Teacher Edition 2015(1) with cover

Using Pictures to Subtract Minus tells you to take away. We call this subtraction. Fill in the subtraction number sentence.Draw pictures to show the story problem.Cross off the pictures you need to subtract. 1. 2.Write how many are left. minus minus1. equals . equals .There were pencils. 3. 4. pencils broke. pencils are left.2. tubes of glue.There weretubes of glue spilled.tubes of glue are left. minus minus equals . 5. Student Workbook pageequals. Student Workbook page3. crayons. 6.Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Jill hadShe gave away crayons.How many crayons are left? crayons. minus minus equals . equals .Chapter 3 Lesson 1 CCSS 1.OA.1 Use addition and subtraction to solve word problems. 71 71 72 72Using the Book: Pages 71-72Page 71: Read the directions.Example 1: Read the story. Have the students trace over the example in the book.Examples 2-3: Read each story to the class. Together, decide how many pictures to draw, how many to cross off and how manyare left, and model it on the board. Help the students fill in the correct numbers.Page 72: Read the sentence in the box. Remind the class that “minus” is the math way to say “take away.” Read the directions.Complete the first two examples together, modeling on the board as necessary. Have the students complete the sectionindependently, and review it with the class. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we drew pictures to show story problems with taking away. In math we say “minus” to mean “take away.” Tomorrow we will learn to write “minus” number sentences the math way. 97

3.2 Chapter 3 Lesson 2: Using Symbols to SubtractCCSS 1.OA.5 Relate counting to For the teacher: Minuend - subtrahend = differenceaddition and subtraction. Concept Development:Goal: I. Introducing the subtraction symbolStudents will learn the parts of a Ask the students sitting in the first row to raise their right hands. Count the number ofsubtraction sentence and how to hands raised. Have two students put their hands down, and count the remaining hands.write one. Ask the class to help you write a number sentence that tells what happened (e.g., 6Materials needed: students’ minus 2 equals 4). Erase the word “minus” and draw a subtraction sign. Say: This is howwipe-off number sentence boards we write minus in math. We draw a little line between the numbers. [Read the equation aloud. Circle or highlight the difference.] This number is called the “difference” – it tells theLESSON WARM-UP: amount that is left.Flash 10-12 Addition Dot Cards.Have the class identify the number Ask the students in the second row to place their backpacks on their desks. Countsentence of each card in unison. the number of backpacks on desks in that row. Have one student remove his/her backpack from the desk, and count how many are left. With the help of the class,Introductory Statement: write the appropriate equation (e.g., 5 – 1 = 4), read it, and label the parts (i.e.,Yesterday we learned to use pictures the minus sign and the difference). Point to the 5 and say: This shows how manyto show story problems with taking backpacks there were in the beginning. [Point to the 1.] What does this tell us? [howaway. Today we will learn to write many we took away] [Point to the 4.] What does this tell us? [how many are left]subtraction sentences in the special Continue in this way until each row has modeled a subtraction story and youmath way. have written an equation for each. II. Subtracting with drawings On the board draw pictures to show some of the equations. For example, draw six hands and cross off two hands; draw five backpacks and cross off one. Match the drawings to their equations. Write 6 – 1 = ___ on the board. Ask: Can the answer be 7? [no] Why? [because when we subtract, the amount that is left has to be less] [Repeat with 8 – 1 = ___, and ask if the answer can be 9.] III. Writing subtraction equations tHINKING tRIGGER: Place six math books on your desk, where the students can see them. Move four of them off to the side. Say: Here is another subtraction story we can tell and write. How many mathDo you remember that we told math books did we have? [6] How many did I take away? [4] How many are left? [2]stories with taking away? Let’s think:When do we subtract (take away) in Distribute the students’ wipe-off number sentence boards and say: Until now, we usedschool or at home? these to write addition sentences. Now we will use them to write subtraction sentences. [Draw a number sentence format on the board.] Now let’s fill in the number sentence. [Fill Copyright © 2012 by SPOTS Educational Resources. All rights reserved. in the number-sentence format on the board as you direct the class.] How many math books did we have? [6] [Write “6” in the first box. In the circle, write a minus sign to show that we took away.] How many did I take away? [4] [Write 4 in the next box.] How manyare left? [2] Two is the difference. [Write 2 in the last box.]Have the students compare their number sentences to the one on the board and show their work by raising the boards above their head.In a similar way, display a group of four pencils and move away three pencils. Help the class tell the “story” and fill in a subtraction-sentence format. Continue in the same way until the class understands and is able to fill in the equations easily. As a class, read all thenumber sentences on the board. Erase the number sentences, leaving one to use as a sample, if needed.Student Teacher:Ask pairs of students to come to the board. Ask one student from each pair to tell and draw a simple subtraction story, and have the other98

Using Symbols to Subtract Cross off 1 and write the difference. 1. 2. The answer to a subtraction problem is called the difference. 4–1 = 3 2. 3–1= 9–1= minus differenceWrite the difference. 3. 4.1. 3–2= 5–3= 7–1= 5–1=3. 4. Write the number sentence. 5. 6. Student Workbook page5–1=7–4= Student Workbook page–= –=5. 6.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 7. 8. 9–3= 4–2= –= –=Chapter 3 Lesson 2 CCSS 1.OA.5 Relate counting to addition and subtraction. 73 73 74 74student write the appropriate equation. Help him/her read the number sentence and explain why he/she wrote it. Be sure to limit theminuends to 10!Conclusion:Now we know how to write a number sentence for subtraction!Using the Book: Pages 73-74Page 73: Ask students to explain what is happening in the pictures at the top of the page. Read the equation and explain the connection:There are four cars, one is taken away, three cars are left. Four minus one equals three. [Read the sentence at the right, and read the directionsfor the examples.]Example 1: How many clips are in the picture? [3] How many are crossed off? [2] How many are left? [1] [Read the equation together.] What isthe difference? [1] [Write the equation on the board while the students write the difference in their books.] In the same way, solve example2 together. Have the class complete the page independently, and review it together.Page 74: Examples 1-4: Read the directions. Tell the students that by looking at the subtrahend Closing Statement:we know how many to cross off. Solve the examples together. Write the equations anddifferences on the board. Who can tell us what we learned today? [Accept relevant answers.]Examples 5-8: Read the directions and ask: What do you think we need to do here? Today we learned to write subtraction sentences with numbers. TomorrowFor example 5, ask: How many apples are there altogether? [4] How many are taken away? [1] we will use special Subtraction DotHow many are left? [3] What is the number sentence? [4 – 1 = 3] Cards.In a similar way, solve example 6 together, and write the equation on the board. Have thestudents complete the page on their own, and review it together. 99

3.3 Chapter 3 Lesson 3: Subtracting One and TwoCCSS 1.OA.6 Add and subtract For the teacher: Minuend - subtrahend = difference Copyright © 2012 by SPOTS Educational Resources. All rights reserved.within 20. Concept Development:Goal:Students will use Subtraction Dot I. Subtracting oneCards to subtract one and two. Write 5 – 1 = ___ on the board and read the equation. Place Dot Card-5 on theMaterials needed: Drop-It board. Ask: How can we show this number sentence? We have five dots, and weform #2; students’ wipe-off number need to take away one. [Accept answers. You can remind the class of how theysentence boards showed taking away with pictures.] I will cross off one dot, the five. How many do we have left? [4] This Dot Card shows the number sentence 5 – 1 = 4. [Write theLESSON WARM-UP: difference in the equation.]Drop-It: Hand out the Drop-It form#2. Flash 10-12 Addition Dot Cards. In the same way, show the equations 7 – 1, 10 – 1, and 8 – 1. Point out thatHave the students write each when you cross off the last dot, the dots that remain show the correct numberequation on their papers. Check the formation for the difference.students’ work. II. Subtracting twoIntroductory Statement: Write 8 – 2 = ___ on the board and read the equation. Ask: How do you think weYesterday we learned to write will show this number sentence with a Dot Card? [Allow students time to answer.subtraction sentences and use Place Dot Card-8 on the board.] How many dots do I need to cross off now? [2] Let’spictures to solve them. Today we willuse Subtraction Dot Cards. count back as I cross of the dots. [Model the process as you speak.] We cross off the 8 and 7. We are left...? [6] [Write the difference and read the equation.] tHINKING tRIGGER: In the same way, solve 9 – 2 and 6 – 2. Clear the board.What do you think Subtraction DotCards look like? III. Writing number sentences Now let’s do something different. [Place the 4 – 1 Subtraction Dot Card on the board. Write a blank number sentence format under the card.] What number sentence does this card show? What number should I write first? [4] What sign should I fill in? [–] What number are we taking away? [1] What is the difference? [3] [Read the equation together.] Continue in this way for the 7 – 2, 6 – 1, and 5 – 2 Subtraction Dot Cards. IV. Introducing the Dot Cards Show the minus-1 and minus-2 Subtraction Dot Cards. Together with the class, read and solve the number sentence for each card. Point out that on the minus-2 Dot Cards, the two dots are crossed off with one X, as opposed to crossing off each dot separately. Both ways of crossing off the dots (with one big X or with two individual Xs) show the same number sentence. Student Teacher: Distribute the students’ wipe-off number sentence boards to the class. Divide the class into pairs. Place four Subtraction Dot Cards on the board. Have each student write an equation for one of the Dot Cards displayed. Then have students show their equations to their partners, and explain which Subtraction Dot Cards they show.100

Cross off 1 dot on the Dot Card. Subtracting One and Two Cross off 2 dots on the Dot Card. 3.Write the number sentence. 3. Write the number sentence.1. 2. 1. 2. === ===4. 5. 6. 4. 5. 6. Student Workbook page====== Student Workbook page7. 8. 9. 7. LET’S THINKCopyright © 2012 by SPOTS Educational Resources. All rights reserved. = = = What happens when you subtract 2 75 75 from an odd number?Chapter 3 Lesson 3 CCSS 1.OA.6 Add and subtract within 20. 76 What happens when you subtract 2 = from an even number? 76Conclusion:Now we know how to subtract 1 and 2 using Dot Cards!Using the Book: Pages 75-76Page 75: Examples 1-6: Read the directions. Ask the students what they think needs to be done on the page.Have the class look at example 1: Say: This one was done for us. What Dot Card is shown in this example? [10] How many arecrossed off? [1] How many are left? [9] What is the number sentence? [Read the number sentence together.]In the same way, solve examples 2 and 3 together. Have the class complete the page independently while you circulate to offerhelp as needed. Note: Students may need help crossing off the dots correctly, so that Closing Statement:the dots that are left show the correct number formation. Review the page together.Page 76: In the same way as on page 75, complete examples 1–7. Who can tell us what we learnedLet’s Think: Read the questions to the class and discuss. It may be helpful to place some today? [Accept relevant answers.] Today we learned to use Dot Cards tosample Subtraction Dot Cards on the board. solve number sentences with minus one and minus two. Tomorrow we will use Dot Cards to solve number sentences with minus three and minus four.Display the 6 – 2 and 9 – 2 Dot Cards and theirnumber sentences on the Math Window poster. 101

3.4 Chapter 3 Lesson 4: Subtracting Three and Four CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20. I. Subtracting three Goal: Write 8 – 3 = ___ on the board and read the equation. Place Dot Card-8 on the Students will use Subtraction Dot board. Say: We have 8 dots and need to take away 3. How can we show this number Cards to subtract three and four. sentence? [we need to cross off three dots] Let’s count back as I cross of the dots. Materials needed: Drop-It form [Model the process as you speak.] We cross off the 8, 7, and 6. We are left with…? #2 [5] This Dot Card shows the number sentence 8 – 3 = 5. [Write the difference in the equation.] LESSON WARM-UP: Write 7 – 3 = ___ and repeat as above. Drop-It: Hand out Drop-It form #2. II. Subtracting four Flash the -1 and -2 Subtraction Dot Write 10 – 4 = ___ on the board and read the equation. Place Dot Card-10 on Cards. Have the students write each the board. Say: We have 10 dots and need to take away 4. How can we show this equation on their papers. Check the number sentence? [we need to cross off four dots] Let’s count back as I cross of the students’ work. dots. [Model the process as you speak.] We cross off the 10, 9, 8, and 7. We are left with…? [6] This Dot Card shows the number sentence 10 – 4 = 6. [Write the Introductory Statement: difference in the equation.] We’ve learned to subtract one and Repeat with the equation 9 – 4. two with Dot Cards. Today we will learn to subtract three and four. Note: When counting back, be sure to count the dots you are crossing off; thus, for 10 – 3, count back the 10, 9, and 8 and point out that we are left with 7. This tHINKING tRIGGER: helps students be clear on how much is left, as opposed to counting back 9, 8, 7. Write a subtraction equation on the III. Writing vertical equations board. Ask: Can you think of another Write the equation 7 – 3 = 4 on the board. Say: Just as with addition, there is way to write this equation? [vertical another way to write subtraction number sentences. [Write the equation vertically, form] while explaining each step:] First we write the number 7. Then, underneath, on the left side, we write the minus sign. Under the 7 we write the 3. We draw a line to show102 “equal,” and under the line we write the difference: 4. In the same way, write two more vertical subtraction problems while explaining each step. IV. Subtracting by counting back On the board write 7 – 2 = ___. Say: Now let’s subtract by counting back without crossing off on the Dot Card. Let’s look at Dot Card-7 on the banner. How many do we need to subtract? [2] Let’s imagine we are crossing off the 7 and 6. We are left with…? [5] Repeat with 8 – 3, 10 – 2, and 9 – 3. Student Teacher: Call pairs of students up to the board. Have one partner place a -3 Subtraction Dot Card on the board, and have the other partner write its equation while explaining the equation’s connection to the card. Have other sets of partners first write an equation and then match the appropriate Subtraction Dot Card. Encourage some of the students to write the equations vertically. Conclusion: Now we’ve learned to subtract 3 and 4 using Dot Cards.

