelope.

Reusable • • • •

1 Set of play money (per class) 1 Phenomena Video (per teacher) 1 Projector (per teacher) 1 Bottle of glue (per teacher)

Consumable •

Plan to show the Phenomena Video. Part II

12 Small envelopes (per class)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

STEMscopes Tip Located along the scope menu, the Acceleration section contains activities for students who have demonstrated they have mastered the skills and concepts of the scope. Enrichment options for all grades include an opportunity to explore ways math is connected and applied in real-world events. In Kindergarten through Grade 2, students make connections between math, science, and social studies through a hands-on activity. In Grades 3–5, students have the opportunity to express their creativity in an openended task. All activities are designed to help students reinforce their learning and extend their mathematical knowledge.

5. 6.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: It is Friday, and that means your school’s spirit cart is open during lunch. The spirit cart sells all sorts of small toys and spirit items to raise money for your school. You count the coins in your coin purse before leaving for school. You have 27 pennies. Your mom says she will trade coins from her coin purse with you so you don’t have to take so many pennies to school. What are some possible coins she could trade with you? Discuss the following questions: a.

DOK-1 What information do we know? I have 27 pennies in a coin purse. My mom will trade coins with me so I don’t have to bring so many pennies to school.

DOK-1 What information do we need to ﬁnd out? Which coins can be traded to equal 27 pennies?

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

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DOK-1 What information do we know? I have 27 pennies in a coin purse. My mom will trade coins with me so I don’t have to bring so many pennies to school. © Accelerate Learning Inc. - All Rights Reserved

b. 3.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

DOK-1 What information do we need to ﬁnd out? Which coins can be traded to equal 27 pennies?

Divide the class into 6 groups. Give each group a coin purse labeled “My Coin Purse” and one labeled “Mom’s Coin Purse.” Instruct students to use the coins in each coin purse to help them ﬁnd equal trades for 27 pennies. Discuss the following questions: a.

DOK-1 How many pennies are in your coin purse? 27

DOK-1 How many pennies are in your mom’s coin purse? 5

DOK-1 How many nickels are in your mom’s coin purse? 5

DOK-1 How many dimes are in your mom’s coin purse? 2

e. DOK-1 How many quarters are in your mom’s coin purse? 1 f.

DOK-2 What coin can your mom trade you for 5 of your pennies? A nickel

DOK-2 What coins can your mom trade you for 15 of your pennies? Answers will vary. 3 nickels, 1 dime, and 1 nickel

h. DOK-2 What coins can your mom trade you for 20 of your pennies? Answers will vary. 4 nickels; 1 dime and 2 nickels; 2 dimes

FACILITATION TIP Consider using different-color envelopes or making the glued-on labels for each purse a different bright color to differentiate the “two ‘purses” FACILITATION TIP Print and project questions a–e for students to refer to as they take turns counting the coins in each purse. FACILITATION TIP After most groups have had enough time to work through questions a-e, project questions f–i to guide students as they collaborate.

i. DOK-2 What coins can your mom trade you for your 27 pennies? Answers will vary. 1 quarter and 2 pennies; 2 dimes, 1 nickel, and 2 pennies; 5 nickels and 2 pennies j. DOK-2 How can trading coins help you in this scenario? If I trade coins, I won’t have to bring so many pennies to school. I will bring fewer coins that equal the same value. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

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Money Explore 1 – Sorting and Identifying Coins ACTIVITY PREPARATION Students sort and identify US coins, including pennies, nickels, dimes, and quarters. Standards for Mathematical Practice • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.5 Use appropriate tools strategically. MP.6 Attend to precision.

Materials

Preparation

Printed • • • •

Plan to have students work with a partner to complete this activity. Print the Coin Cutouts for each pair of students. Cut out the coins. Prepare a coin cup for each pair of students that includes all of the following items:

• • •

1 Student Journal (per student) 1 Sorting Mat (per pair) 1 Set of Coin Cutouts (per pair) 1 Exit Ticket (per student)

• Real coins (2 pennies, 2 nickels, 2 dimes, and 1 quarter) • Coin manipulatives (5 pennies, 5 nickels, 5 dimes, and 3 quarters) • Picture coins (10 pennies, 10 nickels, 10 dimes, and 10 quarters)

Reusable • • • • • •

1 Set of coin manipulatives – 5 pennies, 5 nickels, 5 dimes, and 3 quarters (per pair) 1 Set of real coins – 2 pennies, 2 nickels, 2 dimes, and 1 quarter (per pair) 1 Cup (per pair) 1 Magnifying glass (per student) 1 Dry-erase marker (per pair) 1 Sheet protector (per pair)

Print a Sorting Mat for each pair of students, and laminate or place it in sheet protector for use with a dry-erase marker. Print a Student Journal and an Exit Ticket for each student.

• •

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP Prior to giving each student pair the supplies, clarify for students your expectations regarding these manipulatives. Some students may want to keep the real coins/ picture coins.

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Read the following scenario to the class: Ryder has been saving up to buy a new baseball mitt. Everytime he had loose change, he put the coins into a cup. Sometimes, his dad gave him coins to add to his coin cup. One day, he saw that his cup was almost full and hoped it was enough money to buy a new baseball mitt. Can you help Ryder sort the coins before he counts how much total money he has? Divide the class into groups of two. Give each pair of students a cup with coins (real, manipulative, and picture coins), a Sorting Mat, a dry-erase marker, and a magnifying glass. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to sort the cup of coins on their Sorting Mats and use the magnifying glasses to observe each group of coins’ attributes a little more closely. They will use their dry-erase markers to label each group of similar coins by their correct coin name on their Sorting Mats. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How did you decide to put all these coins together in this circle? Answers will vary. They are all the same color.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 How are the coins in this group similar? Answers will vary. They are all the same color; each one has a face on the front and a building on the back.

DOK-2 How are the coins in these two groups different? Answers will vary. For example, they are different colors and sizes.

Intervention

Acceleration

MONEY

Home

e. DOK-2 How would you describe this coin in your own words? Answers will vary. This coin is the biggest coin; it is silver; it has a bumpy edge; it has an eagle on the back. 5.

Give each student a Student Journal, and ask students to put check marks in the correct boxes in the Color and Edge columns of the table. In the Size Order column, students will be ordering the coins based on their sizes from 1–4 (1 = the smallest coin, 4 = the largest coin). They will write a short description about the front and back of each coin in the last column of the table. While students are ﬁlling out their Student Journals, walk around the room and bring out the vocabulary you want the students to be using by referring to the Sorting Mat. a.

DOK-1 Where is your group of (insert coin name)? What color are all these (insert coin name)? Answers will vary.

DOK-2 What do you notice about real coins versus manipulative or picture coins? Answers will vary. The real coins feel heavier.

DOK-2 How is the color of a penny different from all of the other coins? It is a copper color, while the other coins are all silver.

DOK-2 How is a quarter different from the rest of the coins? It is the largest coin.

e. DOK-1 What are the attributes of the quarter/nickel/dime/penny? Answers will vary. Dimes are the smallest coins, silver, with rough edges. Every coin has a face on it. f.

7. 8.

DOK-2 How can you tell the difference between the nickels and quarters? Answers will vary. I noticed that the heads sides of the quarter and nickel look similar, but a quarter is bigger than the nickel, and the nickel is thicker.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

• • • • •

DOK-2 Are all quarters exactly the same? Explain. No, I noticed the heads side of the quarters is always the same; it has a picture of a head. But the tails side is different depending on the state–sometimes it has a picture of a building or trees. I know they are still quarters. DOK-1 What coins have rough edges? I observed that quarters and dimes have rough edges. DOK-1 What coins have smooth edges? I observed that nickels and pennies have smooth edges. DOK-2 What attribute do pennies and nickels have in common? They both have smooth edges. DOK-2 What attributes do dimes and quarters have in common? They are both silver, and both have bumpy edges. DOK-2 What do you notice about the thickness of the coins? I observed that the nickel is the thickest coin, and the dimes are the thinnest coins.

FACILITATION TIP To help students focus on the Student Journal, consider collecting the magnifying glasses and record observations before giving them the Student Journal. You could record their descriptive observations on a group chart rather than have them write detailed descriptions of the front and back of the coin independently on their Student Journal. FACILITATION TIP This Student Journal creates a great opportunity to reinforce sorting and ranking using four numbers. Take time to model it by ranking and sorting something familiar in your classroom from smallest to largest 1 to 4. A common error as students get older is to switch the order of rankings by not reading the directions carefully. Slow down and emphasize the importance of this skill and how to succeed.

FACILITATION TIP Print and project the Math Chat questions from the Print Files and record notes from students’ responses as you conduct the Math Chat. Determine whether you will leave these notes for students to see when they complete the upcoming Exit Ticket.

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MONEY

Money Explore 1 – Sorting and Identifying Coins •

•

DOK-3 Why do you think some coins have rough edges, some have smooth edges, and some are thicker than others? They have different edges and thicknesses so you can tell the difference. If a person is blind, they can feel a coin to determine what type of coin it is. DOK-4 Why would you need to sort or identify coins outside of school? When my parents say to grab two quarters out of their wallet for the vending machine, I need to know which coins are quarters.

Post-Explore FACILITATION TIP

Struggling readers may need the clues on this Exit Ticket read aloud to them. Students may also need help writing and spelling the names of the coins correctly.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Notes __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

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Money Explore 2 – Values of Coins ACTIVITY PREPARATION Students identify the values of the coins and represent the values with numerals and the cent symbol. Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

•

1 Student Journal (per student) 1 Exit Ticket (per student)

•

Reusable • • • • •

2 Penny manipulative coins or real coins (per pair) 2 Nickel manipulative coins or real coins (per pair) 2 Dime manipulative coins or real coins (per pair) 2 Quarter manipulative coins or real coins (per pair) 1 Resealable bag (per pair)

•

Plan to have students work with a parrtner to complete this activity. Put a set of manipulative or real coins (2 pennies, 2 nickels, 2 dimes, and 2 quarters) in a resealable bag for each pair of students. Print a Student Journal and an Exit Ticket for each student.

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

3. 4.

If time is limited, have students do the rubbings at an earlier time on another paper with unlimited space. When they get the Student Journal they can then focus on the value of the coins with words and numbers.

Read the following scenario to the class: Noelle is creating a menu for her pretend restaurant. She needs your help listing the prices on the menu. She would also like to include a picture of the front and back of each coin so her customers are extra sure they are paying for their food using the correct coins. Can you help Noelle create the menu? Divide the class into groups of two, and direct students’ attention to the bag of coins. Give students a few moments to discover the manipulatives and experience how they work with their partner. Give each student a Student Journal. Instruct students to look at the menu on their Student Journals. Students will read each menu item and the coin associated with the cost of that item. They will create a rubbing of the front and back of each coin by placing their paper on top of the coin and gently rubbing their pencil tip across the paper. Instruct students to observe each coin closely and determine its value. Ask students to identify the coin’s value both in words and in number form using a cent symbol. Notes

154

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What coins are in the bag and on the menu? Penny, nickel, dime, quarter

DOK-1 What do you know about each coin? Answers will vary. Quarters and dimes have ridges; the penny is copper-colored, while the others are silver; pennies say “one cent.”

DOK-1 How much is a penny worth? One cent

DOK-1 How would you write that using words? Answers will vary. One cent

FACILITATION TIP Post and project these questions to help guide students’ work and collaboration. As you monitor and talk, direct students to view the guiding questions.

e. DOK-1 How would you write that using a number and cent symbol? Answers will vary. 1￠ 7. 8.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-1 What is the value of a penny? 1￠ DOK-1 What is the value of a nickel? 5￠ DOK-1 What is the value of a dime? 10￠ DOK-1 What is the value of a quarter? 25￠ DOK-1 What coin is worth 1￠? Penny DOK-1 Which coin is worth 5￠? Nickel DOK-1 Which coin is worth 10￠? Dime DOK-1 What coin is worth 25￠? Quarter DOK-2 Look at your rubbings of each coin. How did they help you determine each coin’s value? Some say the value written in words on the coin. I used the image on the front and back of the coin to identify the name and value. • DOK-2 Is the smallest coin worth the smallest amount of money? Explain. No, a dime is the smallest coin, but it is worth 10. A penny and a nickel are both larger but worth less than that. • DOK-2 What does this tell us about the relationship between the size and value of a coin? The size of a coin does not relate to its value. • • • • • • • • •

FACILITATION TIP The Print Files of the Math Chat could be printed for each student to write on as you conduct the Math Chat. They could keep it in their folders to refer to it when needed.

Post-Explore 1. 2. 3.

FACILITATION TIP Have students complete the Exit Ticket to formatively assess their understanding of the concept. If you are using this Exit Ticket as a Complete the Anchor Chart as a class. summative assessment, be sure to cover any notes or charts you’ve created during Have each student complete their Interactive Notebook. the scope. Consider supporting students with spelling if needed. Notes

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MONEY

Money Explore 3 – Relationships Among Coins ACTIVITY PREPARATION Students identify relationships among coins to trade coins for coins of equal value. Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments, and critique the reasoning of others. MP.4 Model with mathematics. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Coin Chart (per pair) 1 Exit Ticket (per student)

• •

Reusable • • • • •

Plan to have students work with a partner to complete this activity. Label cups “Corey” and “Tarek” for each pair of students. Fill each cup with a variety of coins (manipulative or real): at least 30 pennies, 10 nickels, 10 dimes, and 2 quarters. Prepare the Coin Chart by printing it in color for each pair of students. Print a Student Journal and an Exit Ticket for each student.

2 Cups (per pair) 60 Pennies (per pair) 20 Nickels (per pair) 20 Dimes (per pair) 4 Quarters (per pair)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP Take time to clarify manipulative expectations before you give each student pair two cups of coins. Be sure to demonstrate the most effective way to use the coin chart before they begin working on the equal trades. FACILITATION TIP Reinforce to students this simpliﬁed method for drawing the coins using only circles and letters. They will be directed to use these symbols on the Exit Ticket as well.

2. 3.

Read the following scenario to the class: Corey and Tarek are two boys who love to trade things. They trade baseball cards, snacks, toys, and even their money. One rule they have about their trades is that they are always fair. Today, you will take a closer look at some of the trades they want to do with their money and decide what would make it a fair trade, meaning they both keep the same amount of money while trading certain coins. Can you help the boys as they trade their money? Divide the class into groups of two, and give each student pair two cups of coins and a Coin Chart. Each student will need a Student Journal. Instruct students to use the cups of coins to help them ﬁnd equal trades for different values of coins. Students will start with the section labeled “Corey gives Tarek…” to see how many coins to take out of the cup. They will use coins from Tarek’s cup to create an equal trade. (Use the Coin Chart only as needed.) Ask students to record this as a pictorial model on their Student Journals by drawing circles for coins and the ﬁrst letter of the coin they are representing inside the circle. Students will write how many and the coin type on the line. They will describe their trade by completing the sentence stem. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

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DOK-3 How can you use a Coin Chart to help you know which coins to trade? Answers will vary. I can put a penny on each space until I get to 5 and then put on a nickel. I can put dimes on the tens and count “10, 20.” I can put nickels on all the 5s and count “5, 10, 15, 20, 25.” © Accelerate Learning Inc. - All Rights Reserved

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 Which coins can you use to trade for a _______ (nickel, dime, quarter)? Answers will vary. I can trade 10 pennies for a dime. I can trade 5 pennies for a nickel. I can trade 2 nickels for a dime.

DOK-2 How do you know what coins can be traded for other coins? Answers will vary. I have to know the value of coins. The coins have the same value to be an equal trade.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Intervention

Acceleration

MONEY

Home

FACILITATION TIP Be sure to give students time to count and collect manipulatives before the Math Chat.

Math Chat • • • • • • • •

•

DOK-2 What do you notice about 1 penny? Can the boys trade 1 penny? One penny has a value of 1 cent, so we can’t trade it for another coin. DOK-2 How many pennies would one of the boys need to trade for a nickel? 5 pennies DOK-2 How many pennies would one of the boys need to trade for a dime? 10 pennies DOK-2 How many nickels can be traded for a dime? 2 nickels DOK-2 How many nickels can be traded for a quarter? 5 nickels DOK-2 How do you know how many nickels equal 25￠? I counted by 5s and counted how many times until I got to 25; I counted 5, 10, 15, 20, 25. DOK-2 If one of the boys wants to trade 10￠, which coin or coins could he use? A dime or ten pennies or two nickels DOK-2 If one of the boys wants to trade 25￠ but does not have a quarter, what coins could he use? 2 dimes and 1 nickel, 5 nickels, 1 dime and 3 nickels, 25 pennies DOK-3 Why do we need multiple coins with different values? It makes it easier to carry and easier to pay. Sometimes we do not have a certain coin, so we can use other coins to reach the same value. We can’t buy ice cream/snacks in the cafeteria with 100 pennies because it would take too long to count. DOK-2 If you had 100 pennies, how could you trade them to have fewer coins? I could trade 100 pennies for 10 dimes. I could trade 100 pennies with 4 quarters. I could trade the 100 pennies for 20 nickels.

FACILITATION TIP Print and post some of these Math Chat questions to help students follow along during the discussion. Consider recording the answers under the document camera as students respond.

STEMscopes Tip The Picture Vocabulary, located in the Explain section, can be made into a word wall that students reference throughout the scope. Add vocabulary to the wall during the Math Chat or an Explore lesson as a means of solidifying conceptual understanding and of modeling precision in language and mathematical communication.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP This Exit Ticket provides a good challenge activity on the last question (about 16 pennies). Encourage some students to answer it more than one way.

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MONEY

Money Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting and Identifying Coins Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Values of Coins Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Relationships among Coins Independent practice assignment that gives students an opportunity to demonstrate their learning

Interactive Notebook A cut-and-glue activity to process learning that can be added to a notebook for future reference

158

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

MONEY

Home

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Annual Checkup A quick story to engage student interest along with four problems A short classroom discussion based on a data set to help students interpret and analyze data previously learned skills

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom.

Math Story

Fluency Builder

My First Lemonade Stand

Answer Questions about Coins

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

What’s in the Piggy Bank?

Match Coins to Coins, Names, and Values

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

159

MONEY

Money Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

160

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

MONEY

Home

What prompts will be used?

What does mastery look like?

I can identify US coins by value, and describe the relationships among them.

I can describe the value of a US coin by writing a number with the cent symbol.

I can compare the values of pennies, nickels, dimes, and quarters.

161

SCOPE 1

Data Analysis Scope Introduction SCOPE SUMMARY Students learn to organize up to three categories of data in tables and charts. They represent data in vertical or horizontal picture or bar graphs with intervals of one. Students create questions and answer the based on gathered information, observations, and appropriate graphical displays.

Student Expectations

1.MDR.6.4 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to compare and order whole numbers.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

students collect, sort, and organize data into two or three categories. Using real-object and picture graphs, students represent data in vertical or horizontal linear models and interpret the data with the help of the graph and category titles. Students create questions and answer them by collecting data. They analyze and interpret data with up to 10 data points.

Second-grade students will create questions from authentic situations and then organize up to four categories of data and create pictographs and bar graphs with intervals of one. They will analyze and interpret categorical data. Students will solve onestep addition and subtraction word problems based on pictograph and bar gra[h data with intervals of one.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students ability to: •

classify and sort up to ten objects into categories by an attribute.

•

count the number of objects in each category and sort the categories by count.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

use data to create a tally chart and a bar graph.

•

draw conclusions using information represented in the graph.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

162

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Sorting and Organizing

Explore 2

Explore 1

EXPLORE ACTIVITIES

In this exploration, students will identify different ways animals can be sorted. Students will: •

identify the titles and categories for the sort.

•

record their data using tally marks and a T-chart.

Explore 3

As students are working, the teacher monitors and adjusts, leads a discussion about the students’ ﬁndings, and has students complete an Exit Ticket to assess their learning.

DATA ANALYSIS

Home

Collecting Data and Creating Picture Graphs In this exploration, students will select a question, survey classmates, create picture graphs, and generate questions. Students will: •

conduct a survey by asking a question, stating options, and recording data using tally marks.

•

create picture graphs.

After students have solved the scenario, the teacher guides students in color coding, sharing, and discussing their ﬁndings. Then the activity ends with a discussion about their learning. Students then complete an Exit Ticket.

Collecting Data and Creating Bar-Type Graphs In this exploration, students will survey classmates about different special activities.Students will: •

collect data, create bar graphs, and generate questions.

As students solve the scenario, they discuss their learning with the class, complete an Exit Ticket for assessment, and revisit the Hook to solve.

163

DATA ANALYSIS

Data Analysis Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

164

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE

DATA ANALYSIS

Home

Students walk around the room and collect 3 different kinds of manipulatives. They bring the manipulatives together to sort and create real-object graphs or picture graphs. This activity is intended to assess mastery of the following standard(s): K.MDR.7.2 Classify and sort up to ten objects into categories by an attribute; count the number of objects in each category and sort the categories by count. K.MDR.7.3 Ask questions and answer them based on gathered information, observations, and appropriate graphical displays to solve problems relevant to everyday life.

Materials Printed •

1 Graph Template (per group)

Preparation • •

Reusable • • •

40–48 Manipulatives; see Preparation section for more details (per class) 1 Box of markers (per group) 1 Paper plate (per group)

• •

Plan to have students work in groups of 4 to complete this activity. Choose 3 types of manipulatives. There can be a different number of each as long as there is a combined total of 2 manipulatives per student in the class. For example, if you have 24 students, you will need 48 total manipulatives. This can be 12 bear counters, 20 linking cubes, and 16 colored counters. Disperse the manipulatives around the room prior to the lesson so they are scattered, yet easy to ﬁnd. Put one paper plate in the center of each table. Print a Graph Template for each group.

Consumable •

1 Piece of chart paper (per group)

Procedure and Facilitation Points 1. 2.

Divide students into groups of 4. Read the following scenario to the class: Someone’s little brother/sister came into the room last night and made a mess of the manipulatives in our classroom. Some of them are missing. Help clean up the mess, and ﬁgure out what has been misplaced. Instruct students to each ﬁnd 2 manipulatives (one for each hand) and to pick them up. When each person in the group has found two, they will put all of the manipulatives on the plates in the center of their tables. Encourage students to discuss how they will sort the manipulatives into groups, and then ask students to complete their sorts. There should be no more than three categories per group. Instruct students to use their data to create graphs using what they remember from kindergarten. Students can place the items directly on the Graph Templates to create real-object graphs, or they can draw pictures of the manipulatives sorted to create picture graphs. Give students time to share and explain what they created.

FACILITATION TIP Reassure students that this scenario is imaginary. FACILITATION TIP Consider dispersing the manipulatives in an area where students can hunt for them without disturbing other supplies and spaces in your room. This activity could be done in a gym. Students could use the paper plates and Graph Templates on the ﬂoor. FACILITATION TIP Emphasize to students that their group can only sort the tools into three groups. Perhaps draw three slices on the paper plate to create a visual cue.

165

DATA ANALYSIS

Data Analysis Lesson Calendar and Accessing Prior Knowledge 7.

STEMscopes Tip The Exit Ticket, located within each Explore, gives teachers insight into student learning. This quick formative assessment helps teachers guide their future instruction. It can also be used to reinforce the skills and concepts at any time during the scope. Exit Tickets, Answer Keys, and editable ﬁles are located on the right side of the screen in the list of print ﬁles.

Facilitate a class discussion about their graphs. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a. How did your group decide to sort the manipulatives? Answers will vary. We sorted by color, or we sorted by bear counters, linking cubes, and counters. b. What were your labels? Answers will vary. Bear counters, linking cubes, and counters c. What title did you add to your graph? Answers will vary. Math Tools

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

Notes __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

166

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Notes __________________________________________________________________________________________________________________________________________________

DATA ANALYSIS

Home

167

DATA ANALYSIS

Data Analysis Hook – Favorite Colors ACTIVITY PREPARATION Students use data to create a tally chart and a bar graph. They draw conclusions using information represented in the graph.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

• Print the Student Handout for each student.

Reusable • • •

Plan to show the Phenomena Video. Part II

1 Set of markers (per student) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

2. FACILITATION TIP To create more student engagement, you could survey your own students about who likes the colors red, green, and blue.

STEMscopes Tip Found in the Engage section, the Foundation Builder is used to ﬁll the learning gaps identiﬁed in the Accessing Prior Knowledge activities and bridge students’ learning to the current scope. These activities use manipulatives to review prerequisite student knowledge. Also included are possible student preconceptions about a topic and suggestions on how to overcome those preconceptions.

5. 6.

DOK-1 What information do we know? Elena asked her class about their favorite colors, and she gave them 3 choices: red, green, and blue. 7 people like red, 5 people like green, and 9 people like blue.

DOK-2 What information do we need to ﬁnd out? How could Elena represent this information in a tally chart and in a bar-type graph?

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

168

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-2 What information do we need to ﬁnd out? How could Elena represent this information in a tally chart and in a bar-type graph?

Give each student a copy of the Student Handout and set of markers. Instruct students to use Elena’s data to complete the tally chart and the bar-type graph. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Discuss the following questions: a.

DOK-2 How is a tally chart different from a bar graph? A tally chart shows tick marks in each category. Each tick mark represents one vote for that color. A bar graph shows a bar of a certain height representing the number of votes.

DOK-1 How many categories were represented in each display of the data? There were 3 categories: red, green, and blue.

DOK-1 Which color had the most votes? Blue

DOK-1 Which color had the least votes? Green

e. DOK-1 How many more students liked the color blue better than the color green? 9 – 5 = 4 students f.

DOK-1 How many fewer students liked the color red better than the color blue? 9 – 7 = 2 students

DOK-1 How many total students chose the colors red or blue? 7 + 9 = 16 students

FACILITATION TIP Print and project these guiding discussion questions for students to see as they work. Record student’s responses when you discuss their answers as a class.

DATA ANALYSIS

Home

STEMscopes Tip Housed in the Home section, the Content Unwrapped element provides a clariﬁcation of the instructional expectations. Each student expectation is dissected into what students should be doing and what they should know, as well as the implications for instruction. A vertical alignment shows how the topic progresses through applicable grade levels.

169

DATA ANALYSIS

Data Analysis Explore 1 – Sorting and Organizing ACTIVITY PREPARATION Students identify different ways animals can be sorted. They identify the titles and categories for the sort and record their data using tally marks and a T-chart.

Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

1 Student Journal (per student) 1 Set of Animal Picture Cards (per group) 1 Exit Ticket (per student)

Plan to have students work in groups of 3 or 4 to complete this activity. Print and cut a set of Animal Picture Cards. Place them in a resealable bag for each group. Print a Student Journal and an Exit Ticket for each student.

• • •

Consumable •

1 Resealable bag (per group)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP For this activity, be aware that there may be inﬁnite ways for students to sort, depending on their depth of knowledge about animals. Having smaller groups may make it easier for students to agree on ways to sort.

2. 3. 4.

FACILITATION TIP As students work, monitor their sorting methods. If needed, pause the small group work and brainstorm some different ideas of how the animal pictures can be sorted.

170

FACILITATION TIP

If students do not know how to use tally marks with groups of ﬁve, take time to teach them how to count and mark them. Tally marks are frequently used in data lessons in later grades.

6. 7.

Read the following scenario to the class: STEMscopes Ranch is home to several different plants and animals. The farmer is trying to create new barns, but he needs help getting and organizing data. Can you help the farmer organize and sort the animals on the ranch? Direct students’ attention to the bag of Animal Picture Cards. Allow students a few moments to discover the cards and experience how they work with their groups. Ask students to sort the Animal Picture Cards, challenging students to ﬁnd multiple ways to sort. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How did you sort the animal pictures? Answers will vary. We sorted them by number of legs.

DOK-1 How many animals did you count in each group? Answers will vary. There are 9 animals with 4 legs. There are 6 animals with 2 legs. There are 3 animals with 0 legs.

DOK-2 What would be good category labels if you are sorting by _________ (color, number of legs, the way they move)? Answers will vary. Animal colors are pink, brown, and white.

Give each student a Student Journal. Instruct students to record two of the sorts completed with the group. Students will add a title, label the categories, and draw tally marks to show the number in each category. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Math Chat DOK-1 How many animals are brown or pink? 10 animals DOK-1 How many animals have 4 legs? 9 animals DOK-2 How many more animals move by walking than by ﬂying? 15 animals walk, and 4 animals ﬂy. 11 more animals walk. • DOK-3 What kinds of questions can we answer using our tally chart? How many animals have 4 legs? How many pink and brown animals are there? • DOK-4 Why is it helpful to sort and organize information? It makes it easier to see the data and answer questions quickly. • • •

FACILITATION TIP Use the Print Files and print/project at least the ﬁrst three Math Chat questions. These questions can be posted while students are ﬁnishing their Student Journals and before they put away their animal bags.

DATA ANALYSIS

Home

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook. Notes

171

DATA ANALYSIS

Data Analysis Explore 2 – Collecting Data and Creating Picture Graphs ACTIVITY PREPARATION Students select a question, survey classmates, create picture graphs, and generate questions.

Standards for Mathematical Practice • • •

MP.4 Model with mathematics. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

• • •

10 Student Journals (per teacher) 10 Sets of Picture Cards (per teacher) 1 Exit Ticket (per student)

Reusable • • • • • • • • •

1 Sports ball (per class) 1 Sack races sack (per class) 1 Jump rope (per class) 1 Apple juice container (per class) 1 Lemonade cup (per class) 1 Water bottle (per class) 1 Real/pretend apple (per class) 1 Chip bag (per class) 1 Real/pretend cookie (per class)

•

Plan to have students work with a partner to complete this activity. Print the Student Journals and Picture Cards. Set up the question station. You will need several copies of each Student Journal page for students to select from. Make approximately 10 copies of each page so you have a variety for students to choose from. Make the same number of copies of Picture Cards. Make three distinct piles of each Picture Card category, and include a real-life example of each item to help students make their decision about what to survey for.

Consumable •

1 Index card (per student)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP Provide clipboards for students to use as they move around with their survey sheets. FACILITATION TIP To facilitate partners surveying 10 students, consider having a smaller section of the class surveying and moving around in pairs while the others complete seat work while answering the survey questions.

172

4. 5.

Read the following scenario to the class: Today, Coach needs help with planning field day. Coach wants to know what is the most popular activity, the favorite drinks, and the favorite snacks the first graders want at field day. Can we help coach plan for field day? Direct students’ attention to the piles of questions and picture cards. Organize the class into groups of two, and encourage student pairs to select a question sheet from the station. Invite student pairs to survey 10 students in the class. Emphasize the importance of asking the question, stating options, and recording data by using tally marks on their Student Journals. Instruct students to use the data on the tally charts to create picture graphs. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How can you use the data from the tally chart to create a picture graph? First, I looked at the ﬁrst category and counted the tally marks and put that many pictures onto the picture graph. © Accelerate Learning Inc. - All Rights Reserved

8. 9.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 How can we use the categories and title from the tally chart on the picture graph? The categories and titles are the same. I noticed the categories are the options/answers for the questions.

DOK-4 What did you notice about the picture graph? I noticed the picture graph is easier to use when drawing conclusions than the tally chart.

Students will display their picture graphs. Give each student an index card. Play music, and have students move around the room. When the music stops, they will stop at the nearest desk and write a question on an index card they can answer using the picture graph. You might need to display sentence stems or frames for students to accurately form questions. These could include the following examples: a.

Which _______ do ﬁrst graders like the most?

What _______ is liked the least?

What is the total number of _______?

