G1 U3 L9 TE
Applied MP
MPs * Embedded MP
Conceptual Lesson Grade 1 · Unit 3 · Lesson 9
1
2
3
* *
MC: 1.OA.3, 1.OA.6
4
5
6
*
7
Student Journal Pages
164-166
equation.
Today, I will break apart numbers to find a sum and write the
Vocabulary
Teacher Resources
Base ten frame:
Considerations: Consider showing students how to make 10 with and without counters to prepare them for the lessons that follow.
Steps: Break apart 3 9+3= 9+3= 9+3=
9+1+2 10 + 2 12 Make 10
Equation: number sentence that uses an equal sign to show that two groups are equal
1. Identify how to make 10. 2. Record the expression that shows how to break apart a number to make 10. 3. Record the expression that shows 10. 4. Record the sum by completing the equation.
Application of MPs: MP1:
What are my steps?
MP2: What math expression was used to represent the situation? MP5: What tool was used today? Why?
9 + 3 = 12 Expression: a number phrase that shows the value of something (has no equal sign) 9+3
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
8
*
Answer Key: I/M
SGP
FCU
1. Answers may vary due to the
1. Answers may vary due to the
1. Answers may vary due to the commutative
commutative property. Sample answer:
commutative property. Sample answer:
property. Sample answer:
5+6
7+8
4+7
5+5+1
7+3+5
1+3+7
10 + 1
10 + 5
1 + 10
11
15
11
2. Answers may vary due to the
2. Answers may vary due to the
2. Answers may vary due to the commutative
commutative property. Sample answer:
commutative property. Sample answer:
property. Sample answer:
4+9
9+2
5+8
3+1+9
9+1+1
5+5+3
3 + 10
10 + 1
10 + 3
13
11
13
HW 1. Title: Favorite Smelly Sticker Scents
Total
Bubble Gum 7 Cola 5
Strawberry 8
2. Strawberry 3. Cola 4. No. Cola had 5 votes.
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Break apart a number to make 10 and find a sum.
5+6=
1.
State the objective: Today, I will break apart a number to make 10 and find a sum.
Explain that the break apart a number to make 10 strategy will be used, but now the base ten frame will not be used.
Demonstrate how to use two different colored counters to represent the addends 5 and 6.
Explain that to make 10 you need to break apart 5 of the counters from the 6 counters, which only leaves one.
Link that information back to the original equation to show how the make 10 strategy was used to find the sum of 11.
5+6= 5+6= 5+6=
5+5+1 10 + 1 11
4+9=
2.
Restate the objective: Today, I will break apart a number to make 10 and find a sum.
Explain that the break apart a number to make 10 strategy will be used, but now the base ten frame will not be used.
Identify the two addends of 4 and 9.
Explain that to make 10 you need to break apart 6 counters from the 9, which only leaves 3.
Link that information back to the original equation to show how the make 10 strategy was used to find the sum of 13.
4 + 9= 4 + 9= 4 + 9= Copyright © Swun Math
4+6+3 10 + 3 13 Grade 1 Unit 3 Lesson 9 C TE
/ Directions: Break apart a number to make 10 and find a sum.
1.
7+8=
Restate the objective.
Direct the students to use counters to solve 7 + 8 =
.
7+8= 7+8= 7+8=
2.
9+2=
Restate the objective.
Direct the students to solve 9 + 2 =
without counters.
9+2= 9+2= 9+2=
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
Directions: Break apart a number to make 10 and find a sum.
1. Counters used.
4+7=
4+7=
4+7= 4+7=
2. No counters used.
5+8=
5+8= 5+8= 5+8=
*MP3: Do you agree/disagree with what
said?
*MP6: How do you know your answers are correct/reasonable?
Recap today’s lesson with one or more of the following MP questions: MP1: What are your steps? MP2: What math expression was used to represent the situation? MP5: What tool was used today? Why?
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
Name: ____________________________ Directions: Review tally charts.
Date: ______________________________
The students in Mrs. Washington’s class tallied their favorite smelly sticker scents.
Which is your favorite smelly sticker scent?
Total
Bubble Gum
Cola
Strawberry
1. Organize the data in a tally graph and record the totals. 2. Which category had the most votes? 3. Which category had the fewest votes? 4. Cola had 6 votes. Is that correct?