Subtracting Three and Four Solve. 2. 3. 4.Cross off the dots you need to subtract. Write the difference. 1. – 93 – 38 – 36 1. 2. 3. – 37 8–3= 10 – 3 = 10 – 4 = 5. 6. 7. 8.4. 5. 6. – 27 –104 – 26 – 949–3= 9–4= 7–3= 9. 10. 11. 12. –103 – 28 – 25 – 41Match each number sentence to its Dot Card. Student Workbook pageAdd.Write the difference. Student Workbook page 14. + 267. – 39Copyright © 2012 by SPOTS Educational Resources. All rights reserved.8. –1409. – 49 10. – 8311. –10313. + 6115. + 3416. + 5517. +100 18. + 37 19 + 44 20. + 52 21. + 45 22. + 82Chapter 3 Lesson 4 CCSS 1.OA.6 Add and subtract within 20. 77 77 78 78Using the Book: Pages 77-78Page 77: Examples 1-6: Read the directions. Ask the class what they think needs to be done in this section.Model example 1 on the board: Place Dot Card-8 on the board. Underneath it, write 8 - 3 = ___. Read the equation and ask: Howshould we solve this? [cross off three dots] How many are left? [5] [Fill in the difference.]In the same way, solve example 2 together. Have the class complete examples 3-6 independently, and review them together.Examples 7-11: Read the directions. Say: Now we have something different. We need to read the number sentence, find its DotCard, and then write in the difference. These number sentences are written vertically.Have a student read the equation in example 7. Ask a student to tell which Dot Card matches Closing Statement: Who can tell us what we learnedthe number sentence. Display the Dot Card on the board, and guide the class in using line today? [Accept relevant answers.]segments to connect the number sentence and the Dot Card. Find the difference together. Today we used Subtraction Dot CardsHave the class solve examples 8-11 on their own, and review them together. to solve number sentences with minus three and four. We also learned toPage 78: Examples 1-12: Read the directions. Solve the first example together: Place DotCard-7 on the board. Ask: How many dots do we cross off? [3] What is the difference? [4] [Have write number sentences in a differentthe class complete the section independently.] way – vertically. Tomorrow we will practice subtraction using money.Examples 13-22: Read the directions. Ask a student to explain what needs to be done, andsolve the first example together. Have the students fill in the answer in their books andcomplete the section on their own. Review the page with the class.Remind students that they can use the Dot Cards at the front of the classroom for reference. 103

3.5 Chapter 3 Lesson 5: Making PurchasesNYS CCLS 1.MD.3 Recognize and Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved.identify coins, their names, andtheir value. Place a large nickel and penny on the board. Say: Let’s review the coins we’veCCSS 1.OA.6 Add and subtract learned. How much is a nickel worth? [5¢] [Write 5¢ next to the nickel.] How muchwithin 20. is a penny worth? [1¢] [Write 1¢ next to the penny.]Goal: Write 10¢ on the board. Ask: How can we show 10¢? [ten pennies, a nickel andStudents will identify what they five pennies, or two nickels] [Place a nickel and five pennies on the board. Drawcan purchase for a given amount of a wallet around the coins.]money.Students will practice subtraction Distribute the coins and wallets to the class.using money.Materials needed: model Let’s go shopping for snacks! [Place a sample snack labeled 2¢ on the board.] Hownickels and pennies to show class; much does this cost? Take out the amount of money this costs, and I will give youa collection of coins: one nickel and one of these snacks. [Remove 2¢ from the “wallet” on the board, and pass out afive pennies for each student; small snack e.g. one pretzel stick, to each student. ] How much money do we have leftbags or purses for each student, in our wallets? [8¢] Let’s write a number sentence to show this. [Write the equationto hold their money; two or three 10¢ – 2¢ = 8¢, and explain:] We had 10¢ in our wallets; we took out 2¢; we have 8¢packs of snacks; snack cutouts left.labeled with price tags: 2¢, 3¢, 4¢,5¢, and 6¢ Repeat the activity with a snack labeled 3¢ on the board.LESSON WARM-UP: Place two snacks on the board: one labeled 5¢ and one labeled 6¢. Ask: WhichFlash 10-12 blue Subtraction Dot one can we buy with the money we have left in our wallets? [the one that costs 5¢]Cards. Have the class identify the Your money is all used up now. You have no more money in your wallet, so you can’tnumber sentence of each card, in buy anything else.unison. Clear the board. Place the snacks labeled 3¢, 4¢, and 6¢ on the board. Place 4Introductory Statement: pennies on the board. Ask: Which snack can I buy with this money? [Point out thatToday we will practice subtraction there is more than one answer. Then repeat this process, placing pennies on theusing money. board, and discussing which snacks can be purchased, for 3 cents, and 6 cents. Place 2 pennies on the board.] Which snack can I buy with this money? [Explain tHINKING tRIGGER: that you do not have enough money to buy any snacks.]When you go to the store, how do youdecide what to buy? Student Teacher: Write subtraction equations using “cents” signs on the board. Have students solve each equation, write the difference, and place the matching Subtraction Dot Card next to it. Help the students explain what they did. Conclusion: Now we know how to subtract using money!104

6¢ 4¢ 8¢ Making Purchases Subtract. 4. 7 – 1 = 5. 7 – 2 =Write how much money you have. 10¢ 1. 9 – 1 = 6. 7 – 3 =Circle what you can buy. 2. 9 – 2 =1. 79 3. 9 – 3 = 10. 8 – 2 =2. 11. 8 – 1 =3. 7 10 – 4 = 12. 8 – 3 =4. 8. 10 – 2 = 9. 10 – 3 = Practice. 14. 15. 13. 8 – 2 = ___ 10 – 4 = ___ 7 – 3 = ___ 17. 18. 16. 6 – 2 = ___ 8 – 3 = ___ 9 – 1 = ___ 20. 21. 19 4 – 1 = ___ 5 – 2 = ___ 9 – 4 = ___ Student Workbook page Student Workbook pageWrite the number sentence and solve.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 22. Dan has 10¢. 80 He buys a sticker for 4¢. How much money does he have left? ____ ¢ ¢= ¢ 80Using the Book:Chapter 3 Lesson 5 CCSS 1.OA.1, NYS CCLS 1.MD.3 Pages 79-80 79Page 79: Read the directions. Ask the students what they think needs to be done on the page. Have students tell what itemsare for sale and how much each one costs.Look at the first example together: Count the coins together, and trace over the number. Discuss why the pen was circled(you have enough money to buy it) and why the glue is not. Have the class complete the page independently, and review theanswers together.Note: In example 4 either answer is correct.Page 80: Examples 1-12: Read the directions. Remind students to use the Dot Card for each set of number sentences to helpthem solve the problems. Have the class complete the section independently.Examples 13-21: Read the directions. Note that there are no Dot Cards here. Have students refer to the Dot Card bannerposted in the front of the classroom or to the Dot Cards found at the back of the Student’s Edition.Model example 13 using the banner: Read the equation. Ask: Which Dot Card should we Closing Statement:look at? [Dot Card-7] How many dots need to be crossed off? [3] Pretend to cross off the 7, 6,and 5. How many dots are left? [4] The difference is 4. Who can tell us what we learnedHave the students complete the section on their own. Review it together. today? [Accept relevant answers.]Example 22: Read the directions. Read the story, discuss it, and solve it together. Today we practiced subtraction using money. Tomorrow we will learn to Display the 7 – 3 and 9 – 3 Dot Cards and their subtract all or zero. number sentences on the Math Window poster. 105

3.6 Chapter 3 Lesson 6: Subtracting All or Zero CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20. I. Subtracting all Goal: Distribute the blank Dot Boards and counters to the class. Instruct students to Students will solve equations place four counters on their boards. Say: Now we will learn more subtraction. How in which the subtrahend or the many counters do you have? [4] Take away the four counters. We had four counters, difference is zero. we took away four. How many are left? [0] Let’s think: If you had ten counters and Materials needed: Drop-It took away ten, how many would be left? [0] If I gave you 100 counters, and you form #2; student blank Dot Boards; took away 100 counters, how many would you have left? [0] Now we know a new student counters subtraction rule: When you have a number, and you subtract the entire amount, the number that is left is always zero! LESSON WARM-UP: Drop-It: Hand out the Drop-It form On the board, list some equations that show this rule. #2. Flash 10-12 blue Subtraction Dot Cards. Have the students write each II. Subtracting zero equation on their papers. Check the On the board, write the equation 3 – 0 = ___. Say: Now we will learn another students’ work. subtraction rule. [Display a Dot Board with three counters on the board. Have the students place three counters on their Dot Boards.] Now let’s take away Introductory Statement: zero counters. [Model on the board.] How many counters are left? [3] [Fill in the We’ve learned to subtract one, two, difference.] We had three counters, we took away zero counters and we still have three, and four. Today we will learn three left. other, special kinds of subtraction. Write 5 – 0 = ___, and place two more counters on the Dot Board and have the tHINKING tRIGGER: students do the same. Ask: How many counters do we have now? [5] Take away zero How much do you think one thousand counters and see how many are left. [Model on the board.] We have five left. Let’s minus (take away) one thousand think: What would happen if we had ten counters and took away zero. How many equals? Why do you think that? would be left? [10] If we had 50 counters and took away zero, how many would be left? [50] When we take away zero from a number, we always have that number left.106 On the board, list some equations that show this rule. III. Crossing off a lot of dots Write 5 – 5 =___ and place Dot Card-5 on the board. Say: When we subtract, we cross off dots. Crossing off five dots with five Xs takes time. Can anyone think of a quicker way to do that? [Accept suggestions. Elicit or suggest using one large X.] We can use just one X for all five dots. [Draw a circle around the dots, and cross off the dots with one X.] I circled the dots we needed to cross off, and I drew one X. Isn’t that quicker? In the same way, show and solve 8 – 8. Student Teacher: Invite some students to come up to the front of the class and tell subtraction stories in which the answer is zero. Conclusion: We learned some new subtraction rules: When we start with a number, and we subtract the entire amount, the number that is left is always zero. When we subtract zero, the number left is the same as the number we started with.

Subtracting All or Zero Subtract. 2. 3. 4. 5.Cross off the dots you need to subtract. Write the difference. 1. –140 – 82 – 94 – 73 1. 2. 3. – 26 6–6= 8–8= 9–0= 6. 7. 8. 9. 10.4. 5. 6. –130 –1100 – 41 – 60 – 29 11. 12. 13. 14. 15. – 38 – 49 –104 – 93 – 7710 – 0 = 7–7= 5–0= Write the number sentence and solve. 16. I drew 7 rectangles. I erased 3 rectangles. How many rectangles are left? =Fill in the Dot Card to show the number sentence. Student Workbook pageWrite the difference. Student Workbook page 7. 8. 9.Copyright © 2012 by SPOTS Educational Resources. All rights reserved.4–4= 6–0= 3–3= 81 81 82Chapter 3 Lesson 6 CCSS 1.OA.6 Add and subtract within 20. 82Using the Book: Pages 81-82Page 81: Read the directions. Ask the class what they think needs to be done in each section. Have the students complete eachsection independently, and review it with the class.Page 82: Examples 1-15: Read the directions. Have the students complete the section independently.Example 16: Read the directions. Read the story, and have the class complete the example independently.Review the page with the class. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned the rule for subtracting all or zero. Tomorrow we will learn to subtract using a number line. 107

3.7 Chapter 3 Lesson 7: Using the Number Line CCSS 1.OA.5 Relate counting to Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. addition and subtraction. I. Jumping back on a number line Goal: On the board, draw a number line labeled with the numbers 1-10. With the class, Students will show subtraction read the numbers from 1 to 10 and back. equations on an open number line. Materials needed: Drop-It Review counting back by playing one or two of the counting-back games listed form #2; toy frog or frog cutout; in the Teachers’ Edition in Chapter 1, Lesson 9. subtraction equation cards Show the class your small toy frog or frog cutout. Say: Remember how this frog LESSON WARM-UP: jumped along the number line to show addition? Now he will help us learn another Drop-It: Hand out Drop-It form #2. way we can subtract! Let’s help the frog jump back from 10 to 1. [Have the class Flash 10-12 blue Subtraction Dot count back while the frog jumps back along the number line, from the ten to Cards. Have the students write each the one.] equation on their papers. Check their work. II. Subtracting with a frog on a number line Write on the board: 9 – 3 = ___. Read the equation together and say: This means )) Make sure to include all -3 and -4 we have nine and we need to take away three. [Place the frog on the nine on the Subtraction Dot Cards. number line.] How do you think the frog can show this on the number line? [If the idea of jumping back was suggested for the Thinking Trigger, refer to that. Introductory Statement: Otherwise, explain that to add, the frog jumped more, to the greater numbers. We’ve learned to subtract using When it subtracts, it takes away and gets to a smaller number, so the frog needs Subtraction Dot Cards. Today we will to jump back.] learn to subtract using a number line. Jump the frog back three numbers, while counting along: We begin with 9. We tHINKING tRIGGER: jump back one and get to 8. We jump back another one and get to 7, and then Do you remember how we added we make one more jump to 6. The frog got to six. 9 – 3 = 6. [Fill in the difference.] using a number line? [Draw a simple Repeat this with the equations 8 – 2 = ___ and 7 – 3 = ___. example.] How do you think we will show subtracting on a number line? III. Subtracting on a numbered number line Write 10 – 2 = ___ on the board. Say: Now we will solve this without the frog.108 Instead, we will draw the jumps. From which number do we need to start? [10] We are subtracting. Which way should we jump? [back] How many jumps? [2] Let’s see what number we will reach. Help me count as I draw the jumps: We begin with 10. We jump back one and get to 9, and then we jump back another one and get to 8. [Draw the jumps as you count.] We got to 8. Now we know that 10 – 2 = 8. [Fill in the difference.] Repeat this with 8 – 3 and 5 – 2. IV. Subtracting on an unnumbered number line Erase the board. Draw a short number line without numbers, and write 8 – 2 = ___ on the board. Say: Now we will do this without having all the numbers on the number line. With which number should we start? [8] Let’s think: Where should I write the eight – at the beginning or the end of the line? [Allow students time to answer that we start at the end.] Why? [because we need to jump back] [Write 8 on the right side of the number line.] How many jumps back do we need to make? [2] Let’s count as I jump: We begin with 8. We jump back one and get to 7, and then we jump back another one and get to 6. So 8 – 2 = 6. [Fill in the difference.] In the same way, draws short, unnumbered number lines and solve 10 – 3, 7 – 2, and 9 – 1.