Guide students back to their seats, and have them choose one question to answer that was written about their picture graph. Ask students to turn and share the questions and answers with their partners. After students have completed the questions, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-1 What kinds of questions did you create for the picture graphs you observed around the room? What activity/snack/drink was the most popular? What was the least popular? How many people picked jump roping over sack races? • DOK-3 What other kinds of people can we survey for field day? We can survey other first grade classes and other grade levels because they will go to field day. • DOK-2 Using a picture graph, how can we determine how many total people were surveyed? We can count up all of the votes in each category. • DOK-4 When surveying, can one student pick more than one choice? Explain your thinking. No, students can only choose 1 option because then the data would be inaccurate. •

Post-Explore 1. 2. 3.

Intervention

Acceleration

DATA ANALYSIS

Home

FACILITATION TIP If time and space are limited, consider posting the sentence frames. for students to use to form verbal (rather than writing on index cards) questions when the music stops. Call on students to use the sentence frames for a speciﬁc graph.

STEMscopes Tip Daily Numeracy, located in each grade level under the Scopes tab, provides short activities focused on developing students’ mental math strategies and number sense. These activities are designed to increase students’ ability to reason with numbers and build their thinking and reasoning skills. A Daily Numeracy overview, a description of what it looks like in the classroom, and an example of a daily numeracy plan give teachers the tools to implement the program. In addition, links in a Daily Numeracy Teacher Toolbox provide teachers with resources they can use alongside the activities to help students develop an understanding of the relationships and connections in math.

FACILITATION TIP Have students complete the Exit Ticket to formatively assess their understanding of the concept. Depending on your students needs, Complete the Anchor Chart as a class. consider having students draw pictorial images or letters on the Exit Ticket rather Have each student complete their Interactive Notebook. than cutting or gluing. Alternatively, the images could be pre-cut for some students.

173

DATA ANALYSIS

Data Analysis Explore 3 – Collecting Data and Creating Bar-Type Graphs ACTIVITY PREPARATION Students survey classmates about different special activities. Students collect data, create bar graphs, and generate questions.

Standards for Mathematical Practice • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

• • •

1 Student Journal (per student) 1 Exit Ticket (per student)

Plan to have students work with a partner to complete this activity. Gather a pack of crayons and an index card for each student pair. Print a Student Journal and an Exit Ticket for each student.

Reusable •

1 Pack of crayons (per pair)

Consumable • •

1 Piece of chart paper (per teacher) 4 Index cards (per pair)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

Provide a few constraints for students before they begin brainstorming questions and choices. Consider your students when deciding how open ended this step should be.

FACILITATION TIP After brainstorming and choosing appropriate data-generating questions, consider conducting the surveys while students remain at their desks. Some students could tally the answers at their desk while a group of 10 (perhaps lined up in front of the room) answer each question by raising their hands. Students then rotate so everyone gets to tally and also contribute to the data.

174

4. 5.

Read the following scenario to the class: Our P.E., art, and music teachers need help planning activities for next week. You will need to survey, collect data, and create bar graphs to help organize data. Can you help the teachers gather the data they need? Encourage students to brainstorm questions and choices they could use to help plan the activities. Record questions and choices on the chart paper for partners to choose from. Give each student a Student Journal. Invite partners to choose a question they want to use for surveying their classmates. Student pairs will walk around the classroom collecting data and making a tally chart. Instruct students to use their tally chart to create a bar graph on their Student Journals. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 How did you use the tally chart to create a bar graph? Answers will vary. I counted the tallies and colored in that many bars.

DOK-1 What title/labels did you use on your bar graph? Answers will vary. Our title is P.E. Activities; labels are basketball, scooters, and jumping rope.

6. 7.

8. 9.

Engage

Explore

Explain

Elaborate

Evaluate

Challenge students to write a question based on their bar graph using the index card. Ask students to display their bar graph and question card. Encourage students to rotate from table to table. They will answer the question that was left at the table from the previous group and then write a new question about the graph. After students have completed the activity, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-2 Compare 2 groups’ bar graphs. What needs to be labeled on the bar graph? The bar graphs need titles, categories, and labels. • DOK-1 What were some of the questions you wrote for the bar graphs? What is the most popular P.E. activity? What was the least favorite P.E. activity? How many people picked basketball and dodgeball together? How many more students like P.E. than music? • DOK-3 If I changed the bar graph from horizontal to vertical, would the data change? No, just like a picture graph, the data does not change. •

Intervention

Acceleration

FACILITATION TIP Students who are struggling may need assistance writing a question for others students to read clearly.

DATA ANALYSIS

Home

STEMscopes Tip Observation Checklists are available in the Kindergarten and Grade 1 Evaluate section. These checklists provide teachers with standard breakouts and can be used as a formative assessment for students. Accommodations, modiﬁcations, and anecdotal records can be kept and used as documentation for report cards and parent conferences.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP Before having students complete this Exit Ticket, clarify how to they are to show their thinking: shade in the spaces, create a pictorial graph, use letters, or another method.

175

DATA ANALYSIS

Data Analysis Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting and Organizing Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Collecting Data and Creating Picture Graphs Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Collecting Data and Creating Bar-Type Graphs Independent practice assignment that gives students an opportunity to demonstrate their learning

Interactive Notebook A cut-and-glue activity to process learning that can be added to a notebook for future reference

176

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

DATA ANALYSIS

Home

Can be done independently

Spiraled Review

Life Connections

Garrett’s Playroom

Baking Time!

A quick story to engage student interest along with four problems A short classroom discussion based on a data set to help students interpret and analyze data previously learned skills

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

Math Story

Fluency Builder

Sweetest Ice Cream

Draw Conclusions Using Picture Graphs or Bar Graphs

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Convinced by the Crowd

Match the Tally Chart with the Bar Graph or Picture Graph

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

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DATA ANALYSIS

Data Analysis Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

178

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER

DATA ANALYSIS

Home

Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts

What prompts will be used?

What does mastery look like?

I can generate a question to be answered by collecting, sorting, and organizing data.

I can collect data and record it by using tally marks.

I can sort information into up to three different categories.

I can organize data I have collected into a T-chart.

I can create a picture/bar graph using data.

I can compare and order whole numbers using data displayed in a picture/bar graph.

I can draw conclusions and generate and answer questions by using information from picture/bar graphs.

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SCOPE 1

Represent Numbers to 100 Scope Introduction SCOPE SUMMARY

Student Expectations

Throughout this scope, students explore relationships within the place value system. Students gain oral proﬁciency in counting forward and backward from any number to 120. Students represent large quantities of items using concrete and pictorial representations. They organize and count items, using a written numeral to represent the total amount. Students develop and discuss eﬃcient strategies for counting by bundling 10 ones to form a set of ten, and they explain that the two digits of a 2-digit number represent the amounts of tens and ones. These base-ten strategies are the foundation of the place value system.

1.NR.1.1 Count within 120, forward and backward, starting at any number. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NR.1.2 Explain that the two digits of a 2-digit number represent the amounts of tens and ones.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students count forward beginning with any number to 100 and backward from any number within 20. They represent a number of objects with a written numeral 0–20. They use models and drawings to compose and decompose numbers from 11 to 19 into 10 ones and some ones, and they record each composition using an equation (such as 18 = 10 + 8).

Second-grade students will explain the value of a three-digit number using hundreds, tens, and ones in a variety of ways. They should have multiple opportunities to use concrete materials to develop an understanding of place value structures. Students will count forward and backward by ones from any number within 1,000. Additional, they will count forward by multiples of 5 and 25 and count forward and backward by 10s and 100s.They will determine whether a group (up to 20) has an odd or even number of objects by pairing them, counting by 2s, or using doubles.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

compose numbers from 11 to 19 using various methods.

•

decompose numbers from 11 to 19 using various methods.

•

discuss how numbers from 11 to 19 are composed of ten ones and one, two, three, four, ﬁve, six, seven, eight, or nine ones.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario about using models to represent the number of strawberries picked at a farm. Students will: •

represent sums of tens and ones in standard form.

•

represent sums of tens and ones in expanded form.

•

use place value, concrete, and pictorial models.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 180

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Counting and Organizing Collections Up to 120 In this exploration, students are faced with a scenario involving the need to count the amount of candies brought to the ice skating rink. Students will: •

count and organize collections up to 120.

•

use cubes to count candy.

•

use ten frames to count.

Explore 2

Explore 1

EXPLORE ACTIVITIES

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Sums of Tens and Ones – Tens and Ones to Standard Form In this exploration, students work in groups to solve a scenario about cleaning and organizing a supply closet by counting and writing the number of supplies. Students will: •

represent sums of tens and ones in standard form and expanded form.

•

use place value mats, and concrete and pictorial models.

REPRESENT NUMBERS TO 100

Home

Once students have solved the scenario, they discuss their learning with the class, complete an Exit Ticket, and revisit the Hook to solve. Notes

181

REPRESENT NUMBERS TO 100

Represent Numbers to 100 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

182

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students create pictorial models of composing and decomposing numbers to determine patterns in numbers 11–19. This activity is intended to assess mastery of the following standard(s): K.NR.3.1 Describe numbers from 11 to 19 by composing (putting together) and decomposing (breaking apart) the numbers into ten ones and some more ones.

Materials

Preparation

Printed • •

1 Student Handout (per student) 1 Double Ten Frames (per student)

• •

REPRESENT NUMBERS TO 100

Home

Place 20 counters into a resealable bag for each student. Print a Student Handout and a Double Ten Frames for each student.

Reusable • •

20 Counters (per student) 1 Resealable bag (per student)

Procedure and Facilitation Points 1. 2.

Give a Student Handout, a Double Ten Frames, and a bag of counters to each student. Read the following scenario to the class: Leonard, Tanya, and Hank just participated in a hot-wing-eating contest. They tried three new hot sauces: Blazin’ Fire, Atomic Heat, and The Scorcher. Look at the contest sheet, and ﬁll in the missing information to determine how many total wings each person ate. This will help the judges determine the contest winner! Encourage students to create concrete models by using the Double Ten Frames and counters. Each student will complete a Student Handout by drawing circles in the ten frames to show how many total wings each person ate, and then they will complete the composing and decomposing equations. Facilitate a class discussion about the totals for each person in the contest. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

How many total wings did Leonard eat? 17

How is this number decomposed into tens and ones? 1 ten and 7 ones

How many total wings did Tanya eat? 14

How is this number decomposed into tens and ones? 1 ten and 4 ones

e. How many total wings did Hank eat? 19 f.

How is this number decomposed into tens and ones? 1 ten and 9 ones

What patterns do you notice about these three numbers? Answers will vary. All of these numbers are less than 20. All of these numbers are greater than 10. All of these numbers are in the teens. All of these numbers are composed of one ten and some more ones.

h. Who won the contest? How do you know? Hank won the contest because 19 is greater than 17 and 14. 5.

FACILITATION TIP Demonstrate this process as needed. Choose one scenario and act out the process using the counters and Double Ten Frames.

FACILITATION TIP Invite students to share their problemsolving strategies under a document camera. Have them verbally explain each step of the process as they move the counters into ten frames. FACILITATION TIP Print and project questions a—f for students to see as you guide the discussion. Record students’ answers. FACILITATION TIP Consider creating a chart to list all the things students notice about the three numbers. Encourage them to look for things that are the same and different.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

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REPRESENT NUMBERS TO 100

Represent Numbers to 100 Hook – Picking Strawberries ACTIVITY PREPARATION Students represent sums of tens and ones in standard form and expanded form by using place value and concrete and pictorial models.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

• Plan to divide the class into groups of two. • Place 100 linking cubes in a resealable bag for each pair. • Print the Student Handout for each student.

Reusable • • • •

Plan to show the Phenomena Video. Part II

100 Linking cubes (per pair) 1 Resealable bag (per pair) 1 Phenomena Video (per teacher) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) Do you like strawberries? 2) If given the chance, would you like to pick your own strawberries? 3) How many strawberries would you pick? FACILITATION TIP Project the text of this scenario so students can follow along. Provide dry-erase boards or sticky notes for students to jot down the information from the scenario.

5. 6.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: Dylan went to his grandfather’s farm to help pick strawberries. He ﬁlled 3 large baskets with strawberries. He ﬁlled one basket with 17 strawberries, and a second basket with 60 strawberries. In his third basket, he placed 40 strawberries. Can you use concrete and pictorial models to represent each number in standard form, pictorial form, place value form, and expanded form? Discuss the following questions: a.

DOK-1 What information do we know? Dylan picked strawberries and put them into baskets. The ﬁrst basket had 17 strawberries. The second basket had 60 strawberries. The third basket had 40 strawberries.

DOK-1 What information do we need to ﬁnd out? We need to ﬁnd how to represent each number in standard form, pictorial form, place value form, and expanded form.

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities. Notes

184

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we need to ﬁnd out? We need to ﬁnd how to represent each number in standard form, pictorial form, place value form, and expanded form.

Form student pairs, and pass out the linking cubes. Give each student a copy of the Student Handout. Instruct students to model the numbers in tens and ones with the linking cubes and then draw the way they modeled the numbers with pictorial models on the Student Handout. Discuss the following questions: a.

DOK-3 How did you model the numbers with linking cubes? Answers will vary. I stacked 10 linking cubes together to make tens. I left the linking cubes separated to make ones.

DOK-3 How did you model the numbers with pictorial models? I drew a line for each ten and a dot for each one.

DOK-3 How can you represent the number 17 as a sum of tens and ones? The number 17 is equal to 1 ten and 7 ones. I can add 10 + 7 to equal 17.

DOK-2 What number is in the ones place for the second and third baskets? Why? There is a zero in the ones place because there are zero ones left over when we make groups of ten.

REPRESENT NUMBERS TO 100

Home

FACILITATION TIP Before guiding the students with questions, challenge them to develop two different representations of the number on their own.

FACILITATION TIP If many students are creating the same model in the same way, challenge students to compose the number in different ways.

e. DOK-2 What number is in the tens place for the ﬁrst basket? Why? There is a one in the tens place because there is only one group of ten. Notes __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________

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REPRESENT NUMBERS TO 100

Represent Numbers to 100 Explore 1 – Counting and Organizing Collections Up to 120 ACTIVITY PREPARATION Students count and organize collections up to 120 using bags of candy collected from the candy store.

Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision. MP.8 Look for and express regularity in repeated reasoning.

Materials Printed • • • •

1 Student Journal (per student) 6 Ten Frames Mats (per class) 6 Candy Bag Answer Keys (per class) 1 Exit Ticket (per student)

Preparation • • • •

Reusable • • • •

444 Centimeter cubes (per class) 6 Dry-erase markers (per class) 6 Sheet protectors (per class) 6 Resealable bags (per class)

Plan to divide the class into 6 groups to complete this activity. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–120 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Hundreds Chart)

Part I: How Did You Count? •

The class rotates through stations. Each station needs a bag of centimeter cubes to represent candies. Label 6 resealable bags A–F, and ﬁll each bag with centimeter cubes according to the numbers below: • • • • • •

A: 66 B: 90 C: 117 D: 28 E: 108 F: 35

Part II: Counting by Tens • •

Print out the Candy Bag Answer Key, but do not put one at each station until Part II of the lesson. Print a Ten Frames Mat, and place it in a sheet protector for use with a dryerase marker. Put one mat at each station along with a dry-erase marker.

186

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PROCEDURE AND FACILITATION POINTS Part I: How Did You Count? 1.

Read the following scenario to the class: Six friends went to the mall to hang out and go ice-skating. Before they started ice-skating, they each bought a bag of candy at the candy store. While they were ice-skating, someone moved their stuff off the table, and now they do not know which candy is whose. The only thing they know is how many pieces they bought. Can you count the candies in each bag to help return each bag to the correct person? Divide the class into 6 groups, and assign each group a station at which to start. Direct students’ attention to the bag of centimeter cubes (candies). Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to count the candies, represented by centimeter cubes, inside the bags at their stations. Allow students to choose how they want to count at this time. Pay attention to students who are counting by ones. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 What are you counting by? Answers will vary. We are counting by one; we are grouping the cubes into pairs and counting by two; we are putting our cubes in stacks of 5 and counting by ﬁves; we are putting our cubes in piles of ten and counting by tens.

DOK-3 Is there a quicker or more eﬃcient way to count? Answers will vary. I can count by twos, ﬁves, or tens.

Give each student a Student Journal, and ask students to ﬁnd the box with the same letter on the bag at the station. Students write the number of candies and what they counted by. Once students have ﬁnished counting the candies at their stations, they put the centimeter cubes back in the bags and go to the next station to repeat the counting and recording process. Continue this process until the students have counted the candies in all 6 candy bags. After Part I, invite the class to a Math Chat to share their observations and learning.

FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Have you ever gotten your things mixed up with someone else’s? 2) If so, what types of things did you get mixed up? 3) How did you ﬁgure out whose things were whose?

REPRESENT NUMBERS TO 100

Home

FACILITATION TIP Students should bring a group of 40 of the same object from home. A parent letter is provided in Skill Basics — Grouping Objects to Skip Count by Twos, Fives, and Tens. FACILITATION TIP Print this scenario for students to read along with you. Model reading it more than once (or have students read it a second and third time), locating the important information and maybe highlighting or underlining, “What do we know?” and “What do we need to ﬁnd out?” FACILITATION TIP Skip counting can be practiced with games and songs. You can use a hundreds chart to demonstrate skip counting. FACILITATION TIP Have student groups check that their count is correct.

Math Chat • • •

DOK-3 How did you organize your cubes to help you count the candies in the bag? We sorted them into groups of 2, 5, or 10. DOK-3 How did you count when trying to identify the number of candies in each bag? By ones, twos, ﬁves, or tens DOK-3 If we have a lot of items to count, how could we count more eﬃciently? We could count by tens. We could each take some to count and then add our numbers together.

Part II: Counting by Tens 1. 2.

Place a Ten Frames Mat, dry-erase marker, and Candy Bag Answer Key at each of the 6 stations. Instruct students to rotate through the same six stations, but this time they can utilize the ten frames to help them count the candies more eﬃciently and record their work.

FACILITATION TIP Students are using the ten frames and base ten blocks to represent the same numbers in a different way. Ask students, “Which is the easiest to count?”

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REPRESENT NUMBERS TO 100

Represent Numbers to 100 Explore 1 – Counting and Organizing Collections Up to 120 3.

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

STEMscopes Tip If students are not ready to move on to the next concept, use Small-Group Intervention, located in the Intervention section, to revisit the conceptual foundation of the scope’s concepts and to build student understanding. Here, you will ﬁnd a hands-on reteach activity, Teacher Checklists for monitoring student progress, and supplemental Student Handouts. A student Checkup is provided in Grades 2-5.

5. 6.

DOK-1 How many groups of ten did you have in your bag? Answers will depend on which bag is being counted.

DOK-2 How do you know? Answers will vary. The ten frame is full of centimeter cubes.

DOK-1 Did you have cubes left over after you created your groups of ten? Answers will vary. Yes, I had 6 tens and 6 ones, or 66 candies.

Students ﬁll the ten frames with the candies. On their Student Journals, they record how many groups of tens and ones equal the total number of candies. Then, they use the Candy Bag Answer Key to write the name of the person each bag of candy belongs to. Once students have completed each station and their Student Journals, bring the class together as a whole group. After Part II, invite the class to a Math Chat to share their observations and learning.

Math Chat • STEMscopes Tip Math Story, located in the Elaborate section, supports students’ literacy and addresses the math concept(s) in each scope. Students do not have to have background knowledge about the math topic to understand the story. The teacher or students read a real-world passage. Students then peruse the story and practice ﬁnding the information they need to solve math problems that focus on the new skills learned in the scope as well as answer reading comprehension questions designed to strengthen students’ reading skills. On the right side of the screen, a printable Student Handout and Answer Key are available. The Student Handout can also be downloaded and tailored to meet the mathematical and literacy needs of students.

• •

• • •

•

DOK-1 Which digit(s) in a number tell(s) us how many groups of ten there are? The first digit if it’s a two-digit number or the first two digits if it’s a three-digit number DOK-1 What does the last digit in each number tell us? The last digit in each number tells us how many ones there are. DOK-3 How could you utilize your Ten Frame Mat to help you count your candies more quickly? When I fill up a ten frame, I could put those ten in a pile to be able to count by tens rather than one by one. DOK-1 How many cubes fill a ten frame? 10 DOK-2 How many cubes will I have if I take those same 10 cubes off the ten frame? 10 (Provide a visual if needed.) DOK-2 Starting at the number of candies for ____ (insert one of the names of the people from the Candy Bag Answer Key), count until you reach the number of candies for ____ (insert one of the names of the people from the Candy Bag Answer Key). Answers will vary. (Students should start counting at different starting points.) DOK-3 Which person had the most candies? Hector had the most candies because he had 9 tens, and no one else had 9 tens. DOK-2 If you had 70 candies, how many tens and ones would you have? (Repeat questioning using various multiples of ten.) Seven groups of ten and zero ones DOK-3 When we were counting in Part II, what did you notice about the answers you were getting in relation to what you found in Part I? The answers were the same, but how we got them was different. We counted tens and ones in Part II. DOK-3 Was it easier to count with ten frames or without? Explain. It was easier to count by tens with the ten frames because I could keep track better.

Post-Explore

188

FACILITATION TIP

This Exit Ticket could be used as a preassessment for this scope. Consider using it to assess how much time to spend on this lesson.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

REPRESENT NUMBERS TO 100

Home

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REPRESENT NUMBERS TO 100

Represent Numbers to 100 Explore 2 – Sums of Tens and Ones – Tens and Ones to Standard Form ACTIVITY PREPARATION Students represent sums of tens and ones in standard form and expanded form by using place value mats and concrete and pictorial models.

Standards for Mathematical Practice • • • •

MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials Printed • • • •

1 Student Journal (per student) 1 Place Value Chart (per group) 1 Ten Frames Mat (per group) 1 Exit Ticket (per student)

Preparation • •

• Part I Container

Reusable • • • • • • • • •

2 Containers or boxes (per group) 16 Two-color counters (per group) 18 Linking cubes (per group) 13 Pencil-top erasers (per group) 80 Toothpicks (per group) 50 Straws (per group) 20 Craft sticks (per group) 10 Rubber bands (per group) 6 Resealable bags (per group)

Plan to divide the class into 6 groups to complete this activity. Prepare containers with supplies in individual resealable bags. Each group receives two containers. The ﬁrst container is for Part I, and the second container is passed out for Part II.

•

16 Two-color counters in a resealable bag

•

18 Linking cubes in a resealable bag

•

13 Pencil-top erasers in a resealable bag

• Part II Container

• • • •

•

80 Toothpicks in a resealable bag

•

50 Straws in a resealable bag

•

20 Craft sticks in a resealable bag

Prepare 10 rubber bands for each group to use with both containers. Print a Ten Frames Mat and a Place Value Chart for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–100 Number Chart and Open Number Line Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes and Two-Color Counters) Notes

190

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PROCEDURE AND FACILITATION POINTS Part I: Teen Numbers 1.

2. 3.

Read the following scenario to the class: Welcome to class! I need your help today as I clean up and organize our supply cabinet. You will count how many supplies are inside each container and write the total by showing the number in four ways. Divide the class into 6 groups, and give each group a Part I container, a Place Value Chart, and a Ten Frames Mat. Instruct students to count the objects in the container. Remind students to use the Ten Frames Mat and the Place Value Chart if they need help organizing their counts. Encourage students to use the rubber bands to group tens together. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 Why do you think making groups of ten makes it easier to count? When they are in groups of 10, we can count by 10s rather than having to count by 1s.

DOK-3 What do you notice about the tens place for each of your numbers? There is always a 1 in it.

DOK-3 What do you notice about the ones place for each of your numbers? Every number in the ones place is different.

DOK-3 What do the leftover supplies that are not a part of a group of ten represent? Ones

e. DOK-1 How many digits are in your number? 2 digits f.

DOK-2 How many groups of ten did you create with each set of items? One

DOK-2 What is the value of the tens place in your numbers? 10

h. DOK-2 How many ones are in your numbers? Counters – 6, linking cubes – 8, erasers – 3

FACILITATION TIP Before reading the scenario, ask the class these questions: 1) What types of supplies might be in a classroom supply cabinet? 2) How would you organize the supplies to make them easier to ﬁnd?

REPRESENT NUMBERS TO 100

Home

FACILITATION TIP Complete Skills Basics — Different Ways to Write a Number (Standard Form, Word Form, Expanded Form, Pictorial Model) prior to doing the Explore activity. FACILITATION TIP Clarify your expectations with the rubber bands in this Explore. Model how to use them to bundle the tens safely and eﬃciently. FACILITATION TIP As students count a group of ten, have them use a rubber band to represent that group. The students can count the number of rubber bands for the place value for tens. FACILITATION TIP Model for students the two place values on the board, using the rubber bands for groups of ten.

i. DOK-2 What is the value of the ones place in your number? Counters – 6, linking cubes – 8, erasers – 3 5.

Give each student a Student Journal, and ask students to write the amount of each school supply in four ways: writing in standard form, writing the number in a place value chart, drawing a pictorial model, and writing the value of each digit in expanded form.

Part II: Decade Numbers 1. 2.

Give each group a Part II container. Instruct students to count the objects in the container. Remind students that Place Value Charts and Ten Frames Mats are available to use. Also remind students that rubber bands can be used to group tens. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 What did you notice about the ones place for each of your numbers? The ones place was always a zero.

DOK-3 What did you notice about the tens place for each of your numbers? Each number in the tens place was different. None of the numbers in the tens place was a zero.

DOK-2 Were there any leftover items after you grouped the items by tens? No, all of the items had no ones, just groups of tens.

DOK-1 How many digits are in your number? 2 digits

FACILITATION TIP Provide a visual reference and model how to write the number in standard form, how to use a place value chart, create a pictorial model, and how to write in expanded form. STEMscopes Tip Located in the Acceleration section, Math Today is an activity in which students in all grades explore connections and applications of mathematics and other crosscurricular content through interactions with videos, photos, or articles provided by the Associated Press. This engaging activity can be used as a review or as a formative assessment.

191

REPRESENT NUMBERS TO 100

Represent Numbers to 100 Explore 2 – Sums of Tens and Ones – Tens and Ones to Standard Form e. DOK-2 What place is each digit in? Students should name the digits in the tens and ones places. DOK-3 What is always the digit in the ones place? Why? A zero because there were no leftover ones after the groups of tens were made

DOK-2 How many groups of ten did you create with each set of items? Toothpicks—8, straws—5, craft sticks—2

h. DOK-2 What is the value of the tens place in your numbers? Toothpicks—80, straws—50, craft sticks—20

STEMscopes Tip Depth of Knowledge (DoK) Levels are found on the Lesson Planning Resources page in the Essentials section of the Teacher Toolbox. A printable document lists the DoK levels for all elements of the scope. This resource gives teachers the ability to choose the appropriate DoK-leveled assignments to help students expand and deepen their mathematical thinking and reasoning.

i. DOK-2 How many ones are in your numbers? Zero j. DOK-2 What is the value of the ones place in your number? Zero 4.

5. 6.

Ask students to write the amount of each school supply in four ways on their Student Journals: writing in standard form, writing the number in a place value chart, drawing a pictorial model, and writing the value of each digit in expanded form. Once students have completed both containers and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat • • •

• STEMscopes Tip Within the Communicate Math tab of the Teacher Toolbox, teachers will ﬁnd the Communicate Math – Discourse page. Quality discussions in math provide students with an opportunity to share their thoughts and strategies and increase their learning; therefore, teaching students how to have productive math discussions is vital. Communication strategies are grouped for Kindergarten through Grade 2, Grades 3–5, and Secondary. Using the methods outlined on this page, the teacher models expectations and appropriate interactions students need to use when discussing their mathematical thinking with partners, in small groups, or with the class.

FACILITATION TIP Take some time to ﬁnd some additional real-world examples of things packaged or bundled by tens for students to see.

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•

• • • • •

•

DOK-1 What is standard form? Writing numbers with one digit per place value DOK-1 What is expanded form? The combined value of each digit DOK-3 How are standard form and expanded form related? They are both ways to write a number. The sum of the values in expanded form is equal to the number written in standard form. DOK-3 What similarities did you notice about all of the numbers in Part I? They all had 1 set of ten and then leftover ones. DOK-3 What similarities did you notice about all of the numbers in Part II? They all had different numbers of sets of tens, and there were no ones; there were no leftover items after the tens were grouped. DOK-3 How did the tools like the ten frames or Place Value Charts help you? The tools helped me because I could group the numbers by tens and ones. It made it easier to see and write each digit of the number. DOK-3 Which tool did you choose to use in Part II the most, and why? Answers will vary, but most students will say that they used the Place Value Chart more in Part II because there were many groups of tens. DOK-3 Why do you think grouping items by tens is a helpful strategy? It is easier and quicker to count by tens. DOK-3 Given the number 20, what are all the different ways to compose and decompose into tens and ones? 2 tens and 0 ones; 1 ten and 10 ones; or 20 ones DOK-3 Given the number 18, what are all the different ways to compose and decompose into tens and ones? 1 ten and 8 ones; 18 ones DOK-3 How many digits were in the numbers in both Part I and Part II? Both parts had two digits—the tens place and the ones place. DOK-3 In Part II, there were no ones, so why were there still 2 digits? Why was there not just a tens digit? There were two digits because even though there were zero ones, there has to be a zero in the ones place or the number 80 would just become 8. DOK-4 In what situations at home would you need to be able to count items up to 100? Would the strategies you learned today help? I help my mom make cookies and box them up to give to friends and neighbors. She makes a lot of cookies, so it would make it easier to use the strategies we learned today and group them by tens and then count by tens and then count the leftover ones.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Post-Explore 1. 2. 3. 4.

FACILITATION TIP Preview this Exit Ticket with students and give them time to ask clarifying questions. Be ready to help them locate where the given form of the numbers are located in each case.

Notes

REPRESENT NUMBERS TO 100

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REPRESENT NUMBERS TO 100

Represent Numbers to 100 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Counting and Organizing Collections Up to 120 Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Sums of Tens and Ones – Tens and Ones to Standard Form Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Interactive Notebook

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

A cut-and-glue activity to process learning that can be added to a notebook for future reference

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Risha’s New Bike A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems Baking Time! previously learned skills

Math Story

Fluency Builder

Saturdays with Aunt Nora

Different Ways to Represent a Number to 100

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Football Frenzy

Represent a Number to 100 in Different Ways

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

REPRESENT NUMBERS TO 100

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Students who are still acquiring the concept and need remediation

REPRESENT NUMBERS TO 100

Represent Numbers to 100

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can count to 120, forward and backward, starting at any number within 120.

What prompts will be used?

What does mastery look like?

REPRESENT NUMBERS TO 100

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I can explain that as the counting sequence increases, the value of each number increases by one or ten.

I can explain that as the counting sequence decreases, the value of each number decreases by one or ten.

I can read and write numerals as well as represent a number of objects with a written numeral within the range of 120.

I can explain that the two digits of a 2-digit number represent the amounts of tens and ones.

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SCOPE 1

Compare and Order Numbers to 100 Scope Introduction SCOPE SUMMARY Students compare and order two numbers up to 100 by examining the amounts of tens and ones in each number. They record the results of these comparisons by using the symbols >, =, and <. In addition, students use mental math strategies to ﬁnd 10 more or 10 less than a number, and they explain the reasoning used.

Student Expectations

1.NR.1.3 Compare and order whole numbers up to 100 using concrete models, drawings, and the symbols >, =, and <. 1.NR.5.2 Given a two-digit number, mentally ﬁnd 10 more or 10 less than the number, without having to count; explain the reasoning used.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students use visual models to form comparisons between numbers. They use their understanding of the written numerals 1–10 to make sets and compare them and identify whether the number of objects in one group is one more or one less than a given number using words such as “greater than,” “less than,” or “the same as.” Students do not practice using >, <, and = symbols until ﬁrst grade.

