Double Flap Number Cards
Resource Overview Quantile® Measure:
220Q
Skill or Concept:
Identify missing addends for addition facts to 18. (QT‐N‐75) Use the commutative and associative properties to simplify numerical expressions. (QT‐N‐161)
Excerpted from:
The Math Learning Center PO Box 12929, Salem, Oregon 97309‐0929 www.mathlearningcenter.org © Math Learning Center
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Set B1 Algebra: Properties & Relationships
Set B1 H Activity 3 Activity
Double Flap Number Cards Overview
You’ll need
Children explore properties, relationships, and missing values in equations as they solve problems using Double Flap Number Cards.
H Double Flap Number Cards (page B1.21–B1.22, see Advance Preparation)
Skills & Concepts
H whiteboard or chart paper and marking pens near your discussion area
H write and solve equations involving addition and subtraction H recognize that unknowns in an addition or subtraction equation represent a missing value that will make the statement true H write and solve number sentences from problem situations involving addition and subtraction, using symbolic notation for the missing value H recognize and apply the commutative property of addition H understand the inverse relationship between addition and subtraction
H Equations Worksheet (page B1.23, run a class set)
H individual chalkboard/whiteboard, chalk/pen, and eraser for each student H two half sheets (5 1/2” x 8 1/2”) of copy paper per student H scissors (class set) Advance PreparationRun 1 copy of page B1.21–B1.22 on cardstock. Follow the instructions at the top of the sheet to make 2 Double Flap Number cards. Note Consider teaching this activity over a 2-day period, steps 1–9 the first day, and steps 10–12 the second day.
H work with combinations of 10
Instructions for Double Flap Number Cards 1. Ask children to join you in the discussion area, and have them sit facing you. Explain that you have some new double flap cards to share with them today. Then hold up the backside of the first Double Flap Number card so children can see the numeral you have written: 10. 2. Turn the card over and lift the first flap. Tell students that there is another number under the other flap, and that if you add the two numbers, their sum will be 10. Give children a few moments to pairshare ideas about the number under the second flap. Then write 6 + q = 10 on the board or chart paper, and read it to the class.
6+
= 10
6 © The Math Learning Center
Bridges in Mathematics Grade 1 Supplement • B1.17
Set B1 Algebra: Properties & Relationships
Activity 3 Double Flap Number Cards (cont.) Teacher This equation says, “6 plus what is the same as 10?” What number can we put in the box to make the equation true? Students I think it’s 4 because you can go 6, and then 7, 8, 9, 10. It can’t be 1 because 6 + 1 is only 7. It’s 4 because I know that 6 + 4 makes 10. It’s 4 because 5 + 5 is 10. If you take 1 from the 5 and give it to the other 5, that’s 6, so the other number must be 4. 3. Lift the second flap so students can confirm their answers. Ask a student to write 4 in the box, and then read the equation with the class. Is it true that 6 + 4 is the same as 10? 4. Now close the first flap and write 4 + q = 10 on the board or chart paper. Read it to the class, and give students a few moments to pair-share. Then call on a few volunteers to share with the class. Press them to explain their thinking.
6 + 4 = 10 4 + = 10
4 Teacher This equation says, “What 4 plus what is the same as 10?” What number can we put in this box to make the equation true? Please talk with the person next to you, and then I’ll call on a few people to share their thinking. Students It has to be 6 because it was 6 the first time. But it’s mixed up. The 4 is first this time. It has to still be 6 because 4, and then 5, 6, 7, 8, 9, 10. That’s 6 more. It doesn’t matter if you go 6 + 4 or 4 + 6. It’s still 10. 5. When there is general agreement that the answer is 6, lift the other flap so children can see both numbers. Ask another volunteer to write the 6 in the box, and read the equation with the class. Is it true? 6. Give students each a whiteboard/chalkboard, pen/chalk, and an eraser. Explain that you are going to write another equation on the board. They will read it and decide whether it is true or false. If it is true, they will write a T on their boards. If it is false, they will write an F. Then write 10 = 6 + 4 under the other two equations. Ask students to each think privately, write their answer, and hold their board up for everyone else to see. Teacher I see lots of T’s and lots of F’s as well. Lori, can you tell you why you marked an F on your board? Lori Because you can’t write the answer first. It’s wrong that way.