Using the Number Line Complete the number line. Write the difference.9–2=7 When we subtract, we jump 1. 2. back on the number line. 9–4= 10 – 3 =123456 8 9 10Complete the number line. Write the difference. 3. 4.1. 2. 9–3= 7–2= 10 – 3 = 9–3=3. 4. Practice. 5. 6. 7. 10 – 4 = 7–2= 8 – 1 = ___ 8 – 2 = ___ 8 – 3 = ___ 8. 9. 10. 10 – 1 = ___ 10 – 2 = ___ 10 – 3 = ___ 11. 12. 13. 7 – 7 = ___ 9 – 2 = ___ 10 – 0 = ___ 14. 15. 16. 9 – 3 = ___ 9 – 4 = ___ 7 – 3 = ___ 845. Student Workbook page6. Student Workbook page 8–3= 9–4=Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Chapter 3 Lesson 7 CCSS 1.OA.5 Relate counting to addition and subtraction. 83 83 84Student Teacher:Draw some unnumbered number lines on the board. Ask students, in turn, to choose subtraction equation cards and fill in thenumber lines to show the equations. Help the students explain how each number line shows the equation.Conclusion:Now we’ve learned another way we can subtract. We can think of jumping back on a number line.Using the Book: Pages 83-84 Closing Statement: Who can tell us what we learnedPage 83: Read and discuss the demonstration at the top of the page. today? [Accept relevant answers.] Today we learnedRead the directions. Model example 1 on the board, and have the students complete the to subtract using a numberpage on their own while you circulate to offer help as needed. Review the page together. line. Tomorrow we will have a mixed practice of addition andPage 84: Examples 1-3: Read the directions. Have the class complete these examples subtraction.independently. 109Example 4: Explain that the students have to complete the number line on their own. (Theydo not need to draw dots.)Examples 5-16: Have the class complete the section independently. Tell the students thatthey can refer to the Dot Card banner posted in the front of the room or to the Dot Cardsfound at the back of the Student’s Edition. They can also think of jumping back on a numberline. Review.

3.8 Chapter 3 Lesson 8: Mixed Practice: Addition and SubtractionCCSS 1.OA.6 Add and subtract Concept Development:within 20. I. Reviewing addition and subtractionGoal: Place Addition Dot Card 6 + 2 and Subtraction Dot Card 6 – 2 on the board.Students will learn to pay attention Ask the class what each card shows. Write each card’s number sentence on theto the plus- and minus signs in a board.mixed practice of addition andsubtraction facts. Draw an open number line on the board. Write the equation 5 – 3 = ___ on theMaterials needed: Drop-It form board, and have the class tell you how to show and to solve the equation using#3 the number line.LESSON WARM-UP: In the same way, write 5 + 3 = ___ on the board, and continue as above. RepeatDrop-It: Hand out Drop-It form #3. with additional addition and subtraction equations (they need not be pairs).Flash 5-6 Addition Dot Cards. Havethe students write two number II. Choosing the correct signsentences for each card on their Write 5 O 3 = 8. Say: We saw this number sentence in the beginning of the lesson.papers. Check the students’ work. Does it need a plus sign or a minus sign? [+] [Place its Addition Dot Card next to the equation.]Introductory Statement:Today we will have a mixed practice Write on the board: 5 O 3 = 2. Ask: What sign belongs in this equation? How doof addition and subtraction. Careful – you know? [Point out that in addition, the sum is larger than the addends; init can be very tricky! subtraction, the difference is smaller than the first number in the equation.] Continue in this way until the class seems familiar with this thinking process. Student Teacher: Place Dot Card-5 and Dot Card-6 on the board. Have two volunteers come up and write one addition and one subtraction number sentence for each Dot Card. Conclusion: Now we’ve practiced adding and subtracting! tHINKING tRIGGER: Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Write on the board: 5 O 3 = 8. Say:Let’s think: What sign does thisnumber sentence need? Plus orminus? How can we decide?110

Mixed Practice: Addition and Subtraction Write the correct sign.Color the covers of the glue: 1. 25 2. 25 3. 27 4. 72 5. 7 6. 37 Addition yellow Subtraction purple . 37 95 3 4 10If you are adding, add dots on the Dot Card.If you are subtracting, cross off dots on the Dot Card. Add or subtract. 9. + 42 10. + 73 11. + 44Solve. 7. + 53 8. + 70 1. 2. 3. + 37 + 26 +504. 5. 6. 12. – 77 13. – 18 14. – 50 15. – 51 16. – 39 – 37 – 63 + 64Add or subtract. 17. + 72 18. – 91 19. + 82 20. – 25 21. + 63 7. + 24 8. – 24 Student Workbook page9. + 15 10. – 15 11. + 33 12. – 33Challenge. Fill in the magic squares. Student Workbook page 22. 23.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 10 4 2 713. + 27 14. – 27 15. + 28 16. – 28 17. + 41 18. – 14 3 24 1 85 85 3 4 86Chapter 3 Lesson 8 CCSS 1.OA.6 Add and subtract within 20. 86Using the Book: Pages 85-86Page 85: Examples 1-6: Read the directions. Ask a student to explain what needs to be done. Have the class complete eachstep before continuing on (first color the glue caps , then add or cross off dots, and then solve the number sentence).Examples 7-18: Read the directions. Remind the class to check first to see whether they need to add or subtract. Point out thatthey can refer to the Dot Card banner if they need help.Review the page together.Page 86: Examples 1-6: Read the directions. Model examples 1 and 2 on the board. Have the class complete the rest of thesection independently.Examples 7-21: Read the directions. Have the class complete the section independently. Closing Statement:Remind the students that they can refer to the Dot Card banner posted in the front ofthe room or to the Dot Cards found at the back of the Student’s Edition. Who can tell us what we learned today? [Accept relevant answers.]Examples 22-23: Read the directions. Explain that the magic square has 4 different Today we reviewed addition andnumber sentences in it. If students solve each number sentence correctly, then each subtraction. Tomorrow we will learnmagic square will make sense as they move around the square. Have the students how to decide whether we need tocomplete the section on their own, while you circulate to offer help as needed. add or subtract in order to solve story problems.Review the page with the class.Display the 10 – 4 and 9 – 4 Dot Cards and theirnumber sentences on the Math Window poster. 111

3.9 Chapter 3 Lesson 9: Choosing the OperationCCSS 1.OA.1 Use addition and Concept Development:subtraction to solve word problems. I. Introducing the conceptGoal: Today we will tell story problems. For some of the stories we will need to add, and for someStudents will choose the correct we will need to subtract. Try to listen carefully and see if you can tell what we need to do.operation to solve math storyproblems. Place Dot Card-7 on the board. Tell a story about a girl who has seven cookies and wasMaterials needed: Drop-It given two more. Explain that the Dot Card shows how many cookies she had. Add twoform #2; poster board with a blank white counters to the Dot Card and explain that these show the two more cookies thatT-chart drawn; handout #5 she was given. Have the students tell you the number sentence that matches the story. Place an additional Dot Card-7 on the board. This time, tell a story about a boy who has seven cookies and gave away two. Explain that the Dot Card shows the seven cookies he had, and ask the class to tell you how to show that he gave away two cookies (cross off two dots). Have the students tell you the number sentence that matches the story.LESSON WARM-UP: When we solve story problems, sometimes we add and sometimes we subtract. When we add, the amount we have in the end will be more. When we subtract, the amount we haveDrop-It: Hand out the Drop-It form in the end will be less.#2. Flash 10-12 blue Subtraction DotCards. Have the students write each II. Making a T-chartequation on their papers. Check the Present the T-chart to the class. Head one column with a “+” sign and one column with astudents’ work. “-” sign. Title the chart: “Plus and Minus Words.” Explain how a T-chart works. Which words tell us to add or to subtract? We will make two lists: one with words that tell us to add, and the other with words that tell us to subtract.Introductory Statement: Repeat the addition story you told previously. Ask: Which words told us to add? [“was given”; “more”] [Write these words on the chart under the plus sign. Then repeat theWe’ve already learned how to add subtraction story.] Which words told us to subtract? [“gave away”] [Write this on the chartand how to subtract. Today we will under the minus sign.]tell story problems and learn howto decide when to add and when to The words “more,” “and,” and “altogether” [Add any other words on the chart.] tell us tosubtract. add. Ask the class for other words they can think of that tell us to add or subtract. Write the relevant suggestions on the chart. tHINKING tRIGGER: In the same way, tell stories about eating (e.g., candies), giving away (e.g., papers), and losing (e.g., pennies). As above, discuss which words tell us to subtract and explain whyWho can think of times when we need (because they tell us that we will have less). Add them to the chart under the minus sign.to add or subtract things at home? Read the words on each list. III. Applying the strategy Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Here is another math story. You will need to listen very carefully to decide what to do –whether to add or to subtract. [As you tell the stories, add any new operation words to the chart in the correct column.]One day, Eli was on his way to school. He had eight pennies in his pocket. Two pennies fell out of his pocket. What do we need to do to know howmuch he has now? Add or subtract? [subtract] Which word tells us to subtract? [“fell out”; those words tell us that we will have less] Whatnumber sentence should we write for this story? [8 – 2 = ___] [Present the matching Subtraction Dot Card.] How much is 8 – 2? [6] How manypennies does Eli have now? [6]When Eli got to school, he saw some children in the school yard. Four children were standing and five children were running. [As above, ask whatwe need to do to find out how many children he saw in the school yard.] Which word tells us that? [“and”] What number sentence should wewrite for this story? [4 + 5 = ___] [Present the matching Addition Dot Card.] How much is 4 + 5? [9] How many children did Eli see in the schoolyard? [nine] [Continue the story with additional combinations and problems. Review the T- chart together.]112

Choosing the Operation Show the story on the Dot Card. Show the story on the Dot Card. Decide whether you need to add or subtract. Decide whether you need to add or subtract. Write the number sentence and solve. Write the number sentence and solve. 1. Harry has 6 red marbles. 1. Fred has 6¢. Add He gets 2 more pennies. or He has 2 fewer blue marbles than How much money does he have Subtract red marbles. How many blue marbles Add now? ¢ does Harry have? ___ blue marbles or = Subtract = 2. Max picked 7 leaves. 2. There are 5 moon-shaped cookies. 3 leaves blew away. There are 2 more star-shaped How many leaves does he have Add cookies than moon-shaped cookies. now? or How many star-shaped cookies are Add Subtract there? ___ star-shaped cookies or Subtract = 3. Miss Lox has 3 black markers = and 2 red markers. How many markers does she Add Student Workbook page have in all? or Student Workbook page Subtract Write your own. Draw a picture to show your story. Write the number sentence. = 3. I had 4. Ed has 8 toy cars. I lost crayons. = crayons. Bill has 3 fewer toy cars than Ed. Add How many toy cars does Bill have? or ___ toy cars Now I have Subtract crayons. = 87 87 88 88 Chapter 3 Lesson 9 CCSS 1.OA.1 Use addition and subtraction to solve word problems. Place the T-chart in a prominent place in the classroom for future reference. As you continue to learn new types of math stories, add the new operation words to the chart. You can also encourage the students to think of other words that can be added on. IV: Telling story problems with “fewer than” Listen carefully to another math story I will tell. It is a little different from the others we told today: Eli showed his six pennies to his friend Raffi. Raffi said, “I also have pennies. I have one penny less than you have.” Eli has six pennies. Raffi has one fewer. How many pennies does Raffi have? Let’s think. How can we figure this out? Do we need to add or to take away? [take away] How many pennies did Eli have? [6] [Place six pennies on a Dot Board.] How many did Raffi have? [one fewer] How can we show Raffi’s pennies? [take away a penny] [Cross off one penny.] How many pennies are left? [5] Raffi has five pennies. He has one less than six. Let’s write a number sentence to show this. [Draw a number sentence format and fill it in: 6 – 1 = 5.] Let’s tell another story: Eli looked in his pencil case. He found some pencils and some erasers. There were five pencils. There were two fewer erasers than pencils. How many erasers were there? Let’s use a Dot Card to find out. How many pencils did Eli have? [5] [Place Dot Card-5 on the board.] How many fewer erasers does he have? [2] How can we show this? [take away two] [Circle and cross off two dots.] How many are left? [3] Let’s write a number sentence to show what we did. [Draw a number-sentence format, and fill in 5 – 2 = 3.] Let’s think: In these stories, what words told us to subtract? [fewer than] [If needed, you can repeat the stories, stressing the words “fewer than.” Add the words “fewer than” to the T-chart.] Student Teacher: Pass out handout #5. Have each student draw two story problems of his/her choosing: one with addition and the other with subtraction. For each story, have the students draw a picture to show the story, fill in the number sentence, and add or cross off dots on the Dot Card. When the students are done, have each of them tell his/her story to a partner. You may choose some students to tell their stories to the class. Add any new operation words to the T-chart. Conclusion:Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Now we know how to decide whether we need to add or subtract to solve story problems. Closing Statement: Using the Book: Pages 87-88 Who can tell us what we learned today? [Accept Page 87: Read the directions. Read each story to the class. Decide together whether you need to add or relevant answers.] Today we subtract. Write the number sentence, fill in the Dot Card, and write the answer together with the class. learned to find the words in the story that tell us whether Page 88: Examples 1-2: Read the directions. Read each story. For each, have the students fill in the Dot we should add or subtract. Card and write the equation and answer on their own. Review each example together. Tomorrow we will learn how to count on to subtract. Example 3: Read the directions. Explain that this time each student will write his or her own story to solve. Read the open sentences and explain that they can fill in their own numbers, draw their stories, and find the answers. Have volunteers read their stories to the class. 113