Second-grade students expand their knowledge of base-ten numbers by forming units of 100 by bundling groups of 10. Second-grade students compare and order whole numbers up to 1,000 based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Second-grade students also ﬁnd 10 more or 10 less and 100 more or 100 less than a given three-digit number.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

•

identify if the number of objects in one group is greater than, less than, or equal to objects in other groups. determine which set of objects is greater.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are presented with a scenario about determining which race car was going faster and which was going slower. Students will: •

compare whole numbers up to 99 by using place value.

•

compare whole numbers up to 99 on an open number line.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 198

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Generating Numbers Greater Than and Less Than with Objects and Pictures In this exploration, student groups will solve a scenario about a meteorologist predicting high and low temperatures for the weather forecast. Students will: •

Explore 2

Explore 1

EXPLORE ACTIVITIES

•

compare the weights of pumpkins to determine which pumpkin’s weight is more or less than the others.

•

represent the comparison of two numbers to 100 using symbols.

Explore 4

Explore 3

•

use place value to compare whole numbers up to 100 using comparative language.

After students have solved the scenario, the teacher guides students in color coding, sharing, and discussing their ﬁndings. The activity ends with a discussion about student learning and students complete an Exit Ticket.

As students are working, the teacher monitors and adjusts, leads a discussion about the students’ ﬁndings, and has students complete an Exit Ticket to assess learning.

In this exploration, students will solve a scenario about helping a local Fall Festival with its annual Heaviest Pumpkin Contest. Students will:

In this exploration, students will solve a scenario that determines the winners of each basketball game during a high school basketball season. Students will: •

generate a set of objects or pictures that are greater than or less than a given set of objects or pictures up to 99.

Using Comparison Symbols

Comparing Numbers with Place Value

COMPARE AND ORDER NUMBERS TO 100

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Relationships of 10 More and 10 Less In this exploration, student groups solve a scenario about helping a friend determine how many tickets each prize at an arcade will cost him and whether he has enough tickets to get a prize. Students will: •

determine a number that is 10 more or 10 less than any given number up to 99.

•

create concrete and pictorial representations.

After students have solved the scenario, they share and discuss their ﬁndings. Then students complete an Exit Ticket for assessment.

represent the comparison of two numbers to 100 using comparative language.

Explore 5

After students solve the scenario, they discuss their learning with the class and complete an Exit Ticket for assessment. Ordering Numbers In this exploration, students will order whole numbers up to 100 using place value and open number lines.Students will: •

order the number cards from least to greatest.

•

order the cards and arrange them on the Open Number Line Mats.

After solving the scenario, students discuss learning with the class, complete an Exit Ticket for assessment, revisit the Hook to solve.

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Compare and Order Numbers to 100 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

200

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students compare two sets of up to 10 objects. They show their thinking by moving to one side of the room or the other and then by writing numbers on dry-erase boards. This activity is intended to assess mastery of the following standard(s): K.NR.4.2 Compare two sets of up to 10 objects and identify whether the number of objects in one group is more or less than the other group, using the words “greater than,” “less than,” or “the same as”.

Materials

Preparation

Reusable • • •

1 Slideshow (per teacher) 1 Whiteboard (per student) 1 Dry-erase marker (per student)

• •

Prepare to project the Slideshow for the class. Gather enough whiteboards and dry-erase markers for each student to have one of each.

COMPARE AND ORDER NUMBERS TO 100

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Procedure and Facilitation Points 1. 2.

Explain to students that they will be comparing sets of objects. To show their answers, they will be moving to one side of the classroom or the other. Project the sets of objects one slide at a time, read the scenarios in the next step to the class, and then allow students to make their decisions about the sets and to move to the appropriate sides. For each slide, read the corresponding scenario below to the class: a.

Slide 1: These ﬂowers are combined to make a beautiful birthday bouquet. There are more of which type of ﬂower in the bouquet?

Slide 2: Robert counted these cars and trucks on his way to school this morning. Which type of vehicle did Robert count fewer or less of?

Slide 3: At a party, these icepops were given out to the children. Which color icepop was given out the least?

Slide 4: Adelaide collects stickers of kittens. These are the stickers she has collected. Which type of sticker has Adelaide collected more of?

Facilitate a class discussion about the comparisons. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

How many were in each group? On Slide 1, there were 9 yellow ﬂowers and 8 pink ﬂowers. On Slide 2, there were 9 red cars and 7 green trucks. On Slide 3, there were 8 blue ice pops and 5 orange ice pops. On Slide 4, there were 10 brown kitten stickers and 8 gray kitten stickers.

How do you know which is greater than or less than? Answers may vary. I know that there are more yellow ﬂowers because 9 is more than 8. I counted the number of items in each set.

Use the following sentence stems to compare the two sets of objects on each slide. There are more ____ than _____; or, there are fewer ____ than ____. There are more yellow ﬂowers than pink ﬂowers. There are fewer trucks than cars. There are fewer green ice pops than pink ice pops. There are more brown kitten stickers than gray kitten stickers.

FACILITATION TIP Emphasize safety by letting students know this is not a race and ask them to move carefully among classmates.

STEMscopes Tip Located under the Explain tab, Anchor Charts are designed to be used after teaching the Explore lessons. Creating anchor charts is a collaborative effort between teacher and students with each section illustrating the concepts covered in the individual Explores. A printable sample anchor chart is also included.

FACILITATION TIP Post this sentence frame for students to use and say out loud. Orally comparing numbers this way is a good step toward skills students will need in future grades, such as comparing integers.

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Compare and Order Numbers to 100 Lesson Calendar and Accessing Prior Knowledge 5.

FACILITATION TIP Students could also respond to these prompts verbally in whole group, small groups, and with a partner. 6.

Have students use whiteboards and dry-erase markers to respond to the following prompts: a.

Write the number that is greater: 6 or 14. 14

Write the number that is smaller: 13 or 17. 13

Write a number that is less than 20. Answers may vary. 19, 18, 17, 16, 15, 14, 13, 12, 11, 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, and 0

Write a number that is greater than 15. Answers may vary. 16, 17, 18, 19

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

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Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Compare and Order Numbers to 100 Hook – Speed Racer ACTIVITY PREPARATION Students compare whole numbers up to 100 by using place value and an open number line.

Materials

Preparation

Printed • •

• •

1 Race Car Images (per teacher) 1 Student Handout (per student)

•

Reusable • • •

Plan to show the Phenomena Video. Print and hang Race Car Images side by side on the board in no particular order using the magnets. Part II • Print the Student Handout for each student.

1 Phenomena Video (per teacher) 1 Projector (per teacher) 2 Small magnets (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP

Before showing the video and reading the scenario, ask the class these questions: 1) Have you ever watched a car race? 2) If so, what happened at the race? 3) How did you know who won the race?

4. 5.

FACILITATION TIP Provide students with linking cubes they can use to compare the speeds of the cars.

6. 7.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: Race cars are different from regular cars because they are made to drive really fast. A red race car and a yellow race car were on the track finishing their first lap. At the end of their first lap, a machine tracked how fast each car was going. The red car was going 99 mph. The yellow car was going 91 mph. Which car was driving faster? Which one was driving slower? Compare the two speeds. Direct classroom attention to the Race Car Images. Discuss the following questions: a.

DOK-1 What information do we know? We know there are 2 race cars; they are red and yellow. The red car was going 99 mph. The yellow car was going 91 mph.

DOK-2 What information do we need to ﬁnd out? Which car was driving faster? Which car was driving slower?

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities. Notes

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario.

Discuss the following questions: a.

DOK-1 What information do we know? We know there are 2 race cars; they are red and yellow. The red car was going 99 mph. The yellow car was going 91 mph.

DOK-1 What information do we need to ﬁnd out? Which car was driving faster? Which car was driving slower?

Give each student a copy of the Student Handout. They can use the Race Car Images as well in order to solve the problem.

Instruct students to compare the two speeds by using models and comparison statements. Students will answer the questions at the bottom of the Student Handout.

Discuss the following questions: a.

DOK-2 Which race car was faster? The red race car was faster.

DOK-3 How do you know? What strategy did you use to ﬁgure it out? The red race car’s speed was the larger number. First, I looked at the tens place. They both have a 9 in the tens place, so I needed to look at the ones place next. The 9 for the red car was more than the 1 for the yellow car.

DOK-2 Which race car was slower? The yellow race car was slower.

DOK-3 How do you know? What strategy did you use to ﬁgure it out? The yellow race car’s speed was the smaller number. I know this because even though both the red car and the yellow car had a 9 in the tens place, the red car had a 9 in the ones place and the yellow car had a 1 in the ones place. 1 is less than 9, so the yellow car was slower.

e. DOK-3 Which speed is closer to 100 mph? How do you know? The red car is closer at 99 mph because if I add only 1 more mph, it would be at 100 mph. The yellow car would take 9 more mph to reach 100 mph. I ﬁgured this out by using the counting-up strategy. f.

DOK-3 Pretend there was a green race car that was driving at a speed that is the same as the yellow car’s speed. Name the travel speed of the green car. How do you know? The green car is traveling at 91 mph. I know this because 91 is equal to 91.

STEMscopes Tip Interactive Practice, found in the Elaborate section, includes interactive games that can be utilized on almost any device. The engaging games focus on the skills and concepts established by the standards in the scope. They can be assigned as practice throughout the scope or as a review throughout the year. These games give students another opportunity to see the concepts they have learned in action. While students are playing the games, teachers can facilitate smallgroup interventions and reteaching for struggling students as well as independent projects assigned to advanced learners.

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FACILITATION TIP Explain to students how the fastest car will have the greatest speed and the slowest car will have the lowest speed. This concept can be confusing for students since: the winner has a lower number than the the car in last place (running races and swim meets are other good examples of this).

FACILITATION TIP Have students use a number line to determine the possible speeds of the green car.

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Compare and Order Numbers to 100 Explore 1 – Generating Numbers Greater Than and Less Than with Objects and Pictures ACTIVITY PREPARATION Students generate a set of objects or pictures that is greater than or less than a given set of objects or pictures up to 99.

Standards for Mathematical Practice • • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

1 Student Journal (per student) 1 Set of Station Cards (per class) 1 Set of Ten Frames (per station) 1 Exit Ticket (per student)

• • • •

Reusable • •

100 Linking cubes (per station) 100 Circle counters (per station)

Plan to divide the class into ﬁve groups to complete this activity. Print and cut out a set of Station Cards. Laminate the cards for future use, if desired. Print a set of Ten Frames for each station. Set up 5 stations with the following materials at each station:

• • •

1 Station Card 100 linking cubes separated into stacks of 10 100 circle counters 1 set of Ten Frames (3 pages of ten frames; 10 ten frames in total).

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–100 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes and Two-Color Counters)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) What is a meteorologist? 2) What types of weather information would a meteorologist know about? 3) Is it hot or cold outside today?

FACILITATION TIP Show a local news channel weather forecast and then discuss the temperatures for the week.

FACILITATION TIP Have students use the manipulatives to construct a model of different numbers before the Explore activities to check for understanding. FACILITATION TIP

Read the following scenario to the class: A local meteorologist needs your help to prepare the daily weather forecast each day for the next 5 days. The current temperature will be given to you. You will need to predict the low and high temperatures by thinking of a number that is less than and greater than the given number. Can you help the meteorologist with the forecast? Divide the class into ﬁve groups, and assign each group a station at which to start. Direct students’ attention to the linking cubes, counters, and Ten Frames. Give students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to begin by looking at the Station Card that provides a current temperature. Explain to students that this is their given number. Students can use either the linking cubes or counters with the Ten Frames to help them generate a temperature less than and greater than the provided temperature. Encourage students to stay with numbers less than 100. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What is the given number? Answers will vary. 88

Use the Small-Group Intervention checklist as you monitor the groups. 206

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 How many tens are in the given number? How many ones? Answers will vary. 8 tens and 8 ones.

DOK-3 How can you build a number less than/greater than the given number? Answers will vary. I can take away tens and/or ones to make a number less than 88; I can add tens and/or ones to make a number greater than 88.

DOK-3 How do you know your number is less than/greater than the given number? Answers will vary. 64 has fewer tens; 91 has more tens.

e. DOK-2 How are groups of ten made using the linking cubes or counters with ten frames? Answers will vary. I count out 10 ones and stack them together to make a ten; I ﬁll up a ten frame with 10 counters. 5.

6. 7. 8.

Give each student a Student Journal, and ask students to record the given number and draw a pictorial model of the numbers less than/greater than generated with the cubes or counters. Students write the numbers. Allow time for students to rotate through the remaining stations repeating steps 3–5. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

• • •

• •

DOK-3 What strategy did you use to build a number that was less than/greater than the given number? I built the given number ﬁrst and then took away or added cubes or counters. DOK-3 How did you group your linking cubes so you could count them more easily? I grouped them in sets of 10. DOK-3 How did you use the counters and Ten Frames to generate your numbers? I used 10 counters to ﬁll up a Ten Frame, and then I was able to count by tens. DOK-2 How do you know if a number is greater than or less than? I can look at the place value of the digits. If the digits in the tens place are the same, I need to look at the digits in the ones place. DOK-3 If I grab 70 cubes and say, “70 is less than 84,” do you agree or disagree? Why? I agree because 7 tens is less than 8 tens. DOK-4 When might you need to generate a number that is less than or greater than a given number outside of school? Preparing party favors, sorting objects by quantities, sorting objects by weights, estimating an amount, etc.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Intervention

Acceleration

FACILITATION TIP Students can share with a partner their descriptions of a number that is greater than or less than a given number. Listen to their descriptions and address misconceptions as needed.

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STEMscopes Tip Under the Communicate Math tab of the Teacher Toolbox is the Communicate Math – Questioning page. Here, purposeful questioning strategies are grouped for Kindergarten through Grade 2, Grades 3–5, and Secondary. These strategies include modeling question techniques, allowing wait time, and using different questioning approaches. Teachers can use the questioning strategies to challenge and stimulate students’ ability to clarify and extend their mathematical thinking. Also included are tips to help walk students through appropriate mathematical discourse and communication of their ideas. Examples of questioning types are provided. FACILITATION TIP On this Exit Ticket, consider allowing students to draw the same model shown on the Student Journal answer key ( sticks and dots or circles).

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Compare and Order Numbers to 100 Explore 2 – Comparing Numbers with Place Value ACTIVITY PREPARATION Students use place value to compare whole numbers up to 100 using comparative language.

Standards for Mathematical Practice • • •

MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Set of Station Scorecards (per class) 10 Place Value Mats (per class) 1 Exit Ticket (per student)

• •

Reusable • • •

1 Projector or document camera (per class) 200 Linking cubes (per group) 10 Sheet protectors (per class, optional)

• •

•

Plan to divide the class into ﬁve groups to complete this activity. Print 10 Place Value Mats, and laminate or place them in a sheet protector for durability. Print and cut out the Station Scorecards. Set up stations with the following materials: 2 Place Value Mats, one Station Scorecard, and 200 linking cubes separated into stacks of 10. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–100 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Have students complete Skill Basics – How to Compare Numbers Using a Place Value Chart prior to completing this Explore. FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Have you ever been on a sports team? 2) If so, did you play against other teams? 3) How did you know which team won?

FACILITATION TIP Monitor the groups as they work. Ensure students are using the linking cubes for each score. Have students group the cubes into base tens. 208

Read the following scenario to the class: The high school basketball season just ended. The team’s scores were recorded. They need our help to compare the scores to determine the winner of each game. Can we help the teams determine the winners? Divide the class into ﬁve groups, and assign each group a station at which to start. Direct students’ attention to the linking cubes and Place Value Mats. Allow students a few moments to discover the manipulatives and experience how they work with their group. Instruct students to begin by looking at the scorecard at their station. They use the linking cubes and 2 Place Value Mats to build each number. Encourage students to discuss and compare each number. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How many ones equal a ten? 10

DOK-1 What two numbers are you building? Answers will vary. I am building 27 and 56.

DOK-2 Which number is greater than the other number? Answers will vary. 56 is greater than 27.

6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

Give each student a Student Journal, ask students to draw a pictorial model of each team’s scores, and write how many tens and ones there are in each number. Students compare the scores using the sentence frames and circle the team that won. Students rotate to the remaining stations. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP Students can use sticky notes to write the amount of tens and ones before transferring them to the Student Journal.

Math Chat • •

• •

DOK-1 In what direction should numbers be read when we compare them? Left to right DOK-3 How do you know if a number is less than, greater than, or equal to another number? I look at the tens and ones, and I see if they have the same number of tens or if one has more tens than the other. DOK-2 What tools can you use to compare numbers? Number line, hundreds chart, linking cubes, and Place Value Mat DOK-3 If a number has 6 tens and another number has 8 tens, which number is greater? Explain how you know. The number with 8 tens is greater because that is 80, and the one with 6 tens is 60. DOK-2 If I have the numbers 75, 25, and 15, which number is closer to 100? 75 DOK-3 When would you compare numbers less than 100 outside of school? When I play Go Fish with my brother, we count how many matches there are at the end of the game and then compare to see who won.

FACILITATION TIP Post a sentence frame for students to use and say out loud. Orally comparing numbers this way is a good step toward skills students will use in later grades, such as comparing integers. “I know that a number is less than another number when....” or “I know that a number is greater than another because.....”.

COMPARE AND ORDER NUMBERS TO 100

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Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Demonstrate how you want students to draw the models on this Exit Ticket.

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COMPARE AND ORDER NUMBERS TO 100

Compare and Order Numbers to 100 Explore 3 – Using Comparison Symbols ACTIVITY PREPARATION Students represent the comparison of two numbers to 100 using symbols and comparative language.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Set of Symbol Cards (per pair) 1 Place Value Mat (per pair) 1 Exit Ticket (per student)

• • •

Reusable • •

1 Sheet protector (per pair, optional) 1 Dry-erase marker (per pair)

Plan to have students work with a partner to complete this activity. Print Place Value Mats for each student pair, and laminate or place them in sheet protectors for use with dry-erase markers. Print and cut the Symbol Cards for each student pair. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–100 Number Chart Supplemental Aids elements in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Have students complete Skill Basics – How to Draw and Read Comparison Symbols before completing the Explore. FACILITATION TIP Before reading the scenario, ask the class these questions: 1) How big was the biggest pumpkin you’ve ever seen? 2) Do you think the pumpkin would be easy or diﬃcult to pick up? Why? FACILITATION TIP A trick to help students understand the greater-than and less-than symbols is using the alligator’s mouth. The mouth is opening to the larger number. Have students open their arms wide to gobble up the bigger numbers.

FACILITATION TIP Encourage students to state the entire inequality out loud. Consider having them say it both ways. For example, “71 is more than 49” and “49 is less than 71.” Seeing it and saying it will help students continue to translate words and stories into math symbols and symbols into words and stories. 210

2. 3.

4. 5.

Read the following scenario to the class: A local farm is gearing up for one of its busiest weekends—Fall Fest! One of the community’s favorite things about Fall Fest is the annual Heaviest Pumpkin Contest! There have been six pumpkin entries so far. Today, you will help compare the weights of the pumpkins to determine which pumpkins weigh more than or less than the others. Can you help the farm with the contest? Divide the class into groups of two. Give each student pair a Place Value Mat, a set of Symbol Cards, and a dry-erase marker. Each student needs a Student Journal. Instruct students to look at the ﬁrst pumpkin weight comparison on their Student Journals. Students use the Place Value Mat to compare the two weights by using the dry-erase marker to draw a pictorial model and write each number. They can use the Symbol Cards to help remind them how to draw the comparison symbols. Ask students to ﬂip the two weights and compare the numbers again using the Place Value Mat, pictorial model, and comparison symbols. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What are the two weights you are comparing? Answers will vary. 49 and 71

DOK-2 What did you draw as your pictorial model? Answers will vary. For 49, I drew 4 tens and 9 ones; for 71, I drew 7 tens and 1 one.

DOK-2 Which weight is greater than the other? Answers will vary. 71

DOK-2 How would you draw the comparison symbol? Answers will vary. I would put two dots next to the 71 and one dot next to the 49. Then, I would connect the dots.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-1 What two weights are you using for the second comparison? Answers will vary. I am using the same weights but ﬂipping the numbers.

DOK-3 Did you get the same answer? Why? Answers will vary. Yes, I got the same answer because I am comparing the same numbers.

h. DOK-3 Is your comparison statement the same? Why? Answers will vary. No, my comparison statement is different because this time the greater number is ﬁrst. 6.

7. 8.

Ask students to complete each comparison on their Student Journals by writing the numbers, drawing the comparison symbols, and writing a comparison statement using the words greater than, than less than,, and equal to. to Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

• •

•

DOK-3 Which pumpkin had the heaviest weight? What strategy did you use to figure this out? Pumpkin C had the heaviest weight. I used place value and compared the tens places. I could tell because Pumpkin C was the only pumpkin with a 9 in the tens place. Every other pumpkin had a smaller number in the tens place. DOK-3 Which pumpkin had the lightest weight? What strategy did you use to figure this out? Pumpkin A had the lightest weight. I used place value and compared the tens places. I could tell because Pumpkin A was the only pumpkin with a 4 in the tens place. Every other pumpkin had a larger number in the tens place. DOK-1 What do the different symbols mean? (Draw them on the board for students.) < means less than; > means greater than; = means equal to DOK-3 When comparing the weights in two different orders, what was the same or different about the comparisons? The numbers were the same for both comparisons, but our symbols and comparison statements were different because the numbers were flipped. DOK-4 What situations can you think of outside of school where you need to be able to compare numbers using comparative symbols and comparative language? I need to be able to compare two numbers to see what product is less expensive. I need to be able to compare two numbers to see who wins a race. I don’t think I would use the symbols outside of school.

Intervention

Acceleration

FACILITATION TIP Explain to students that the symbol may ﬂip depending on which number is placed ﬁrst.

COMPARE AND ORDER NUMBERS TO 100

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STEMscopes Tip The Skills Quiz, which is located in the Evaluate section, provides a means for students to demonstrate their knowledge about a topic and their computational fluency. Presented in multiple-choice, short-answer, drag-and-drop, and fill-in-the-blank formats, these standards-based assessments can be used as a formative assessment or as a review of the concepts learned throughout the scope. A printable assessment and Answer Key are found on the right-hand side of the screen. Teachers can also download and edit the assessment to provide the accommodations or modifications students require to demonstrate their ability to compute accurately and efficiently.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP This Exit Ticket could provide a good opportunity to show students how to stack the numbers on top of one another and compare from left to right to see which one is bigger. For example, you could write the 99 under the 97 and show them how to cover up the digits one by one as you move to the right until you get two digits that don’t match.

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Compare and Order Numbers to 100 Explore 4 – Relationships of 10 More and 10 Less ACTIVITY PREPARATION Students determine a number that is 10 more or 10 less than any given number up to 99.Standards for

Mathematical Practice • • •

MP.4 Model with mathematics. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 6 Sets of Ticket Cutouts (per class) 6 Sets of Ten Frames (per class) 1 Exit Ticket (per student)

•

Reusable •

• •

6 Resealable bags (per class)

Consumable •

1 Roll of raﬄe tickets (per teacher, optional)

•

Plan to divide the class into six groups to complete this activity. Print and cut out a set of Ticket Cutouts for each group. Place a set of tickets into a resealable bag for each group. There should be 100 tickets total in each set. Laminate for future use, if desired. Another option is to use a roll of raﬄe tickets. Tear off 6 sets of 100 tickets. Print a set of Ten Frames for each group. A complete set is ﬁve pages of Ten Frames for a total of 10 Ten Frames. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–100 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS Part I: Creating Concrete and Pictorial Representations FACILITATION TIP

Complete the Skill Basics – How to Use an Open Number Line prior to completing this Explore. FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Have you ever been to an arcade? 2) If so, did you get tickets for playing the arcade games? 3) What prizes were people able to buy with their tickets?

2. 3. 4.

FACILITATION TIP Explain that students should use the following statements when determining the location on the number line: Is this number closer to the smallest or largest number? Is it in the middle of two numbers? 212

Read the following scenario to the class: Phillip went to a friend’s birthday party at an arcade. He earned a lot of tickets while playing the games. He had a hard time holding all of his tickets in his ticket cup, so he kept going to the prize booth to spend his tickets after every few games he played. He had to count his tickets and decide what prizes to pick. Some prizes cost 10 fewer tickets than he had, and some cost 10 more tickets than he had, which meant he had to keep playing the games to earn more tickets. Can you help him ﬁgure out how many tickets each prize will cost him and if he has enough to get the prize? Give a Student Journal to each student. Divide the class into six groups. Give each group a bag of tickets and a set of Ten Frames. Direct students’ attention to the bag of tickets and Ten Frames. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to look at Part I of their Student Journals. Students look at the given starting number and count out that many tickets from their bags. Students can put the tickets on the Ten Frames provided for additional counting support. Once the starting number has been counted, students work together to determine a number that is ten less and a number that is ten more. They draw a pictorial model of each of the three numbers (10 less, starting number, 10 more) and answer the questions. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

2. 3.

DOK-1 How many tickets does Phillip have to spend? Answers will vary. He has 51 tickets.

DOK-3 How did you show this number on your Ten Frames? Answers will vary. I ﬁlled 5 Ten Frames and had 1 ticket extra to put in another ten frame.

DOK-1 How many ones do you need to make a ten? Ten

DOK-3 How did you ﬁnd the number that is 10 less/more? Answers will vary. I added 10 tickets to another Ten Frame for 10 more; I took away 10 tickets from a Ten Frame for 10 less.

Students complete Part I of their Student Journals, repeating steps 5 and 6.

Have students complete Part II of their Student Journals without the use of manipulatives. Once students have completed all of Part II in their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat • • • • • •

DOK-3 Which place value changed when adding 10 more or taking away 10 from the number? The tens place changed. DOK-3 Does the digit in the ones place change when adding 10 more or taking away 10? Explain. No, because only the value of the tens place is changing. DOK-3 How did your pictorial models change when you took away 10 or added 10? I drew one less ten or one more ten. DOK-3 When a number increases by 10, what happens to the digits in the number? A ten is added. The digit in the tens place increases by one. DOK-3 What would happen if I added 10 to 87? It would change to 97. The tens place would change to 9 tens. The 8 would change to a 9. DOK-3 What would happen if I took 10 away from 13? It would change to 3 because 13 has 1 ten, and if you take ten away, there would only be 3 ones.

Post-Explore 1. 2. 3.

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Part II: Using Mental Math Strategies 1.

Intervention

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Have students focus on sequencing the numbers on the number line in the correct order. Spacing between numbers will improve with more practice.

COMPARE AND ORDER NUMBERS TO 100

Home

STEMscopes Tip The Vertical Alignment Chart can be found in the Essentials section of the Teacher Toolbox. This chart encompasses Kindergarten through Grade 5 and details the organization of the standards, the grade level focus across grade levels, and the vertical alignment of the standards by domains.

FACILITATION TIP Use this question about 10 being added to 87 to create more just like it for students to chorally respond so they can begin to hear and see the pattern. For example, ask “What is 26 plus 10?” “What is 45 plus 10?” and then try subtraction examples. Pick up the pace as you can and allow whole group, table groups, and partners to respond.

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Compare and Order Numbers to 100 Explore 5 – Ordering Numbers ACTIVITY PREPARATION Students order whole numbers up to 100 using place value and open number lines.

Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments, and critique the reasoning of others. MP.4 Model with mathematics. MP.6 Attend to precision.

Materials

Preparation

Printed • • • •

1 Student Journal (per student) 1 Set of Station Number Cards (per class) 6 Open Number Line Mats (per class) 1 Exit Ticket (per student)

Reusable • • •

• • • • • •

6 Resealable bags (per class) 1 Glue stick (per student) 1 Pair of scissors (per student)

Plan to divide class into six groups to complete this activity. Print 6 Open Number Line Mats. Print and cut out the Station Number Cards. Place each set of cards into a resealable bag. Set up 6 stations. Each station will need a set of Station Number Cards and an Open Number Line Mat. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–100 Number Chart Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Consider printing and projecting this scenario so you and the students can read through it together more than once. Emphasize focusing on the critical math information. FACILITATION TIP

2. 3.

Consider using color paper, printing, or highlighters to differentiate among the different Station Number Cards.

FACILITATION TIP The Open Number Line may be overwhelming for some students. Consider adding some limits of 0 and 100 on the lines for those students. FACILITATION TIP Before having students move to their stations, model ordering the cards carefully and then slowly copying them onto the number lines. When you order the number cards be sure to demonstrate paying attention to the space in between for students. 214

Read the following scenario to the class: Tiko’s Tasty Turkeys has just opened their doors to start taking orders for delicious Thanksgiving turkeys. They give out numbers in groups of 4. They ask customers to order themselves from the smallest number to the largest number. They start taking orders from the customer with the smallest number ﬁrst. Can you help them organize their customers who are waiting to place their orders? Divide the class into six groups, and assign each group a station to start at. Direct students’ attention to the Station Number Cards bag and the Open Number Line Mats. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to order the number cards in each bag from least to greatest. They should order the cards ﬁrst and then arrange them on the Open Number Line Mats. Remind students to pay attention to the distance between numbers when placing the numbers on the Open Number Line Mats. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 What strategies are you using to put the numbers in order? Answers will vary. I am looking at the place value of each digit; I am looking at how many tens and ones there are for each number; I am counting.

DOK-2 How do you know that number comes before/after that number? Answers will vary. I know 7 comes before 31 because 31 has 3 tens, and 7 does not have any tens; 7 is less than 31. © Accelerate Learning Inc. - All Rights Reserved

6. 7. 8.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 What is the distance between these two numbers? Answers will vary. More than 20

DOK-2 Why did you place this number here? Answers will vary. I put 44 closer to 31 than 76 because there is only a distance of 13, and there is a larger distance to 76.

Give each student a Student Journal, and ask students to write the numbers on the open number line to match the placement of the cards on the mat. After students have completed each station and their Student Journals, bring the class together as a whole group After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-2 Which number did you place first on the number line at station 1? Why? We placed 7 first because it is the smallest number. It did not have a digit in the tens place. • DOK-2 Which number did you place last? Why? We placed 76 last because it is the largest number and had the largest digit in the tens place. • DOK-2 How did you know where to place the number 35 in station 5? We looked at the tens place, and it was larger than the tens place in the first number but not as large as the tens place in the last two numbers. • DOK-3 What strategies did you use as you plotted numbers on an open number line? I checked the numbers at the beginning and at the end of the number line to know where to put the third number in the right place. I knew which number was less and which number was more. I made sure to put the third number in between the two numbers in the right place on the open number line. •

Intervention

Acceleration

STEMscopes Tip Students work collaboratively on a Problem-Based Task, located in the Elaborate section, to apply the knowledge and skills they have learned to a challenging open-ended, real-world problem. These tasks provide a more rigorous opportunity for students to practice their mathematical thinking and problem-solving skills within a real-world context. They will recognize that they have the ﬂexibility to use different processes and strategies to reach a solution. The Problem-Based Task Student Handout can be printed from the right side of the screen. A printable rubric is also available to evaluate students’ understanding, computation, reasoning, and product using a three-point scale.

COMPARE AND ORDER NUMBERS TO 100

Home

Post-Explore 1. 2. 3. 4.

Have students complete the Exit Ticket to formatively assess their understanding FACILITATION TIP of the concept. To save time, have students write the Complete the Anchor Chart as a class. numbers on (or draw an arrow to) the correct Have each student complete their Interactive Notebook. spot rather than cutting and gluing. Return to the Hook and instruct students to use their newly acquired skills to successfully complete the activity. Notes

215

COMPARE AND ORDER NUMBERS TO 100

Compare and Order Numbers to 100 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Can be done independently

Picture Vocabulary

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Generating Numbers Greater Than and Less Than with Objects and Pictures Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Comparing Numbers with Place Value Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Using Comparison Symbols

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Relationships of 10 More and 10 Less

Independent practice assignment that gives students an opportunity to demonstrate their learning

Show What You Know, Part 5 Ordering Numbers Independent practice assignment that gives students an opportunity to demonstrate their learning

216

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Fun to Run A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Garage Sale Time!