B1.18 • Bridges in Mathematics Grade 1 Supplement
© The Math Learning Center
Set B1 Algebra: Properties & Relationships
Activity 3 Double Flap Number Cards (cont.) Teacher Lori says the equation is backwards, and you can’t put the 10 first. Ryan, can you tell us why you marked a T on your board? Ryan Because it says, “10 is the same as 6 + 4”, and that’s true. Teacher Is 10 really the same as 6 + 4? James Well, if you add 6 and 4, it makes 10, so it’s kind of the same. 7. Reverse the card so students can see the 10 on the back, and then turn it over with both flaps lifted so they can see the 6 and 4, as you reiterate that 10 is the same as 6 + 4. Then write 10 – 4 = q on the board, and ask students how you could use the double flap number card to help find the answer. Reina You know 6 + 4 is 10, right? So if you cover up the 4, you can see the answer is 6. 8. Write 10 – q = 4. Ask students to copy the equation, including the box, on their boards. Ask a volunteer to help you use the double flap card to find the answer. Then record it in the box as students do so on their boards. Jose If you put the flap down on the first side, you can still see 4. But we know it’s 6 under the flap that’s closed. If you have 10, and you take away 6, it’s 4. See, I can show on my fingers too. Sam If you know that 6 + 4 is 10, it’s easy to know that 10 – 6 is 4.
4
6 + 4 = 10 4 + 6 = 10 10 = 6 + 4 10 – 4 = 6 10 – 6 = 4
9. Now show students your other Double Flap Number card. Work with their input to solve the equations shown below. This time, have children record the equations on their boards, right along with you. In each case, ask volunteers to show how to use the double flap card to help find the answer. 7 + q = 10 q + 7 = 10 10 = q + 7 10 – 7 = q 10 – q = 3 10 – q = 7
© The Math Learning Center
Bridges in Mathematics Grade 1 Supplement • B1.19
Set B1 Algebra: Properties & Relationships
Activity 3 Double Flap Number Cards (cont.) 10. As students watch, fold and cut a piece of 5 1/2" × 8 1/2" paper to make a double flap card, and then make a second card. Label the first card with 10 on the back, 8 under the first flap, and 2 under the second flap. Label the second card with 10 on the back, 9 under the first flap, and 1 under the second flap. 11. Then show students a copy of the Equations Worksheet. Explain that they are each going to make 2 double flap number cards just like yours, and use their cards to help solve the equations on the sheet. Use your first card to model the first couple of problems on the sheet. Then give students each 2 halfsheets of copy paper and send them back to their desks to make their number cards. Post your cards where they can be seen by all the students. Set B1 Algebra: Properties & Relationships Blackline Run a class set.
NAME
DATE
Equations Worksheet 1
Use the flap card with 8 and 2 on it to help solve these equations.
a
b 8+2=
10 – 8 =
c
d 8+
=10
e
10 – 2 =
f 10 = 8 +
10 –
=2
2 Use the flap card with 9 and 1 on it to help solve these equations. a
b 9+1=
10 – 9 =
c
d 1+
=10
10 =
+1
e
10 – 1 =
f –9=1
CHALLENGE
3
Make your own flap card. Use it to write your own equations on the back of this page. Give the to someone else to solve.
12. As children finish making their cards, hand out copies of the worksheet and let them go to work. Encourage them to share and compare answers as they go, and to use their cards for help. Ask students who finish early to make a third card with 11 or 12 as a total, and then write their own equations for a partner or a grown-up to solve.
Independent Worksheet
See Set B1 Independent Worksheets 1–3 for more practice with all the skills addressed in Activities 1, 2, and 3.
B1.20 • Bridges in Mathematics Grade 1 Supplement
© The Math Learning Center
Set B1 Algebra: Properties & Relationships Blackline Run 1 copy on cardstock. Trim away the edges so you have a rectangle that measures 7½"×9". Fold the rectangle in half at the arrowheads and cut along the dotted line to create 2 flaps that cover the numbers on the lower part of the card. Write a large numeral 10 on the back of the number portion of the card.
Double Flap Number Cards Sheet 1 of 2
6 © The Math Learning Center
4 Bridges in Mathematics Grade 1 Supplement • B1.21
Set B1 Algebra: Properties & Relationships Blackline Run 1 copy on cardstock. Trim away the edges so you have a rectangle that measures 7½"×9". Fold the rectangle in half at the arrowheads and cut along the dotted line to create 2 flaps that cover the numbers on the lower part of the card. Write a large numeral 10 on the back of the number portion of the card.
Double Flap Number Cards Sheet 2 of 2
7 B1.22 • Bridges in Mathematics Grade 1 Supplement
3 © The Math Learning Center
Set B1 Algebra: Properties & Relationships Blackline Run a class set.
name
date
Equations Worksheet 1
Use the flap card with 8 and 2 on it to help solve these equations.
a
b 8+2=
c
d 8+
=10
e
10 – 8 =
10 – 2 =
f 10 = 8 +
10 –
=2
2 Use the flap card with 9 and 1 on it to help solve these equations. a
b 9+1=
c
d 1+
=10
e
10 – 9 =
10 – 1 =
f 10 =
+1
–9=1
challenge
3
Make your own flap card. Use it to write your own equations on the back of this page. Give your equations to someone else to solve. © The Math Learning Center
Bridges in Mathematics Grade 1 Supplement • B1.23
B1.24 • Bridges in Mathematics Grade 1 Supplement
© The Math Learning Center