3.10 Chapter 3 Lesson 10: Counting On to Subtract CCSS 1.OA.1 Use addition and Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. subtraction to solve word problems. CCSS 1.OA.5 Relate counting to I. Exploring ways to subtract addition and subtraction. Tell a story: Ann had nine crayons. Six of them broke. How many crayons are left whole? What is our number sentence? [9 – 6 = ___] How can we solve this? [Accept Goal: and model some suggestions.] Students will count on to subtract. Materials needed: cutouts of II. Introducing subtracting by counting on school supplies with price tags: When I solved this problem, I thought: 9 – 6: Six is a lot to count back. I need a eraser labeled 8¢, pen labeled different way to solve this. I thought of Dot Card-9 [Place Dot Card-9 on the board 9¢, scissors labeled 6¢, box of and demonstrate.] and took away the 6. [Cover 6 dots (from the bottom) with ten crayons labeled 7¢; ten large your hand.] Then I counted on to see how many are left: I’m taking away 6, and pennies; students’ Dot Cards 1-9; what we have left is 7, 8, and 9. [Point to the dots representing 7, 8, and 9 on the students’ blank Dot Boards Dot Card as you count.] There are three crayons left. [Fill in the difference.] LESSON WARM-UP: Let’s do this together. [Have students take out their Dot Cards.] Use your Dot Card- Flash 10-12 blue Subtraction Dot 9 and count with me. Use your hand to cover 6, and count on to see how many are Cards. Have the class identify the left: [Count together.] We are taking away six, and what we have left is 7, 8, and 9. number sentence of each card, in We counted on three numbers. There are three crayons left. unison. Let’s practice this. [Write 7 – 5 on the board. Use Dot Card-7 and model subtracting Introductory Statement: by crossing off 5 with one big X and counting on:] We are subtracting 5, and we Until now we’ve subtracted using Dot have left the 6 and 7; so the difference is 2. [Do the same for 9 – 7 and 10 – 8.] Cards and counting back. Today we will learn to subtract by counting on Summarize: When we subtract a lot, we can count on to find the difference. to find how many are left. III. Counting On Using Blank Dot Boards tHINKING tRIGGER: Now let’s talk about some children who are going shopping for extra school supplies. Write 9 – 4 and 6 – 2 on the board. [Place the cutouts of school supplies and price tags on the board (see Materials Ask students to think of stories to Needed).] Daniel has 10¢ to spend, and he wants to buy an eraser. How much does match these sentences and tell the eraser cost? [8¢] How much money will he have left after he buys the eraser? them to the class. Have the class What is our number sentence? [10¢ - 8¢ = ___] [Write the number sentence on the solve the story problems. Ask some board.] Are we subtracting a lot? [yes] Let’s solve it together by counting on. This time students to explain how they solved we will use our blank Dot Boards and pretend to have ten pennies on it. [Place a Dot them. Board on the board, and have students use their own while you demonstrate.] How much money does Daniel have? [10¢] Pretend you have ten pennies on the114 board. How many should we take away? [8] [Cover eight spaces (from the bottom) and pretend that you’re taking away eight pennies.] Now let’s count on together to see how many are left: We’re taking away 8, and we have the 9 and 10 left. [Point to the spaces as you count on.] There are 2¢ left. [Fill in the difference.] Display the 10 – 8 Dot Card. Say: This is the Subtraction Dot Card that shows what we did. We had ten, we took away eight, and we have left [Point to the dots as you count on.] 9 and 10. We have two left. 10 – 8 = 2. Repeat the process with the following stories. Each time, first use a blank Dot Board and pretend, and then show the matching Subtraction Dot Card. Eli wants to buy five crayons. He sees that there are 6 crayons on the shelf in the store. How many crayons are left after he buys five crayons? [Solve together.] In the same way, tell a story about another friend who sees eight pens in the

Counting On to Subtract Show the story on the Dot Card. Write the number sentence and solve. Ben has 9 paperclips. 1. The squirrel in the yard collects 8 acorns. He gave away 6. Another squirrel comes and takes 6 away.How many paperclips does he have left? How many acorns remain? ___ acorns We can count on to subtract. =We subtract 6 and count on: \"7, 8, 9.\" 2. Barry has 6 pencils. There are 3 paperclips left. He gives 4 to his friend. 9 – 6=3 How many pencils does he have left? ____ pencilsShow the story on the Dot Card. =Write the number sentence and solve.1. 3. There are 9 books on the shelf. 5 children take books to read. Eric had 10¢. How many books are left on the shelf? He bought a crayon for 6¢. ____ books How much money does he have left? = = 4. There are 8 buses in the parking lot. 5 buses leave. How many buses are still in the parking lot? ____ buses = 90 Student Workbook page2.pencils Student Workbook page Nan had 10 pencils. 89 89 90Copyright © 2012 by SPOTS Educational Resources. All rights reserved.She gave away 7. How many does she have left? =Chapter 3 Lesson 10 CCSS 1.OA.1, CCSS 1.OA.5store and he wants to buy five pens; and a friend with 8¢ who would like to buy the scissors.Student Teacher:Place three blank Dot Boards on the board. Under each Dot Board write one of these equations: 10 – 8, 6 – 4, 8 – 5. Ask studentsto solve each equation by pretending to cross off dots and counting on to see how many are left. Help students describe howthey are solving the equations.Conclusion:Now we have another way to subtract: When we take away a lot, it is quicker to count on to see how many are left.Using the Book: Pages 89-90 Closing Statement:Page 89-90: Read and discuss the demonstration at the top of the page. Together, solve Who can tell us what we learnedthe equation by counting on. today? [Accept relevant answers.] Today we learned another way toRead the directions. Read each story. Solve together. subtract: We can count on to see how many are left. Tomorrow we will learnHave students explain how they solved each equation by counting on. more subtraction. 115

3.11 Chapter 3 Lesson 11: Subtracting With a Difference of One and TwoCCSS 1.OA.6 Add and subtract Concept Development:within 20. I. Differences of oneGoal: Place Dot Card-9 on the board and write the number sentence 9 – 8 = ___. Say:Students will use Subtraction Dot One way to show this is to count eight dots from the top and cross them off. But thereCards to solve equations with a is another way. [Model on the board as you explain.] We can look at the Dot Card-9difference of one and two. and find the image, or shape, of eight in it. [Point out the image.] I will circle thoseMaterials needed: Drop-It form eight dots and make one big X over them. There is one dot left. 9 – 8 = 1. When we#4 crossed it off this way, we did not have to count each dot. We just crossed off all eight together. When we take away a lot, we should look for the image of that numberLESSON WARM-UP: and cross it off with one big X.Drop-It: Hand out Drop-It form #4.Flash 10-15 Addition flash cards. Present the 9 – 8 Dot Card. Say: This card shows the same number sentence:Have the students write the answers 9 – 8 = 1. There is one left.on their papers. Check the students’work. Note: this is a new form. Repeat with the equations 10 – 9 and 8 – 7.Introductory Statement: II. Differences of twoWe’ve learned to subtract by crossing Write 7 – 5 = ___ on the board. Ask: Which Dot Card do we need to start with? [7]off dots from the top. Today we will We’re taking away a lot. What is the quick way to show taking away a lot? [Find thelearn a different way of crossing of image of the number and cross it off with one big X.] Let’s find the image of fivedots from Dot Cards. and cross it off. [Circle five dots and cross them off with one big X.] Now let’s count on together to see how many are left. [Point to the dots as you count.] We have the tHINKING tRIGGER: 6 and 7 left. How many are left? [2] 7 – 5 = 2 [Present the 7 – 5 Dot Card.] This cardWrite the equation 7 – 6 = ___ on the shows the same number sentence: 7 – 5 = 2. There are two left.board and place Dot Card-7 next toit. Ask: Are we taking away a little or a Repeat with the equations 10 – 8, 8 – 6, and 9 – 7.lot? How do you think we should crossoff the dots on the Dot Card to show Student Teacher:this number sentence? Place Dot Cards-6 through -10 on the board. Write corresponding equations with a difference of one or two, and have students circle and cross off dots to show how to find the differences for these number sentences. Help them explain how they showed the equations. Conclusion: Now we know that when we subtract a lot from a number, we can look for the image of that number and cross it off. Then we count on to see how many are left.116 Copyright © 2012 by SPOTS Educational Resources. All rights reserved.

Subtracting with a Difference of One and TwoWhen we subtract a lot, we cross Cross off the dots you need to subtract.off the dots from the bottom and Write the difference.count on to see how much is left. 1. 2. 3.When we subtract 9 – 7, we cross 9–7=2off 7. We are left with the 8 and 9. There are 2 left.Cross off the dots you need to subtract. 10 – 8 = 8–6= 6–4=Write the difference.1. 2. 3. 4. 5. 6. 9–7= 7–5= 5–3= 10 – 9 = Student Workbook page9–8=8–7= Student Workbook pageMatch each number sentence to its Dot Card.4. 5. 6. Write the difference.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 7. 8. 9. 10. 8 – 7 = 7 – 5 = 10 – 9 = 9 – 7 =7–6= 6–5= 5–4=Chapter 3 Lesson 11 CCSS 1.OA.6 Add and subtract within 20. 91 91 92 92Using the Book: Pages 91-92Page 91: Read and discuss the demonstration at the top of the page. Ask: Which Dot Card do you see in this example? [9] Howmany dots are crossed off? [7] How are the dots crossed off? [The whole image of seven is crossed off together, from the bottom ofthe card.] Let’s count on to see how many there are left: the 8 and 9. How many are left? [2] What is the number sentence? [9 – 7 = 2]Read the directions. In the same way as above, model example 1 on the board. Have the students complete the page on theirown. Circulate to offer help as needed. Review the page together.Page 92: Read the directions for each section. Have the students complete each section Closing Statement:on their own.Review the page together. Who can tell us what we learned today? [Accept relevant answers.] Display the 7 – 5 and 9 – 7 Dot Cards and their Today we learned to solve subtraction number sentences on the Math Window poster. sentences in which we take away a lot and have just one or two left. We look for the shape of the number we are taking away, circle it, and cross it all off together. Tomorrow we will solve subtraction number sentences that have differences of 3, 4, and 5. 117

3.12 Chapter 3 Lesson 12: Subtracting with a Difference of 3, 4, and 5CCSS 1.OA.6 Add and subtract Concept Development:within 20.NYS CCLS 1.MD.3 Recognize and I. Differences of 3identify coins, their names, and Write 10 – 7 = ___ on the board. Ask: Which Dot Card do we need to start with? [10]their value. We’re taking away a lot. How do we subtract a lot? [we cross off the dots from the bottom with one big X, and count on to see how many are left] [Circle the sevenGoal: dots and cross them off with a big X.] Let’s count on together to see how manyStudents will use Subtraction Dot there are left. We have left the 8, 9, and 10. What is the difference? [3] [Present theCards to solve equations with 10 – 7 Dot Card.] This card shows the same number sentence: 10 – 7 = 3. [Fill in thedifferences of 3, 4, and 5. difference.] There are three left. Repeat with the equations 9 – 6, 8 – 5, and 7 – 4.Materials needed: model II. Differences of 4nickels and pennies Write 10 – 6 = ___ on the board. Ask: Which Dot Card do we need to start with? [10] We’re taking away a lot. How do we subtract a lot? [we cross off the dots fromLESSON WARM-UP: the bottom with one big X, and count on to see how many are left] [Circle the six dots and cross them off with a big X.] Let’s count on together to see howFlash the Subtraction Dot Cards many there are left. We have left the 7, 8, 9, and 10. How many are left? [4] Fill inwith differences of 1 and 2. Have the the difference.class identify the number sentence Repeat for equations 9 – 5 and 8 – 4.of each card in unison. Display the Subtraction Dot Cards for these equations, and ask the class what these number sentences have in common. [they all have differences of 4.] III. Differences of 5 Place Subtraction Dot Card 10 – 5 on the board. Ask the class to tell you the number sentence it shows.Introductory Statement: Erase the board.We learned that when we subtract IV. Subtracting without crossing off on a Dot Carda lot we cross the dots off from the Now let’s do something different. [Write 8 – 5 on the board.] Let’s solve this usingbottom, and we practiced that rule only a blank Dot Card. We’ll pretend it has dots on it. With what number do we start?with subtraction number sentences [8] [Place a blank Dot Board on the board.] Let’s pretend that there are eight dotsthat have a difference of only 1 or on this card. [Point to where the eight dots would be.] How many do we need to2. Today we will solve subtraction subtract? [5] Let’s find the image of 5 (from the bottom) and pretend to cross it off.number sentences that have We are left with the 6, 7, and 8. We have three left. [Write the difference.]differences of 3, 4, and 5. In the same way, model solving 10 – 6 and 7 – 3. tHINKING tRIGGER: V. Subtracting with nickels Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Place a nickel on the board. Ask a student to tell its value (5¢), and write itWhen we take away a lot, how can we underneath. Next to the nickel place two pennies. Together, count the value oftell how much we have left? the coins. Say: We have 7¢. I want to take away 5¢. How can I do that? [take away the nickel] How much is left? [2¢] What number sentence can we write to show what we just did? [7¢ - 5¢ = 2¢] Repeat this with a nickel and four pennies; take away 3¢.Place two nickels on the board. Ask: How much money is this? [10¢] I am going to take away one nickel. How much is left? [5¢] Let’swrite a number sentence to show this. [10¢ - 5¢ = 5¢]118