Match the Number Sentence with the Correct Comparative Language

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

COMPARE AND ORDER NUMBERS TO 100

Home

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Toy Store Sale

Roll to Compare Two-Digit Numbers

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

217

Students who are still acquiring the concept and need remediation

COMPARE AND ORDER NUMBERS TO 100

Compare and Order Numbers to 100

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

218

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can compare and order whole numbers using concrete models, drawings, and symbols.

What prompts will be used?

What does mastery look like?

COMPARE AND ORDER NUMBERS TO 100

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I can compare two two-digit numbers based on the number of tens and the number of ones.

I can record the results of comparisons with words and the symbols >, =, and <.

I can use a two-digit number to mentally ﬁnd 10 more or 10 less than the number without having to count and I can explain the reasoning used.

219

SCOPE 1

Add and Subtract within 100 Scope Introduction SCOPE SUMMARY

Student Expectations

1.NR.5.1 Use a variety of strategies to solve applicable, mathematical addition and subtraction problems with oneand two-digit whole numbers.

Students begin by exploring the adding of a two-digit number and a one-digit number with sums to 100 representing quantities of items by using concrete and pictorial models. They focus on adding tens to tens and ones to ones and combining 10 ones to form new tens when needed. These base-ten strategies are the foundation of the place value system. Once they have a good understanding of combining ones and tens, they move on to adding by using models, drawings, or number lines. Students explore subtraction of one- and twodigit whole numbers by using manipulatives, drawings, or equations to decompose tens and regroup ones when needed. They also use the number line as a tool to count on or count back. Students add and subtract multiples of 10 within 100 using concrete models, drawings, and strategies based on place value, properties of operations, and the relationship between addition and subtraction.

1.NR.5.3 Add and subtract multiples of 10 within 100.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students explore addition of two whole numbers from 0 to 10, and they explore related subtraction facts by using objects, manipulatives, number lines, and drawings. They solve contextual problems involving familiar scenarios with sums up to 10 and differences within 10. Students explain the strategies they use to solve addition and subtraction problems by using spoken words and concrete objects and pictorial models. Students are exposed to equations that are derived from visual models, but mastery is not required.

In second grade, students ﬂuently add and subtract within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. These strategies are also applied to add a string of up to 4 twodigit numbers. Students will use concrete models, number lines, hundreds charts, and drawings to add and subtract 2 two-digit numbers within 1,000. They will be expected to recall addition facts with sums to 20 and related subtraction facts with automaticity.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students’ ability to: •

use a variety of strategies to solve addition and subtraction problems within 20.

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

use a number line to add a 2-digit number to a 1-digit number to ﬁnd the total number of colored pencils.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

If your students are struggling with previously taught concepts, use the Foundation Builder activity in this scope to reinforce ideas presented in the APK. 220

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

In this exploration, students will use place value to add a two-digit number to either a one-digit number or a multiple of ten. Students will:

Explore 2

Addition Using Place Value

Addition Using Number Lines In this exploration, students will add a two-digit number to either a one-digit number or multiple of ten using number lines. Students will:

•

count groups of tens and ones using place value charts.

•

use Number Lines to ﬁnd the sum of the weekday and weekend showings for each realtor.

•

write a number sentence to ﬁnd the sum of the cubes.

•

write a number sentence to determine the sum.

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

After students have solved the scenario, the teacher guides students’ sharing and discussing ﬁndings. Then the activity ends with a discussion about students’ learning learning and students complete an Exit Ticket.

Subtraction Using Place Value

Subtraction Using Number Lines

In this exploration, students will subtract either a one-digit number or a multiple of ten from a two-digit number using manipulatives, drawings, and equations to decompose tens and regroup ones. Students will: •

use the linking cubes and place value charts to solve the problems.

•

draw a pictorial model.

•

write a number sentence to determine the sum.

Explore 4

Explore 3

Explore 1

EXPLORE ACTIVITIES

ADD AND SUBTRACT WITHIN 100

Home

In this exploration, students will subtract either a one-digit number or a multiple of ten from a two-digit number using number lines. Students will: •

use their number lines to subtract the temperature drop from the current temperature to determine the temperature at sunset each day.

•

write a number sentence for each day.

After completing the activity, students share their learning, complete an Exit Ticket, then revisit the Hook to solve.

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

221

ADD AND SUBTRACT WITHIN 100

Add and Subtract within 100 Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

222

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students apply various strategies to solve addition and subtraction problems up to 20. This activity is intended to assess mastery of the following standard(s): 1.NR.2.1 Use a variety of strategies to solve addition and subtraction problems within 20.

Materials

Preparation

Printed •

1 Student Handout (per student)

Reusable •

• •

Print a Student Handout for each student. Prepare manipulatives at each table for students to access if they choose.

ADD AND SUBTRACT WITHIN 100

Home

30–40 Counting manipulatives, such as cubes or counters (per group)

Procedure and Facilitation Points 1. 2.

Give a Student Handout to each student. Read the following scenario to the class: Josiah buys some crickets to feed to his pet lizard. There are already 4 crickets in a jar at home, and Josiah is bringing 12 more from the pet store. Josiah wants to know how many crickets he has to feed his lizard now. You have some counting manipulatives on your table if you need them. I’d like you to use the room on your paper to show me two strategies you would use to solve this problem. Circulate around the room, and observe students’ work. Ask students to describe the strategies they are using to solve the problem. a.

I am counting out cubes to represent the crickets and ﬁnding the total.

I am drawing a picture to show how many crickets there are altogether.

I am using a number sentence and counting on to put 4 and 12 together.

I am applying mental math to add the ones place together (4 + 2 gives me 6) and then combining that with the tens place (10 + 6 gives me 16).

FACILITATION TIP Print and project this scenario so students can read aloud along with you and note down the important math information. Read it more than once and model thinking aloud, “What do we know and what do we need to ﬁnd out?”

e. I am using a number line to count up from 4 or 12. 4.

Look for students who are simply writing the answer, and encourage them to show you how they are arriving at that answer. Students can also be encouraged to show or discuss more than two strategies if they are fast finishers. Once most students have finished, read the next scenario to the class: Mona is helping her mom plant tomato seeds in their garden. Mona starts with 18 seeds and plants 6 of them before taking a break to get some water. How many seeds does Mona have left to plant? Use your workspace to show me two strategies you would use to find out the number of seeds Mona has left to plant. Remember that your goal is to show how you would solve it. Circulate around the room to observe student thinking. Ask students to describe the strategies they are using to solve the problem. a.

I am using cubes to represent the beginning total and removing the 6 to ﬁnd out how many are left; I could show this on paper as the number sentence 18 – 6 = 12.

I am drawing out 6 seeds and counting up to 18 to see how many would be left over.

I am drawing 18 seeds and crossing off 6 to determine how many would be left over.

FACILITATION TIP Print and project this scenario so students can read aloud along with you and note down the important math information. Model thinking aloud, “What do we know and what do we need to ﬁnd out?” FACILITATION TIP Record notes to keep track of all the different strategies and which students are effectively using them so you can feature each approach during the discussion that follows. Add on to these notes as students solve the second scenario.

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Add and Subtract within 100 Lesson Calendar and Accessing Prior Knowledge d.

I am using a number line to count up or count back.

e. I am using my ﬁngers to count up from 6 to 18 or down from 18 to 6. 7.

FACILITATION TIP Create a visual display to showcase students’ work. Sort the papers into categories by strategy, and label each one. As problem solving continues, refer to the display if students are not sure how to begin the problem-solving process.

Look for students who are simply giving the answer, and encourage them to show how they are arriving at that answer. If students have a number sentence, encourage them to show you what the number sentence represents by using manipulatives. Facilitate a class discussion about their strategies. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What strategies did you use to solve these two problems? Answers will vary. I counted up. I drew a picture.

Is there another way to solve this problem? Answers will vary. Instead of subtracting, I can add up.

How did you know to add or subtract? Answers will vary. The action or what was happening in the problem helped me decide to add/subtract.

Is there another number sentence for that problem? Answers will vary. 18 – 6 = 12 or 6 + 12 = 18.

e. Which strategy was the best to use? Answers will vary. The focus should be on the fact that there are multiple ways to solve, though some may be more eﬃcient than others. 9.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

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Explain

Elaborate

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Intervention

Acceleration

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Add and Subtract within 100 Hook – Birthday Pencils Galore ACTIVITY PREPARATION Students use a number line to add a 2-digit number with a 1-digit number to ﬁnd the total number of colored pencils.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

• Print the Student Handout for each student.

Reusable • •

Plan to show the Phenomena Video. Part II

1 Phenomena Video (per teacher) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore STEMscopes Tip Within the Intervention section are a wide variety of Supplemental Aids that can be used throughout and across scopes to help students with any assignments. Supplemental Aids include documents to help students visualize mathematical concepts or help organize the information from the scope. Each Supplemental Aid provides a description of how and when it can be used to be the most beneﬁcial to student learning, the speciﬁc mathematical concepts it reinforces, as well as detailed procedures outlining strategies teachers can use to model the aid for students. Many of the Supplemental Aids are approved for use by students who meet eligibility criteria.

5. 6.

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: Eloísa is having a birthday party. She loves to color, so she and her friends use colored pencils to color at the party. Eloísa has 35 colored pencils, and one of her friends gives her another pack of 8 colored pencils. Another friend gave her 5 more colored pencils. How many colored pencils does Eloísa have at the end of the party? Discuss the following questions: a.

DOK-1 What information do we know? Eloísa is having a birthday party. She has 35 colored pencils. She gets a pack of 8 pencils and another 5 pencils.

DOK-1 What information do we need to ﬁnd out? We need to ﬁnd out how many pencils Eloísa has after she gets a pack of 8. We need to know how many she has when she gets 5 more colored pencils.

Ask students to turn and talk to their neighbors about how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities. Notes

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Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? Eloísa is having a birthday party. She has 35 colored pencils. She gets a pack of 8 pencils and another 5 pencils. DOK-1 What information do we need to ﬁnd out? We need to ﬁnd out how many pencils Eloísa has after she gets a pack of 8. We need to know how many she has when she gets 5 more colored pencils.

Give each student a copy of the Student Handout. Instruct students to use the number line to represent the number of colored pencils that Eloísa had at the beginning of the party. Ask students to use the number line to show how many colored pencils Eloísa had after her friend gave her a pack of 8 pencils. Ask students to write the number of pencils that Eloísa has after receiving 8. After students write the number of pencils that Eloísa has after getting 8 more, instruct them to represent that number on the second number line. Ask students to use the number line to show how many colored pencils Eloísa has after another friend gives her 5 more and write that number to the side of the number line. Discuss the following questions:

FACILITATION TIP After students determine how many pencils Eloísa has, have them create a visual using cubes or a number line.

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FACILITATION TIP Challenge students to demonstrate the total number of pencils in another way besides the number line (for example, with cubes or by drawing an image).

a. DOK-3 Describe what happened to the number of pencils that Eloísa had. How do you know? Eloísa got colored pencils from her friends. At the beginning of the party, she had 35 pencils, and at the end, she had more because her friends gave her pencils. b. DOK-2 What operation does this describe? Addition c. DOK-1 What is the answer to an addition problem called? The sum d. DOK-2 How many colored pencils did Eloísa have at the end of the party? Eloísa had 48 pencils at the end of the party.

FACILITATION TIP Take time to add these vocabulary words to a word wall if you have one: addition, sum.

e. DOK-3 How did you use the number lines to help you solve the problems? Answers will vary. I used the number line to count up to the number of colored pencils that Eloísa had. The number line shows the number of pencils that Eloísa started with, and then I added more to that number. I used the number line to ﬁnd the total number of colored pencils that Eloísa had at the end of the party by counting up to the right.

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Add and Subtract within 100 Explore 1 – Addition Using Place Value ACTIVITY PREPARATION Students use place value to add a two-digit number and either a one-digit number or a multiple of ten.

Standards for Mathematical Practice • • • •

MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials Printed • • •

1 Student Journal (per student) 5 Place Value Charts (per class) 1 Exit Ticket (per student)

Preparation Plan to divide the students into ﬁve groups to complete this activity. Create 5 baskets of linking cubes to represent different amounts of vegetables for a farmer’s market. The colored cubes represent the color of each vegetable on the Student Journal and should be pulled apart (not stacked in groups of ten). Label each basket with the customer’s number and vegetable names that the cubes are representing. Put baskets on tables around the room.

• •

Reusable • • • • • • • • • •

102 Orange linking cubes (per class) 63 Red linking cubes (per class) 53 Brown linking cubes (per class) 7 Yellow linking cubes (per class) 33 Green linking cubes (per class) 41 Purple linking cubes (per class) 5 Baskets or large containers (per class) 5 Dry-erase markers (per class) 5 Sheet protectors (per class) 5 Small resealable bags (per class)

• • • • •

Customer 1: carrots – 62 orange linking cubes, tomatoes – 6 red linking cubes. Customer 2: potatoes – 46 brown linking cubes, corn – 7 yellow linking cubes Customer 3: broccoli – 33 green linking cubes, beets – 20 purple linking cubes Customer 4: tomatoes – 57 red linking cubes, potatoes – 7 brown linking cubes Customer 5: beets – 21 purple linking cubes, carrots – 40 orange linking cubes

Print the Place Value Charts and place each one in a sheet protector. Place the chart and a dry-erase marker beside each basket around the room. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1– 100 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

• • • •

PROCEDURE AND FACILITATION POINTS 1. FACILITATION TIP As students are discovering, this is a good opportunity to review counting by tens. Have students group their linking cubes in groups of 10. Do a whole class choral “count by” and then have each of the ﬁve groups count aloud together to the class. 228

Read the following scenario to the class: You have been hired by Farm Fresh Market to help count vegetables in each customer’s basket before they pay for them at the register. There are ﬁve customers already waiting in line ready to buy these locally grown veggies. Can you help count how many vegetables are in each customer’s basket? Divide the class into ﬁve groups, and assign each group a basket to begin their exploration. Allow students a few moments to discover the manipulatives and experience how they work with their group.

Engage

Explore

Explain

Elaborate

Evaluate

Instruct the students to count the cubes in the baskets. Remind students that the market sells vegetables in groups of ten or individually. Students should count groups of tens and ones of both types of vegetables in the baskets. They can use their Place Value Charts to help them organize their counting into tens and ones and then ﬁnd the total of each group. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How many cubes of this color are in your basket? Answers will vary. 62 orange cubes

DOK-2 Estimate this number. Answers will vary. 62 is closest to 60.

DOK-2 What number sentence can you write to estimate the total number of cubes in your basket? Answers will vary. 60 + 6 = 66

DOK-2 How can you represent this number in groups of tens and ones? Answers will vary. I can use 5 tens and 12 ones.

e. DOK-1 How many cubes of this other color are in your basket? Answers will vary. 6 red cubes f.

DOK-2 How can you represent this number in groups of tens and ones? Answers will vary. I can use 6 ones.

DOK-2 What operation do you use to ﬁnd the total of these two numbers? We add the two numbers.

Intervention

Acceleration

FACILITATION TIP Model how to use the Place Value Chart and then practice with students, using examples from their linking cubes.

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FACILITATION TIP Use the various number lines in the Intervention section to assist students with counting.

h. DOK-3 What strategy could you use to help you add? I could add the tens and then add the ones. Then, I could add the two totals to get the ﬁnal total. i. DOK-3 What do you do if you have 10 or more ones? I make a stack of ten and move it over to the tens place on the Place Value Chart. 5.

8. 9. 10.

Give each student a Student Journal, and ask students to write the total number of each type of vegetable found in the basket. They will use estimation to write a number sentence to ﬁnd the sum of the cubes in each basket. They draw a pictorial model for each number in the Place Value Chart. They count the total group of tens and the total group of ones. Explain that if the group of ones is equal to 10 or greater, they should discuss how to regroup by stacking ten cubes and moving them over to the tens side of their Place Value Charts. They circle a group of ten ones, draw an arrow over to the tens side of their Place Value Charts, and add an additional ten to the tens side. The last step on their Student Journals is to complete a number sentence to determine the total number of vegetables in the basket and complete a ﬁll-in-theblank statement to describe how they solved. Allow students to rotate through the different baskets until they have had a chance to explore all the different combinations of vegetables. Once students have completed each basket and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

FACILITATION TIP Model for students how to transfer from the pictorial model to the sentence model in the Student Journal. FACILITATION TIP Use linking cubes to assist some students with understanding of how to regroup. FACILITATION TIP When you model how to complete the number sentence, underline or highlight the words tens and ones to help students read carefully. FACILITATION TIP With the whole class, reteach how to regroup, using various examples. Have students demonstrate how to regroup as an example for other students.

Math Chat •

•

DOK-3 How did you represent the number of each type of vegetable in the baskets with linking cubes? I separated them by color. Then, I made ___ groups of ten and ___ ones for each type of vegetable. DOK-3 How did you use place value to add the two numbers? We added the tens and tens from both numbers. Then, we added the ones and ones. Then, we added the two totals to ﬁnd the ﬁnal total.

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Add and Subtract within 100 Explore 1 – Addition Using Place Value •

STEMscopes Tip Located in the Elaborate section, the Math Story supports the literacy-math connection. After reading or listening to the teacher read the real-world passage, students are tasked with ﬁnding information within the story to solve math problems that focus on the new skills learned in the scope and to answer literacy-based comprehension questions.

•

DOK-3 How can you use estimation to help you solve and check your work? We can estimate to ﬁnd a total that is close to the actual answer. If my estimation is close to the actual answer, then I know my answer is probably correct. If my estimation is not close to my actual answer, then I might need to go back and check my work to see if I added incorrectly. DOK-3 What did you have to do when you added the ones and ones and the total was ten or greater? We had to make a stack of ten and move it to the tens place on our Place Value Chart. The extra ones stayed on the ones side of the chart. DOK-2 How were the baskets for customers 3 and 5 different from the other baskets? We only added groups of ten. We did not have to add any ones. We did not have to regroup, and the digit in the ones place stayed the same. DOK-2 What did you notice about adding the numbers in baskets 3 and 5? I noticed that we were adding two two-digit numbers, and the second two-digit number was a multiple of 10. The second two-digit number did not have any ones. DOK-2 Which place value stayed the same in baskets 3 and 5? Which place value changed in baskets 3 and 5? The ones place stayed the same. The tens place changed.

Post-Explore FACILITATION TIP

When previewing the Exit Ticket with students, clarify how and where you would like them to show their thinking on the last four assessment items.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Add and Subtract within 100 Explore 2 – Addition Using Number Lines ACTIVITY PREPARATION Students add a two-digit number and either a one-digit number or multiple of ten using number lines.

Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

• •

1 Student Journal (per student) 1 Number Line (per pair) 1 Set of Realtor Cards (per pair) 1 Exit Ticket (per student)

• • •

Reusable • •

1 Dry-erase marker (per pair) 1 Resealable bag (per pair)

•

Consumable •

1 Roll of tape (per teacher)

Plan to have students work with a partner to complete this activity. Print one Number Line for each student pair. Cut strips, and assemble them using tape. Laminate them for durability and reuse. Students use the Number Line again in Explore 4. Print and cut out one set of Realtor Cards, and place it in a resealable bag for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1– 100 Number Chart and Place Value Mat with Ten Frames Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Number Line)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP Have students organize their Number Lines into one long number line with their partner. Model how to use the number line, giving examples.

Read the following scenario to the class: STEMscopes Realty is holding a competition for their team of realtors. A realtor is someone who sells homes or property. The realtor with the most showings in one week will earn a $500 bonus. Each realtor will have to keep track of how many showings he or she has done in a week and turn it in to the company’s leaders. Can you use a number line to ﬁnd the sum of the number of showings for each realtor so the company’s leaders can determine who will get the $500 bonus? Divide students into groups of two. Distribute one Number Line, a set of Realtor Cards, and a dry-erase marker to each pair of students. Allow students a few moments to discover the manipulatives and experience how they work with their partner.

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Instruct students to look at each of the Realtor Cards. Students should use their Number Lines to ﬁnd the sum of the weekday and weekend showings for each realtor. They should mark the number of showings for the weekday showings and then add the number of weekend showings by counting on. The number they land on is the sum of the realtor’s showings. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How many weekday showings did this realtor have? Answers will vary. Realtor 1–65 showings, realtor 2–51 showings, realtor 3–48 showings, realtor 4–72 showings, realtor 5–39 showings

DOK-2 Estimate this number. Answers will vary. Realtor 1–70 showings, realtor 2–50 showings, realtor 3–50 showings, realtor 4–70 showings, realtor 5–40 showings

DOK-1 How many weekend showings did this realtor have? Answers will vary. Realtor 1–6 showings, realtor 2–8 showings, realtor 3–20 showings, realtor 4–5 showings, realtor 5–30 showings

DOK-2 What number sentence can you write to estimate the total number of showings Realtor ___ had? Answers will vary. 70 + 6 = 76.

Intervention

Acceleration

FACILITATION TIP Partners can take turns reading the Realtor Cards out loud to each other and circle the numbers on the cards. FACILITATION TIP This number line model is a good time to help students review using their fists and fingers (and voice) to show counting up. They pound one fist in the other open palm for the starting number (weekday) and then count up using fingers (weekend) to get to the sum.

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e. DOK-2 How can you represent the number of weekday showings on the Number Line? I can draw a point on the tick mark labeled with this number. f.

DOK-2 How can you represent the number of weekend showings on the Number Line? Answers will vary. I can draw ___ curved arrows to show the jumps forward for ___ weekend showings.

DOK-2 What operation do you use to ﬁnd the sum of the realtor’s showings? Addition

h. DOK-2 Are you counting on or counting back on the Number Line to ﬁnd the total number of showings? Why? I am counting on because we are using addition. I know the answer will be a greater number, so I have to move to the right on the Number Line. 5.

6. 7.

Give a Student Journal to each student. Ask students to write a number sentence using the information on each Realtor Card. Then, they will estimate the sum. They should label their Number Lines and show their work to show their solution for the sum of each realtor’s total number of showings. Remind students to start labeling the tick marks on the number lines on their Student Journals with the number of weekday showings (the ﬁrst two-digit number). The weekend showings for realtors 3 and 5 are multiples of ten. Encourage students to skip count by multiples of ten when labeling their number lines. They do not need to count past 100. Once students have completed each Realtor Card and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

•

DOK-3 How did you represent the number of weekday showings on your number line? I started labeling the tick marks on my number line with the number of weekday showings. I drew a point on this number. DOK-2 On which end of the number line did you start your labeling? Why? I started on the left-hand side because I knew I was adding, so I would have to count on, and the numbers would be getting bigger. DOK-3 How did you represent the number of weekend showings on your number line? I counted forward ___ times. I drew arrows to show my counts.

FACILITATION TIP Monitor the groups to make sure they are identifying the number of weekday showings on the Number Line and then adding the number of weekend showings.

FACILITATION TIP Students can use linking cubes, if needed, to demonstrate the total showings as a two-digit number if needed.

FACILITATION TIP Select a few of the Math Chat questions from the Print Files to project to facilitate the discussion. Post the sum of each realtor’s showing and help students learn to check their answers and ask questions if they are confused.

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Add and Subtract within 100 Explore 2 – Addition Using Number Lines •

• • • • •

STEMscopes Tip A Parent Letter, located in the Home section, provides parents with a breakdown of the concepts being learned in school, as well as a choice board of related activities that students can complete at home. Sending home the Parent Letter at the start of each scope strengthens the family-school connection by keeping parents informed and included in the learning process.

DOK-2 What was the sum of each realtor’s showings for the week?

•

Realtor 1: 71 showings Realtor 2: 59 showings Realtor 3: 68 showings Realtor 4: 77 showings Realtor 5: 69 showings

DOK-3 How can you use estimation to help you solve and check your work? We can estimate to ﬁnd a total that is close to the actual answer. If my estimation is close to the actual answer, then I know my answer is probably correct. If my estimation is not close to my actual answer, then I might need to go back and check my work to see if I added incorrectly. DOK-2 How were the number of showings for realtors 3 and 5 different from the other realtors’ showings? We only added groups of ten. We did not have to add any ones. We did not have to regroup, and the digit in the ones place stayed the same. DOK-2 What did you notice about adding the number of showings for realtor 3 and realtor 5? I noticed that we were adding two two-digit numbers, and the second two-digit number was a multiple of 10. The second two-digit number did not have any ones. DOK-2 Which place value stayed the same for realtor 3 and realtor 5? Which place value changed for realtor 3 and realtor 5? The ones place stayed the same. The tens place changed. DOK-2 Which realtor should get the $500 for having the greatest sum of showings? Realtor 4

Post-Explore FACILITATION TIP Students who are struggling may need the number line labeled or partially labeled for them on this Exit Ticket. Students who ﬁnish early can create their own number line or problem on the back.

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Add and Subtract within 100 Explore 3 – Subtraction Using Place Value ACTIVITY PREPARATION Students subtract either a one-digit number or a multiple of ten from a two-digit number using manipulatives, drawings, and equations to decompose tens and regroup ones.

Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

• • •

1 Student Journal (per student) 1 Place Value Chart (per group) 1 Set of Task Cards (per group) 1 Exit Ticket (per student)

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Reusable • • • • •

540 Linking cubes (per class) 6 Baskets or large containers (per class) 1 Resealable bag (per group) 1 Sheet protector (per group) 1 Dry-erase marker (per group)

• • •

•

Plan to divide students into six groups to complete this activity. Place 90 linking cubes in a basket or container for each group. Print and cut out a set of Task Cards. Place each set in a resealable bag for each group. Print out a Place Value Chart, and place it in a sheet protector for each group, or laminate it for future use if desired. Gather a dry-erase marker for each group. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1– 100 Number Chart Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Linking Cubes)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP

Before moving students into groups, review the importance of estimating as a skill. Some students are not comfortable with estimating and become fearful of being wrong. Take time to model and practice estimating before beginning the Task Cards.

FACILITATION TIP While students are exploring with the manipulatives, have them practice making units of ten. 236

Read the following scenario to the class: At the end of the school year, Washington Elementary School was having an end-of-school picnic for all students and their families. Each class was responsible for grilling enough hot dogs for all of the students and their family members attending the celebration. On the day of the picnic, ﬁfth-graders Josie and Hal volunteered to drop off the correct number of hot dogs to each class. Can you help Josie and Hal ﬁgure out how many hot dogs were delivered to the different classes? Divide the class into six groups. Give each group a container of linking cubes. Explain that each linking cube represents one hot dog. Allow students a few moments to discover the manipulatives and to experience how they work with their group. Give a Place Value Chart, a dry-erase marker, and a bag of Task Cards to each group. Instruct students to use the linking cubes and the Place Value Charts to solve the problems on each Task Card. Remind students that not all of the linking cubes in their baskets are used for each task. Encourage students to make groups of tens and ones to represent the starting total number of hot dogs.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 How many cubes did you count to start your task? Answers will vary. 84, 30, 57, 42, or 68

DOK-2 How would you estimate this number? Answers will vary. 84 is closest to 80.

DOK-3 What strategy did you use to count the cubes more eﬃciently? Answers will vary. We linked 10 cubes together. Then, we counted by the ones left over.

DOK-2 What does the total for the groups of 10 cubes represent? The value of the digit in the tens place in the number

FACILITATION TIP Explain to students that the symbol may ﬂip, depending on which number is placed ﬁrst.

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e. DOK-2 What number sentence can you write to estimate the total number of cubes left over? Answers will vary. 80 – 20 = 60 f.

DOK-1 What operation did you use to solve the problem on the Task Card? Subtraction

DOK-3 How did you use your Place Value Chart to help you? Answers will vary. I used it to place my linking cubes in groups of tens and ones. Then, I could regroup a group of tens into 10 ones if I needed to.

h. DOK-3 What did you notice about the tens in your tasks? Answers will vary. Sometimes the digit in the tens place stayed the same, but other times I had to regroup one group of ten into 10 ones to be able to subtract. 6.

7. 8.

Give each student a Student Journal, and ask students to draw a pictorial model for each Task Card. Then, instruct them to write a number sentence to describe their model and then write an addition sentence to show how the facts are related. Students should ﬁll in the blanks to describe how they solved. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

FACILITATION TIP Monitor student groups as the students regroup to make the pictorial model on the Place Value Chart and the Student Journal.

Math Chat •

•

DOK-2 How did you represent the number of hot dogs on the Task Cards with linking cubes? I built lines of 10 linking cubes to represent the digit in the tens place and then single cubes to represent the digit in the ones place. DOK-3 How did you use place value to help you subtract numbers? I had to see if I could subtract the one-digit number from the ones in the two-digit number. If I couldn’t, then I had to regroup one group of ten into ten ones. DOK-3 How could using addition help you solve a subtraction problem? If I know how to rearrange the numbers using addition, I could add to ﬁnd the missing number in the subtraction sentence. DOK-3 How can you use estimation to help you solve and check your work? We can estimate to ﬁnd a total that is close to the actual answer. If my estimation is close to the actual answer, then I know my answer is probably correct. If my estimation is not close to my actual answer, then I might need to go back and check my work to see if I subtracted incorrectly. DOK-3 Imagine Josie and Hal could open the hot dog packages. What would be another way to represent 50 hot dogs besides just 5 packages of ten hot dogs? I could have 4 groups of 10 hot dogs and 10 individual hot dogs. DOK-3 The greatest number of hot dogs any class ordered was 84. Imagine a class had ordered 100 hot dogs. What are some ways you could represent this number on a place value chart? I could put ten groups of ten. Or I could make a new place value chart and put 1 group of 100 to the left of the tens place.

STEMscopes Tip Transition students into the current concept by meeting them at their level with the Hook activity, found in the Engage section. This motivating activity frames the overall learning throughout the scope. Before exploring the concept to be learned, students are given a real-world video, image, and/or scenario that serves as an introduction to the concept. At the end of their exploration, students return to the Hook and work together using strategic thinking to resolve the problem addressed in the media and scenario with their new understanding about the concept. The Hook fosters personal growth.

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Add and Subtract within 100 Explore 3 – Subtraction Using Place Value DOK-2 How were the problems for deliveries 1 and 5 different from the other problems? We only subtracted groups of ten. We did not have to subtract any ones. We did not have to regroup, and the digit in the ones place stayed the same. • DOK-2 What did you notice about subtracting the numbers in deliveries 1 and 5? I noticed that we were subtracting two two-digit numbers, and the second twodigit number was a multiple of 10. The second two-digit number did not have any ones. • DOK-2 Which place value stayed the same in deliveries 1 and 5? Which place value changed in deliveries 1 and 5? The ones place stayed the same. The tens place changed. • DOK-4 Besides determining numbers of hot dogs, when might you need to subtract a one-digit number from a two-digit number outside of school? I might need to subtract how many sports drinks I have drunk from the case of drinks to see how many are left. •

STEMscopes Tip In Kindergarten through Grade 2, the Connection Station, located in the Acceleration section, connects gradelevel math, science, and social studies concepts. During a hands-on activity, students have the opportunity to apply their mathematical thinking and reasoning skills to standards-based science and/or social studies subject matter.

Post-Explore FACILITATION TIP When you preview this Exit Ticket with students clarify your assessment criteria for the last four items. Do students need to use a model or can they just write the answer?

1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Add and Subtract within 100 Explore 4 – Subtraction Using Number Lines ACTIVITY PREPARATION Students subtract either a one-digit number or a multiple of ten from a two-digit number using number lines.

