G1 U10 L10 TE
Applied MP
MPs * Embedded MP
Group Math Task Grade 1 · Unit 10 · Lesson 10
1
2
3
4
5
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6
7
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MC: 1.OA.1 Student Journal Pages
(none)
Today, I will work in a small group to show understanding of problem solving.
Materials
One student recording sheet for each group.
One marker or crayon for each group.
Prep
The recording sheet is divided into four sections.
Example:
1
2
3
4
Check for Understanding
Are students able to collaborate in a small group?
Does the student’s work show an understanding of subtraction?
Are students able to articulate the process they used in solving each task?
Copyright © Swun Math
8
Grade 1 Unit 10 Lesson 10 GMT TE
Answer Key: VI
HW
1. 15-9=6
1. 10-6=4
2. 13-7=6
2. 15-6=9
3. 11-2=9
3. 13-9=4
4. 13-8=5
4. 15-5=10
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Verbal Instruction *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Teacher: With input and assistance from the group, students will work to show an understanding of subtraction strategies.
Section 1 :
Give students the word problem below. Students will make a drawing and an equation representing the difference.
There are some stickers on the desk. Nine stickers were peeled off and now there are 6 stickers left. How many stickers were on the desk to begin with?
Section 2:
Give students the word problem below. Students will make a drawing and equation representing the difference.
There were 13 snakes. Some slithered away and now there are 6 snakes left. How many snakes slithered away?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Verbal Instruction *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Teacher: With input and assistance from the group, students will work to show an understanding of subtraction strategies.
Section 3 :
Give students the word problem below. Students will make a drawing and equation representing the difference.
There were 11 cups on the table. Two cups fell off and broke. How many cups are left?
Section 4:
Give students the word problem below. Students will make a drawing and an equation representing the difference.
There were some jump ropes on the playground. Eight got lost and now 5 are left. How many jump ropes were there to start with?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Group Presentation *MP3: Do you agree/disagree with what
said?
*MP6: How do you know your answers are correct/reasonable?
Sample Probing Questions
Share how you completed each task.
What approach did you use when solving this problem?
In your own words, tell us what subtraction means.
In your opinion, which of the problems was the hardest?
Reflective Closure
Were most groups able to complete the tasks?
Were students able to verbalize their mathematical content and practice?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Name: ____________________________ Directions: Write and solve an equation to represent the word problem.
Date: ______________________________
1. There are some crayons on the desk. Six crayons roll off the desk and now there are 4 crayons left. How many crayons were on the desk to begin with?
2. There were 15 cats. Some ran away and now there are 9 cats left. How many cats ran away?
3. There were 13 plates on the table. 9 are small plates and the rest are big. How many plates are big?
4. There were some hula hoops on the playground. 5 rolled away and now 10 hula hoops are left. How many hula hoops were there to start with?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
MPs * Embedded MP
Group Math Task Grade 1 · Unit 10 · Lesson 10
1
2
3
4
5
* * *
6
7
* *
MC: 1.OA.1 Student Journal Pages
(none)
Today, I will work in a small group to show understanding of problem solving.
Materials
One student recording sheet for each group.
One marker or crayon for each group.
Prep
The recording sheet is divided into four sections.
Example:
1
2
3
4
Check for Understanding
Are students able to collaborate in a small group?
Does the student’s work show an understanding of subtraction?
Are students able to articulate the process they used in solving each task?
Copyright © Swun Math
8
Grade 1 Unit 10 Lesson 10 GMT TE
Answer Key: VI
HW
1. 15-9=6
1. 10-6=4
2. 13-7=6
2. 15-6=9
3. 11-2=9
3. 13-9=4
4. 13-8=5
4. 15-5=10
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Verbal Instruction *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Teacher: With input and assistance from the group, students will work to show an understanding of subtraction strategies.
Section 1 :
Give students the word problem below. Students will make a drawing and an equation representing the difference.
There are some stickers on the desk. Nine stickers were peeled off and now there are 6 stickers left. How many stickers were on the desk to begin with?
Section 2:
Give students the word problem below. Students will make a drawing and equation representing the difference.
There were 13 snakes. Some slithered away and now there are 6 snakes left. How many snakes slithered away?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Verbal Instruction *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Teacher: With input and assistance from the group, students will work to show an understanding of subtraction strategies.
Section 3 :
Give students the word problem below. Students will make a drawing and equation representing the difference.
There were 11 cups on the table. Two cups fell off and broke. How many cups are left?
Section 4:
Give students the word problem below. Students will make a drawing and an equation representing the difference.
There were some jump ropes on the playground. Eight got lost and now 5 are left. How many jump ropes were there to start with?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Group Presentation *MP3: Do you agree/disagree with what
said?
*MP6: How do you know your answers are correct/reasonable?
Sample Probing Questions
Share how you completed each task.
What approach did you use when solving this problem?
In your own words, tell us what subtraction means.
In your opinion, which of the problems was the hardest?
Reflective Closure
Were most groups able to complete the tasks?
Were students able to verbalize their mathematical content and practice?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
Name: ____________________________ Directions: Write and solve an equation to represent the word problem.
Date: ______________________________
1. There are some crayons on the desk. Six crayons roll off the desk and now there are 4 crayons left. How many crayons were on the desk to begin with?
2. There were 15 cats. Some ran away and now there are 9 cats left. How many cats ran away?
3. There were 13 plates on the table. 9 are small plates and the rest are big. How many plates are big?
4. There were some hula hoops on the playground. 5 rolled away and now 10 hula hoops are left. How many hula hoops were there to start with?
Copyright © Swun Math
Grade 1 Unit 10 Lesson 10 GMT TE