3.14 Chapter 3 Lesson 14: Subtracting to Find the Missing PartCCSS.1.OA.8 Determine the Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved.unknown number in an equation. I. Introducing the concept with a storyGoal: Tell a story: Bella bought a box of five crayons. The box had a hole, and some crayonsStudents will learn the relationship fell out. Bella doesn’t know how many crayons fell out. Now she has two crayons leftbetween the parts of a subtraction in her box. Let’s help her figure out how many crayons fell out.equation.Materials needed: magnetic Let’s show the story using our crayons. [Place five crayons on the board and instructmath puzzles; crayons; filled in math the students to put five crayons on their desks.] These are for the crayons thatpuzzles (see Student Teacher) were in Bella’s box. How many crayons are left in her box? [2] I will move over two crayons to show the part that is left. These two [Point to the two crayons.] show theLESSON WARM-UP: crayons that are left in Bella’s box. What are these [Point to the others.] crayons?Flash 10-12 yellow Subtraction Dot [the crayons that fell out] How many fell out? [3]Cards. Have the class identify thenumber sentence of each card, in Summarize while pointing to the crayons: There were five in the box. Two crayonsunison. are left. And now we know that three crayons fell out.Introductory Statement: Now let’s show the story on a math puzzle. [Place or draw a math puzzle on theWe’ve learned to solve many board.] Let’s think: What is the whole amount? How many crayons were in thedifferent types of subtraction number box in the beginning? [5] This is the whole amount. [Fill it in.] The whole amountsentences. Today we will use math was divided into two parts: Some of the crayons fell out of the box and somepuzzles with subtraction. stayed in the box. How many crayons stayed in the box? [2] This is one part. [Fill in 2.] These are the numbers we knew: five crayons in all, and two that are tHINKING tRIGGER: left. What did we want to find out? [how many fell out?] I will draw a questionPlace a math puzzle on the board. mark in the empty puzzle piece to show that this is the number we wanted to findReview the parts of the puzzle and out. Now let’s write a number sentence to show what we wanted to find out: Howfill in the whole with 7 and one part many crayons fell out of the box. [Draw an equation format.] Five crayons in all.with 4. Ask: Which part of the puzzle [Point to all the crayons on the board and fill in 5.] We took away the two that areis missing now? [a part] How do you in the box. [Point to the two on the side and fill in – 2.] How many fell out? [3] [Fillthink we can find what it is? [Ask the in the difference.] What is the missing part? [3] How did we find the missing part?students to explain their ideas, and [we took away; we subtracted]solve the puzzle using their ideas.] Summarize: When we know the whole amount and one part, we subtract to find the other part. II. Finding the missing part with puzzles Place a math puzzle on the board. Fill in 8 as the whole, 5 as one part, and a question mark in the empty puzzle piece. Ask: When we know the whole amount and one part, how do we find the missing part? [by subtracting] [Draw a blank subtraction equation format, fill it in and solve together.] In the same way, fill in math puzzles with sets of 9 and 3, and 8 and 6, each as the whole and a part, respectively. Together with the class, subtract to find each missing part. Student Teacher: Play a three-way matching game on the board. Place the following cards face-up on the board: a group of yellow Subtraction Dot Cards and a group of corresponding blue Subtraction Dot Cards, and agroup of matching math puzzles (which you have created in advance). Have students take turns matching a math puzzle with122

Subtracting to Find the Missing Part Subtract. 4. 9 – 8 = 5. 9 – 7 =When we know the whole and one part, 1. 7 – 1 = 6. 9 – 5 = we subtract to find the other part. 2. 7 – 2 = 3. 7 – 3 = 8 8 7. 8 – 5 = 10. 10 – 9 = Whole Whole 8. 8 – 7 = 11. 10 – 8 = 9. 8 – 6 = 12. 10 – 6 = 5? 3? Part Part Part Part 8 – 5= 3 8 – 3= 5Whole Part Part Whole Part PartThe missing part is 3. The missing part is 5.Write the number sentence to find the missing part. 13. 6 – 6 = 16. 5 – 2 = 14. 6 – 4 = 17. 5 – 4 =1. 2. 3. 15. 6 – 1 = 18. 5 – 0 = 7 6 5 Whole Whole Whole Student Workbook page Student Workbook page4??2?1Challenge Fill in the missing number.Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Part PartPart PartPart Part 19. 20. = = = 7– =7 6– 21. whole part part whole part part whole part part 22. 23. =0 9– 5. =14. 6. 5 – = 1 10 – 24. =5 8 =8 10 9 25. 26. = 2 10 – Whole Whole Whole 4– =2 3– 27. 6? ?3 ?4 98 =0 8– Part Part Part Part Part Part = whole = = part part 97 97 98whole part part whole part partChapter 3 Lesson 14 CCSS.1.OA.8 Determine the unknown number in an equation.two Subtraction Dot Cards. Help the students explain their choices to their classmates.Conclusion:Now we know that when we have a whole and one part, we subtract to find the other part. We also saw that when we subtractone part, we are left with the other part.Using the Book: Pages 97-98Page 97: Look at the demonstration at the top of the page together. Read the highlighted sentence, and compare the puzzlesand number sentences. Discuss what it shows.Read the directions. Model example 1 on the board. Have the students complete the page on their own, and review it together.Page 98: Examples 1-18: Read the directions. Explain that this section is a review of what students have learned before. Modelexamples 1-3 on the board, and have the students complete the section on their own.Examples 19-27: Read the directions. Explain what a challenge is: Something that the class didn’t learn, but that the studentscan try to figure out on their own. Some students will figure it out and some won’t, but that’s okay, because the class has notreally learned this yet.Write example 19 (7 - ___ = 7) on the board. Read it and explain: We have 7. We need to Closing Statement:take some away and still have 7 left. How much do you think we can we take away? [PlaceDot Card-7 on the board and have the students discuss the challenge. Help them reach Who can tell us what we learnedthe conclusion that the missing number is 0, and have them fill in 0 in their math books.] today? [Accept relevant answers.] Today we learned that when weWrite example 20 (6 - ___ = 0) on the board. Read it and explain: We have six, and we need subtract, we can take away eitherto take away some so that we have zero left. How many should we take away? [Place Dot part of a number sentence, and theCard-6 on the board and have the students discuss how they would solve it. Explain that other part is the difference. Tomorrowthey need to take away all the dots – the whole amount – to have zero left. Together, fill we will use math puzzles to solvein the missing number. In the same way, solve examples 21-22 together. Then challenge story problems.the class to complete the section independently or with a partner.]Review the page together. 123

3.15 Chapter 3 Lesson 15: Story Problems with an Unknown PartCCSS 1.OA.1 Use addition and Concept Development:subtraction to solve word problems. I. Reviewing finding the missing partCCSS.1.OA.8 Determine the Place a math puzzle on the board. Fill in 8 as the whole, 5 as one part, and draw aunknown number in an equation. question mark in the empty puzzle piece. Ask: We have the whole and one part. How can we find the missing part? [by subtracting] [Draw a blank subtraction equation format andGoal: fill it in and solve together.] II. Drawing to solve story problemsStudents will use simple math Tell a story: Seven children are choosing their school lunches. Today there is a choice ofdrawings and math puzzles to solve chicken or burgers. Two children chose chicken and the rest chose burgers. How many chosestory problems with unknown parts. burgers?Materials needed: magnetic I would like to show this story to the class, but we don’t have chickens or burgers in school!math puzzles; poster boards What should we do? [Accept appropriate suggestions. If necessary, lead the students to suggest that we can draw the story, or make the suggestion yourself.] Let’s draw what happened in the story. It’s hard to draw all these things, so I will use simple math drawings.LESSON WARM-UP: Let’s use ovals to show the children who are choosing their lunches. [Draw seven ovals.]Flash 10-12 yellow Subtraction Dot How many choose chicken? [2] I will circle two drawings and write “c” on top to show theyCards. Have the class identify the have chicken. [Circle and label the ovals.] What do the rest have? [burgers] I will circle themnumber sentence of each card, in and write “b” to show that they have burgers. Now we can see just what happened. [Pointunison. to both groups together.] What do the ovals show us? [the children who are choosing lunch] [Point to the first group of ovals.] What do these show? [the children who chose chicken] [Point to the second group.] What do these show? [the children who choseIntroductory Statement: burgers] Now we can see that, of the seven children who chose lunch, two chose chicken and five chose burgers.Yesterday we learned that when we Hand out blank sheets of paper and have the students draw at their desks as you goknow the whole and one of the parts, along. Tell the following story: The children can choose water or apple juice to drink. Therewe can subtract to find the other part. are ten drink cups. Four are apple juice. How many are water? [Discuss the simple drawingsToday we will use what we learned to the students used, and have them share how they solved the story problem.]solve story problems. Repeat this activity with the following story: Eight children need places to sit. Six children found places at a table. How many are still looking for places to sit? III. Using math puzzles with drawings to solve story problemstHINKING tRIGGER: Six children were at a lunch table. Some finished eating early and went to play. Four children are still at the table. How many children went to play?We said that when we know the whole Let’s draw this story. [Have the students draw at their desks while you model on theamount and one of the parts, we can board.] How many children were at the table? [6] What drawing should we use to show the Copyright © 2012 by SPOTS Educational Resources. All rights reserved.find the other part by subtracting. children? [Accept a suggestion.] How many should we draw? [6] We don’t know how manyWhy is that so? children went to play, but we do know that four children are still at the table. We need to take away the part that we know in order to find the other part – how many children wentto play. Let’s circle four (drawings) and make a check, to show that four children are still at the table. This is showing the part that we know. Whatdo the others [Point to the rest of the drawings.] show us? [the children who left] Let’s circle them and make an X to show that they are not atthe table anymore; they went to play. Two children went to play. [Point to each group of shapes, and review what they tell us: how many inall, how many stayed, and how many went away.]Now let’s show this story on a math puzzle. [Draw a math puzzle.] How many children were at the table in the beginning? [6] This is the wholeamount – all the children at the table. [Fill it in.] The whole amount was divided into two parts; some children stayed and some children went toplay. How many children are still at the table? [4] [Fill in a puzzle piece.] What did we want to find out? [how many children went to play] [Drawa question mark in the empty puzzle piece.] This question mark shows the number we didn’t know and wanted to find out.Let’s write a number sentence to show what we did to find the unknown part – how many children went to play. [Draw an equation format.] Weknew the whole amount – all the children at the table. We knew one part – how many children stayed. When we have the whole amount and124

Story Problems with an Unknown Part Make a simple math drawing to show the story problem. Make a simple math drawing to show the story problem. Fill in the math puzzle. Write the number sentence and solve. Fill in the math puzzle. Write the number sentence and solve. 1. Sandy has 7 stickers. Whole 1. Ann blows up 5 balloons. Whole 2 are shiny stickers and the rest are Some balloons pop. fuzzy stickers. Part Part She has 2 balloons left. Part Part How many fuzzy stickers does she How many balloons popped? have? ____ fuzzy stickers = ___ balloons popped = sf Whole 2. Sam has 10 math problems to solve. Whole He solved some of the problems. 2. Toby has 4 erasers in her pencil Part Part Now he has 5 problems left. How Part Part box. 2 fit over a pencil and the rest many problems did Sam solve are square. = already? ___ math problems = How many square erasers does Toby have? ____ square erasers 3. Kate baked 9 cookies. Student Workbook page She made 3 heart-shaped cookies Student Workbook page and the rest star-shaped. Whole 3. There were 9 children in the yard. Whole How many star-shaped cookies Some children left. did Kate bake? ____ star-shaped Part Part Now there are 3 children in the yard. Part Part cookies How many children left the yard? = ___ children = Chapter 3 Lesson 15 CCSS 1.OA.1 Use addition and subtraction to solve word problems. 99 99 100 100 one part, what do we do to find the other part? [subtract].6 children in all [fill in 6] minus the 4 children that stayed [fill in - 4] Equals how many went to play? [2] [Fill in the difference.] In the same way, tell the following story: There are five lunch servers. Some went out to get more food. There are three people still serving. How many servers went to get food? Use a simple math drawing to solve the problem. Then fill in a math puzzle and a number sentence to show the story. In the same way, tell and solve the following story problem: Ten children are playing in the yard. Five are playing tag. The rest are jumping rope. How many are jumping rope? IV. Using only math puzzles to solve story problems Place a math puzzle on the board. Say: Now I will tell another story problem for us to solve. This time we will show it only on the math puzzle. Nine children were choosing dessert. Three chose applesauce, and the rest chose plums. How many children chose plums? What number is our whole? How many children in all are choosing dessert? [9] [Fill in 9.] What part do we know? [3] Three children chose applesauce. [Fill in 3.] We have the whole and one part. We need to find the other part; how many children chose plums. [Write a question mark in the other puzzle piece.] How can we find the other part? [by subtracting] [Draw an equation format, fill it in, and solve the equation.] What is the part we wanted to find out? [6] Six children chose plums. Point to the number sentence and ask: Which number tells us how many children chose dessert? [9] Which shows how many children chose applesauce? [3] Which shows how many chose plums? [6] Tell the following story, and solve as above: Ten children are sitting at a lunch table. Two brought lunch from home, and the rest had the school lunch. How many are eating the school lunch? Student Teacher: Draw four math puzzles on the board. Fill them in with the whole and one part. In the empty puzzle piece, write a questionCopyright © 2012 by SPOTS Educational Resources. All rights reserved. mark. Divide the class into small groups. Give each group a blank poster board. Ask each group to choose a math puzzle, draw it on their poster, and think of a story problem for the equation. Have them draw the story with simple math drawings, write a number sentence, and solve. Encourage them to write Closing Statement: their story problem on the poster board. Ask the students in each group to share their work Who can tell us what we learned with the class. today? [Accept relevant answers.] Today we solved math Conclusion: story problems in which we knew Today we told story problems and solved them by drawing and using math puzzles. With a math one part and the whole amount. puzzle it’s easy to see what we know and what we want to find out. We subtracted to find the other part. Tomorrow we will do more Using the Book: Pages 99-100 things with math puzzles. For each page, read the directions. Read and discuss each story, and have the students draw and solve the stories as you go along. 125