Standards for Mathematical Practice • • • •

MP.4 Model with mathematics. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • • •

• • • • •

1 Student Journal (per student) 1 Number Line (per pair, from Explore 2) 1 Weather Log (per pair) 1 Exit Ticket (per student)

Reusable •

•

1 Dry-erase marker (per pair)

Plan to have students work with a partner to complete this activity. Gather the Number Lines students used in Explore 2. Print a Weather Log for each pair of students. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1– 100 Number Chart and Place Value Mat with Ten Frames Supplemental Aids elements in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Number Line)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

If possible, show students a thermometer from the science teacher’s supplies. Demonstrate that a thermometer is just like a horizontal number line, but it is usually vertical. Some students might be interested in the below-zero temperatures. 2. FACILITATION TIP

Students will be counting back on a number line to determine the difference in temperature. FACILITATION TIP Direct attention to the titles of each column and row on the weather table. Temperature drop is a decrease in temperature.

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Read the following scenario to the class: Mykala loves to watch the weather forecast every evening. She wants to be a meteorologist when she grows up! She has noticed over the past five days that during the weather report, her favorite meteorologist says the current temperature and then how many degrees it will drop by sunset. She has kept a log of this information and realizes she can use subtraction to figure what the evening’s predicted temperature at sunset was for the past five days. Can you use Mykala’s log of information to subtract the numbers to determine what the temperature was at sunset for the past five days? Divide students into groups of two. Give a Number Line, a Weather Log, and a dryerase marker to each pair of students. Allow students a few moments to discover the manipulatives and experience how they work with their partner. Instruct students to look at each day of the Weather Log. Students should use their Number Lines to subtract the temperature drop from the current temperature to determine the temperature at sunset each day. They should mark the number for the current temperature and then subtract the number for the temperature drop by counting back on the number line. The number they land on is the temperature at sunset. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What was the current temperature on ___ (name a day of the week)? Answers will vary. Monday–81 degrees, Tuesday–73 degrees, Wednesday–60 degrees, Thursday–58 degrees, Friday–44 degrees © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 How would you estimate this number? Answers will vary. Monday–80 degrees, Tuesday–70 degrees, Wednesday–60 degrees, Thursday–60 degrees, Friday–40 degrees

DOK-1 How many degrees did the temperature drop on ___ (name a day of the week)? Answers will vary. Monday–6 degrees, Tuesday–4 degrees, Wednesday–8 degrees, Thursday–40 degrees, Friday–30 degrees

DOK-2 What number sentence can you write to estimate the temperature at sunset on ____ (name a day of the week)? Answers will vary. 80 – 6 = 74

e. DOK-2 How can you represent the current temperature on the number line? I can draw a point on the tick mark labeled with this number. f.

DOK-2 How can you represent how many degrees the temperature dropped on the number line? Answers will vary. I can draw ___ curved arrows to show the jumps backward for ___ degrees dropped.

DOK-2 What operation do you use to ﬁnd the temperature at sunset? Subtraction

h. DOK-2 Are you counting on or counting back on the number line to ﬁnd the temperature at sunset? Why? I am counting back because we are using subtraction. I know the answer will be a smaller number, so I have to move to the left on the number line. 5.

6. 7. 8.

Give a Student Journal to each student. Ask students to write a number sentence for each day using the information on the Weather Log. Then, they will estimate the solution.They should label the number line and show their work to show their solution for the temperature drop each day. Remind students to start labeling the tick marks on the number lines on their Student Journals with the current temperature (the ﬁrst two-digit number). The temperature drops for Thursday and Friday are multiples of ten. Encourage students to count back by multiples of ten when labeling their number lines. Give students time to complete their Student Journals. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Intervention

Acceleration

FACILITATION TIP

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Model for students how to count back on the number line. Practice as a class, using a visual aid of a large number line.

STEMscopes Tip Communicate Math – Making Connections is located under the Communicate Math tab of the Teacher Toolbox. Students learn mathematical concepts by linking them to their prior knowledge and experiences. Teachers can emphasize the connections from this page to help students bridge their knowledge from concept to concept. Examples of possible connection types are provided.

Math Chat •

•

• •

DOK-3 How did you represent the current temperature on your number line? I started labeling the tick marks on my number line with the number of degrees for the current temperature. I drew a point on this number. DOK-2 On which end of the number line did you start your labeling? Why? I started on the right-hand side because I knew I was subtracting, so I would have to count back, and the numbers would be getting smaller. DOK-3 How did you represent the number of degrees the temperature dropped on your number line? I counted back ___ times. I drew arrows to show my counts. DOK-2 What was the temperature at sunset each day? • • • • •

Monday – 75 degrees Tuesday – 69 degrees Wednesday – 52 degrees Thursday – 18 degrees Friday – 14 degrees

FACILITATION TIP Create a quick chart to display the answers for each sunset temperature. This is also a good opportunity to review the days of the week and and time.

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Add and Subtract within 100 Explore 4 – Subtraction Using Number Lines •

• STEMscopes Tip The Foundation Builder, located in the Engage section, is used to bridge students’ learning to the current concept by addressing foundational knowledge from previous grade levels. Foundation Builder activities use manipulatives to review prerequisite student knowledge. Possible student preconceptions about a topic, with suggested solutions on how to resolve the preconceptions, are also included.

•

DOK-3 How could you use addition and your number line to check your work? I could start at the number I landed on when I subtracted and count on to the right to see if I land on my starting number. DOK-3 How can you use estimation to help you solve and check your work? We can estimate to ﬁnd a total that is close to the actual answer. If my estimation is close to the actual answer, then I know my answer is probably correct. If my estimation is not close to my actual answer, then I might need to go back and check my work to see if I subtracted incorrectly. DOK-2 How were the temperature drops for Thursday and Friday different from the other days? We only subtracted groups of ten. We did not have to subtract any ones. We did not have to regroup, and the digit in the ones place stayed the same. DOK-2 What did you notice about subtracting the temperature drops for Thursday and Friday from their current temperatures? I noticed that we were subtracting two two-digit numbers, and the second two-digit number was a multiple of 10. The second two-digit number did not have any ones. DOK-2 Which place value stayed the same for Thursday and Friday? Which place value changed for Thursday and Friday? The ones place stayed the same. The tens place changed. DOK-3 How is the work you showed on your Number Lines today different from your work in Explore 2? The work I showed today involved counting back instead of counting on. We were subtracting instead of adding. The numbers were getting smaller instead of bigger.

Post-Explore FACILITATION TIP

Students who are struggling may need the number line labeled or partially labeled for them on this Exit Ticket. Students who ﬁnish early can create their own number line or problem on the back.

2. 3. 4.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Add and Subtract within 100 Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Addition Using Place Value Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Addition Using Number Lines Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Subtraction Using Place Value

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Subtraction Using Number Lines

Independent practice assignment that gives students an opportunity to demonstrate their learning

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Can be done independently

Spiraled Review

Life Connections

The Old-Fashioned Candy Shop

Construction Manager

A quick story to engage student interest along with four problems covering previously learned skills

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

Math Story

Fluency Builder

Summertime Memories

Add and Subtract within 100 with Pictorial Models and Number Sentences

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

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Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Bake Sale!

Write Equations Using Pictorial Models of Addition and Subtraction within 100

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

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Students who are still acquiring the concept and need remediation

ADD AND SUBTRACT WITHIN 100

Add and Subtract within 100

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can use concrete models, drawings, estimation, and strategies based on place value, properties of operations, and/ or the relationship between addition and subtraction to explain my reasoning.

What prompts will be used?

What does mastery look like?

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I can state and write the justiﬁcation of my solution and show the relationship between my path and my reasoning.

I can use numerical reasoning to add and subtract within 100.

I can reason that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to put together or break apart a ten.

I can add and subtract multiples of 10 within 100.

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SCOPE 1

Two-Dimensional Shapes Scope Introduction SCOPE SUMMARY Students distinguish between defining attributes and nondefining attributes, and they build and draw shapes to possess defining attributes. Students compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) to create composite shapes.

VERTICAL ALIGNMENT

Student Expectations

Future Expectations

In kindergarten, students describe objects in their environment using shape names and by describing their relative position. They recognize ﬂat shapes as two-dimensional and use attributes to identify squares, circles, triangles, rectangles, hexagons, and octagons regardless of their orientations or overall sizes. Students use informal language to describe attributes such as differences and number of sides and vertices.

Second-grade students continue to recognize attributes of polygons, triangles, quadrilaterals, pentagons, and hexagons. Students identify at least one line of symmetry in everyday objects. They partition circles and rectangles into halves, thirds, and fourths.

ENGAGE ACTIVITIES Accessing Prior Knowledge

1.GSR.4.2 Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional ﬁgures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

Background Knowledge

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

compare attributes of 2D shapes

•

draw 2D shapes based on descriptions.

•

participate in a discussion about their drawings.

Hook

1.GSR.4.1 Identify common two-dimensional shapes and three-dimensional ﬁgures, sort and classify them by their attributes and build and draw shapes that possess deﬁning attributes.

For the Hook, students are presented with a scenario in which students use shapes found around a classroom to name the shapes. Students will: •

classify 2-D figures based on their defining and non-defining attributes.

•

sort 2-D figures based on their defining and non-defining attributes.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Sorting 2-D Shapes In this exploration, students will solve a scenario involving sorting stickers with various 2-D shapes. Students will: •

sort 2-D shapes using formal and informal geometric language based on deﬁning and nondeﬁning attributes.

Explore 2

Explore 1

EXPLORE ACTIVITIES

Creating 2-D Shapes In this exploration, students will create 2-D shapes using a variety of methods and materials in a scenario in which they help an artist design greeting cards. Students will: •

In this exploration, students will participate in solving a scenario involving a carnival game about guessing the shape based on their partner’s description. Students will: •

identify 2-D ﬁgures based on their attributes.

•

classify 2-D ﬁgures based on their attributes.

•

describe the 2-D objects using formal geometric language.

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

Explore 4

Explore 3

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment.

Identifying and Classifying 2-D Shapes

TWO-DIMENSIONAL SHAPES

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create shapes that include: circles, triangles, rectangles, squares, hexagons, trapezoids, halfcircles, and quarter-circles.

Composing 2-D Shapes In this exploration, students will work together to solve a scenario involving NASA to create body parts for robots that will go to the International Space Station. Students will: •

After completing the Explore activities, students discuss their learning and complete an Exit Ticket for assessment.

use geometric shapes to compose 2-D shapes and composite shapes.

After completing of the activity, students share their learning, complete an Exit Ticket, then revisit the Hook to solve.

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Two-Dimensional Shapes Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students compare the attributes of two-dimensional shapes. This activity is intended to assess mastery of the following standard(s): K.GSR.8.1 Identify, sort, classify, analyze, and compare two-dimensional shapes and three-dimensional ﬁgures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes.

Materials

Procedure

Reusable • •

•

1 Whiteboard (per student) 1 Dry-erase marker (per student)

TWO-DIMENSIONAL SHAPES

Home

Gather enough whiteboards and dry-erase markers for each student to have one of each.

Procedure and Facilitation Points 1. 2.

Give each student a whiteboard and a dry-erase marker. Read the statements below to the class, describing the attributes of different two-dimensional shapes. Students will think about the attributes being described and then draw the shapes on their whiteboards. a.

I am thinking of a shape that has 4 sides and 4 vertices. Draw the shape I am thinking of. Rectangle or square

I am thinking of a shape that is curved with 0 sides and 0 vertices. Draw the shape I am thinking of. Circle

I am thinking of a shape that has 3 sides and 3 vertices. Draw the shape I am thinking of. Triangle

I am thinking of a shape that has 6 sides and 6 vertices. Draw the shape I am thinking of. Hexagon

Facilitate a class discussion about the shapes they drew. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What is the name of the shape that you drew? Answers will vary. I drew a rectangle.

How would you describe this shape? Answers will vary. My shape has 4 sides. My shape has 4 corners. (Some students may elaborate on the length of the sides.)

What two shapes have you learned about that both have 4 sides and 4 vertices? Rectangles and squares

How are these shapes different? Squares have four equal sides.

e. How is a ______ (name a shape) different from a ______ (name a different shape)? Answers will vary, but students should discuss the difference in number of sides and/or vertices.

Draw a large triangle and a small triangle on the board. How are these shapes similar? They are both triangles. They have 3 sides and 3 vertices.

How are these shapes different? They are different sizes.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP Between each description, pause to allow students to hold out their whiteboards to see if they are in agreement with others. Allow them to make revisions if they decide they made a mistake.

FACILITATION TIP Invite students to take turns describing another shape while their classmates try to draw it.

FACILITATION TIP Use sentence frames and encourage students to say the entire phrase aloud. For example, “The large triangle and the small triangle are the same because_______” and “The square is different from the rectangle because __________” . Being able to articulate comparisons will help these math students as they advance.

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Two-Dimensional Shapes Hook – Shape Sort ACTIVITY PREPARATION Students classify and sort two-dimensional shapes based on deﬁning and nondeﬁning attributes.

Materials

Preparation

Printed •

1 Student Handout (per student)

Reusable • •

1 Phenomena Video (per teacher) 1 Projector or document camera (per teacher)

● ●

Plan to show the Phenomena Video.

●

For Part II, print the Student Handout for each student.

Prepare to project Martha’s and Kim’s journal pages from the Student Handout.

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore FACILITATION TIP

Activate prior knowledge of shapes with the Foundation Builder activity in the Engage section.

FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) What shapes do you see around our classroom? 2) What shape do you see the most of? 3) What are the attributes of a [name the shape from student responses]? FACILITATION TIP

4. 5.

Some of the ﬁgures are sorted by color in Martha’s and Kim’s journals. Project the journal pages on the board, or print them in color. 6. 7.

DOK-1 What information do we know? Two girls found shapes, and they drew the shapes in their math journals. The girls sorted the same shapes but sorted them differently.

DOK-1 What information do we need to ﬁnd out? Who sorted the shapes in a way that could help name the shapes?

Ask students to turn and talk to share how they think each girl classiﬁed and sorted the shapes. They are not required to answer yet. Move on to complete the Explore activities.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? Two girls found shapes, and they drew the shapes in their math journals. The girls sorted the same shapes but sorted them differently.

DOK-1 What information do we need to ﬁnd out? Who sorted the shapes in a way that could help name the shapes?

Give each student a copy of the Student Handout. Instruct students to work with partners to compare the two journal pages. Ask students to be prepared to discuss the attributes and why they think each girl classiﬁed and sorted the way she did. Discuss the following questions: a.

DOK-1 What shapes do you see on the two girls’ journal pages? Square, rectangle, triangle, hexagon, circle, half-circle, and quarter-circle

DOK-3 How did Martha sort her shapes? Martha sorted her shapes by the number of vertices.

DOK-3 How did Kim sort her shapes? Kim sorted her shapes by color.

DOK-2 Who sorted their shapes by attributes that could help name the shapes? Martha

e. DOK-2 Who sorted their shapes by attributes that do not help name the shapes? Kim f.

DOK-3 The shapes in each group do not look the same, so how do you know they go together? Answers will vary. They have the same number of sides, or they look similar.

DOK-2 What could you name each of the groups? Answers will vary. Less than 3 vertices, 3 vertices, 4 vertices, and 6 vertices;or yellow, red, and green

h. DOK-3 What is a different way each girl could have sorted the shapes? Answers will vary. She could sort the shapes by those with straight sides and shapes without straight sides. Kim could have sorted by size.

TWO-DIMENSIONAL SHAPES

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FACILITATION TIP Draw attention to which person sorted the figures by defining and nondefining attributes.

FACILITATION TIP Project ﬁgure names with the number of vertices and sides in a location where all students can see them.

FACILITATION TIP Have students circle the vertices as they count each ﬁgure. Then have students write the total number of vertices below the ﬁgure.

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Two-Dimensional Shapes Explore 1 – Sorting 2-D Shapes ACTIVITY PREPARATION Students sort two-dimensional shapes based on deﬁning and non-deﬁning attributes by using formal and informal geometric language.

Standards for Mathematical Practice • • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

• •

1 Student Journal (per student) 1 Set of Shape and Attribute Stickers (per group) 1 Exit Ticket (per student)

• • •

Reusable • •

3–4 Small sorting containers (per group) 2 Resealable bags (per group)

Plan to divide the class into groups of 3 or 4 to complete this activity. Print and cut out a set of Shape Stickers and a set of Attribute Stickers. Place each set in a resealable bag for each group. Gather 3 or 4 small containers per group for students to use as they are sorting. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Shapes Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Part I: Sorting 2-D Shapes

Before reading the scenario, ask the class these questions: 1) What types of stickers do you have? 2) Are they all the same shape or are they different shapes? 3) Where do you keep your stickers? FACILITATION TIP

After reading the scenario, have students complete Skill Basics — Identifying TwoDimensional Figures and Their Attributes before completing the Explore activity.

FACILITATION TIP Have students discuss how the ﬁgure stickers are different and how they are similar. Encourage students to sort their cards by attributes other than by color.

Read the following scenario to the class: In this container, I have different shape stickers. All of the stickers are mixed up. I get so frustrated when I want to find a particular sticker in the container because it is so hard to find just the right one. Can you help me sort all these shape stickers so I can easily find the one I am looking for? Divide the class into groups of 3 or 4, and direct students’ attention to the Shape Stickers and small sorting containers. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to pour out the Shape Stickers and discuss with their groups how they want to sort the stickers into the containers. Let students know they do not have to use all of the containers for their sort. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 What attributes did you notice when you looked at all the stickers? Answers will vary. Color, size, number of sides, number of vertices, how the shape was turned, closed ﬁgures, etc.

DOK-2 How did you group these stickers? Answers will vary. These stickers all have straight sides.

DOK-3 Is there another way you could sort these stickers? Answers will vary. These have 3 straight sides, and these have 4 straight sides.

DOK-3 Are there two groups you could combine or put together? Answers will vary. These all have 4 or more sides.

FACILITATION TIP Under the Intervention section are SmallGroup Intervention activities that include sorting cards and real-world objects.

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6. 7.

Engage

Explore

Explain

Elaborate

Evaluate

• • • • •

DOK-1 What are some of the ways your group sorted the stickers? We sorted by number of sides or vertices, straight or curved sides, etc. DOK-3 What do the shapes in your groups have in common? They are all twodimensional shapes. DOK-3 How are the shapes different in your groups? These shapes have 4 sides, and these shapes have more than 4 sides. DOK-3 Is there a group in which you would place a square? I would place it with the shapes that have 4 sides and 4 vertices. DOK-2 If I want a sticker that has 3 sides, what Shape Sticker do I want? Triangle DOK-3 If I wanted a sticker that would ﬁt in the corner of the page, what Shape Sticker might I want? A shape with a square corner. Rectangle or square (special rectangle) and sometimes triangle

•

Acceleration

Give each student a Student Journal. Ask students to draw how they sorted the shapes and circle each group. Students label how each group was sorted. Remind students to complete the sentence stems to describe the sort. Once students have completed Part I of their Student Journals, bring the class together as a whole group. After Part I, invite the class to a Math Chat to share their observations and learning.

Math Chat •

Intervention

DOK-3 Why is it important to be able to notice attributes and sort shapes? It is important to be able to observe things and ﬁnd similarities and differences among things. It helps me organize things, so it is quicker and easier to ﬁnd things. It helps me to think and solve problems.

STEMscopes Tip

TWO-DIMENSIONAL SHAPES

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Each Explore includes a corresponding Show What You Know formative assessment, located in the Explain section. Students complete these real-world exercises independently to demonstrate their understanding of the concepts covered in the Explore lesson and practice new skills. If students do not show mastery of the content at this stage, the activities located in the Intervention tab along the scope menu or the Instructional Supports found at the end of each Kindergarten through Grade 2 Explore can be used to support student understanding. A printable Student Handout and Answer Key can be found on the right of the screen and can also be downloaded and modiﬁed as needed.

Part II: Attributes That Name a Shape and Attributes That Do Not Name a Shape 1.

Have students continue to work with their small groups from Part I. Tell students they did a great job sorting shape stickers. Inform students that there are many kinds of attributes. All attributes can be used to sort items. Some attributes help to name shapes and some do not help to name shapes. Students sort the Attribute Stickers into those two groups. Hand out the resealable bag with Attribute Stickers. Instruct students to pour out the Attribute Stickers and read them as a group. Let students discuss which attributes help to name a shape and which attributes do not help to name a shape as they sort the attributes. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 Which attributes will not help to name a shape? Why? Answers will vary. Color, size, or which way the shape is facing will not name a shape.

DOK-3 Which attributes can help to name a shape? Answers will vary. If it’s open or closed and how many sides or vertices it has

DOK-3 How can you decide if an attribute helps to name a shape? Answers will vary. Such attributes will describe characteristics of a shape that are always the same about the shape. For example, a square always has four straight sides that are the same length and four corners, or a triangle always has exactly 3 straight sides and three corners.

FACILITATION TIP In each group, have a student take a card and read it out loud to the group. The student should then place the card in the correct group. Group members can then agree or disagree.

FACILITATION TIP Use the Picture Vocabulary images to assist students with naming the ﬁgures. Post the images where students can refer back to them. FACILITATION TIP Listen to group members as they sort the cards. Address misconceptions as needed with visual aids or other supports.

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Two-Dimensional Shapes Explore 1 – Sorting 2-D Shapes d.

STEMscopes Tip Fact Fluency activities can be found in each grade level under the Scopes tab. They are designed to help students develop their addition and subtraction fact fluency in all grades and multiplication and division fact fluency in grades 3–5 through the use of mini-lessons, stations, games, and assessments. Using the strategies provided in the activities, students develop the ability to recall basic math facts quickly and accurately, and they commit math facts to memory. Following the suggested sequential order of teaching the facts ensures students are making connections across and between the strategies. Trackers are also available to identify students who have mastered fact fluency and those who need additional support.

4. 5. 6.

DOK-3 How can you decide if an attribute does not help to name a shape? Answers will vary. Such attributes will describe characteristics of a shape that do not help make a shape that shape. Color or size can be different and a shape can still be the same shape. A hexagon can be purple, pink, black, or green and still be a hexagon.

Students complete Part II of their Student Journals. Once students have completed Part II of their Student Journals in their small groups, bring the class together as a whole group. After Part II, invite the class to a Math Chat to share their observations and learning.

Math Chat DOK-2 What is one way to sort items by an attribute that does not name a shape? Color, size, or orientation • DOK-3 What is one way to sort items by an attribute that does name a shape? Closed or not closed; number of sides or vertices • DOK-3 Is there another way you could sort the Attribute Stickers? Why? No, because either an attribute helps to name a shape or it does not. All attributes describe an object, but attributes that help to name shapes describe ALL of that type of shape, not just the one you are looking at right now. • DOK-4 How could understanding which attributes name shapes help you in a task outside of school? If I am helping my parents lay a tile ﬂoor, I need to know what shape of tiles will work to match up all sides evenly. I will need square tiles because I know squares have 4 sides that are straight and all the same length. •

Post-Explore FACILITATION TIP

If time is limited for this Exit Ticket, consider having students draw the shapes in the box or having the shapes pre-cut for them.

2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook. Notes

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Two-Dimensional Shapes Explore 2 – Identifying and Classifying 2-D Shapes ACTIVITY PREPARATION Students identify and classify two-dimensional shapes based on attributes using formal geometric language.

Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.3 Construct viable arguments, and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

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1 Student Journal (per student) 1 Exit Ticket (per student)

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Reusable • • •

1 Set of geometric shapes (per class) 1 Whiteboard (per student) 1 Dry-erase marker (per student)

Consumable •

Plan to have students work in groups of 3 or 4 to complete this activity. Gather the geometric shapes, and place one in each brown paper bag. Label each brown paper bag with the bag number.

6 Brown paper bags (per class)

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Bag 1 – Rectangle Bag 2 – Square Bag 3 – Circle Bag 4 – Triangle Bag 5 – Hexagon Bag 6 – Half-circle

Place the bags on tables around the classroom, along with a whiteboard and dry-erase marker for each student. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Shapes Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Students need to complete Skill Basics — How to Label Sides and Vertices in the Explore section before completing this Explore.

FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Have you ever been to a carnival or festival? 2) If so, what types of things did you do? 3) Did you win any prizes? FACILITATION TIP Students should not look at the ﬁgure in the bag. They should describe only by touching and describing the number of sides and vertices. 258

3. 4.

Read the following scenario to the class: Our school decides to have a carnival, and one of the games is “Guess My Shape.” One of your friends has to reach into a bag without looking and describe the attributes of the shape. If you guess the correct name of the shape, you win a prize! Are you ready to play? Divide the class into groups of 3 or 4, and place each group at a table with one of the bags. Direct students’ attention to the whiteboards and dry-erase markers, and remind them not to look inside the bags. Give each student a Student Journal. Pick one student from each group to reach into the bag without looking and describe the shape’s attributes by feeling the sides and vertices. Instruct the other group members to draw the shape being described on a whiteboard. Once all students have drawn shapes, the designated student pulls the shape from the bag for the other students to check their answers. Ask students to draw the shape, name the shape, and use the sentence frame to describe the attributes of the shape in the bag.

Explore

Explain

Elaborate

Evaluate

DOK-2 What attributes does the shape have? Answers will vary. 3 sides and 3 vertices; 4 sides and 4 vertices; straight sides; curved sides

DOK-3 Is there another attribute you can share with your group to help them decide what shape to draw? Answers will vary. It is a closed ﬁgure; all sides are equal; it has two sides that are equal, and two other sides that are equal. DOK-3 Why might this student have a different shape drawn on their board? Answers will vary. A square and rectangle have 4 sides; we need more information.

Students will rotate to each table and repeat steps 3 through 5. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

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Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions:

Engage

DOK-3 What attributes helped you ﬁgure out the shape inside the bag? If the ﬁgure was closed or open; the number of sides and vertices; if the sides were straight or curved; if the sides were equal length DOK-3 What other information did you need to help you decide if you were right? The length of each side DOK-3 Why did you or someone in your group draw the wrong shape? I didn’t have enough information; I forgot that a circle does not have straight sides. DOK-3 How do you know this is a square (or insert another shape from the activity)? It has four equal sides and four vertices. DOK-3 How are a hexagon and a square the same? Both have straight sides and vertices. DOK-3 How are a hexagon and a square different? A square has four vertices and four sides. A hexagon has six vertices and six sides.

FACILITATION TIP As students complete 2 or 3 ﬁgures, instruct them to pay attention to the size of each side and whether the sides are equal or not.

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FACILITATION TIP Extend learning by having students ﬁnd objects in the classroom that have the same shape.

STEMscopes Tip Show-and-Tell assessments are found in the Kindergarten and Grade 1 Evaluate section. These assessments can be administered individually or in small groups. Students respond to prompts and use manipulatives to demonstrate their learning. Printable teacher and student prompts and the assessment rubric are found on the right-hand side of the screen.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP If time is limited for this Exit Ticket, consider having students draw a letter in the box for the images or having the images pre-cut for them.

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Two-Dimensional Shapes Explore 3 – Creating 2-D Shapes ACTIVITY PREPARATION Students create two-dimensional shapes including circles, triangles, rectangles, squares, hexagons, and half-circles using a variety of materials.

Standards for Mathematical Practice • • • •

MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments, and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

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1 Student Journal (per student) 6 Sets of Shape Names (per class) 1 Exit Ticket (per student)

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Reusable • • • •

2–4 Geoboards with rubber bands (per class) 4 Containers of dough (per class) 4 Pairs of scissors (per class) 1 Deep tray (per class)

Consumable • • • •

40 Chenille stems (per class) 5 Bingo daubers (per class) 1 Package of construction paper (per class) 5 Bottles of shaving cream (per class)

Plan to have students work in groups of 2 or 3 to complete this activity. Print and cut out Shape Names. Place a set at each of the stations below:

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Station 1 – Chenille stems Station 2 – Geoboards with rubber bands Station 3 – Dough Station 4 – Construction paper and scissors Station 5 – Bingo daubers with drawing paper Station 6 – Shaving cream on a tray

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Geoboard Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Geoboard)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Have you ever gotten a birthday card? 2) If so, who did you get the card from? 3) What shape was the card? FACILITATION TIP

Station 7 and Station 8 could be messy. Be prepared with clean-up materials such as paper towels or wipes for students.

FACILITATION TIP

Students can circle the ﬁgure they are making on the Station Cards. Have visuals as reference for the attributes. 260

Read the following scenario to the class: The STEMscopes Greeting Card Company wants to create new greeting cards. They want the cards to be shaped like different two-dimensional shapes. They want to create a card in each of the following shapes: circle, square, triangle, rectangle, hexagon, and half-circle. They need your help creating a shape guide for their design artists who will add words and pictures to each greeting card. Can you help? Direct students’ attention to the materials at each station. Encourage students to look at the Shape Names to assist them as needed. Explain what each material is and how it should be used. Divide students into groups of 2 or 3, and place each small group at a station. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Remind students to keep materials nice and neat. Instruct students to create each shape (circle, triangle, rectangle, square, hexagon, and half-circle) using only the materials at their stations. Ask students to pay close attention to each shape’s unique attributes. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

7. 8. 9.

DOK-1 What shape are you making? Answers will vary. Circle, triangle, square, rectangle, hexagon, or half-circle

DOK-1 What are the attributes of your shape? Answers will vary. I made a circle; it is a curved shape with 0 sides and 0 vertices.

DOK-3 What did you use to represent sides and vertices? Answers will vary. Pegs on the geoboard are vertices, and the rubber band is the sides.

DOK-3 If I told you to make a shape with 3 sides, what shape would you make? Triangle

Have students clean up their stations. Give each student a Student Journal. Instruct students to draw a quick sketch of what one of the shapes looked like at each station in their Student Journals. Remind students to pay close attention to the attributes. Have students rotate through all stations. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat •

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• • • • • • 10.

Acceleration

Monitor and talk with students as needed to check for understanding using the following guiding questions:

e. DOK-3 How is the shape you created different from a ____ (name a different shape)? This shape is different from a ____ because it has ____ sides and ____ vertices. 6.

Intervention

DOK-3 Which shapes cannot be created with the geoboard? Why? The circle and half-circle cannot be created with the geoboard because these shapes are curved, and I can’t use the rubber bands around the pegs to make a curved shape. DOK-3 What shapes did you create with the geoboards? What do these shapes have in common? Square, rectangle, triangle, and hexagon. These shapes all have straight sides. DOK-3 How would you create a square out of a chenille stem? Bend the chenille stem to have 4 sides and 4 vertices. DOK-1 Which shapes have 4 sides? Square and rectangle DOK-1 Which shapes have less than 4 sides? Triangle, circle, and half-circle DOK-1 Which shapes have more than 4 sides? Hexagon DOK-1 What are the attributes of a rectangle? 4 sides and 4 vertices with opposite sides that are the same length with right angles DOK-1 What are the attributes of a square? 4 equal sides and 4 vertices with 4 sides that are the same length, with right angles

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FACILITATION TIP Have students ﬁnd a partner and describe how two different ﬁgures are similar and how they are different.

STEMscopes Tip Supplemental Aids, located in the Intervention section, provide materials that will meet the needs of diverse learners. These materials include graphic organizers, handouts, and manipulatives that can further support students.

FACILITATION TIP Post and project the last four or ﬁve questions of the Math Chat (Print Files) to help facilitate the discussion. Record students’ responses as they participate.

If time permits, give each student a sheet of construction paper and scissors. They should choose one of the 2-D shapes from the lesson and create a greeting card for the company. Display the cards.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP This Exit Ticket creates a great opportunity for differentiation, if needed. Some students may only draw some of the shapes, some students should count and label vertices, and others might also count and label sides. 261

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Two-Dimensional Shapes Explore 4 – Subtraction Using Number Lines ACTIVITY PREPARATION Students compose two-dimensional shapes and use those created shapes to create a composite shape.