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
MPs * Embedded MP
Conceptual Lesson Grade 1 · Unit 3 · Lesson 9
1
2
3
* *
MC: 1.OA.3, 1.OA.6
4
5
6
*
7
Student Journal Pages
164-166
equation.
Today, I will break apart numbers to find a sum and write the
Vocabulary
Teacher Resources
Base ten frame:
Considerations: Consider showing students how to make 10 with and without counters to prepare them for the lessons that follow.
Steps: Break apart 3 9+3= 9+3= 9+3=
9+1+2 10 + 2 12 Make 10
Equation: number sentence that uses an equal sign to show that two groups are equal
1. Identify how to make 10. 2. Record the expression that shows how to break apart a number to make 10. 3. Record the expression that shows 10. 4. Record the sum by completing the equation.
Application of MPs: MP1:
What are my steps?
MP2: What math expression was used to represent the situation? MP5: What tool was used today? Why?
9 + 3 = 12 Expression: a number phrase that shows the value of something (has no equal sign) 9+3
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
8
*
Answer Key: I/M
SGP
FCU
1. Answers may vary due to the
1. Answers may vary due to the
1. Answers may vary due to the commutative
commutative property. Sample answer:
commutative property. Sample answer:
property. Sample answer:
5+6
7+8
4+7
5+5+1
7+3+5
1+3+7
10 + 1
10 + 5
1 + 10
11
15
11
2. Answers may vary due to the
2. Answers may vary due to the
2. Answers may vary due to the commutative
commutative property. Sample answer:
commutative property. Sample answer:
property. Sample answer:
4+9
9+2
5+8
3+1+9
9+1+1
5+5+3
3 + 10
10 + 1
10 + 3
13
11
13
HW 1. Title: Favorite Smelly Sticker Scents
Total
Bubble Gum 7 Cola 5
Strawberry 8
2. Strawberry 3. Cola 4. No. Cola had 5 votes.
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Break apart a number to make 10 and find a sum.
5+6=
1.
State the objective: Today, I will break apart a number to make 10 and find a sum.
Explain that the break apart a number to make 10 strategy will be used, but now the base ten frame will not be used.
Demonstrate how to use two different colored counters to represent the addends 5 and 6.
Explain that to make 10 you need to break apart 5 of the counters from the 6 counters, which only leaves one.
Link that information back to the original equation to show how the make 10 strategy was used to find the sum of 11.
5+6= 5+6= 5+6=
5+5+1 10 + 1 11
4+9=
2.
Restate the objective: Today, I will break apart a number to make 10 and find a sum.
Explain that the break apart a number to make 10 strategy will be used, but now the base ten frame will not be used.
Identify the two addends of 4 and 9.
Explain that to make 10 you need to break apart 6 counters from the 9, which only leaves 3.
Link that information back to the original equation to show how the make 10 strategy was used to find the sum of 13.
4 + 9= 4 + 9= 4 + 9= Copyright © Swun Math
4+6+3 10 + 3 13 Grade 1 Unit 3 Lesson 9 C TE
/ Directions: Break apart a number to make 10 and find a sum.
1.
7+8=
Restate the objective.
Direct the students to use counters to solve 7 + 8 =
.
7+8= 7+8= 7+8=
2.
9+2=
Restate the objective.
Direct the students to solve 9 + 2 =
without counters.
9+2= 9+2= 9+2=
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
Directions: Break apart a number to make 10 and find a sum.
1. Counters used.
4+7=
4+7=
4+7= 4+7=
2. No counters used.
5+8=
5+8= 5+8= 5+8=
*MP3: Do you agree/disagree with what
said?
*MP6: How do you know your answers are correct/reasonable?
Recap today’s lesson with one or more of the following MP questions: MP1: What are your steps? MP2: What math expression was used to represent the situation? MP5: What tool was used today? Why?
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
Name: ____________________________ Directions: Review tally charts.
Date: ______________________________
The students in Mrs. Washington’s class tallied their favorite smelly sticker scents.
Which is your favorite smelly sticker scent?
Total
Bubble Gum
Cola
Strawberry
1. Organize the data in a tally graph and record the totals. 2. Which category had the most votes? 3. Which category had the fewest votes? 4. Cola had 6 votes. Is that correct?
Copyright © Swun Math
Grade 1 Unit 3 Lesson 9 C TE