3.16 Chapter 3 Lesson 16: Relating Addition to SubtractionCCSS 1.OA.1 Use addition and Concept Development:subtraction to solve word problems. I. Introducing the concept with manipulativesCCSS 1.OA.3 Apply properties of Show the class nine crayons in two colors: seven red crayons and two yellow crayons.operations. Say: Let’s tell some stories about these crayons. [Elicit stories that that use these numbers. (For example: I had 9 crayons, 2 fell off my desk. I have 7 crayons left.) ForGoal: each story suggested, write its matching number sentence. You should have four equations: 7 + 2 = 9; 2 + 7 = 9; 9 – 2 = 7; 9 – 7 = 2. If necessary, point out that you canStudents will learn the relationship put together the two groups, as well as take away a group from the whole.]between addition and subtraction Place a magnetic math puzzle on the board. Remind the class of how to fill it in: TheMaterials needed: Drop-It whole goes on top, and the two parts go on the bottom. Let’s fill in the math puzzleform #4; Handout #7; magnetic to show these number sentences. Do you see that all the number sentences use the samemath puzzle numbers? The whole number is 9 and the parts are 7 and 2. [Fill in the puzzle using the equations on the board.] These numbers are like a family. They go together in number sentences. We can call them a number family.LESSON WARM-UP: II. Understanding the relationship between numbers in a numberDrop-It: Hand out Drop-It form #4. familyFlash 10-15 Addition flash cards.Have the students write the answers What is the whole amount in the puzzle? [9] [Point to the 7 and 2.] What are the 7 andon their papers. Check the students’ 2? [the parts] When we put the parts [Point to the 7 and 2.] together, we get the whole,work. 9. When we take away one part, such as 7, [cover the number 7] we have the other part, 2, left. When we take away 2, [cover the number 2] we have 7 left. That’s how number families work. When we add, we put the parts together and get the whole. When we subtract, we start with the whole, take away one part, and get the other part.Introductory Statement: Point to each number sentence and explain that the addition equations showYesterday we used math puzzles to putting the parts together to get the whole, and the subtraction equations showsolve story problems. Today we are taking away one part to get the other part.going to use math puzzles to learnabout “number families.” III. Modeling a number family Pass out handout #7. Have the students cut out the stars and count the number of stars in each color (four and two), and the number of stars altogether (six). Place six tHINKING tRIGGER: similar stars on the board, and draw four blank number-sentence formats. Ask the class to use the stars to help you fill in the number sentences. As students suggestWhat is a family? [Accept answers.] number sentences, model them on the board, and have the students arrange theirWhat do you think a “number family” stars to match each story.is? Say: Let’s see what number sentences we can make with these stars. When we do Copyright © 2012 by SPOTS Educational Resources. All rights reserved. addition, we begin with the parts. We add them together and end up with a whole.What are the parts here? [4 and 2] Which number can we use for the first number in the addition sentence? [one of the parts – 4 or 2]Which number should we use for the second number in the addition sentence? [the other part] Which number is the sum? [the whole – 6][Fill in the equation. Repeat for the second addition equation.]Now let’s subtract. In subtraction, we begin with the whole – the biggest number. What is the whole here? [6- all the stars] When wetake away either part, the other part is the difference. Which number should we use for the first number in the subtraction sentence? [thewhole – 6] Which number can we use for the second number in the subtraction sentence? [one of the parts – 4 or 2] Which number is thedifference? [the other part] [Fill in the equation. Repeat for the second subtraction equation.]Fill in a math puzzle to match the number sentences. Say: These number sentences go together. They are a number family.Point to the puzzle. Ask: What is the 6 in the puzzle? [the whole – all the stars] What are the parts? [4 stars and 2 stars] When we put the126

Number Families Number Family Math Puzzles When we know both parts, we add them together to find the whole.Complete each math puzzle. WhWenhewnewadedswubetrbaecgtinwweitbheagipnart. When we know the whole and one part,Write four number sentences with the whole.for each math puzzle. we subtract to find the other part.1. 2. Make a simple math drawing to show the story problem. Fill in the math puzzle. Write the number sentence and solve. Whole Whole part Part Part part Part Part 1. Shaya picked 6 leaves. Whole 2 leaves are red and the rest are part = part = brown. Part Part whole whole How many brown leaves did whole part whole whole part whole Shaya pick? ____ brown leaves =3. = 4. = part whole part whole = = part part part part = = part part part part Whole Whole Student Workbook page2. Zoe has 4 sharpened pencils. Student Workbook pagePart PartPart PartShe sharpens 2 more pencils. Whole How many sharpened pencilsCopyright © 2012 by SPOTS Educational Resources. All rights reserved.== does Zoe have now? Part Part part part whole part part whole = = = 102 102 part part whole part part whole = = whole part part whole part part = = whole part part whole part partChapter 3 Lesson 16 CCSS 1.OA.1, CCSS 1.OA.3 101 101parts together [Point to 2 and 4.] what did we get? [6, the whole] When we took away a part [cover the 2], what did we get? [the otherpart, 4] When we took away this part [cover the 4] what did we get? [the other part, 2] Which number sentences show putting the partstogether? [4 + 2 = 6, 2 + 4 = 6]. Which number sentences show taking a part away? [6 – 2 = 4, 6 – 4 = 2]Place a blank Dot Board on the board. Use your stars to fill it in. Explain that the starred Dot Card shows all of the number sentences.Use the stars and a new blank Dot Board to form a 3 + 2 starred Dot Card. Ask the class to help you to fill in a math puzzle and towrite its four equations. Point out that these equations form a number family.Student Teacher:Place a starred Dot Card on the board, and draw four blank number-sentence formats. Ask students to come up to the boardto fill in all the number sentences that the card shows. Point out that these four number sentences together form a numberfamily.Conclusion:Now we know about number families! They are groups of number sentences that use the same numbers; they go together.Using the Book: Pages 101-102 Closing Statement:Page 101: Read and discuss the demonstration at the top of the page. Read the Who can tell us what we learneddirections. Point out the words printed in the puzzles and in the number sentences. today? [Accept relevant answers.]Model the first example on the board, and have students trace the number sentences in Today we learned about numbertheir book. Complete examples 2-3 together. You can challenge your students to solve families. They are number facts thatexample 4 on their own or you can solve it together, as a class. use the same numbers and that goPage 102: Read and discuss the demonstration at the top of the page. Read the together when we add and subtract.directions. Read each story and solve together as a class. Tomorrow we will review everything we’ve learned in this chapter! Display the 10 – 6 and 9 – 6 Dot Cards and their number sentences on the Math Window poster. 127

3.17 Chapter 3 Lesson 17: End-Of-Chapter ReviewCCSS 1.OA.1 Use addition and Concept Development:subtraction to solve word problems.CCSS 1.OA.3 Apply properties of Read each suggestion on the list from the Thinking Trigger. For each concept oroperations. skill, ask students to suggest examples.CCSS 1.OA.5 Relate counting toaddition and subtraction. Add on the skills and concepts that were left out, and ask for examples. Be sure toCCSS 1.OA.6 Add and subtract review the skills the students will be practicing in their books on pages 103-104.within 20.CCSS.1.OA.8 Determine the As you go through the list, give extra practice with skills and concepts that seemunknown number in an equation. more difficult or confusing.NYS CCLS 1.MD.3 Recognize andidentify coins, their names, and Student Teacher:their value. Divide the class into small groups. Give each group a blank sheet of paper toGoal: use as a poster. Assign the students in each group a specific skill to cover on their poster using examples,words and pictures. (Form the groups so that theStudents will review the skills students get extra practice with the specific concept and/or skill that they needand concepts that were taught in to review.)Chapter 3. Conclusion: Today we reviewed everything we’ve learned in Chapter 3!LESSON WARM-UP:Flash all the Subtraction Dot Cards.Have the class identify the numbersentence of each card in unison.Introductory Statement:We are almost at the end of Chapter3! Today we are going to review whatwe’ve learned about subtraction. tHINKING tRIGGER: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Who can think of things we’ve learned about in this chapter? [As students suggest skills and concepts learned, list them on the board. Accept suggestions from previous chapters, but do not list them on the board.]128

End-of-Chapter Review Write the number sentence. 1. Complete the number line. Write the sum or difference. 1. 8 + 2 = 2. 8 – 2 = 2. 3. 7 + 3 = 4. 7 – 3 = ¢ ¢= ¢ ¢ ¢= ¢ Make a simple math drawing to show the story problem. Fill in the math puzzle. Write the number sentence and solve. Color the notebooks: Addition Subtraction . Solve. 3. There are 5 heart-shaped cookies on Whole pink blue one plate and 3 star-shaped cookies on another plate. Part Part 5. 68 6. 33 7. 14 8. 64 9. 62 How many cookies are there in all? ___ cookies = – + – + + Student Workbook page10.2911–.107 12. 55 13–.108 14. 49 4. Nissy had a carton with 10 eggs in Whole Student Workbook page it. She dropped the carton and some – + – eggs cracked. Now there are 2 eggs Part PartCopyright © 2012 by SPOTS Educational Resources. All rights reserved. left in the carton. How many eggs cracked? ___eggs = Chapter 3 Lesson 17 CCSS 1.OA.1, CCSS 1.OA.3, CCSS 1.OA.5, CCSS 1.OA.6, NYS CCLS 1.MD.3 103 103 104 104Using the Book: Pages 103-104Page 103: Read the directions for each section. Have the students work independently to solve the problems. Review the pagetogether.Page 104: Examples 1-2: Read the directions. Complete the section together.Examples 3-4: Read the directions. Read each story. Complete the section together.Name: Name:Subtract. 2. 9 3. 10 4. 7 5. 5 6. 8 Make a simple math drawing to show the story.1. 7 –4 –3 –3 –4 –5 Fill in the math puzzle and write a number sentence. Solve. –2 1. There are 9 flowers in a vase. Closing Statement: 5 flowers are yellow the rest are white. What did we learn today in math How many flowers are white? ___flowers Whole class? [Accept relevant answers.] Today we reviewed Chapter 3.7. 7 8. 9 9. 6 10. 9 11. 4 12. 8 Part Part Tomorrow we will begin Chapter 4! –0 –6 –2 –5 –4 –3 = 129Complete the number line. Write the sum or difference.13. 5 + 3 = 14. 5 – 3 = 2. Sam has 2 red crayons. He has 6 blue crayons. How many crayons does he have in all? Whole ____ crayons Part Part15. 7 + 2 =Copyright © 2012 by SPOTS Educational Resources. All rights reserved.16. 7 – 2 = = Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 3. Jay has 6 celery sticks. Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. He gives some to his sister.Write the number sentence. Now he has 3 celery sticks. Whole Assess.17. How many celery sticks did he give to his Provide additional practice as needed. sister? ___celery sticks Part Part ¢ ¢= ¢ =Chapter 3 Assessment Form A 3 Chapter 3 Assessment Form B 4



Chapter 4 Teen Numbers 131Copyright © 2012 by SPOTS Educational Resources. All rights reserved.

Chapter 4 overview In this chapter students learn about the “teen numbers” – numbers 11 through 19. They are shown that these numbershave a “ten” and “ones.” Teen numbers are represented by Teen Dot Cards that have one complete ten-frame and a secondframe showing the ones. Students learn to understand the value of, to recognize, and to write the teen numbers. The chapter continues with adding and subtracting using teen numbers, by applying the skills they learned for addingand subtracting to ten. First the equations are explored concretely on Teen Dot Boards, and then students learn to think of aparallel “helping number sentence” to help them solve the equation (e.g., the helping number sentence for 19 – 6 is 9 – 6). The students then learn to add addition equations with sums higher than ten (e.g., 8 + 5, 6 + 6). These are solved using themethod of “making a ten.” First they add the amount of ones needed to make a ten, and then they add the remaining part ofthe addend to find the sum (e.g., 8 + 5 is solved by breaking apart the second addend into two parts: 8 + 2 +3; first add 2 to 8to complete the ten, and then add the remaining 3, to arrive at the final sum of 13). The teacher models this process on Teen Dot Boards. The first addend is shown with black dots on 8 + 5 = 13the left side of the card, and the second addend is shown with white counters placed on the right sideof the card. The teacher turns some white counters to their black side to complete the ten, sees how 23many counters are left white, and finds the total, while describing the thinking process. to make ten the rest “Break-apart numbers” are written to show what was done: Under the second addend we writehow we broke apart the number. For the problem discussed above (8 + 5), under the 5 we would writethe numbers 2 and 3.The Teen Addition Dot Cards are then reviewed daily in the Lesson Warm-Up section. The students are taught to show this addition process on an open number line, by making two “jumps” on the numberline: one jump to ten and a second jump to the final sum. Money concepts – combinations of a dime, nickels, and pennies – and story problems are used to apply and reinforce theskills learned. By the time the students complete this chapter they will have a good understanding of teen numbers – as numbersformed using a ten and some ones; they will be able to add and subtract to and from teen numbers; they will be able to solveequations with teen sums and will be able to show their thinking process by filling in the break-apart numbers and by fillingin the jumps on an open number line.Note: At this point the students will solve these equations by referring to Dot Boards that show the greater addend.Sample Teen Addition Dot Cards 9 + 8 = 17 8 + 7 = 15 7 + 6 = 13 6 + 5 = 11 Copyright © 2012 by SPOTS Educational Resources. All rights reserved. The greater addend is shown, with black dots; the lesser addend is shown, with white dots.132

Chapter Four Table of Contents Introduction to Chapter 4 134������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 1: Representing Teen Numbers 136������������������������������������������������������������������������������������������������������������������������������������������������ Lesson 2: Practice: Representing Teen Numbers 138�������������������������������������������������������������������������������������������������������������������������� Lesson 3: Ordering and Comparing Numbers 140�������������������������������������������������������������������������������������������������������������������������������� Lesson 4: Adding to Teen Numbers 142��������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 5: Subtracting from Teen Numbers 144��������������������������������������������������������������������������������������������������������������������������������������� Lesson 6: Practice: Adding and Subtracting with Teen Numbers���������������������������������������������������������������������������������� 146 Lesson 7: Adding to Ten 148������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 8: Using the Number Line 150����������������������������������������������������������������������������������������������������������������������������������������� Lesson 9: Adding Three Numbers 152������������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 10: Using the Number Line 154�������������������������������������������������������������������������������������������������������������������������������������� Lesson 11: Adding to Nine 156������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ Lesson 12: Adding to Eight * 158������������������������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 13: Writing Break-Apart Numbers 160���������������������������������������������������������������������������������������������������������������������� Lesson 14: Adding to Seven and Six 162����������������������������������������������������������������������������������������������������������������������������������� Lesson 15: Practice: Addition with Teen Sums * 164������������������������������������������������������������������������������������������������������� Lesson 16: Adding in Any Order 166��������������������������������������������������������������������������������������������������������������������������������������������� Lesson 17: Problem-Solving Story Problems with Extra Information 168���������������������������������������������������������������������������� Lesson 18: Using the Number Line 170�������������������������������������������������������������������������������������������������������������������������������������� Lesson 19: Practice: Using the Number Line 172��������������������������������������������������������������������������������������������������������������� Lesson 20: Doubles with Teen Sums* 174���������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 21: Story Problems with Start Unknown 176Problem-Solving ���������������������������������������������������������������������������������� Lesson 22: Dimes, Nickels, and Pennies 178������������������������������������������������������������������������������������������������������������������������������������� Lesson 23: Practice and Reinforcement 180������������������������������������������������������������������������������������������������������������������������������������������������ Lesson 24: Choosing a Way to Add* 182������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 25: End-of-Chapter Review 184���������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 26: Cumulative Review 186�������������������������������������������������������������������������������������������������������������������������������������������������������������������� * This lesson may be combined with the previous lesson for a faster pace. Hands-On Lesson; Lesson Promotes Algebraic Reasoning; Money Skills Materials NeededCopyright © 2012 by SPOTS Educational Resources. All rights reserved. Cards: Addition and Subtraction Dot Cards; Addition flash cards; Teen Addition Dot Cards Magnetic Boards: Dot Cards 11-19; First-Addend Dot Boards; Math Puzzles Black-and-white magnetic counters Manipualtives: Student counters; students’ blank Dot Boards and teen Dot Boards; number-sentence wipe-off boards Reproducibles: Popsicle sticks; sticker strips; toy rabbit; pretzels; model and real dimes, nickels, and pennies; dice (Found in the Teacher’s Lesson warm-up sheets: Drop-It forms #1, #2, #3, #4, and #5 Resource Book) Lesson handouts: #8-4.8 Cutouts: Rabbit; dominoes NOTE: Hang up the Teen Dot Card banner and the First-Addend banner. They will be 133 used in this chapter. You may remove the 1-10 banner if necessary.