Standards for Mathematical Practice • • • •

MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

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1 Student Journal (per student) 1 Set of Task Cards (per group) 1 Exit Ticket (per student)

• •

Reusable • •

Plan to have students work in groups of 3 or 4 students to complete this activity. Print and cut out a set of Task Cards, and place them in a resealable bag for each group. Put the following geometric shapes in a resealable bag for each group: • • • • •

1 Set of geometric shapes (per class) 2 Resealable bags (per group)

• •

2 Large green triangles 8 Small orange squares 4 Half-circles 10 Quarter-circles 2 Rectangles

Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Tangrams Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS Part I: Creating Composite Shapes FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Would anyone like to go to a space camp during the summer? 2) What types of activities might you get to do at a space camp?

FACILITATION TIP Post the tangram image from the Intervention section as a visual for students. Challenge students to compose some ﬁgures

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Read the following scenario to the class: NASA needs new ideas for robots that work in space. They are hosting a summer camp, and you have been chosen to attend! Your first task is to work with a group to create body parts for robots. Then, you will assemble the parts to create robots that could go to the International Space Station! Are you ready to get to work? Divide the class into groups of 3 or 4, and place each group at a table with a bag of geometric shapes and a bag of Task Cards. Direct students’ attention to the geometric shapes. Allow students a few moments to discover the manipulatives and experience how they work with their group. Instruct students to use the geometric shapes in the bags to compose other new shapes. Encourage students to turn and flip shapes into different configurations in order to see how many new shapes they can compose. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What were some shapes you composed? Answers will vary. I created a circle. I made a square.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-3 How did examining the attributes of the shapes help you decide which shapes to put together to compose the new shapes? Answers will vary. I looked to see which shapes had curved lines and put them together. I looked to see how many sides a shape had and put together shapes with the same number of sides—like triangles with triangles, squares with squares, and rectangles with rectangles.

Intervention

Acceleration

FACILITATION TIP Model for students how they can turn the ﬁgures in different ways to compose a ﬁgure.

DOK-3 Did all shapes ﬁt together to make shapes you knew? Answers will vary. Some shapes combined with other shapes to make ﬁgures I did not recognize.

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e. DOK-3 What was something all of the shapes had in common? Answers will vary. They were all closed ﬁgures. 5.

6. 7.

Give each student a Student Journal. Ask students to look at the Task Cards one at a time and follow the directions to build and draw the different body parts for the robots. Students should complete Part I of their Student Journals. Once students have completed Part I of their Student Journals, bring the class together as a whole group. After Part I, invite the class to a Math Chat to share their observations and learning.

FACILITATION TIP Have students create the ﬁgure for each Task Card and place it to the side. These will be used to build a robot for page 2. FACILITATION TIP Students can make the robot as a group and then draw the robot in their Student Journals.

Math Chat •

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DOK-3 What did you notice about which shapes you were asked to put together to compose new shapes? I noticed that they were all the same shape—like 2 squares or two half-circles. There were not two different shapes put together. DOK-1 What shape is the robot’s head? Square DOK-1 What two shapes composed his head? Triangles DOK-3 What is similar about the triangles that composed the square and the square? Both have straight edges and vertices. Both have at least one vertex/ corner that is like a square corner. DOK-3 What is different about the triangles that composed the square and the square? Triangles only have 3 sides and 3 vertices, while squares have 4 sides and 4 vertices. DOK-3 Which robot part was created from 2 four-sided shapes and is a different four-sided shape? How do you know? Both the robot part and the shapes that created the part must have 4 sides. The arms and legs are rectangles, and they are created from squares, which have 4 sides.

STEMscopes Tip The Kindergarten through Grade 5 Vertical Alignment Chart is located in the Essentials section of the Teacher Toolbox. This printable document explains how standards are organized, provides a table identifying the K–5 grade level focus, and displays vertical alignments of each of the six domains.

Part II: Using Composite Shapes to Create a Composite Shape 1. 2.

Students continue to work with their groups from Part I. Remind students to look at Part I of their Student Journals, the Task Cards, and the geometric shapes for guidance as they begin to draw their robots for Part II of their Student Journals. Remind students that even though they each need to draw the robot, they can work together. The following is a hint for students: The sizes of the geometric shapes are not to scale for the robot. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 What do you notice about the robot parts as you are building/ drawing it? Answers will vary. It was diﬃcult to draw the parts the correct size. All the shapes seem to ﬁt together well.

DOK-3 Which attributes do all of the composite shapes have in common? Answers will vary. They are all closed shapes.

FACILITATION TIP Using the robot the students made, decompose the robot into the various ﬁgures as a demonstration for the students.

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Two-Dimensional Shapes Explore 4 – Subtraction Using Number Lines c.

STEMscopes Tip The Planner is located along the menu bar. It provides a calendar planning tool for teachers that can be visible to students if desired. Monthly, weekly, or lists of plans can be downloaded, printed, saved, or shared. Access grade-level scopes and virtual-learning options with embedded links to scope elements from the Elements tab. Drag and drop elements into the calendar and add personal planning notes.

4. 5.

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Take some time to ﬁnd and describe some careers that are relevant to your particular students. Some computer game designers must use 2-D shapes to represent a 3-D world. Landscapers and builders use 2-D shapes and rocket engineers must understand how to build composite shapes. FACILITATION TIP When you preview this Exit Ticket, predetermine your success criteria for the items. Can students name only one shape? What are acceptable answers for comparing the two squares? Students who ﬁnish early can draw their own rocket, robot, or house on another paper using composite shapes.

Once students have completed Part II of their Student Journals, bring the class together as a whole group. After Part II, invite the class to a Math Chat to share their observations and learning.

Math Chat

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FACILITATION TIP

DOK-3 How do you think the attributes of a shape help determine which part of the robot it is? Answers will vary. Shapes usually have attributes similar to the body part they are representing. A rectangle can be long and skinny, like a leg or an arm when 2 sides are long and 2 sides are short. A circle cannot be long and skinny because it is round and curved, so it does not work for an arm or leg.

•

DOK-3 Do you think the composite shapes worked well to create a robot? Why or why not? Yes, I thought all of the robot parts were put together in a way that made it look like a real robot. DOK-3 What attribute do you think made a shape the easiest to use to build a composite shape? I think having straight lines made it easiest to work with. I think squares were easiest because there were 4 straight lines, and all the sides and vertices were the same. DOK-3 What attribute do you think made a shape difficult to use to build a composite shape like a robot? I think having only curved lines was a challenging attribute because it was much harder to connect shapes without straight lines. DOK-3 Think of the attributes of a circle. Why do you think the only place circles were used was as robot eyes? Because circles do not have any straight lines, it was hard to connect them to other shapes. Since the eyes were just put in the square, they worked there. DOK-4 In what future career might you need the skills you have learned about combining 2-D shapes and putting them together to create a composite shape? As an interior designer, I might need to be able to fit shapes that represent appliances and cabinets and walls together to design and draw plans for a kitchen where everything fits.

Post-Explore 1. 2. 3. 4.

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Explain

Elaborate

Evaluate

Intervention

Acceleration

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Two-Dimensional Shapes Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting 2-D Shapes Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Identifying and Classifying 2-D Shapes Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Creating 2-D Shapes

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Composing 2-D Shapes

Independent practice assignment that gives students an opportunity to demonstrate their learning

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Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Lemonade Stand A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

2-D Shape Clue Fun

Attributes, Names, and Models of 2-D Shapes

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Build a House

Match Pictures of 2-D Shapes with Names

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

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Students who are still acquiring the concept and need remediation

TWO-DIMENSIONAL SHAPES

Two-Dimensional Shapes

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

What prompts will be used?

What does mastery look like?

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I can identify, sort, and classify two-dimensional shapes by their attributes.

I can build and draw twodimensional shapes using their deﬁning attributes.

I can compose two-dimensional shapes to create a shape formed of two or more shapes.

I can compose new shapes from the composite shape.

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SCOPE 1

Three-Dimensional Solids Scope Introduction SCOPE SUMMARY Students distinguish between defining attributes and nondefining attributes, and they build and draw solids to possess defining attributes. Students compose three-dimensional solids (cubes, rectangular prisms, cones, and cylinders) to create composite solids.

Student Expectations

1.GSR.4.1 Identify common two-dimensional shapes and three-dimensional figures, sort and classify them by their attributes and build and draw shapes that possess defining attributes. 1.GSR.4.2 Compose two-dimensional shapes (rectangles, squares, triangles, half-circles, and quarter-circles) and three-dimensional figures (cubes, rectangular prisms, cones, and cylinders) to create a shape formed of two or more common shapes and compose new shapes from the composite shape.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students describe objects in their environment by using shape names and by describing their relative positions. They identify, sort, and compare three-dimensional ﬁgures, including cubes, cones, cylinders, and spheres, and they describe their similarities and differences by the number of faces, edges, vertices, and other attributes regardless of their orientations or overall sizes.

Second-grade students continue to recognize attributes of 3-D solids, including rectangular prisms and cones, using formal geometric language.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

ﬁnd 3-D solids in the classroom.

For the Hook, students are presented with a scenario in which they help design a toy for a toy competition that follows speciﬁc expectations. Students will: •

identify the deﬁning attributes of three-dimensional ﬁgures.

•

describe the deﬁning attributes of three-dimensional ﬁgures.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

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Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Sorting 3-D Solids In this exploration, student groups will solve a real-world problem about helping sort solids and shapes into groups to assist with designing a new school playground. Students will: •

sort 3-D solids based on their attributes.

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compare identiﬁed deﬁning attributes of 3-D solids and 2-D shapes.

Explore 2

Explore 1

EXPLORE ACTIVITIES

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identify and create 3-D solids that have a speciﬁc set of deﬁning attributes.

•

create desserts based on attributes and by using toothpicks and modeling clay.

Explore 4

Explore 3

In this exploration, students will solve a scenario about a dessert contest. Students will:

In this exploration, students will help to identify the 3-D solids in a shopping cart. Students will: •

identify 3-D solids based on their deﬁning attributes.

•

describe 3-D solids based on their deﬁning attributes using formal geometric language.

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment. Creating 3-D Solids

Identifying 3-D Solids

THREE-DIMENSIONAL SOLIDS

Home

Composing 3-D Solids In this exploration, students will participate in solving a real-world scenario involving a sandcastle competition at Sunnyside Beach. Students will: •

use manipulatives such as solids to design and create their 3-D sandcastle.

After completing the activity, students share their learning, complete an Exit Ticket, and then revisit the Hook to solve.

After students complete the Explore activities, they discuss their learning and complete an Exit Ticket for assessment.

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Three-Dimensional Solids Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ACCESSING PRIOR KNOWLEDGE Students identify three-dimensional shapes during a scavenger hunt in the classroom (or around the school). This activity is intended to assess mastery of the following standard(s): K.GSR.8.1 Identify, sort, classify, analyze, and compare two-dimensional shapes and three-dimensional ﬁgures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes.

Materials

Preparation

Printed •

•

THREE-DIMENSIONAL SOLIDS

Home

Print a Student Handout for each group.

1 Student Handout (per group)

Reusable •

1 Clipboard (per group, optional)

Procedure and Facilitation Points 1. 2.

4. 5. 6. 7.

Divide the class into groups of 2 or 3. Give each group a Student Handout, and explain that in this activity, the class will explore the classroom (or school) to find as many three-dimensional solids as possible. Read the following scenario to the class: I want to know if 3-D solids exist in the real world. I challenge you and your group to find as many 3-D solids as you can to help me prove that 3-D solids do exist in the real world. You will have 7 minutes to complete this challenge. Use your Student Handout to record your findings. Set the classroom timer for 7 minutes. Instruct students to find at least one example of each 3-D solid to begin with and then to find more if they still have time. After students have had time to record their findings, give them the opportunity to share as a class. Facilitate a class discussion about students’ recordings. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

Which items did you ﬁnd that were cylinders? Answers may vary. The pencil holder

How do you know these objects are cylinders? I know that the object is a cylinder because it has 2 circle faces and it can roll or slide.

Which items did you ﬁnd that were cubes? Answers may vary. The die

How do you know these objects are cubes? I know that the object is a cube because it is made up of all square faces. You cannot roll this object; you have to slide it.

e. Which items did you ﬁnd that were spheres? Answers may vary. The soccer ball we use at recess f.

How do you know these objects are spheres? I know that the object is a sphere because it looks like a ball and can roll.

Which items did you ﬁnd that were cones? Answers may vary. The orange cone the teacher uses to prop open the door

h. How do you know these objects are cones? I know that the object is a cone because it has a circle face, it can roll, and it has a pointy tip. 8.

FACILITATION TIP Consider allowing students to take digital photos of the objects they ﬁnd. Students could share their photos and ﬁgure names and then ask their classmates to guess where each object was located.

FACILITATION TIP As students describe the objects and ﬁgures, record some deﬁning attributes of cylinders, cones, spheres, and cubes on an anchor chart for students to add on and refer to throughout this scope.

STEMscopes Tip STEMcoach in Action, located under the Scopes tab, provides teachers with professional development for the STEM-centered classroom. Explore a variety of topics that are broken into 3–6 subtopics with overviews describing teacher, classroom, and student expectations; FAQs and resources; and/or video libraries.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

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Three-Dimensional Solids Hook – Toy Design Competition ACTIVITY PREPARATION Students identify and describe the deﬁning attributes of three-dimensional solids used in the design for a toy competition.

Materials

Preparation

Printed •

Plan to show the Phenomena Video. For Part I, have a set of three-dimensional solids ready to show the class. The set should include a cube, a rectangular prism, a cone, a sphere, and a cylinder. Part II

• •

1 Student Handout (per student)

Reusable • • • • •

•

1 Set of three-dimensional solids (per group) 1 Resealable bag (per group) 1 Phenomena Video (per teacher) 1 Projector (per teacher) 1 Set of markers or crayons (per group)

• Plan to divide the class into groups of 3 or 4. • Prepare a resealable bag of three-dimensional solids for each group. The set of solids should include a cube, a rectangular prism, a cone, a sphere, and a cylinder. • Gather a set of markers or crayons for each group. • Print the Student Handout for each student.

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore FACILITATION TIP

Activate students’ prior knowledge of 3-D ﬁgures with the Foundation Builder concentration activity.

FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) What is your favorite toy? 2) What does it look like? Why is that toy your favorite?

FACILITATION TIP

4. 5.

Check students’ knowledge of the names of each of the 3-D ﬁgures, and review as needed.

6. 7. 274

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: You and a group of friends have decided to enter a toy design competition. You will be given an entry form to submit to the team of inventors. The grand prize will be having your toy brought to life! The only rules involved in your submission to the competition are that your design is colorful and that it includes at least one of each of the following three-dimensional solids: cube, rectangular prism, cone, sphere, and cylinder. Think about what your toy will look like, what it can do, and what age level it will be appropriate for. Good luck! Show students the set of three-dimensional solids. Discuss the following questions: a.

DOK-1 What information do we know? We are designing a toy. We have to use at least one cube, one rectangular prism, one cone, one sphere, and one cylinder.

DOK-1 What information do we need to ﬁnd out? What will our toy look like? What will our toy do? What age level will it be appropriate for?

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

5. 6.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? We are designing a toy. We have to use at least one cube, one rectangular prism, one cone, one sphere, and one cylinder.

DOK-1 What information do we need to ﬁnd out? What will our toy look like? What will our toy do? What age level will it be appropriate for?

Divide the class into groups of 3 or 4. Give each student a copy of the Student Handout and crayons or markers. In addition, give each group a set of threedimensional solids to help them design their toy. Encourage students to design a toy that has at least one of each of the following three-dimensional solids: cube, rectangular prism, cone, sphere, and cylinder. Have students draw their designs on the Student Handout. Ask students to label each three-dimensional solid, name their toy, and describe what it does. Remind students to circle the age level of the children who will play with their toys. Allow each group to present their design to the class. They should be able to identify each three-dimensional solid on their drawings. Discuss the following questions: a.

DOK-2 Can you identify this three-dimensional solid on your toy? Answers will vary. This is a cube. This is a sphere.

DOK-3 What are the attributes of this solid that do not help name it? How can you tell? Answers will vary. It is yellow. It is small. It is turned sideways. These attributes do not describe all cubes (or other solids), but just the one in this toy.

DOK-3 What are the attributes of this solid that do help name it? How can you tell? Answers will vary. It will stack. It has 6 faces, 8 edges, and 12 vertices. These attributes describe all cubes, not just the ones in this toy. These attributes must be seen in the cube or it is not a cube. (Other solids can also be discussed.)

THREE-DIMENSIONAL SOLIDS

Home

FACILITATION TIP Provide a few real toy examples or images to assist students with their creations.

FACILITATION TIP Monitor groups and have students identify the edges, faces, and vertices of their toys.

DOK-2 What is the purpose of this three-dimensional solid on your toy? Answers will vary. The cube is the body of the robot. The rectangular prism is the main part of the dollhouse.The sphere allows the toy to roll.

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Three-Dimensional Solids Explore 1 – Sorting 3-D Solids ACTIVITY PREPARATION Students sort three-dimensional solids based on attributes and compare the deﬁning attributes of three-dimensional solids to twodimensional shapes.

Standards for Mathematical Practice • • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

•

1 Student Journal (per student) 1 Set of 3-D Solid and Attribute Cutouts (per group) 1 Exit Ticket (per student)

•

Reusable • • • • • • • • •

•

1 Large and 1 small cube (per group) 1 Large and 1 small cone (per group) 1 Large and 1 small cylinder (per group) 1 Large and 1 small sphere (per group) 1 Large and 1 small rectangular prism (per group) 1 Large container (per group) 1 Pair of scissors (per student) 1 Glue stick (per student) 2 Resealable bags (per group)

• • •

Plan to have students work in groups of 4 or 5 to complete this activity. Print and cut out the 3-D Solid and Attribute Cutouts. Place the 3-D Solid Cutouts in a resealable bag and the Attribute Cutouts into a separate resealable bag for each group. Gather the 3-D solid manipulatives, and place them in a large container with the bag of 3-D Solid Cutouts for each group. Gather enough scissors and glue sticks for each student to have their own. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 3D Objects Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Part I: Sorting Solids

Before reading the scenario, ask the class these questions: 1) What types of equipment do playgrounds have? 2) What is your favorite playground equipment? 3) What type of new playground equipment would you like to have at our school?

FACILITATION TIP Have students bring in 3-D ﬁgures from home such as a tissue box, party hats, or cans. A Parent Letter is posted in Skill Basics — Identifying Three-Dimensional Figures and Their Attributes. 276

Read the following scenario to the class: Our school is going to build a new playground. This playground will have lots of fun equipment that will help children learn about different geometrical solids. The developers of the playground want to make sure to include different types of three-dimensional solids in their design and construction of the equipment. They need your help to sort the different solids into groups to assist them throughout their design planning process. Can you help the developers sort the solids? Divide the class into groups of 4 or 5, and direct students’ attention to the 3-D solid manipulatives and bag of 3-D Solid Cutouts. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to sort the 3-D solid manipulatives along with the 3-D Solid Cutouts based on their attributes. If students are struggling, review deﬁning and non-deﬁning attributes that were used to sort 2-D shapes. This task will be similar for sorting 3-D solids. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-3 What attributes did you notice when you looked at all the solids? Answers will vary. Color, size, type of solid number of edges, number of vertices, how the shape was turned, some can be stacked, some can roll, etc.

DOK-3 How did you sort your solids? Answers will vary. We sorted our solids by those that can roll and those that cannot roll. We sorted our solids by curved edges and straight edges.

DOK-3 What attributes does this group of solids have in common with each other? Answers will vary. These 3-D solids can stand up. These solids all have at least one vertex.

DOK-3 Why did you place this 3-D solid in this group? Answers will vary. I placed this one here because it has ____, just like the others in this group.

FACILITATION TIP Guide students to use the terms edge, face, and vertex when describing the 3-D ﬁgures. Put the terms on sticky notes for students to use.

THREE-DIMENSIONAL SOLIDS

Home

e. DOK-3 Is there another group this 3-D solid would ﬁt in? Why? Answers will vary. No, none of the other solids have _____. Yes, it could also ﬁt in the _____ group. f.

DOK-3 Can you sort your solids in a different way? Answers will vary. Yes, we can sort them as those that have vertices and those that do not have vertices.

DOK-3 How are your solids similar to the 2-D shapes you have learned about? Answers will vary. I notice that the ﬂat surfaces on the solids look like 2-D shapes we have learned about. For example, this ﬂat surface looks like a circle.

h. DOK-3 How are your solids different from the 2-D shapes you have learned about? Answers will vary. 2-D shapes are ﬂat, and these solids take up space. 5.

6. 7.

Give each student a Student Journal, and ask students to cut out the solids on the last page. Students model one of the sorts they have already completed by gluing the solids into groups, labeling the categories, and completing the sentence to describe how they sorted. Once students have completed Part I of their Student Journals, bring the class together as a whole group. After Part I, invite the class to a Math Chat to share their observations and learning.

Math Chat • •

•

DOK-3 What similarities did the 3-D solids have? They are not ﬂat shapes. DOK-3 What differences did the 3-D solids have? Some have vertices, but the sphere does not. The shapes of the faces on the solids are sometimes different. They do not all have the same number of faces, edges, or vertices. Some of the solids can roll, and some can be stacked. DOK-3 How did you sort your 3-D solids? We sorted our solids by curved edges and straight edges.

FACILITATION TIP Provide some 2-D manipulatives, and challenge students to create a 3-D ﬁgure. For example, many squares stacked make a cube.

STEMscopes Tip “I can...” statements that describe what students will know and be able to do when they have mastered the standard(s) of the scope are found in the Key Concepts element of the Home tab. Posting these statements at the beginning and end of the Explore activities for students to reference will help them see their progress in achieving the goals of the scope.

Part II: Understanding Attributes 1.

Students continue to work with their small groups from Part I. Inform students there are many kinds of attributes. All attributes can be used to sort items. Some attributes help to name shapes, and some do not help to name shapes. Students sort the Attribute Cutouts into those two groups. Give each group a resealable bag with Attribute Cutouts. Instruct students to pour out the Attribute Cutouts and read them as a group. Let students discuss which attributes help name solids and which attributes do not help name solids.

FACILITATION TIP Have a student choose a card and read it to the group out loud. Monitor groups for common misunderstandings you can address as a class. 277

THREE-DIMENSIONAL SOLIDS

Three-Dimensional Solids Explore 1 – Sorting 3-D Solids 3.

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-2 Which attributes will not help to name a solid? Why? Answers will vary. Color, size, or which way the solid is facing will not help to name a solid.

DOK-3 Which attributes can help name a solid? Answers will vary. Does it have vertices? Can it roll? Can it be stacked? Is it a 3-D solid? How many edges/vertices does it have?

FACILITATION TIP

With the provided real-world examples of 3-D ﬁgures, have students identify and describe the ﬁgure using the terms vertices, edge, and face. Students can place sticky notes with the terms on the real-world objects.

DOK-3 How can you decide if an attribute helps to name a solid? Answers will vary. Such attributes will describe characteristics of a solid that are always the same about the solid. For example, a cone always has one circular face and one vertex, or a cube has 6 ﬂat surfaces that all look like squares.

DOK-3 How can knowing 2-D shapes help you name a 3-D solid? Knowing 2-D shapes will help you describe the ﬂat surfaces on a 3-D solid.

FACILITATION TIP Refer back to students’ prior knowledge of 2-D ﬁgures. Ask students, “How are 2-D ﬁgures similar to 3-D objects?”

e. DOK-3 How can you decide if an attribute does not help to name a solid? Answers will vary. Such attributes will describe characteristics of a solid that do not help make a solid that solid. Color or size can be different and a solid can still be the same solid. A cube can be purple, pink, black, or green and still be a cube. A sphere can be large or small and still be a sphere. 4. 5. 6.

STEMscopes Tip Math Story, located in the Elaborate section, supports students’ literacy and addresses the math concept(s) in each scope. Students do not have to have background knowledge about the math topic to understand the story. The teacher or students read a real-world passage. Students then peruse the story and practice ﬁnding the information they need to solve math problems that focus on the new skills learned in the scope as well as answer reading comprehension questions designed to strengthen students’ reading skills. On the right side of the screen, a printable Student Handout and Answer Key are available. The Student Handout can also be downloaded and tailored to meet the mathematical and literacy needs of students.

Math Chat • • •

•

DOK-2 What is one way to sort solids by an attribute that does not help name that solid? Color, size, or orientation DOK-3 What is one way to sort items by an attribute that does help name solids? Number of edges or vertices, can roll, can be stacked, etc. DOK-3 Is there another way you could sort the Attribute Cutouts? Why? No, because either an attribute helps to name a solid or it does not. All attributes describe an object, but attributes that help to name solids describe all of that type of solid, not just the one you are looking at right now. DOK-3 Which attributes used to help name a solid are similar to the ones used to help name 2-D shapes? Number of vertices, straight edges/sides, number of edges/sides DOK-3 How is a triangle similar to a cube? How are they different? Similarities – they have straight sides/edges, they have vertices. Differences – a triangle is 2-D and a cube is 3-D, and a cube has square faces. DOK-4 How could understanding which attributes help name solids help you in a task outside of school? If I am helping my parents build a sandcastle, I need to know what types of solids can be used to stack on top of each other to build each part of the castle.

Post-Explore 1. 2. 3.

278

Students complete Part II of their Student Journals by writing the attributes into the correct group and answering the questions. Once students have completed their Student Journals, bring the class together as a whole group. After Part II, invite the class to a Math Chat to share their observations and learning.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

THREE-DIMENSIONAL SOLIDS

Home

279

THREE-DIMENSIONAL SOLIDS

Three-Dimensional Solids Explore 2 – Identifying 3-D Solids ACTIVITY PREPARATION Students identify three-dimensional solids and describe their deﬁning attributes using formal geometric language.

Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.3 Construct viable arguments, and critique the reasoning of others. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • • •

•

1 Student Journal (per student) 1 Set of Examples of Real-World Solids (per teacher) 1 Set of Shopping Items (per group, optional) 1 Exit Ticket (per student)

•

Reusable •

• • • • • •

•

1 Real-world example of a cube, cone, cylinder, sphere, and rectangular prism (per group, optional); see the Examples of Real-World Solids 1 Cube manipulative (per group) 1 Cone manipulative (per group) 1 Cylinder manipulative (per group) 1 Sphere manipulative (per group) 1 Rectangular prism manipulative (per group) 1 Basket (per group)

• •

Plan to have students work in groups of 2 or 3 to complete this activity. Gather one of each 3-D solid manipulative, and place it in a basket for each group. Gather at least 1 example of each realworld solid, and place it in the basket. Use the Examples of Real-World Solids for suggestions. If real-world solids cannot be found, print and cut out a set of Shopping Items, and place them in the basket with the solid manipulatives. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 3-D Objects Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) What store do you like to go shopping at? 2) Why do you like going to that store? 3) What types of things do they sell at the store? FACILITATION TIP Using some real-world examples, have students identify the number of faces, edges, and vertices of each item. See Skill Basics — How to Label Edges, Faces, and Vertices Using Geometric Manipulatives. 280

Read the following scenario to the class: Graciela went on a shopping trip with her mother. As they were shopping, Graciela started to notice that some of the items were shaped like objects she had learned about in math class. Some were spheres, cubes, cones, rectangular prisms, and cylinders. She started counting each object’s faces, edges, and vertices to help her correctly identify the examples of 3-D solids in their shopping basket. You will have a chance to see some of the objects she noticed on their shopping trip. Do you think you can correctly identify their names and attributes? Divide the class into groups of 2 or 3, and direct students’ attention to the baskets with 3-D solid manipulatives and real-world examples of 3-D solids (or images of real-world solids). Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to match the real-world 3-D solid to the 3-D solid manipulative. Encourage students to discuss the attributes and similarities between them. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

DOK-2 What 3-D solid does this real-world object look like? Answers will vary. This soccer ball looks like a sphere. (This is a good time to introduce new vocabulary.)

DOK-2 What is one attribute you notice about the real-world 3-D solid? Answers will vary. I notice the color—the soccer ball is black and white. I notice that it rolls.

DOK-3 Did you notice an attribute that helps to name solids or an attribute that does not help to name solids? Answers will vary. I noticed an attribute that does not help to name solids because color does not tell me about the shape of the solid. I noticed an attribute that does help to name solids because if a soccer ball rolls, it has a curved surface.

DOK-3 How can you tell if an attribute helps to name solids or not? I can tell if an attribute helps to name solids or not because if it does, it describes how every solid of that type looks, is made, or acts.

e. DOK-1 How many faces does the 3-D solid have? Answers will vary. This soccer ball has 0 faces, just like a sphere.

6. 7.

DOK-1 How many vertices does the 3-D solid have? Answers will vary. This soccer ball has 0 vertices, just like a sphere.

DOK-1 How many edges does the 3-D solid have? Answers will vary. This soccer ball has 0 edges, just like a sphere.

Give each student a Student Journal, and ask students to draw a picture of each real-world example next to the correct 3-D solid and label the number of faces, edges, and vertices. Students identify each 3-D solid by name. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat • •

•

• • • • •

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

Intervention

DOK-3 What are some real-life examples of _____ (name of a 3-D solid) that you have seen at home or out in the world? Ice-cream cone, soup can, or soccer ball DOK-3 What are some examples of attributes that you noticed about the 3-D solids you were observing? Color, size, how many edges or vertices it has, whether it can roll or stack, etc. DOK-3 How can you tell if an attribute helps to name solids or not? I can tell if an attribute helps to name solids or not because if it does, it describes how every solid of that type looks, is made, or acts. DOK-3 What are some examples of attributes that help to name 3-D solids? How many vertices, edges, or faces it has; whether it can roll or stack; what 2-D shape the faces are, etc. DOK-3 Which two 3-D solids have the same number of faces, edges, and vertices? Cubes and rectangular prisms DOK-3 How are they different? Cubes have all square faces. Rectangular prisms have some faces that are not squares. DOK-2 Which 3-D solids have at least one circular face? Cone and cylinder DOK-3 What else do they have in common? They can roll; they have curved surfaces. DOK-4 How might understanding the attributes of 3-D solids help you with a chore or activity at home? Knowing the attributes of 3-D solids can help me when I unload groceries at home and put things in the pantry or the refrigerator. I need to know what items can be stacked, what items might roll onto the ﬂoor, etc.

FACILITATION TIP Project Picture Vocabulary as new terms are introduced. Students can refer to the visuals as they complete the Explore activity.

THREE-DIMENSIONAL SOLIDS

Home

FACILITATION TIP Direct attention to the fact that size and color provide additional descriptions yet do not deﬁne a 3-D ﬁgure.

STEMscopes Tip The STEMscopes Teacher Toolbox, found under the Scopes tab on the menu bar, features a wide variety of resources and tools to support teachers with instruction. Resources include essentials like lesson-planning documents, blackline masters, a parent letter, and more. Monitoring Tools are provided to help students selfevaluate. Intervention strategies for a wide variety of developmental issues are also included. Communicate Math consists of strategies to help facilitate math discussions. The toolbox also includes tools to help understand and disaggregate student data.

FACILITATION TIP Take some time to share some visual examples of real-world careers that require knowledge of 3-D solids (computer game design, construction engineering and design, engine and car repair for races on TV). 281

THREE-DIMENSIONAL SOLIDS

Three-Dimensional Solids Explore 2 – Identifying 3-D Solids Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

282

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

THREE-DIMENSIONAL SOLIDS

Home

283

THREE-DIMENSIONAL SOLIDS

Three-Dimensional Solids Explore 3 – Creating 3-D Solids ACTIVITY PREPARATION Students identify and create three-dimensional solids that possess a given set of deﬁning attributes.

