G1 U11 L7 TE
Applied MP
MPs * Embedded MP
Conceptual Lesson Grade 1 · Unit 11 · Lesson 7
1
2
*
3
4
5
6
7
MC: 1.NBT.6 Student Journal Pages
209-212
Today, I will subtract multiples of 10 from multiples of 10.
Vocabulary
Teacher Resources Considerations:
Application Space:
Teacher must model the order in which students should subtract (ones first, then tens) and emphasize how to copy the problem into the application space and box the answer.
30 — 20 =
—
T
O
Steps:
3
0
2
0
1. Copy the problem into your application space. 2. Subtract the ones. 3. Subtract the tens. 4. Box your answer.
1
0
Application of MPs: MP1:
How can you prove your answers?
MP2: How do you know your answers make sense? MP4: Is there an easier way to find the answer?
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
8
*
Answer Key: I/M
SGP
FCU
HW
1. 10
1. 20
1. 20
1. 5
2. 10
2. 60
2. 40
2. 2
3. 3
4. 6
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Solve to find the difference.
1. 20 — 10
Show how to solve 20 – 10 = conceptually with a number line and base ten blocks.
Model how to use the application space to record the equation.
With base ten blocks: Show how to transfer an equation into the application space.
20 — 10 = —
T
O
2
0
1
0
1
0
Use 2 ten-blocks and subtract 1 ten-block.
Model and emphasize how to subtract the ones first and record the difference.
Then model how to subtract the tens and record the difference.
Box the difference.
2. 50 — 40
Use a number line and base-ten blocks to model how to solve 50 – 40 (use the same steps as in I/M 1).
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
/ Directions: Solve to find the difference.
1. 40 — 20
Solve 40 – 20 = together with students, conceptually with a number line and base ten blocks. Then use the application space to record the equation.
With base ten blocks: Show how to transfer an equation into the application space.
40— 20 = —
T
O
4
0
2
0
2
0
Use 4 ten-blocks and subtract two ten-blocks. Discuss how to subtract the ones first and record the difference.
Then subtract the tens and record the difference.
Box the difference.
2. 90 — 30
Use base ten blocks to solve 90 – 30 with students, using the same steps as in SGP 1.
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
Directions: Solve to find the difference.
1. Students use the strategy of their choice to solve 70 – 50.
2. Students use the strategy of their choice to solve 80 – 40.
*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: How did you prove your answers? MP2: How did you know your answers made sense? MP4: Was there an easier way to find the answer?
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
Name: ____________________________ Directions: Cut out and use the strip of paperclips to measure these objects.
Date: ______________________________
1.
The spoon is about __________ paperclips long. 2.
The key is about __________ paperclips long. 3.
The crayon is about __________ paperclips long.
4.
The rectangle is about __________ paperclips long.
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
MPs * Embedded MP
Conceptual Lesson Grade 1 · Unit 11 · Lesson 7
1
2
*
3
4
5
6
7
MC: 1.NBT.6 Student Journal Pages
209-212
Today, I will subtract multiples of 10 from multiples of 10.
Vocabulary
Teacher Resources Considerations:
Application Space:
Teacher must model the order in which students should subtract (ones first, then tens) and emphasize how to copy the problem into the application space and box the answer.
30 — 20 =
—
T
O
Steps:
3
0
2
0
1. Copy the problem into your application space. 2. Subtract the ones. 3. Subtract the tens. 4. Box your answer.
1
0
Application of MPs: MP1:
How can you prove your answers?
MP2: How do you know your answers make sense? MP4: Is there an easier way to find the answer?
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
8
*
Answer Key: I/M
SGP
FCU
HW
1. 10
1. 20
1. 20
1. 5
2. 10
2. 60
2. 40
2. 2
3. 3
4. 6
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Solve to find the difference.
1. 20 — 10
Show how to solve 20 – 10 = conceptually with a number line and base ten blocks.
Model how to use the application space to record the equation.
With base ten blocks: Show how to transfer an equation into the application space.
20 — 10 = —
T
O
2
0
1
0
1
0
Use 2 ten-blocks and subtract 1 ten-block.
Model and emphasize how to subtract the ones first and record the difference.
Then model how to subtract the tens and record the difference.
Box the difference.
2. 50 — 40
Use a number line and base-ten blocks to model how to solve 50 – 40 (use the same steps as in I/M 1).
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
/ Directions: Solve to find the difference.
1. 40 — 20
Solve 40 – 20 = together with students, conceptually with a number line and base ten blocks. Then use the application space to record the equation.
With base ten blocks: Show how to transfer an equation into the application space.
40— 20 = —
T
O
4
0
2
0
2
0
Use 4 ten-blocks and subtract two ten-blocks. Discuss how to subtract the ones first and record the difference.
Then subtract the tens and record the difference.
Box the difference.
2. 90 — 30
Use base ten blocks to solve 90 – 30 with students, using the same steps as in SGP 1.
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
Directions: Solve to find the difference.
1. Students use the strategy of their choice to solve 70 – 50.
2. Students use the strategy of their choice to solve 80 – 40.
*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: How did you prove your answers? MP2: How did you know your answers made sense? MP4: Was there an easier way to find the answer?
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
Name: ____________________________ Directions: Cut out and use the strip of paperclips to measure these objects.
Date: ______________________________
1.
The spoon is about __________ paperclips long. 2.
The key is about __________ paperclips long. 3.
The crayon is about __________ paperclips long.
4.
The rectangle is about __________ paperclips long.
Copyright © Swun Math
Grade 1 Unit 11 Lesson 7 C TE