4 Introduction to Chapter 4Goal: Concept Development:Students will be given a preview ofChapter 4: recognizing and adding Cut pages of stickers into strips of ten: five rows of two stickers, similar to the Dotnumbers 11-19. Card format. In addition, prepare smaller strips of stickers with between one andMaterials needed: Stickers: nine stickers on each strip.strips of ten stickers and strips ofone through nine stickers, enough Give each student one strip of ten stickers and one smaller strip of stickers.for each student Together, count the number of stickers on the strip of ten, and point out that it is similar to Dot Card-10. Next, ask the students to place their two strips nextIntroductory Statement: to each other and to count to themselves to see how many stickers they haveSo far, we’ve learned about the in all. Say: If you have 11 stickers, raise your hand. [Ask one of the students withnumbers one through ten. In Chapter 11 stickers to describe how the 11 is formed. Repeat this for the numbers 124 we will learn about the teen through 19.]numbers. Ask students to look at their strips of ten stickers. On the board, draw a box and tHINKING tRIGGER: label it “New Words.” In the box write “tens.” Say: In this chapter we will talk a lotWhich numbers do you think are about “tens.”called the “teen numbers”? [Suggestlooking at the hundred chart for Ask the students to look at the other strip they have. Ask: Do you have a grouphelp.] of ten on this strip? [no] The other strip doesn’t have a group of ten. We say it has “ones.” Count how many stickers you have on that strip. [Have the students count and tell the class how many they have.] That is how many ones you have. If you have five stickers, then we can say you have five ones. [Continue in this way for all the numbers from one to nine.] Write “ones” on the New Words list. ‫ד‬″‫בס‬ Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Dear Parents, We’ve completed Chapter 3 of our Spots for M.A.T.H. program, and the students now understand the concept of subtraction with numbers up to ten. We learned to use the Subtraction Dot Cards, to count on to subtract, and to use a number line for subtraction. We also learned to solve subtraction number stories and to choose the correct operation when problem solving. In Chapter 4, we will learn about the “teen numbers”: numbers 11 to 19. To help the students understand the concept, we will use Teen Dot Cards. These cards have one complete ten-frame and a second frame with the one. We will learn to add with teen numbers (e.g., 15 + 3) and to add single-digit numbers whose sum is greater than 10 (e.g., 8 + 5). When we add two single-digit numbers that equal more than ten, such as 8 + 5, we will use a method that will help us solve the equations more efficiently. First we’ll add enough ones to complete the ten, and then we’ll add the rest of the number. For example, when solving 8 + 5, we will split the five into two parts: first we will add two to get ten, and then we will add the remaining three to get the final sum – 13. This process will be shown on an open number line with two jumps: one jump to the ten and the second jump to the final sum. 9 + 8 = 17 8 + 7 = 15 7 + 6 = 13 6 + 5 = 11 We will begin to count larger sums of money – combinations of a dime, nickels and pennies – and will use math stories to reinforce and apply the skills we learned. Please feel free to call me with any questions or concerns you may have. Thank you for your cooperation and involvement in your child’s math learning adventure! Sincerely, Family Letter • Chapter 4 ))Remember to send home the family letter.134

Chapter 4: Teen Numbers Chapter Opener tens onesmake a tenbreak-apart Winter It was an icy-cold winter day. 10 children were outside playing in the snow. 2 children came along and asked, “Can we play, too?” 11, 12 — together they go! 12 children were outside playing in the snow. 2 more children came along and asked, “Can we play, too?” 13, 14 — together they go! 14 children were outside playing in the snow. 2 more children came along and asked, “Can we play, too?” 15, 16 — together they go! 16 children were outside playing in the snow. 2 more children came along and asked, “Can we play, too?” 17, 18 — together they go! 18 children were playing in the snow. 2 more children came along and asked, “Can we play, too?” 19, 20 — together they go! 103 Student Workbook page8 + 6 = 14105106 Student Workbook page24Copyright © 2012 by SPOTS Educational Resources. All rights reserved.to make ten the rest 8 + 2 + 4 = 14 105Using the Book: Pages 105-106Page 105: What do you see on the page? [As the students answer, explain each part:]In what season does it snow, when we can build snowmen? [winter] What season are we in now?Read the numbers in the upper right-hand corner. Point out that all these numbers have two digits. The first digit of eachnumber is 1. Explain that these can be called “teen numbers.”The cards are Teen Dot Cards. They show us the teen numbers. Can you figure out what numbers the cards show?The purse has a new coin in it: the dime. A dime is worth ten cents. Count the value of the group of coins.On the bottom is a teen addition card. It shows 8 + 6. In this chapter we will use Teen Dot Cards and break-apart numbers to helpus solve teen addition problems. The book shows that we can solve this problem by moving two counters to make a ten. We brokeapart the 6 into 2 and 4. Now we can see that there are 14 in all. The break-apart numbers are 2 and 4.The box shows us the new words. [Read the words in the box. Explain that students will learn more about what these wordsmean as they cover the chapter.]Page 106: Read the poem and discuss it with the class. Closing Statement: We are going to learn all this in Chapter 4! 135

4.1 Chapter 4 Lesson 1: Representing Teen NumbersCCSS 1.NBT.2b Understand that the note: This lesson is a continuation of the introduction to the chapter, theretwo digits of a two-digit numberrepresent amounts of tens and are differences in its format.ones. e.g. The numbers from 11 to19 are composed of a ten and one, Concept Development:two, three, four, five, six, seven,eight, or nine ones. I. Introducing the “ten” and “ones” Distribute the blank Dot Boards and 19 counters to each student. Show the classGoal: thirteen magnetic counters. Count them together and place ten counters on a blank Dot Board. Have the students do the same: count out thirteen countersStudents will be introduced to the and place ten counters on their blank Dot Boards.base-10 number system as it appliesto the teen numbers. Point to the group of ten and explain that we can call this a “ten.” Show the leftover counters and explain that we will call them “ones” or “pieces.” Together,Materials needed: students’ count the “ones” to see that everyone has the same amount. Point out that theseblank Dot Boards; students’ blank are like the stickers they had before – a group of ten stickers and some more.Teen Dot Boards (cut from back of Say: How do we write thirteen? [1 and 3] [Write the number 13 on the board.]book); magnetic counters; student We write a 1 because we have 1 ten, and we write a 3 because we have 3 ones. Thatcounters makes thirteen in all. [Point to the digits as you speak. Gesture with your hand encircling the number to show that the two digits together become one numberIntroductory Statement: that represents thirteen.]Now we will start our new chapter. Repeat with the number 16.Today we will learn how to read teennumbers and how to write and show Write the number 14 on the board. Ask the class to explain how you can show itteen numbers. with your counters. Show it with your “ten” and four ones, and have the students do the same with their counters. Remove the four ones. Do this again with 17 and 19.II. Filling Teen Dot BoardsDisplay a blank Teen Dot Board. Explain that we can use this to show teen numbers in a clear way. Show eighteen magneticcounters. Arrange the eighteen counters on the Dot Board and explain that you are filling the ten and then the ones. Ask howmany tens and ones there are, and point out that it is now easier to see what the number is. Hand out the blank Teen DotBoards to the class.III. Writing teen numbersDraw a chart with three columns. Label the columns tens, ones, and number. Ask the students to put a ten and three ones ontheir boards. Ask them to tell how many tens, how many ones, and what number that shows. Fill in the chart.Repeat with 15, 17, and 12. Copyright © 2012 by SPOTS Educational Resources. All rights reserved.tens ones number13 1315 1517 1712 12Write teen numbers on the chart, read them, and have the class use counters to show the numbers on their blank Teen DotBoards. For each number, ask the class to tell you how many tens and how many ones there are, and write it on the chart.As you fill in the chart, ask: What do you see that’s the same in all these numbers? [they each have one ten] What does the secondnumber tell us? [the number of ones]136

Teen means 1 ten. Representing Teen Numbers Write how many. 2. Most teen numbers end in teen, 1. except for eleven and twelve. Tens Ones Number Tens Ones Number Tens Ones NumberWrite how many. 1 4 141. 2. Sixteen Seventeen Fourteen 3. 3. 4.Tens Ones Number Tens Ones Number Tens Ones Number Tens Ones Number Tens Ones Number Eighteen Nineteen Fill the Dot Card to match the number. 5. 6. Ten Student Workbook pageElevenTwelve4. Student Workbook page5.6.Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Tens Ones NumberTens Ones NumberTens Ones NumberThirteen Fourteen Fifteen 107 107 Tens Ones Number Tens Ones Number 108 108 1 3 13 1 5 15 Thirteen FifteenChapter 4 Lesson 1 CCSS 1.NBT.2b The numbers from 11-19 are composed of a ten and ones.Continue in this way with additional teen numbers until the pattern is clear to the students. Be sure to include the number 10(one ten and zero ones).Review the chart. For each number, read, for example: One ten and seven ones; [Point to the digits as you speak] seventeen in all.Show the class the set of Teen Dot Cards.Conclusion:Now we’ve learned how to show teen numbers on our Dot Cards.Using the Book: Pages 107-108 Closing Statement:Page 107: Read and discuss the demonstration at the top of the page. Who can tell us what we learned today? [Accept relevant answers.]For the first few examples, place a sample Teen Dot Card on the board to represent the Today we used Teen Dot Cards tonumber, and ask the students to tell how many tens, how many ones, and the total show the numbers 11-19. We learnednumber. Write the answers on the board under the Teen Dot Card and have the students to show a ten and ones for eachwrite their answers in their books. The page can be completed independently and number. Tomorrow we will learnreviewed together. more about this.Page 108: For each section, read the directions and have the students complete thesection on their own. Review the page together. 137

4.2 Chapter 4 Lesson 2: Practice: Representing Teen Numbers CCSS 1.NBT.2b Understand that the Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. two digits of a two-digit number represent amounts of tens and I. Reviewing the ten and ones ones. e.g. The numbers from 11 to Place Dot Cards 11-19 on the board in a line. Show number cards 11-19, and have 19 are composed of a ten and one, the students match each number card to its corresponding Dot Card. two, three, four, five, six, seven, eight, or nine ones. Poin to a teen number card, and ask the students which digit shows the ten, and NYS CCLS 1.MD.3 Recognize and circle it in red. Ask which shows the number of ones, and circle that in blue. Repeat identify coins, their names, and this several times with different numbers. their value. Have the students fold a paper in four and cut along the folds, and write a teen Goal: number of their choosing on each piece. In random order, call a number by Students will reinforce their specifying its number of tens and ones. The students with that number then raise up understanding of teen numbers the papers for everyone to see. For example, you may call, “One ten and three ones.” and the base-10 system. Any student who wrote “13” raises his/her paper. Be sure to say all the numbers. Students will recognize the dime and its value. II. Modeling numbers Materials needed: Popsicle Distribute nineteen Popsicle sticks and a rubber band to each student. Count the sticks: 19 for each student; rubber sticks together to check that each student has the correct amount. While you model, bands; poster boards; large, model have the students count ten sticks and wrap them in a rubber band. This group is the dimes; real dimes “ten.” Count the number of sticks that are left. Explain that these are the “ones.” (This activity may be done with colored matchsticks and small rubber bands instead.) LESSON WARM-UP: Flash the (magnetic) Teen Dot Cards. Write the number 13 on the board. Read the number, and ask the class to show this Have the students identify each one number with sticks. Lead them to conclude that they can use their bundle of ten and in unison. three ones. Repeat this with additional numbers. Introductory Statement: III. Introducing the dime Yesterday we used Dot Cards to show Place a model dime on the board. Ask if anyone recognizes the coin. (If necessary, refer the numbers 11-19. Today we will to the money house.) Tell the class that this is a dime, and write “dime” underneath. learn more about these numbers. Say: A dime is worth ten cents, just like ten pennies. A dime is also a ten. It means 10¢. [Pass some real dimes around for the students to see and feel.] tHINKING tRIGGER: Display ten pennies. Ask: Which coin Place a blank Dot Board next to the dime. Place ten magnetic pennies on it. Ask: has the same value as this group of How many pennies are here? [10] These ten pennies equal a dime. [Write an equal sign pennies? between the dime and the Dot Board with ten pennies.]138 Place a dime and some pennies on the board. Count their value together. Ask: How much is a dime? [Ten cents] Let’s count on from ten. [Count the value of the coins and write it next to the group of coins.] Repeat this with other groups of a dime and pennies. Student Teacher: Divide the class into large groups. Give each group a poster board, and have each group list the numbers from 10 to 19 on the poster board and paste their Popsicle sticks onto it to show the teen numbers. Hang the posters on the math bulletin board. Conclusion: Now we know more about the teen numbers. We also learned that a dime is the same as ten cents.

