G1 U9 L14 TE
Applied MP
MPs * Embedded MP
Conceptual Lesson Grade 1 · Unit 9 · Lesson 14
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MC: 1.OA.6 Student Journal Pages
63-66
Today, I will subtract by decomposing a number leading to a ten.
Vocabulary
Teacher Resources
Minuend: the first number Subtrahend: the second number Difference: the answer
Considerations:
Ex. 16-7=9
This lesson teaches a specific strategy: Subtract by decomposing a number leading to a 10.
16 is the minuend 7 is the subtrahend 9 is the difference
This lesson utilizes the skill getting to 10 from a given number. (Unit 9 Lessons 12-13)
Steps: 1. 2. 3. 4.
Point to the minuend. Get to 10. How many jumps? Say the number of jumps. Keep counting and move to the left on the number line. 5. Stop when you get to the subtrahend. 6. Look at the number on the number line. 7. Circle your answer and record.
Application of MPs: MP5: What tool did you use to help you solve the problem? MP7: What concepts or rules help you solve this problem? MP8: What strategies did you use to help solve the problem?
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
Answer Key: I/M
SGP
FCU
HW
1. 7
1. 9
1. 7
1. Equations may vary 9+4=13
2. 6
2. 8
2. 8
2. Equations may vary 5+7=12
3. Equations may vary 3+8=11
4. NO, Equations may vary 8+5=13
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Model on a number line.
1. 15 — 8 =
State the objective: Today I will subtract by decomposing a number leading to a 10.
Point to the minuend (the first number in the equation) on the number line: 15.
Get to a 10. How many jumps? 5
Say that number: 5.
Keep counting from 5 as you jump and move left on the number line: 6, 7, 8.
Stop when you reach the subtrahend (the second number in the equation) on the number line: 8.
The number you stop at is the answer: 7
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11 12 13 14 15 16
7
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Model on a number line.
2. 14 — 8 =
Restate the objective: Today I will subtract by decomposing a number leading to a 10.
Point to the minuend (the first number in the equation) on the number line: 14.
Get to a 10. How many jumps? 4
Say that number: 4.
Keep counting from 4 as you jump and move left on the number line: 5, 6, 7, 8.
Stop when you reach the subtrahend (the second number in the equation) on the number line: 8.
The number you stop at is the answer: 6
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11 12 13 14 15 16
6
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
/
Directions: Each pair of students needs a number line and a white board.
1. 18 — 9 =
Restate the objective: Today I will subtract by decomposing a number leading to a 10.
Partner A points to the minuend (the first number) on the number line.
Partner B gets to the ten. How many jumps?
Together, the partners keep counting and move to the left.
Partners stop upon reaching the subtrahend ( the second number).
Partners look at the number (the answer) on the number line. Circle the answer. Write the answer.
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9
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11 12 13 14 15 16 17 18 19 20
2. 17 — 9 =
Restate the objective: Today I will subtract by decomposing a number leading to a 10.
Partner A points to the minuend (the first number) on the number line.
Partner B gets to the ten. How many jumps?
Together, the partners keep counting and move to the left.
Partners stop upon reaching the subtrahend ( the second number).
Partners look at the number (the answer) on the number line. Circle the answer. Write the answer.
0
1
2
Copyright © Swun Math
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11 12 13 14 15 16 17 18 19 20
Grade 1 Unit 9 Lesson 14 C TE
Directions: Solve
1. 16 — 9 =
0
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8
9
10
11 12 13 14 15 16 17 18 19 20
2. 15 — 7 = 0
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9
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11 12 13 14 15 16 17 18 19 20
*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: MP5: What tool did you use to help you solve the problem? MP7: What concepts or rules help you solve this problem? MP8: What strategies did you use to help solve the problem?
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
Name: ____________________________ Date: ______________________________
Directions: Break apart a number to make 10 and find a sum.
1.
2.
9+4=
5+7=
9+4=
5+7=
9+4=
5+7=
3.