Standards for Mathematical Practice • • •

MP.2 Reason abstractly and quantitatively. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials Printed • • •

1 Student Journal (per student) 1 Set of Task Cards (per class) 1 Exit Ticket (per student)

Reusable • • • •

5 Cans of modeling clay (per class) 5 Sets of markers (per class) 2 Resealable bags (per class) 1 Pair of scissors (per student)

Preparation • • • • • • •

Plan to divide the class into ﬁve groups to complete this activity. Print the Task Cards, and place one card at each station. Place 60 toothpicks in one of the resealable bags. Place this bag of toothpicks at Station 3. Cut 40 toothpicks in half, and leave 20 toothpicks as their normal size. Place these 60 toothpicks in a resealable bag, and place the bag at Station 5. Place one can of modeling clay and a set of markers at each station. Print a Student Journal and an Exit Ticket for each student. (Each student needs a pair of scissors and a glue stick to complete the Exit Ticket.) For students who need more support in recalling information, please see our 3-D Nets Supplemental Aids element in the Intervention section.

Consumable • •

120 Toothpicks (per class) 1 Glue stick (per student)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP Before reading the scenario, ask the class these questions: 1) What is your favorite dessert? 2) Why is that dessert your favorite? 3) What does the dessert look like?

FACILITATION TIP Have one student read the Task Card, one student circle the needed information, and the other group member begin to assemble the the 3-D solid. Have students rotate jobs for each station.

284

2. 3.

4. 5.

Read the following scenario to the class: You have been selected to participate in the STEMscopes Dessert Contest. Professor D. Sert gives you toothpicks, modeling clay, and the attributes of each dessert you will create. The best dessert will win ﬁrst prize. Designers, are you ready to create your desserts? Divide the class into ﬁve groups, and assign each group a station to begin at. Direct students’ attention to the Task Cards and materials at the station. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to read the Task Card and use the materials to build the 3-D solid being described. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What are the attributes of the 3-D solid for the dessert you are building? Answers will vary. Students should read the attributes on their Task Card.

DOK-3 What materials are you using to represent the edges? Toothpicks

Engage

Explore

Explain

Elaborate

Evaluate

7. 8.

Acceleration

DOK-3 How are the faces of this solid being represented? Answers will vary. The faces on a rectangular prism and cube are represented by open air. The faces on a cylinder and cone are the ﬂat surfaces of the modeling clay.

e. DOK-3 What makes the solid you built different from a _____ (name a different solid)? Answers will vary. This solid is different from a ____ because it has a different number of edges, faces, or vertices. 6.

Intervention

Give each student a Student Journal, and ask students to complete the table of information for each task. Students rotate through the remaining stations. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

FACILITATION TIP Have student partners share their ideas about how the solids are different with each other. Students can then share their ideas in the Math Chat.

THREE-DIMENSIONAL SOLIDS

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Math Chat •

•

DOK-2 How can you tell if an object is a three-dimensional solid? A threedimensional solid will not be ﬂat. It will be raised and have some height. Most 3-D solids have vertices, faces, and edges. DOK-3 What did you notice when you created the solids at different stations? We needed toothpicks to build two of the solids but not the others because the ones that needed toothpicks were solids with edges. DOK-1 What was similar between the cube and rectangular prism you made? What was different? They both had the same number of attributes. They had 8 vertices, 6 faces, and 12 edges. The size of the toothpicks was different. The rectangular prism had some longer edges, but the edges on the cube were all equal in size. DOK-3 Does the size of a 3-D solid or the way it is positioned change the solid or turn it into a different type of 3-D solid? No, a 3-D solid is still the same solid as long as it has the same attributes—like number of vertices, number of faces, and number of edges. It does not matter if the solid has been ﬂipped, slid, rotated, shrunk, or enlarged. DOK-3 Which of the 3-D solids do you think are the most similar? Why? There is no right or wrong answer, but students must contrast solids by making observations about the differences of the attributes of the solids. For example, I think spheres and cubes have the least in common of all 3-D solids because spheres have 0 vertices, 0 faces, and 0 edges. Cubes have a lot of each—8 vertices, 6 faces, and 12 edges. DOK-4 How could knowing how to create 3-D solids help you with activities at home? To bake cookies, you have to roll the dough into balls, or spheres. To make the bottom of a gingerbread house, you have to put 2-D squares of gingerbread together to make a cube. DOK-4 What are some questions you still have about how to create 3-D solids? What else could I use to create three-dimensional shapes? Are there other 3-D shapes that have attributes I could learn about so I can create them?

FACILITATION TIP Create and project a sentence starter for this question. Encourage students to state the whole phrase and then complete it. “I can tell an object is a three-dimensional solid because it......” STEMscopes Tip Content Support, located in the Home section of each scope, is primarily for teachers who need additional background knowledge to fully support student understanding. This element includes the reasons a concept is being taught a certain way by explaining what the students have already learned; misconceptions students may have about the concepts being taught; obstacles teachers might encounter throughout the scope; what students will be learning, including the mathematical vocabulary; and detailed strategies for instruction that include examples and assessment questions. Finally, teachers are given insight to the concepts students will learn next.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP On this Exit Ticket, if time and supplies are limited, consider having students draw lines to match the solids with their attributes instead of cutting and gluing.

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Three-Dimensional Solids Explore 4 – Composing 3-D Solids ACTIVITY PREPARATION Students create composite solids and compose new solids from the composite solids.

Standards for Mathematical Practice • • • •

MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • • •

•

1 Student Journal (per student) 1 Set of 3-D Solid Cutouts (per student) 1 Exit Ticket (per student)

• •

Reusable • • • • • •

1 Pair of scissors (per student) 4 Cube solid manipulatives (per group) 4 Cone solid manipulatives (per group) 4 Cylinder solid manipulatives (per group) 4 Rectangular prism solid manipulatives (per group) 1 Tote tray or container (per group)

• •

Plan to have students work in groups of 3 or 4 to complete this activity. Print one set of 3-D Solid Cutouts for each student. Place a set of 3-D solid manipulatives into a tote tray or container for each group of students. A set includes 4 cubes, 4 cones, 4 cylinders, and 4 rectangular prisms. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 3-D Nets Supplemental Aids element in the Intervention section.

Consumable •

1 Glue stick (per student)

PROCEDURE AND FACILITATION POINTS 1. FACILITATION TIP Before reading the scenario, ask the class these questions: 1) Have you ever made a sandcastle? 2) If so, what did it look like? 3) What did you use to make your sandcastle? 2. FACILITATION TIP Give students some time to discover how to compose 3-D ﬁgures using the manipulatives. 286

Read the following scenario to the class: Sunnyside Beach is about to host its annual sandcastle competition. You have decided to enter the contest, so now you need to plan your design. You have a cube, cone, cylinder, and rectangular prism sand mold to use for building your sandcastle. You decide to practice by stacking 3-D solids to see if a new solid can be composed. The solids you compose will be used to create your 3-D sandcastle. Can you stack 3-D solids to see which solids you can compose before creating your sandcastle design? Give a set of 3-D solid manipulatives to each group of students. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Instruct students to practice composing solids by trying to stack two or more solids at a time. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 Which solids are you composing to make a new 3-D solid? Answers will vary. We are stacking a cone and a cylinder.

DOK-1 Were you able to stack them? Answers will vary. Yes, a cone can be stacked on top of a cylinder.

DOK-3 If you change the order of the two solids you just composed, are FACILITATION TIP they still stackable? Answers will vary. No, we cannot stack a cylinder on Challenge students to change how they top of a cone. Why or why not? Answers will vary; for example, a cone stack the same manipulatives to discover has an apex, and a cylinder cannot rest on the apex. that some ﬁgures cannot be stacked. See if d. DOK-3 Why do you think you were able to compose them into a new students can explain why. 3-D solid? Answers will vary. We can stack a cone on top of a cylinder because they both have a face. We can stack the solids on their faces.

THREE-DIMENSIONAL SOLIDS

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e. DOK-3 Can you compose a larger 3-D solid using any of the smaller 3-D solids? Yes, we can compose cubes to make larger cubes, and we can compose a large cylinder using smaller cylinders. f.

7. 8.

DOK-3 What attributes does the composed solid have? Answers will vary. When we stack a cone on top of a cylinder, the new solid has 1 apex, 1 face, and zero edges.

Give each student a Student Journal, a set of 3-D Solid Cutouts, scissors, and a glue stick. Ask students to compose the two or more solids shown in each section of their Student Journals. They begin by identifying the name of each 3-D solid. They cut out the solids being composed from the 3-D Solid Cutouts. They glue the pictures on their Student Journals to show how they composed them to create a new 3-D solid. Once students are ﬁnished composing their 3-D solids, they should arrange their newly composed solids to build a sandcastle for the competition. They can draw a sketch of their design on the last page of their Student Journals. Students are not expected to draw 3-D solids. They should write how many of each 3-D solid they used. Once students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning.

Math Chat • •

•

• • •

•

DOK-2 Which 3-D solids can you stack to compose another solid? Cone, cylinder, cube, and rectangular prism DOK-3 Which 3-D solid have you learned about that cannot be stacked to compose another solid? Why do you think it cannot be composed with other solids? Spheres cannot be composed with other solids because they are round and roll. They have no faces, so they cannot stack on top of another solid. DOK-3 Which 3-D solid can be stacked with a different solid but not itself? Why? A cone can be stacked on a different solid but cannot be stacked with itself because it would fall over. When the two faces from the two cones are composed, the new solid would have to stand on the apex of one of the cones. DOK-3 What solid did you compose when you joined 8 cubes? A larger cube; a rectangular prism DOK-3 What solid did you compose when you joined 2 cylinders? A larger cylinder DOK-3 How do the attributes of the solid you composed with a cone and cube compare to each solid’s own attributes? The number of vertices and faces is different. DOK-3 What do you have to consider when using 3-D solids to compose other 3-D solids? You have to make sure both solids have at least one face.

FACILITATION TIP Have students show their sandcastle designs. Give students time to modify their designs. FACILITATION TIP To help students become ﬂuent with identifying the words and images of the shapes give them some choral response practice. Display shape words and have them read it aloud together then display the images and have them identify these aloud together. Use the choral response checks to spot check for students’ understanding (smaller groups or pairs).

STEMscopes Tip Located under the Scopes tab, the Visual Glossary is an alphabetical list that provides learners with visuals of the key vocabulary and concepts in English and Spanish. Each visual includes the term, a written deﬁnition, and a speech button with narration. Some vocabulary also includes a 3- to 15-second video featuring real-world examples.

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Three-Dimensional Solids Explore 4 – Subtraction Using Number Lines Post-Explore 1. 2. 3. 4.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

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Three-Dimensional Solids Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sorting 3-D Solids Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Identifying 3-D Solids Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Creating 3-D Solids

Interactive Notebook

Show What You Know, Part 4

A cut-and-glue activity to process learning that can be added to a notebook for future reference

Composing 3-D Solids

Independent practice assignment that gives students an opportunity to demonstrate their learning

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

Grocery Store Goodies A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Three-Dimensional Solids Near and Far

Attributes and Models of 3-D Solids

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

3-D Scavenger Hunt

Match Pictures of 3-D Solids with Names or Descriptions

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

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Students who are still acquiring the concept and need remediation

THREE-DIMENSIONAL SOLIDS

Three-Dimensional Solids

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

ASSESSMENT PLANNER Use this template to decide how to assess your students for concept mastery. Depending on the format of the assessment, you can identify prompts and intended responses that would measure student mastery of the expectation. See the beginning of this scope to identify standards and grade-level expectations. Key Concepts I can identify, sort, and classify three-dimensional solids by their attributes.

What prompts will be used?

What does mastery look like?

THREE-DIMENSIONAL SOLIDS

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I can build and draw threedimensional solids using their deﬁning attributes.

I can compose threedimensional solids to create a solid formed of two or more solids.

I can compose new solids from the composite solid.

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SCOPE 1

Fractions Scope Introduction SCOPE SUMMARY Students partition circles and rectangles into two and four equal shares, describe the shares using the words halves, halves, fourths fourths,, and quarters quarters,, and use the phrases half of of, fourth of of, and quarter of. of. Students reason about the size of shares as they observe that when shapes are decomposed into more equal-sized shares, the shares become smaller in size. Fraction notation is not expected at this grade level. Student Expectations

1.GSR.4.3 Partition circles and rectangles into two and four equal shares.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students recognized ﬂat shapes as two-dimensional and used attributes to identify squares, circles, triangles, rectangles, hexagons, and octagons regardless of their orientation or overall size. Students may have had experience separating or decomposing parts of a whole, but this is the ﬁrst time that students partition regions into equal shares using a context such as sharing cookies or pizza.

In second grade, students will partition circles and rectangles into two, three, or four equal shares and describe the shares using the words halves, thirds, and fourths.

Before beginning the lesson, students’ prior knowledge is assessed to address any missing student needs and skills required for content mastery. Students are assessed to determine if they can: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES For the Hook, students are introduced to a real-world scenario involving waﬄes. Students are asked to: •

correctly name 2-D shapes regardless of their orientation or their overall size.

describe and model how to equally share a waﬄe.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

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Explore

Explain

Elaborate

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Intervention

Acceleration

FRACTIONS

Home

Sharing Equally – Partitioning Rectangles In this exploration, students will solve a scenario about helping design and divide a dog cake into two equal parts for two dogs’ birthdays. Students will: •

partition rectangles into two and four equal shares.

•

describe shares using words or phrases, such as: All these words except the wprd and (but not the commas between them) should be italicized.

Explore 2

Explore 1

EXPLORE ACTIVITIES Sharing Equally – Partitioning Circles In this exploration, students will solve a scenario involving helping girls decide how to divide pizza into equal shares. Students will: •

partition circles into two or four equal shares.

Once students have solved the scenario, they discuss their learning with the class and complete an Exit Ticket.

Explore 3

After students have had time to explore and solve the scenario, they will discuss their learning and complete an Exit Ticket for assessment. Examples of Halves and Fourths In this exploration, students will solve a scenario about helping day care staff divide crackers into 2 or 4 equal parts. Students will: •

identify examples and nonexamples of halves and fourths.

After completing the activity, students share their learning, complete an Exit Ticket, then revisit the Hook to solve.

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FRACTIONS

Fractions Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

FRACTIONS

Home

ACCESSING PRIOR KNOWLEDGE Students name various two-dimensional shapes whether they are different sizes and whether they are in the standard position or a rotated position. This activity is intended to assess mastery of the following standard(s): K.GSR.8.1 Identify, sort, classify, analyze, and compare two-dimensional shapes and three-dimensional ﬁgures, in different sizes and orientations, using informal language to describe their similarities, differences, number of sides and vertices, and other attributes.

Materials

Preparation

Printed • •

•

1 Shape Set (per class) 1 Name Posters (per class)

•

Print and cut out the Shape Set. Each student needs one shape from the document. Hang the Name Posters around the classroom.

Procedure and Facilitation Points 1. 2. 3.

Give each student a shape, and ask students to take a moment to study their shapes. Direct students’ attention to the Name Posters hanging around the classroom. Walk over to each one, and read the poster to the class. Tell students to look at their shapes. Each student needs to think about the attributes of his or her shape and recall the name. There are ﬁve possibilities: a.

Rectangle

Circle

Square

Triangle

e. Hexagon 4. 5. 6.

Direct students to walk to the Name Poster that correctly names their shapes when you say, “Go.” Encourage students to show their shapes to partners to see if the partners agree that the students are with the correct names. Facilitate a class discussion about the shapes. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What do you notice about the shape? Answers will vary. My shape is a circle; it has a curved side. My shape is a rectangle; it has 4 sides and 4 vertices.

What characteristics do the shapes in the rectangle and square groups have in common? The two shapes both have 4 sides and 4 vertices. The square is also called a rectangle.

Could we put the squares in the rectangle category? Why or why not? Yes, a square is a special kind of rectangle.

Could we put the rectangles in the square category? Why or why not? No, a rectangle is not always a square because it does not always have 4 equal sides.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

FACILITATION TIP Place the Name Poster words under the document camera and have students chorally read the words aloud before walking around the room. STEMscopes Tip Within the Explain section, Interactive Notebook activities are designed to engage students by organizing information in a way that they ﬁnd understandable. Students use cut-andglue activities to display their learning from the Explore activities and can add the activities to a notebook to use for reference whenever needed.

FACILITATION TIP If there are discrepancies, ask students why and have them justify their reasoning.

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FRACTIONS

Fractions Hook – Let’s Share a Waﬄe! ACTIVITY PREPARATION Students model equally sharing a waﬄe and describe how they shared it.

Materials

Preparation

Printed •

• •

1 Student Handout (per student)

• Print a Student Handout for each student.

Reusable • •

Plan to show the Phenomena Video. Part II

1 Phenomena Video (per teacher) 1 Projector (per teacher)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

2. FACILITATION TIP Before showing the video and reading the scenario, ask the class these questions: 1) What is a waffle? 2) Does anyone like waffles? 3) If so, what do you like to put on your waffle?

FACILITATION TIP To engage students, consider bringing in real waﬄes or other inexpensive food items to demonstrate the scenario. 5. FACILITATION TIP

DOK-1 What information do we know? Four friends are sharing a waﬄe, and they want equal amounts.

DOK-1 What information do we need to ﬁnd out? How much of the waﬄe does each friend get? How can they make sure that each share is equal?

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Students can discuss their own experiences about sharing snacks and other foods and explain how they shared them equally.

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Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Part II: Post-Explore 1. 2.

FRACTIONS

Home

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? Four friends are sharing a waﬄe, and they want equal amounts.

DOK-1 What information do we need to ﬁnd out? How much of the waﬄe did each friend get? How can they make sure that each share is equal?

Give each student a Student Handout. Instruct students to draw how they will share the waﬄe equally with the 4 friends. Ask students to ﬁll in the sentence stem to describe their equal shares. Discuss the following questions: a.

DOK-3 How did you partition the waﬄe among the four friends? I split it into 4 equal shares.

DOK-3 How would you describe the share that one friend would receive? One of four equal pieces; one-fourth; a fourth of; one quarter; a quarter of

DOK-3 What are some ways we can make sure that we share the whole waﬄe equally? If we cut the waﬄe and stack the shares on top of each other, each share should be the same size.

DOK-3 If the waﬄe were square, how could we share equally among the 4 friends? We would do the same thing, but the shape of our shares would look different.

FACILITATION TIP Have students share their ideas with a partner. Students can discuss the different ways to get four equal parts and which is the easiest way. FACILITATION TIP Display the terms fourth, fourth of, quarter, and quarter of. Have students label each part on the Student Handout and then count the total number of parts (4). FACILITATION TIP Some students may need a visual, such as paper in the various shapes. Students can then fold the paper into equal parts.

299

FRACTIONS

Fractions Explore 1 – Sharing Equally – Partitioning Rectangles ACTIVITY PREPARATION Students explore how to partition rectangles into two and four equal shares and describe the shares using the words or phrases halves, fourths, quarters, half of, fourth of, and quarter of.

Standards for Mathematical Practice • • •

MP.1 Make sense of problems, and persevere in solving them. MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

• •

1 Student Journal (per student) 1 Exit Ticket (per student)

• •

Reusable •

Plan to have students work in groups of 3 or 4 to complete this activity. Cut construction paper vertically into rectangular halves. Each student needs both pieces for Part I and Part II. Gather enough black markers for each student to have one. Print a Student Journal and an Exit Ticket for each student.

1 Black marker (per student)

Consumable •

1 Piece of construction paper cut vertically into 2 rectangular halves (per student)

PROCEDURE AND FACILITATION POINTS Part I FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Does anyone have a dog for a pet? 2) If so, what is your dog’s name? 3) What does your dog like to eat? FACILITATION TIP

2. 3.

Have students fold scraps of paper equally into 2 parts and then 4 parts before deciding with the construction paper.

FACILITATION TIP The Intervention section contains a Supplemental Aid - Fraction Circles activity.

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Read the following scenario to the class: Today is a special day. It is both of my dogs’ birthday. You heard that right. My two dogs have the same birthday. For their birthday, I need you to help me design a dog-friendly cake for them. Just remember, I will have to divide it into two shares, and those shares have to be equal. We do not want either one of the dogs to get upset if the other one gets more cake. Can you help me? Give a half-sheet of construction paper and a marker to each student. Explain to students that the half-sheet represents the cake. Allow students a few moments to discover the manipulative and experience how they work with their groups. Instruct students to decide how to partition the cake into two fair shares or equal shares. Encourage students to discuss and explore many different ways of partitioning with their groups. Once they have decided how to partition, ask students to fold the construction paper and draw a line where the cake needs to be divided. Monitor and talk with students as needed to check for understanding using the following guiding questions: a.

DOK-3 How can you make sure your cake is partitioned so it is fair, or equal, for both dogs? Answers will vary. The shapes are the same size and same shape. When we fold the paper, the shapes are the same size.

c. 6.

7. 8.

10. 11.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

DOK-1 What do we call the shares of the whole when we partition them into 2 equal shares? Halves, one-half, half of

Give each student a Student Journal, and ask students to record how they partitioned their cakes into two equal shares. (Note that these cakes need to be saved for Part II.) Invite students to look at the cake again by providing a new half-sheet of construction paper. Read the following scenario to the class: Oh no! I forgot. Each dog gets to invite a friend, so there will be four dogs, and each dog needs a piece of cake. Can you help me decide how to divide the cake into four fair shares, or equal shares? Instruct students to decide how they partition the cake into four fair shares, or equal shares. Encourage students to discuss and explore many different ways of partitioning with their groups. Once they have decided how to partition, ask students to fold the construction paper and draw a line where the cake needs to be divided. (Note that these cakes need to be saved for Part II.) Ask students to share how they partitioned the cakes into four equal shares with their groups. Students record their partition on their Student Journals. After Part I, invite the class to a Math Chat to share their observations and learning.

FRACTIONS

Home

FACILITATION TIP To lay the foundation for fractions, have students label each half-sheet of paper with a number. Then have students total the number of the equal parts in their Student Journals.

Math Chat • •

•

DOK-3 Is there more than one correct way to make sure each dog gets an equal share? Yes, you can fold it in different ways: horizontally, diagonally, or vertically. DOK-3 How do you know the dogs are each getting an equal share? The shapes look the same when you fold them; the shapes are the same size and same shape. DOK-1 What are some words you can use when describing something that is partitioned into four equal shares? We all get the same, we all get a fourth, each person gets one-fourth of what we are sharing, each person gets a fourth of or a quarter of, etc. DOK-4 What are some ways you could test to see if you partitioned your cake correctly into quarters, or four equal shares? Cut the shapes out, put the shapes on top of each other, look at the shapes, and see if they are the same size and shape. DOK-3 If you used a smaller rectangle and partitioned it into two and four equal shares, how would those shares compare? The halves/fourths would be smaller than my shares because the whole rectangle was smaller than my rectangle. DOK-3 If you used a larger rectangle and partitioned it into two and four equal shares, how would those shares compare? The halves/fourths would be larger than my shares because the whole rectangle was larger than my rectangle.

STEMscopes Tip Located in the Elaborate section, the Problem-Based Task is designed to have students work together to solve an open-ended, real-world math challenge. Students apply the knowledge and skills they learned in the scope to solve the problem. They will recognize that solutions to the problem can be approached in multiple ways and with multiple responses.

Part II 1.

2. 3.

Make sure students have their “cakes” from Part I. Encourage students to explore the size of halves compared with the size of fourths and discuss with their groups what they notice about the shares. Instruct students to record their thinking and answer the questions on their Student Journals for Part II. Challenge students to reason about the size of the halves and fourths. a.

DOK-2 Is one-half of a cake smaller or larger than the whole? Explain. Explain It is smaller than the whole because you partitioned it into 2 shares.

DOK-2 Is a quarter of a cake smaller or larger than the whole? Explain. It is smaller than the whole because you divided it into 4 shares.

DOK-3 How would you compare a quarter of a cake to a fourth of a cake? They are the same because a quarter means that you divided it into 4 shares.

FACILITATION TIP As students are discussing, listen to see if they can describe how the cake was divided in half and then in half again.

FACILITATION TIP Project the Picture Vocabulary terms for students to use in their discussion. 301

FRACTIONS

Fractions Explore 1 – Sharing Equally – Partitioning Rectangles 4.

After Part II, invite the class to a Math Chat to share their observations and learning.

Math Chat • STEMscopes Tip The Skills Quiz is housed in the Evaluate section. This assessment includes multiple question types and is designed to formatively evaluate students’ computational knowledge. Aligned to the scope’s standards, the assessments can also be used as a review of the concepts learned throughout the scope.

•

• •

DOK-3 What happens to the size of the shares as you partition the paper into more shares? As you partition the paper into more pieces, the size of the shares gets smaller. DOK-3 If the paper were a cake, would you rather have one-half of the cake or one-fourth of the cake? I would rather have half of the cake because it would be a larger piece than a fourth of the cake. DOK-3 When you were helping me divide the cake for my dogs, what did you notice about the size of the halves and fourths? Halves were larger than fourths. DOK-3 Is a fourth of a whole always smaller than half of the same whole? Explain why or why not. Yes, if you have the same-sized whole and you divide it into 2 equal shares and then divide it into 4 shares, the size of the shares gets smaller. DOK-2 How many halves does it take to make a whole? It takes two halves to make a whole. DOK-2 How many quarters, or fourths, does it take to make a whole? It takes four quarters, or four fourths, to make a whole.

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook. Notes

302

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Notes

FRACTIONS

Home

303

FRACTIONS

Fractions Explore 2 – Sharing Equally – Partitioning Circles ACTIVITY PREPARATION Students explore how to partition circles into two and four equal shares.

Standards for Mathematical Practice • • •

MP.4 Model with mathematics. MP.6 Attend to precision. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

• • • •

1 Student Journal (per student) 1 Exit Ticket (per student)

Reusable •

1 Black marker (per student)

Plan to have students work in groups of 3 or 4 to complete this activity. Gather 2 paper plates and a black marker for each student. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Fraction Circles Supplemental Aids element in the Intervention section.

Consumable •

2 Paper plates (per student)

PROCEDURE AND FACILITATION POINTS Part I FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) What is your favorite food to eat? 2) Have you ever made or helped make your favorite food? 3) What ingredients are in your favorite food?

304

Read the following scenario to the class: Nicole and Heather’s mom told them they could make their own lunch. They both loved to cook, so they were very excited. The girls looked around the kitchen to see what they could make. They found pepperoni, pizza sauce, pizza crust, and cheese, so they decided to make a homemade pizza. While the pizza was in the oven, the girls discussed how they would cut the pizza so they would both have equal shares. They had to divide it into two shares, and those shares had to be equal. Can you help the girls decide how to divide the pizza into equal shares? Remember, we do not want either one of the girls to get upset if the other one gets more pizza. Distribute 1 paper plate and a black marker to each student. Explain to students that the paper plate represents a pizza. Allow students a few moments to discover the manipulative and experience how it works with their groups. Instruct students to decide how they are to partition the pizza into two fair shares or equal shares. Encourage students to discuss and explore many different ways of partitioning with their groups. Once they have decided how to partition, ask students to fold the paper plate and draw a line where the pizza needs to be divided. Monitor and talk with students as needed to check for understanding by using the following guiding questions:

FACILITATION TIP

Have students compare the two sides of the paper to determine if they are equal. Use a paper plate to demonstrate different ways to fold the plate that are not equal.

DOK-3 How can you make sure your pizza is partitioned so it is fair, or equal, for both girls? Answers will vary. The shares are the same size and same shape. When we fold the paper plate, the shares are the same size.

DOK-3 Is there only one way to partition the pizza into two equal shares? Answers will vary. Some may say, “No, because you can divide the pizza in different places.” Some may say, “Yes, because the shares will still be the same shape and size, no matter which way you fold it in half.” © Accelerate Learning Inc. - All Rights Reserved

c. 5. 6. 7.

9. 10.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

FRACTIONS

Home

DOK-1 What do we call the shares of the whole when we partition them into 2 equal shares? Halves, one-half, half of

Give each student a Student Journal, and ask students to record how they partitioned their pizzas into two equal shares. Provide a new paper plate, and invite students to look at the pizza again. Read the following scenario to the class: Oh no! I forgot. Nicole and Heather invited 2 friends to join them for lunch, and they only have enough ingredients to make 1 pizza. Now they will have to divide their pizza into 4 equal shares. Can you help the girls decide how to divide the pizza into four fair shares, or equal shares? Instruct students to decide how they are to partition the pizza into four fair shares, or equal shares. Encourage students to discuss and explore many different ways of partitioning with their groups. Once they have decided how to partition, ask students to fold the paper plate and draw lines where the pizza needs to be divided. Ask students to share how they partitioned the pizza into four equal shares with their groups. Students record their partitions on their Student Journals. After Part I, invite the class to a Math Chat to share their observations and learning.

FACILITATION TIP Students will explore how to divide the two halves into four equal parts. Have students label each quarter of the paper plate as you introduce the terms partition, fourths, and equal-sized parts.

Math Chat DOK-3 Is there more than one correct way to make sure each child gets an equal share? Yes, you can fold it different ways—horizontally, vertically, or diagonally— but the size and shape of the share of the pizza will still be the same. • DOK-3 How do you know that you and the person you are sharing with are each getting an equal share? The shapes look the same when you fold them; the shapes are the same size and same shape. • DOK-1 What are some words you can use when describing something that is partitioned into four equal shares? We both get the same, we both get a fourth, each person gets one-fourth of what we are sharing, each person gets a fourth of or a quarter of, etc. • DOK-4 What are some ways you could test to see if you partitioned your pizza correctly into quarters, or four equal shares? Cut the shapes out, put the shapes on top of each other, look at the shapes, and see if they are the same size and shape. •

Part II 1.

2. 3.

Make sure students have their “pizzas” from Part I. Encourage students to explore the size of halves compared with the size of fourths and discuss with their groups what they notice about the shares. Instruct students to record their thinking and answer the questions on their Student Journals for Part II. Challenge students to reason about the size of the halves and fourths. a.

DOK-3 Is one-half of a pizza smaller or larger than the whole? Explain. It is smaller than the whole because you partitioned it into 2 shares.

DOK-3 Is a quarter of a pizza smaller or larger than the whole? Explain. It is smaller than the whole because you divided it into 4 shares.

DOK-2 How would you compare a quarter of a pizza to a fourth of a pizza? They are the same because a quarter means you divided it into 4 shares.

STEMscopes Tip Within the Engage section, Accessing Prior Knowledge is designed to assess whether students have the skills and strategies they need to continue in the inquiry process. If learning gaps are identiﬁed, teachers can use the Foundation Builder to bridge students’ learning to the current concept by addressing the foundational knowledge from previous grade levels. The Accessing Prior Knowledge and Foundation Builder are written from foundational standards and include activities that use manipulatives to help students gain the knowledge they need before beginning their exploration into a new concept.

After Part II, invite the class to a Math Chat to share their observations and learning.

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FRACTIONS

Fractions Explore 2 – Sharing Equally – Partitioning Circles Math Chat •

•

FACILITATION TIP

•

DOK-3 What happens to the size of the shares as you partition the paper plate into more shares? As you partition the paper plate into more shares, the size of the shares gets smaller. DOK-3 If the paper plate were a pizza, would you rather have one-half of the pizza or one-fourth of the pizza? I would rather have half of the pizza because it would be a larger share than a fourth of the pizza. DOK-3 When you were helping divide the pizza for the girls, what did you notice about the size of the halves and fourths? Halves were larger than fourths. DOK-3 Is a fourth of a whole always smaller than half of the same whole? Explain why or why not. Yes, if you have the same-sized whole and you divide it into 2 equal shares and then divide it into 4 shares, the size of the shares will get smaller. DOK-2 How many halves does it take to make a whole? It takes two halves to make a whole. DOK-2 How many quarters, or fourths, does it take to make a whole? It takes four quarters, or four fourths, to make a whole.