4. Complete the following table to prove whether 8 + 5 = 85
3+8=
8 + 5 = 85
3+8=
Yes
3+8=
No
8+5= 8+5= 8+5=
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
MPs * Embedded MP
Conceptual Lesson Grade 1 · Unit 9 · Lesson 14
1
*
2
3
4
5
6
7
8
*
MC: 1.OA.6 Student Journal Pages
63-66
Today, I will subtract by decomposing a number leading to a ten.
Vocabulary
Teacher Resources
Minuend: the first number Subtrahend: the second number Difference: the answer
Considerations:
Ex. 16-7=9
This lesson teaches a specific strategy: Subtract by decomposing a number leading to a 10.
16 is the minuend 7 is the subtrahend 9 is the difference
This lesson utilizes the skill getting to 10 from a given number. (Unit 9 Lessons 12-13)
Steps: 1. 2. 3. 4.
Point to the minuend. Get to 10. How many jumps? Say the number of jumps. Keep counting and move to the left on the number line. 5. Stop when you get to the subtrahend. 6. Look at the number on the number line. 7. Circle your answer and record.
Application of MPs: MP5: What tool did you use to help you solve the problem? MP7: What concepts or rules help you solve this problem? MP8: What strategies did you use to help solve the problem?
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
Answer Key: I/M
SGP
FCU
HW
1. 7
1. 9
1. 7
1. Equations may vary 9+4=13
2. 6
2. 8
2. 8
2. Equations may vary 5+7=12
3. Equations may vary 3+8=11
4. NO, Equations may vary 8+5=13
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Model on a number line.
1. 15 — 8 =
State the objective: Today I will subtract by decomposing a number leading to a 10.
Point to the minuend (the first number in the equation) on the number line: 15.
Get to a 10. How many jumps? 5
Say that number: 5.
Keep counting from 5 as you jump and move left on the number line: 6, 7, 8.
Stop when you reach the subtrahend (the second number in the equation) on the number line: 8.
The number you stop at is the answer: 7
0
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16
7
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
/ *MP1: Make sense of the problem and persevere in solving it! *MP8: Find a strategy to help solve the problem. Directions: Model on a number line.
2. 14 — 8 =
Restate the objective: Today I will subtract by decomposing a number leading to a 10.
Point to the minuend (the first number in the equation) on the number line: 14.
Get to a 10. How many jumps? 4
Say that number: 4.
Keep counting from 4 as you jump and move left on the number line: 5, 6, 7, 8.
Stop when you reach the subtrahend (the second number in the equation) on the number line: 8.
The number you stop at is the answer: 6
0
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16
6
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
/
Directions: Each pair of students needs a number line and a white board.
1. 18 — 9 =
Restate the objective: Today I will subtract by decomposing a number leading to a 10.
Partner A points to the minuend (the first number) on the number line.
Partner B gets to the ten. How many jumps?
Together, the partners keep counting and move to the left.
Partners stop upon reaching the subtrahend ( the second number).
Partners look at the number (the answer) on the number line. Circle the answer. Write the answer.
0
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19 20
2. 17 — 9 =
Restate the objective: Today I will subtract by decomposing a number leading to a 10.
Partner A points to the minuend (the first number) on the number line.
Partner B gets to the ten. How many jumps?
Together, the partners keep counting and move to the left.
Partners stop upon reaching the subtrahend ( the second number).
Partners look at the number (the answer) on the number line. Circle the answer. Write the answer.
0
1
2
Copyright © Swun Math
3
4
5
6
7
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9
10
11 12 13 14 15 16 17 18 19 20
Grade 1 Unit 9 Lesson 14 C TE
Directions: Solve
1. 16 — 9 =
0
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19 20
2. 15 — 7 = 0
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19 20
*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: MP5: What tool did you use to help you solve the problem? MP7: What concepts or rules help you solve this problem? MP8: What strategies did you use to help solve the problem?
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
Name: ____________________________ Date: ______________________________
Directions: Break apart a number to make 10 and find a sum.
1.
2.
9+4=
5+7=
9+4=
5+7=
9+4=
5+7=
3.
4. Complete the following table to prove whether 8 + 5 = 85
3+8=
8 + 5 = 85
3+8=
Yes
3+8=
No
8+5= 8+5= 8+5=
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
Copyright © Swun Math
Grade 1 Unit 9 Lesson 14 C TE