Comparing fractional amounts is a key math standard. Emphasize how the size of the denominator affects the value. A common misconception for students is to use the numerals in the denominators to compare the values. They compare those digits rather than the value of the whole fraction. For 1 example, _4_ may be confused as “larger” 1 1 than _2_ because it contains a 4 and _2_ has a 2.

Post-Explore

FACILITATION TIP

As an extension to this Exit Ticket, challenge some students to draw the models using rectangles.

2. 3.

•

• •

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

306

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Notes

FRACTIONS

Home

307

FRACTIONS

Fractions Explore 3 – Examples of Halves and Fourths ACTIVITY PREPARATION Students identify examples and nonexamples of halves and fourths.

Standards for Mathematical Practice • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure.

Materials

Preparation

Printed • •

• •

1 Student Journal (per student) 1 Exit Ticket (per student)

Consumable • •

10 Different rectangular and circular crackers (per pair) 1 Paper plate (per pair)

• •

Plan to have students work with a partner to complete this activity. Prepare 10 different crackers on a paper plate for each pair. Make sure some crackers are easily divided and some are not easily divided into halves or fourths. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our Fraction Circles Supplemental Aids element in the Intervention section.

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Does anyone like to eat a snack after school? 2) What type of snacks do you like? 3) Do you ever eat crackers as a snack?

FACILITATION TIP Remind students not to eat these crackers. Consider allowing them to eat some crackers before you begin or you may provide extra crackers for them to eat later.

FACILITATION TIP Students should be able to describe what equal parts are and explain how to partition various examples into equal parts.

FACILITATION TIP The challenge is to have students break the crackers into halves and fourths. Students may have more non-examples than examples.

308

6. 7.

Read the following scenario to the class: The daycare down the street needs our help today. It is snack time, and the kids are hungry. The daycare staff needs us to snap the snack crackers into two and four fair shares before handing them out to the kids. If shares are not equal, we have to throw the crackers away. Can we help the daycare staff prepare snacks for the kids? Direct students’ attention to the crackers on the plate. Allow students a few moments to discover the manipulatives and experience how they work with their partners. Remind students to wait until given directions before breaking the crackers. Instruct students to work with their partners to snap the crackers into two and four equal shares. Encourage students to sort the crackers into two piles on their plate: examples and nonexamples. Monitor and talk with students as needed to check for understanding by using guiding questions: a.

DOK-3 Why did you place these cracker shares onto this side of the plate? Answers will vary. This cracker snapped into equal shares. This cracker did not snap into equal shares.

DOK-3 What is important to remember when we partition shapes into equal shares? Answers will vary. They are all the same size and same shape; they are equal shares.

Give each student a Student Journal. Ask students to draw a picture of a cracker that was a good example of halves and fourths. Then, students draw a picture of a cracker that was not a good example of halves and fourths. After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the class to a Math Chat to share their observations and learning. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Math Chat •

• • • • •

DOK-3 Look at the shapes that are halves. Can these shapes be divided into fourths as well? Yes, the rectangles, squares, and circles can be divided into 4 equal shares. DOK-3 How do you know a partitioned shape is an example of halves or fourths? The shares are equal size or shape. DOK-3 How do you know a partitioned shape is not an example of halves or fourths? The shares are not equal size or shape. DOK-1 What do we call the shares when they are partitioned into 2 equal shares? Halves, half, half of DOK-1 What do we call the shares when they are partitioned into 4 equal shares? Fourths, a fourth of, quarters, quarter of DOK-4 When might you need to look for examples and nonexamples of halves and fourths outside of school? When I am helping my mom make a cake, we want an example of half a cup of milk. If it is a nonexample, we need to pour more milk in or pour some milk back into the container.

Intervention

Acceleration

FRACTIONS

Home

STEMscopes Tip The Math Chat, embedded in each Explore lesson outline as well as in printable form, provides a forum where students collaboratively discuss their ideas and strategies and develop their number sense, mathematical vocabulary, and math thinking skills. Discussing the concepts taught helps students formulate stronger reasoning and critical thinking skills.

Post-Explore 1. 2. 3. 4.

FACILITATION TIP When you preview the directions for this Exit Ticket with students, underline or highlight the words example and non-example with them.

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FRACTIONS

Fractions Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Sharing Equally – Partitioning Rectangles Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Sharing Equally – Partitioning Circles Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Examples of Halves and Fourths Independent practice assignment that gives students an opportunity to demonstrate their learning

Interactive Notebook 1

Interactive Notebook 2

A cut-and-glue activity to process learning that can be added to a notebook for future reference

310

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

FRACTIONS

Home

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Can be done independently

Spiraled Review

Life Connections

A quick story to engage student interest along with four problems covering previously learned skills

A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

Math Story

Fluency Builder

Feeding Time at the Zoo

Match a Fraction Example with a Nonexample

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Gizmo Geoboards

Fraction Models and Descriptions

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

311

FRACTIONS

Fractions Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

312

 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

FRACTIONS

Home

What prompts will be used?

What does mastery look like?

I can partition circles into two and four equal shares.

I can partition rectangles into two and four equal shares.

I can describe the shares using the words halves, fourths, and quarters.

I can describe the shares using the phrases half of, fourth of, and quarter of.

I can describe the whole as two of or four of the shares.

I can understand that decomposing into more equal shares creates smaller shares.

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SCOPE 1

Patterns Scope Introduction SCOPE SUMMARY Students investigate, create, and make predictions about repeating patterns with up to 3 elements as a series of shapes or a number string. They also identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

Student Expectations

1.PAR.3.1 Investigate, create, and make predictions about repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string. 1.PAR.3.2 Identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

VERTICAL ALIGNMENT Background Knowledge

Future Expectations

In kindergarten, students create, extend, and describe repeating patterns with numbers and shapes. They describe patterns involving the passage of time using words and phrases related to actual events.

Second-grade students identify, describe, and create numerical patterns resulting from repeated addition or repeated subtraction within 1,000 and intervals of 1s, 2s, 5s, 10s, 25s, and 100s. Students also identify, describe, and create growing and shrinking patterns involving addition and subtraction up to 20.

Before beginning the lesson, students’ prior knowledge is assessed. The teacher assesses students ability to: •

Hook

Accessing Prior Knowledge

ENGAGE ACTIVITIES

create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern.

At the beginning of the scope, students are introduced to the Hook. Through completing the Hook, students will demonstrate their ability to: •

Students who are successful will be ready to proceed to the Hook activity. Any students who need to build on prior knowledge can utilize the Foundation Builder within this scope.

identify, describe, and create growing and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

Students move on to the Explore activities and come back at the end of the explorations to repeat the activity and discuss what they found.

314

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PATTERNS

Home

Shape Patterns In this exploration, students will investigate, create, and make predictions about repeating patterns with up to 3 shapes. Students will: •

create the broken bracelet using the Bracelet Mat and Shape Bead Cutouts.

•

predict what is missing on the bracelet.

Explore 2

Explore 1

EXPLORE ACTIVITIES

In this exploration, students will investigate, create, and make predictions about repeating patterns with up to 3 elements as a number string. Students will: •

investigate the secret pattern and predict what comes next.

As students are working, the teacher monitors and adjusts, leads a discussion about the students’ ﬁndings, and has students complete an Exit Ticket to assess learning.

Explore 3

Number Strings

Repeated Operations In this exploration, students will identify, describe, and create patterns .Students will: •

describe patterns as growing, shrinking,or repeating.

•

explain the pattern based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

As students solve the scenario, they discuss their learning with the class, complete an Exit Ticket, and revisit the Hook to solve

315

PATTERNS

Patterns Lesson Calendar and Accessing Prior Knowledge PLAN YOUR LESSONS Monday

Tuesday

Wednesday

Thursday

Friday

316

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PATTERNS

Home

ACCESSING PRIOR KNOWLEDGE Students create, extend, and describe repeating patterns with numbers and shapes. This activity is intended to assess mastery of the following standard(s): K.PAR.6.1 Create, extend, and describe repeating patterns with numbers and shapes, and explain the rationale for the pattern. Materials

Preparation

Printed •

1 Pattern Cards (per student)

Reusable •

• •

Plan to have students work independently to complete this activity. Print and cut out the Pattern Cards for each student. Place shapes and numbers in separate resealable bags.

2 Resealable bags (per student)

Procedure and Facilitation Points 1. 2. 3.

4. 5. 6.

7. 8. 9.

10.

Give each student a bag of shapes. Ask students to study the shapes. Instruct students to line up the shapes in the following order: circle, circle, triangle, circle, circle, triangle Discuss the students’ responses to the following questions: a.

What comes next? Circle, circle, triangle

How do you know what comes next? I noticed a repeating pattern of circle, circle, triangle. I copied the pattern.

Give each student a bag of numbers. Ask students to study the numbers. Instruct students to line up the numbers in the following order: 2, 2, 3, 2, 2, 3 Discuss the students’ responses to the following questions: a.

What comes next? 2, 2, 3

How do you know what comes next? I noticed a repeating pattern of 2, 2, 3. I copied the pattern.

Instruct students to create patterns using the numbers or shapes. Check the students’ patterns and address any misconceptions. Facilitate a class discussion about their patterns. This provides an opportunity to gather an understanding of prior student knowledge before beginning the lessons. Encourage students to support their answers, and check for understanding and misconceptions. Use the following questions to guide the discussion: a.

What shapes or numbers did you use in your pattern? Answers will vary. 1, 1, 2; triangle, triangle, circle

What comes next in your pattern? Answers will vary. 1, 1, 2; triangle, triangle, circle

Did everyone use the same shapes/numbers? No

How many cards did you have to set out to create the pattern? Why? Answers will vary. I had to set out 6 cards because then you can see when the shapes/numbers start to repeat.

FACILITATION TIP Before completing this activity, consider doing some total physical response patterns with clapping, singing, sounds, or movement. FACILITATION TIP Write this pattern using written words. Say it out loud so students can read it and say it with you before they make the pattern with shapes. FACILITATION TIP Be prepared for students to come up with different ideas about what could come next and why. They may be notice syllables, letters, sounds, colors, or something else. FACILITATION TIP Post this pattern with the numeral written in word form for students to read, see, and say aloud together. FACILITATION TIP Determine how open ended you want students’ pattern creation to be. Students may not only combine the shapes with numbers, but might turn numbers and shapes upside down or use the space on their desk (positioning the pieces on different levels) or turn the pieces on their sides, if possible.

If students are struggling to complete this task, do the Foundation Builder to ﬁll the gap in prior knowledge before moving on to other parts of the scope.

317

PATTERNS

Patterns Hook – Patterns ACTIVITY PREPARATION Students identify, describe, and create growing and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s. Materials

Preparation

Printed •

1 Hundreds Chart (per group)

• Print a Hundreds Chart for each group. • Place at least 5 dimes, 10 nickels, and 50 pennies in a resealable bag for each group.

Reusable • • • •

Plan to show the Phenomena Video. Part II

• •

1 Set of play money (per class) 1 Phenomena Video (per teacher) 1 Projector (per teacher) 1 Resealable bag (per group)

PROCEDURE AND FACILITATION POINTS Part I: Pre-Explore 1.

FACILITATION TIP

Print and project this scenario for students. Read it aloud together more than once, emphasizing the important details. Underline or highlight any math words while thinking aloud.

FACILITATION TIP

Post these two important questions and have students share their responses while you record them on a chart paper.

Spiraled Review, located in the Elaborate section, provides students with a contextual scenario used to solve four different problems. This activity helps students maintain essential knowledge, see how mathematical skills connect from one topic to the next, and experience real-world applications of previously learned skills.

318

DOK-1 What information do we know? There are three boys. The ice cream costs 50 cents. Christian will use pennies. Roland will use dimes. Demetrius will use nickels.

b. DOK-1 What information do we need to ﬁnd out? Which coins are being used by each boy, and how many coins does each boy need to equal 50 cents? 5.

STEMscopes Tip

Introduce this activity toward the beginning of the scope. The class will revisit the activity and solve the original problem after students have completed the corresponding Explore activities. Show the Phenomena Video. Ask students the following questions: What do you notice? What do you wonder? Where can you see math in this situation? Allow students to share all ideas. Read the following scenario to the class: Three boys are counting out their money to buy ice cream later today. The ice cream costs 50 cents. Each boy will use a different kind of coin to pay for the ice cream. Christian will use pennies. Roland will use dimes. Demetrius will use nickels. Can you help the three boys count out the different coins to equal 50 cents? Discuss the following questions:

Ask students to turn and talk to share how they would solve the problem. They are not required to solve it yet. Move on to complete the Explore activities.

Part II: Post-Explore 1. 2.

After students have completed the Explore activities for this topic, show the Phenomena Video again, and repeat the scenario. Discuss the following questions: a.

DOK-1 What information do we know? There are three boys. The ice cream costs 50 cents. Christian will use pennies. Roland will use dimes. Demetrius will use nickels.

3. 4.

6. 7.

9. 10.

11.

12. 13.

Engage

Explore

Explain

Elaborate

Evaluate

Divide the class into groups of 2 or 3. Give each group a bag of coins and a Hundreds Chart. Instruct students to start with Christian’s pennies. Ask students to ﬁgure out how many pennies Christian will need to buy his ice cream. Tell students that they may use the Hundreds Chart if needed. Discuss the following questions: a.

DOK-1 What coin are you using? Pennies

DOK-1 What is your coin’s value? 1 cent

DOK-1 What will you be counting by? Ones

DOK-2 How many pennies did you need to make 50 cents? 50 pennies

Intervention

Acceleration

FACILITATION TIP

PATTERNS

Home

Clarify your expectations about the coins before you give them out to students. Be prepared for some students to want to keep some of the coins (real or not).

Encourage students to leave the pattern of pennies out on their desk or table. Instruct students to move on to Roland’s dimes. Ask students to ﬁgure out how many dimes Roland will need to buy his ice cream. Tell students that they may use the Hundreds Chart if needed. Discuss the following questions: a.

DOK-1 What coin are you using? Dimes

DOK-1 What is your coin’s value? 10 cents

DOK-1 What will you be counting by? Tens

DOK-2 How many dimes did you need to make 50 cents? 5 dimes

Encourage students to leave the pattern of dimes out on their desk or table. Instruct students to move on to Demetrius’s nickels. Ask students to ﬁgure out how many nickels Demetrius will need to buy his ice cream. Tell students that they may use the Hundreds Chart if needed. Discuss the following questions: a.

DOK-1 What coin are you using? Nickels

DOK-1 What is your coin’s value? 5 cents

DOK-1 What will you be counting by? Fives

DOK-2 How many nickels did you need to make 50 cents? 10 nickels

Encourage students to look at all three patterns and discuss what they notice about each one with their partners. Discuss the following questions: a.

DOK-3 Did you count all the coins the same way? No, we counted the pennies by ones, we counted the nickels by ﬁves, and we counted the dimes by tens.

DOK-3 Why did Roland have fewer coins than Christian and Demetrius if they all had 50 cents? Answers will vary. Roland’s coins had a larger value so we needed fewer of them to equal 50 cents.

DOK-3 What did you notice about the numbers when you were counting by ones? What did you notice about the numbers when you were counting by ﬁves? What did you notice about the numbers when you were counting by tens? Answers will vary. When I counted by ones, it was like adding 1 to get to the next number or repeated addition. When I counted by ﬁves, it was like adding 5 to get to the next number. When I counted by tens, it was like adding 10 to get to the next number.

STEMscopes Tip The Kindergarten through Grade 5 Vertical Alignment Chart is found in the Teacher Toolbox Essentials Section. This printable document explains that standards are organized by the six domains: Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations Fractions, Measurement and Data, and Geometry. A Grade Level Focus page shows the progression of emphasized content areas across grade levels. Vertical alignments are separated by color-coded domains, and each domain contains the clusters and standards showing the curriculum progression across grade levels.

FACILITATION TIP Provide time for students to skip count (by 5 and 10) chorally with the whole group, in small groups, with a partner, and maybe individually.

DOK-4 Which growing pattern gets us to 50 faster? Counting by tens gets us to 50 faster because we need fewer of them.

e. DOK-2 In the video, the person is skip counting by what number? Twos f.

DOK-1 What coin is the person counting? Quarters

319

PATTERNS

Patterns Hook – Patterns g.

DOK-2 Is the person skip counting by value? No, counting by twos is not counting by value because the value of a quarter is 25 cents.

h. DOK-3 Why do you think they are counting this way? It is faster to count by twos than to count by ones. 14.

15.

Encourage students to imagine each boy skip counting backward by ones, ﬁves, and tens as they hand their coins to the ice cream attendant. Ask students to act this out with their partners, using the Hundreds Chart if needed. Discuss the following questions:

FACILITATION TIP

Give student time to chorally skip count backward (count down). Some students may not think counting by ones is skip counting.

DOK-3 What is the same when skip counting backward by ones? What is the same when skip counting backward by ﬁves? What is the same when skip counting backward by tens? Answers will vary. You are using the same numbers in a different order. The pattern is the same.

DOK-3 What is different when skip counting backward by ones? What is different when skip counting backward by ﬁves? What is different when skip counting backward by tens? Answers will vary. The numbers are decreasing.

DOK-3 If skip counting forward is like repeated addition, then what is skip counting backward like? Repeated subtraction Notes

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Explain

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Intervention

Acceleration

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PATTERNS

Patterns Explore 1 – Shape Patterns ACTIVITY PREPARATION Students investigate, create, and make predictions about repeating patterns with up to 3 shapes. Standards for Mathematical Practice • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • • •

1 Student Journal (per student) 1 Bracelet Mat (per group) 1 Set of Shape Bead Cutouts (per group) 1 Exit Ticket (per student)

• • • •

Plan to divide the class into groups of 3 or 4 to complete this activity. Print a Bracelet Mat for each group. Laminate or place it in a sheet protector for durability. Print and cut out a set of Shape Bead Cutouts, and place the cutouts in a resealable bag for each group. Print a Student Journal and an Exit Ticket for each student.

Reusable •

1 Resealable bag (per group)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Wear a few real beaded bracelets to model some patterns. 2.

3. 4. FACILITATION TIP If time is limited, consider using the Shape Bead Cutouts to demonstrate to students how to ﬁll in what comes next. Allow students to simply ﬁll in the empty boxes with drawings.

Read the following scenario to the class: Suzi loves making bracelets for her friends and family. She even sells them for extra money sometimes. But something happened to the bracelets she made last night. All of the bracelets are broken and missing beads. Can you look at what is left on each bracelet and use the pattern to ﬁx them? Divide the class into groups of 3 or 4, and give each group a Bracelet Mat and a set of Shape Bead Cutouts. Allow students a few moments to discover the manipulatives and experience how they work with their groups. Give a Student Journal to each student. Instruct students to investigate each broken bracelet on their Student Journals. They will create the broken bracelet using the Bracelet Mat and Shape Bead Cutouts with their groups. Then, students will predict what is missing by ﬁlling in the empty boxes on their Student Journals. Encourage students to discuss with their groups and use the Bracelet Mat and Shape Bead Cutouts when making their predictions. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

DOK-1 What is left on this broken bracelet? Answers will vary. Square, triangle, triangle, square, triangle, triangle

b. DOK-1 What shape beads did you use to create the pattern? Answers will vary. We used a square bead and a triangle bead to create the pattern. c. 6. 7. 322

DOK-2 What do you predict will come next? Answers will vary. I predict that square, triangle, triangle comes next.

After students have completed each broken bracelet on their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning. © Accelerate Learning Inc. - All Rights Reserved

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

Math Chat DOK-2 What did you do to investigate the pattern on the broken bracelet? I copied the shape beads from the bracelet using the Bracelet Mat and Shape Bead Cutouts. • DOK-2 How did you recreate the pattern of the beads left on the bracelet? I recreated the pattern using the same shapes with the Shape Bead Cutouts. • DOK-3 What helped you predict what beads were needed to complete the bracelet? I saw what shapes were repeating. I paid attention to the order of the shapes. • DOK-4 When would you need to investigate, create, or predict shape patterns outside of school? I need to investigate the shape pattern on a snake to ﬁgure out the snake type. I create shape patterns when I make holiday cards for my family. I have to predict shape patterns on my video game.

PATTERNS

Home

•

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Reassure students that recognizing patterns is a critical thinking skill for all academic topics. It is a life skill that will help them create and make decisions in the future. For example, doctors must recognize the pattern of beats in a healthy heart to know what is not healthy, hunters use knowledge of patterns of sound and migration to be successful, and musicians create patterns to make music we love to listen to. FACILITATION TIP When previewing this Exit Ticket with students, consider allowing them to draw the pattern if they don’t have time to cut and glue the images.

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Patterns Explore 2 – Number Strings ACTIVITY PREPARATION Students investigate, create, and make predictions about repeating patterns with up to 3 elements as a number string. Standards for Mathematical Practice • • • •

MP.3 Construct viable arguments, and critique the reasoning of others. MP.4 Model with mathematics. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Preparation

Materials Printed • •

• • •

1 Student Journal (per student) 1 Exit Ticket (per student)

Plan to divide the class into groups of 3 or 4 to complete this activity. Gather a 10-sided die for each group. Print a Student Journal and an Exit Ticket for each student.

Reusable •

1 10-sided die (per group)

PROCEDURE AND FACILITATION POINTS 1.

FACILITATION TIP Take time to clarify that each time a fair die is rolled, there is no way to predict what numbers will be on top.

3. 4.

Read the following scenario to the class: Today, you get to play a game! You will take turns creating a secret number string using the 10-sided die. The members of your group will investigate the secret pattern and predict what comes next. Are you ready to play? Divide the class into groups of 3 or 4, and give each group a 10-sided die. Allow students a few moments to discover the manipulative and experience how they works with their groups. Give each student a Student Journal. Instruct students to take turns rolling the 10-sided die no more than 3 times. Each time they roll, they will call out the number so students can write it on their Student Journals. Once all numbers are rolled, encourage students to investigate the pattern and predict what numbers will complete the number string. Monitor and talk with students as needed to check for understanding by using the following guiding questions: a. DOK-1 What numbers did you roll? Answers will vary. I rolled 10, 7, and 4.

FACILITATION TIP Consider demonstrating that even a twosided coin being ﬂipped will not likely create a repeating pattern. Be certain that students see that the 10-sided die will not likely create a predictable repeating pattern on its own. 6. 7.

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DOK-2 What do you notice about the pattern? Answers will vary. I notice that there are three numbers that repeat.

DOK-2 What numbers did you use to complete the number string? Answers will vary. We used 10, 7, 4, 10, 7, 4.

DOK-3 What happens if you roll the same number multiple times? It creates a pattern where one number repeats. It creates a pattern with just two numbers repeating.

After students have completed their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning.

Engage

Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PATTERNS

Home

Math Chat DOK-3 When you rolled the die, what did you need to decide when creating the number string? I had to decide the order of the numbers. If I rolled the same number multiple times, I had to decide if I wanted just two numbers in the number string or the same number to repeat. • DOK-2 What do you notice about the number strings you completed? The patterns included 2 or 3 numbers that repeated. • DOK-2 How did you predict what numbers would complete the number string? I looked at the pattern rolled and repeated the numbers to complete the number string. • DOK-3 Where do you see repeating number patterns outside of school? I’ve seen repeating number patterns on the movie theater seats. •

Post-Explore 1. 2. 3.

Have students complete the Exit Ticket to formatively assess their understanding of the concept. Complete the Anchor Chart as a class. Have each student complete their Interactive Notebook.

FACILITATION TIP Be prepared with some additional repeating number patterns in real life for students to discuss. For example, a tile or brick layer often needs to repeat a number pattern, repeated rhythm beats in a song, or bird calls are patterns used by hunters.

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Patterns Explore 3 – Repeated Operations ACTIVITY PREPARATION Students identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s. Standards for Mathematical Practice • • • •

MP.1 Make sense of problems, and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning.

Materials

Preparation

Printed • • •

1 Student Journal (per student) 1 Set of Pattern Circuit Cards (per class) 1 Exit Ticket (per student)

• • • •

•

Plan to divide the class into 8 groups to complete this activity. Print a set of Pattern Circuit Cards, laminate them, and hang them around the classroom. Print a Student Journal and an Exit Ticket for each student. For students who need more support in recalling information, please see our 1–100 Number Chart Supplemental Aids element in the Intervention section. Go Digital! Have students explore or present their solutions using virtual manipulatives! The manipulatives used in this lesson can be found in the Explore drop-down menu and can be digitally assigned to students. (Hundreds Chart)

PROCEDURE AND FACILITATION POINTS FACILITATION TIP

Before reading the scenario, ask the class these questions: 1) Have you ever gotten a birthday card? 2) If so, who did you get the card from? 3) What shape was the card?

2. 3.

STEMscopes Tip Transition students into the current concept by meeting them at their level with the Hook activity, found in the Engage section. These real-world scenario-based activities frame the overall learning throughout the scope and serve as both an introduction and concluding aspect of each concept. The Hook fosters personal growth. 4.

Read the following scenario to the class: Esperanza loves to play games at her birthday party. This year, she has set up patterns all over her birthday party supplies. You will have to identify the pattern to ﬁgure out the missing number. Are you ready to play Esperanza’s party game? Give each student a Student Journal, and assign each group to a Pattern Circuit Card. Instruct students to investigate and identify the pattern by discussing what they notice with their groups. They will record the missing number and repeated operation on their Student Journals. a.

Explain to students that the answer in the box at the bottom of each card is not the answer for that card. When students have completed the card and have found the answer, they move around the room looking for the card that has the answer they just found in the bottom right corner. This allows students to check their work as they go. If students cannot ﬁnd their answer on any of the cards, their answer must be incorrect.

Encourage students to use manipulatives or a hundreds chart as needed for adding or subtracting the repeated operation.

Monitor and talk with students as needed to check for understanding by using the following guiding questions: a.

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DOK-2 What do you notice about this pattern? Answers will vary. This pattern starts with 2, and the numbers are increasing.

Engage

Explore

Explain

Elaborate

Evaluate

DOK-1 Is this pattern growing or shrinking? Answers will vary. This is a growing pattern.

DOK-2 What is the repeated operation for this pattern? Answers will vary. The pattern is repeated addition by twos.

DOK-1 What is the missing number for this pattern? Answers will vary. The missing number is 12.

e. DOK-1 Which card has your answer in the bottom right corner? Answers will vary. Pattern Card 2 5. 6.

After students have completed the circuit and their Student Journals, bring the class together as a whole group. After the Explore activity, invite the students to a Math Chat to share their observations and learning.

Math Chat DOK-2 What happens to a number when you add 1? 2? 5? 10? When you add 1, the numbers increase or grow by 1. Students may also discuss the pattern in the ones place of each number. • DOK-3 Does the same thing happen when you subtract? Explain. When you subtract 1, the numbers decrease or shrink by 1. Students may notice the same pattern in the ones place for each number, whether it is growing or shrinking. • DOK-2 How do you know if a pattern is growing or shrinking? If the numbers are increasing, the pattern is growing. If the numbers are decreasing, the pattern is shrinking. • DOK-2 Start at 10. Can you create a growing pattern by adding 1? 2? 5? 10? Can you describe your pattern? •

• • •

DOK-2 Start at 80. Can you create a shrinking pattern by subtracting 1? 2? 5? 10? Can you describe your pattern? • •

•

10, 12, 14, 16, 18, 20 I added 2 over and over to create my pattern. I used repeated addition to create my pattern.

80, 75, 70, 65, 60, 55 I subtracted 5 over and over to create my pattern. I used repeated subtraction to create my pattern.

DOK-4 When would you need to create a pattern with a repeated operation outside of school? I have to use repeated addition when I’m counting my coins.

Post-Explore 1. 2. 3. 4.

Intervention

Acceleration

PATTERNS

Home

FACILITATION TIP This question is an excellent starter question to help students begin to recognize more complicated patterns as they grow as mathematicians. Post these questions to support student thinking: “Is it going up or down?” “Does it keep going up/down?” “Does it change whether it’s increasing or decreasing?” “How much is it going up/ down?” STEMscopes Tip Small-Group Intervention, found in the Intervention section, supports and builds student conceptual understanding by reviewing or reteaching the skills and concepts covered in the scope. Handson lessons include the use of manipulatives and embedded questions to develop students’ mathematical thinking and reasoning skills. Each lesson includes a checklist to monitor student progress and Student Handouts. In Grades 2-5, a Checkup to determine whether students have mastered the content being taught is available. Printable Student Handout, Checkup, Answer Key, and Teacher Checklist documents are provided. The checklist can also be edited to provide a more individualized, useful tool for teachers. FACILITATION TIP Reassure students that using repeating patterns will help them in their math classes as they get older. Older students use their times tables, shrink numbers in half repeatedly, or complete repeated subtraction with long division. Grownups use skip counting up and down all the time in many careers. FACILITATION TIP As a follow-up, encourage students to look for repeated operations in the real world throughout their day. Have them report back. Did they bus driver count by 2s? Did the grocery clerk count by ﬁves or tens? Did an older sibling practice times tables? FACILITATION TIP When you preview this Exit Ticket, take time to emphasize the words addition and subtraction. Consider having students underline them in the directions to draw attention to their importance.

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Patterns Additional Scope Resources EXPLAIN ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Picture Vocabulary

Can be done independently

Show What You Know, Part 1

A slide presentation of important vocabulary terms along with a picture and deﬁnition

Shape Patterns Independent practice assignment that gives students an opportunity to demonstrate their learning

Anchor Chart

Show What You Know, Part 2

A guide to facilitating the creation of a chart with students for each scope

Number Strings Independent practice assignment that gives students an opportunity to demonstrate their learning

My Math Thoughts

Show What You Know, Part 3

A collection of journal prompts designed to allow students to explain their thinking and reﬂect on their learning

Repeated Operations Independent practice assignment that gives students an opportunity to demonstrate their learning

Interactive Notebook A cut-and-glue activity to process learning that can be added to a notebook for future reference

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Explore

Explain

Elaborate

Evaluate

Intervention

Acceleration

PATTERNS

Home

ELABORATE ELEMENTS ELEMENT USE KEY

Can be assigned digitally

Contains printable handouts

Spiraled Review

Can be done independently

Life Connections

The Field Trip A video and activity that introduce students to careers and everyday life experiences that highlight the mathematical concepts being learned in the classroom

A quick story to engage student interest along with four problems covering previously learned skills

Math Story

Fluency Builder

Patterns All around My House

Repeated Operation Patterns

Reading passage that supports literacy and expands students’ ability to identify the information they need to solve problems

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

Problem-Based Task

Fluency Builder

Book Patterns

Shape and Number Patterns

Independent or collaborative task that allows students to solve a challenging, meaningful problem in a real-world context

Independent and partner games and other activities that provide students with an engaging way to practice the new concept

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Patterns Intervention and Assessment SMALL-GROUP PLANNER Depending on available time and your teaching style, use the resources provided in our Explain, Elaborate, Intervention, and Acceleration sections of this scope to move forward. Use the space below to organize next steps while keeping the needs of your students in mind. Some suggested resources have been listed. (Look online to see the full menu.)

Students who are still acquiring the concept and need remediation

Resources

Students

Notes

 Fluency Builder  Small-Group Intervention

Students who have mastered the concept and need extension

Students who are approaching mastery and need review

 Life Connections

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 Interactive Practice

 Problem-Based Task  Math Today  Connection Station

Engage

Explore

Explain

Elaborate

Evaluate Evaluate

Intervention

Acceleration Acceleration

PATTERNS

Home

What prompts will be used?

What does mastery look like?

I can investigate repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string.

I can create repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string.

I can make predictions about repeating patterns with a core of up to 3 elements resulting from repeating an operation, as a series of shapes, or a number string.

I can identify growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

I can describe growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

I can create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

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1 Georgia Math Teacher Guide

Grade 1 Teacher Guide

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1 GEORGIA

MATH G1