Practice: Representing Teen Numbers1 box of crayons = 10 crayons = A dime is equal to 10¢. Front BackWrite how many. 2. Write how many cents are in each group. 1. 1. 2. __ __ Dimes Pennies Amount Dimes Pennies Amount3. 4. ¢ ¢ 3. 4. __ __ Dimes Pennies Amount Dimes Pennies Amount5. 6. ¢ ¢ 5. 6. Dimes Pennies Amount Dimes Pennies Amount ¢ ¢ Student Workbook page__ __ Student Workbook pageCircle the number that show how many ones.Draw the missing crayons for each teen number.Copyright © 2012 by SPOTS Educational Resources. All rights reserved.7. 8. 9. 7. 1 6 8. 1 4 9. 19 18 12 14 11 Circle the number that show how many tens.Chapter 4 Lesson 2 CCSS 1.NBT.2a, NYS CCLS 1.MD.3 109 109 10. 1 7 11. 1 3 12. 110 110Using the Book: Pages 109-110Page 109: Read and discuss the demonstration at the top of the page.For each section, read and explain the directions. Have the students complete the sections on their own while you offer helpas needed. Review the page together.Page 110: Read and discuss the demonstration at the top of the page.Examples 1-6: Have the class look at Example 1. Say: Example 1 has our new coin. How much is it worth? [10¢] In money, a dime acts likethe ten and the pennies are the ones. [Use model coins to model example 1 on the board, and draw the value boxes underneath.] Howmany dimes are there? [Write 1 in the Dimes box.] [1] How many pennies are there? [Write 3 inthe Pennies box.] How many cents in all? [13] [Write 13 in the Amount box.] Closing Statement:Now let’s write this in your books. In the first box write the number of dimes. In the second box Who can tell us what we learnedwrite the number of pennies. In the third box write how many cents in all. Now check to see if today? [Accept relevant answers.]your book shows the same thing as the board. Today we learned and practiced theContinue in this way for examples 2 and 3. Then have the class complete the section numbers 11-19. We also worked withindependently or in pairs while you offer help as needed. a dime and pennies. We learned that a dime is ten cents, just like ten pennies.Examples 7-12: For each section, read the directions and model the first example on the Tomorrow we will learn to order andboard. Have the class complete the section independently. compare teen numbers!Review the page together. 139

4.3 Chapter 4 Lesson 3: Ordering and Comparing NumbersCCSS 1.NBT.3 Compare two Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved.two-digit numbers based on themeanings of the tens and ones I. Comparing numbers to 19digits. Place number cards 1-19 on the board so that you have a line of numbers 1-19. Read the numbers together.Goal:Students will order and compare Show Dot Cards 1-19 to the class and have them tell you under which numbernumbers to nineteen. card to place each Dot Card.Students will identify the teennumbers as odd or even numbers. Point to two teen number cards and/or Dot Cards and ask which one is greaterMaterials needed: Drop-It form or less. Repeat with several sets. Point to the numbers 12 and 8 and ask which#1; large cards numbered 1-20; sets number is greater. [12] Point out that the teen numbers are always greater thanof small cards numbered 10-19 (per the single-digit numbers because teen numbers have a ten in them.group) II. Ordering NumbersLESSON WARM-UP: Place the number cards 16, 13, and 15 on the board, and draw three blanks (___ ___ ___). Say: Now we will put these cards in order from the smallest number toDrop-It: Hand out Drop-It form the greatest number. What is the same about all of these numbers? [they all have#1. Flash the (magnetic) Teen Dot one ten] All of these numbers have one ten. The number of ones is different, so weCards. Have the students write the will look at the number of ones to put them in order. Which number has the leastcorrect number for each one on amount of ones? [13] [Move the 13 onto the first blank.] Which has fewer ones – 16their papers. Check the students’ or 15? [15] [Move the 15 to the second blank.] 16 has the most ones, so it goes onwork. the last blank. [Summarize:] 13 is least, 15 is next, and 16 is the greatest number.Introductory Statement: Repeat this with the numbers 14, 19, and 12.So far we’ve learned to recognize theteen numbers and the Teen Dot Cards. III. Using the even-odd ruleToday we will do different things with Remind the class of the even-odd rule: in even numbers, every dot has a partner,these numbers. and in odd numbers, one dot is alone. Refer to the Teen Dot Cards. Explain that the ten in the number doesn’t change anything. Circle the even-number Dot tHINKING tRIGGER: Cards in one color and the odd-number Dot Cards in another color. Point out thePlace the Teen Dot Cards on the pattern (every other number is even/odd).board in two groups. In one groupplace the even numbers, and in Student Teacher:the other group place the oddnumbers. Ask: Can anyone think of Divide the class into small groups. Give each group small cards numbered 10why I divided the cards in this way? through 19. Have the students of each group mix their cards and place themWhat is the same in each group? facedown. Have each student pick three cards and order them from least to greatest. For a greater challenge, you can also have students do this activity with sets of four or five cards. Review by discussing with students how they ordered the cards in each set. Conclusion: Now we know how to compare numbers, which number is greater and which is less, and how to put numbers in order.140

Ordering and Comparing NumbersConnect the dots from 1 to 19. Circle the mitten with the number that is greater. 1. 2. 3. 13 16 19 18 9 11 Circle the mitten with the number that is less. 4. 5. 6. 15 12 14 17 8 13 Circle the mitten with the odd number. 7. 8. 9. 18 11 17 12 14 19 Student Workbook pageCircle the mitten with the even number. Student Workbook page10. 11. 12.Write the number before and the number after.Copyright © 2012 by SPOTS Educational Resources. All rights reserved.16 1314 15 12 191. 2. 3.11 15 17 Add or subtract. 10 13. 14. 15. 16. 17. 18.4. 5. 6. + 26 – 38 – 57 + 80 – 79 + 44 14 18 111 111 112 112Chapter 4 Lesson 3 CCSS 1.NBT.3 Compare two two-digit numbers.Using the Book: Pages 111-112Page 111: Connect the dots: Read the directions. Have the class do the activity while you offer help as needed.Examples 1-6: Read the directions. Draw number lines on the board and do the first two examples together. Have the studentscomplete the section on their own while you offer help as needed. Review the page together.Page 112: Examples 1-12: Read each set of directions together. Do the first example in each section together and have thestudents complete it on their own. Review the page together.Examples 13-18: Read the directions. This is a review of what was learned in chapters 2 and 3. Direct students to pay attentionto the operation signs.Display the 7 – 4 and 8 – 4 Dot Cards and their Closing Statement:number sentences on the Math Window poster. Who can tell us what we learned today? [Accept relevant answers.] Today we learned to tell which number is greater and which is less and to put the numbers in order. Tomorrow we will learn to add to teen numbers. 141

4.4 Chapter 4 Lesson 4: Adding to Teen Numbers CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20. I. Adding to teen numbers using Dot Cards and counters Goal: Place Dot Card-12 on the board, and next to it write 12 + 2 = ___. Say: Let’s show Students will solve addition how to solve this on the Dot Card. We have 12. How many more do we need to add? equations in which an addend and [2] [Add on two white counters.] What number does this show? [14] The sum is 14. the sum are teen numbers. [Fill in the sum.] Materials needed: addition equation cards with equations Repeat this with 16 + 3. learned in this lesson; blank sheets of paper II. Using a number sentence to help Write the following equation pair on the board: 14 + 3 and 4 + 3. Place LESSON WARM-UP: corresponding Addition Dot Cards next to the equations, and compare them. Flash the (magnetic) Teen Dot (Make the 14 + 3 card using counters.) Ask: What is the same about these two Cards. Have the class identify each Addition Dot Cards? [they have the same number of ones] What is different? one in unison. [the first card also has a ten] Let’s find the sum for each. [Write each sum next to its equation.] The sums are also similar. They each have seven ones, but the first Introductory Statement: number sentence has a ten, so it equals 17. Yesterday we learned to tell which number is greater and which is less, Write 15 + 4. Say: I am going to use what I know to help me find the sum. [Write and to put the numbers in order. 5 + 4.] I know that 5 + 4 equals 9. [Fill in the sum.] I know that 15 + 4 is similar, but Today we will add to teen numbers. it has a ten. So if 5 + 4 = 9, then 15 + 4 =19. [Use Dot Cards to show the equations.] We used 5 + 4 as the helping number sentence to help us solve 15 + 4. tHINKING tRIGGER: Write the equation 15 + 2 = ___ on III. Practice the board. Ask: What do you think Now let’s try this without the Dot Cards. [Write 16 + 3 and draw a number-sentence this Addition Dot Card will look like? format underneath (see p. 114 of the Student’s Edition).] Which number sentence that we know can help us solve this? [6 + 3] [Fill in the number-sentence format.]142 What is the sum of 6 + 3? [9] [Fill in the sum.] So if we know that 6 + 3 = 9, then we know that 16 + 3 = 19. [Fill in the sum: 19.] Repeat with 14 + 4. Solve using the thinking process described above. IV. Adding by counting on Write 18 + 1 on the board. Ask: How much are we adding here? [1] We are adding just 1. We can count on one to find the sum. [Count on: 18…19, and fill in the sum.] Write 16 + 2. Say: Now let’s count on to find the sum for this example. [Count on: 16…17, 18, and fill in the sum.] When adding on a small number, we can also count on to find the sum. Write 14 + 2. Ask: How would you solve this? Would you think of a helping sentence, or would you count on? [Point out that either way is correct, and solve the equation both ways.] Student Teacher: Divide the class into pairs. Give each pair a sheet of paper and two teen addition equation cards. Have the partners write the teen equations and solve them, either by using number sentences to help, or by counting on. Have the partners share and compare their thinking processes.

Add dots to the Dot Card. Write the sum. Adding to Teen Numbers Add. 1. 2. 3. 1. + 18 +118 2. + 43 +134 3. + 36 +136 12 + 2 = 15 + 4 = 14 + 4 = 4. + 45 +145 5. + 33 +133 6. + 44 +1444. 5. 6. Write the number sentence that will help you solve the problem. Solve.15 + 3 = 17 + 2 = 14 + 3 = 7. 16 + 2 = 8. 15 + 4 =Match each number sentence to its Dot Card. Write the sum. += += 9. 13 + 3 = 10. 12 + 4 =7. 9. 6+3= 17 + 2 = Student Workbook page8. Student Workbook page10.+= += 16 + 3 =Copyright © 2012 by SPOTS Educational Resources. All rights reserved.7+2= Write the number sentence that will help you solve the story problem. Solve.11. 13. 11. Kim made 15 small snowballs 15 + 3 = 15 + 3 = 14 + 2 = +=12. 14. and 3 big snowballs. How many snowballs 5+3= 4+2= snowballs did he make in all?Chapter 4 Lesson 4 CCSS 1.OA.6 Add and subtract within 20. 113 113 114 114Conclusion:Today we learned to add to teen numbers. We can think of a number sentence to help, or we can count on to find the sum.Using the Book: Pages 113-114Page 113: Examples 1-6: Read the directions. Review example 1 together. Have the students complete the section on theirown while you offer help as needed.Examples 7-14: Read the directions. Model examples 7-8 on the board while the students fill in the answers in their books.Have them complete the section on their own while you offer help as needed.Review the page together.Page 114: Examples 1-6: Read the directions. Have the students complete the section independently, and review it together.Examples 7-10: Review example 7 together. Have the students complete the sectionon their own or in pairs. Circulate to offer help as needed. Review the section together. Closing Statement:Example 11: Read the story problem to the class, and solve it together. Who can tell us what we learned today? [Accept relevant answers.] Today we learned to add to teen numbers. Tomorrow we will learn to subtract from teen numbers. 143

4.5 Chapter 4 Lesson 5: Subtracting from Teen Numbers CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20.. I. Subtracting from teen numbers using Dot Cards Goal: Place Dot Card-16 on the board, and next to it write 16 – 3 = ___. Say: Let’s show Students will subtract one-digit how to solve this on the Dot Card. We have 16. How many do we need to cross off? numbers from teen numbers. [3] [Cross off three dots.] What number does this show? [13] The difference is 13. Materials needed: Drop-It form [Fill in the difference.] #2; subtraction equation cards with equations learned in this lesson; Repeat with 19 – 4. blank sheets of paper II. Using a number sentence to help LESSON WARM-UP: Refer to the first equation pair on the board from the Thinking Trigger: 18 – 5 Drop-It: Hand out Drop-It form and 8 – 5. Place corresponding Subtraction Dot Cards next to the equations and #2. Flash 10-12 Subtraction Dot compare them. (Make the 18 – 5 card by crossing off 5 from the Teen Dot Card.) Cards. Have the students write each Ask: What is the same about these two Subtraction Dot Cards? [they have the same equation on their papers. Check the number of ones] What is different? [the first card also has a ten] Let’s find the students’ work. difference of each. [Write each difference next to its equation.] The differences are also similar. They each have three ones, but the first number sentence has a ten, so Introductory Statement: it equals 13. Here we are using 8 – 5 as the helping number sentence to solve 18 – 5. Yesterday we added to teen numbers. Elicit how this is similar to what you did in the previous addition lesson . Today we will subtract from teen numbers. Refer to the equation 15 – 3 in the second pair. Say: I am going to use what I know to help me solve this number sentence. [Point to the equation 5 – 3.] I know that tHINKING tRIGGER: 5 – 3 = 2. [Fill in the difference.] I know that 15 – 3 is similar, but it also has a ten. So Write equation pairs on the board: if 5 – 3 = 2, then 15 – 3 = 12. [Use Dot Cards to show the equations.] 18 – 5 and 8 – 5; 15 – 3 and 5 – 3; 17 – 4 and 7 – 4. Ask: What is similar III. Practice about these equations? [Do not solve Now let’s try this without the Dot Cards. [Write 17 – 5 and draw a number-sentence them.] format underneath (see p. 116 of the Student’s Edition).] Which number sentence that we know can help us solve this? [7 – 5] [Fill in the number-sentence format.]144 How much is 7 – 5 ? [2] [Fill in the difference.] So if we know that 7 – 5 = 2, then we know that 17 – 5 = 12. [Fill in the difference: 12.] Repeat with 19 – 4. Solve using the thinking process described above. IV. Counting back to subtract Write 17 – 1 on the board. Ask: How much are we subtracting here? [1] We are subtracting just 1. We can count back one to find the difference. [Count back: 17…16, and fill in the difference.] Write 15 – 2. Say: Now let’s count back to find the difference for this problem. [Count back: 15…14, 13, and fill in the difference.] When subtracting a small number, you can also count back to find the difference. Write 13 – 2. Ask: How would you solve this? Would you think of a helping sentence, or would you count back? [Point out that either way is correct, and solve the equation both ways.] Practice counting back from 19 with your class. Student Teacher: Divide the class into pairs. Give each pair a sheet of paper and two teen

Subtracting from Teen Numbers Subtract.Cross off the dots you need to subtract. Write the difference. 1. 8 2. 18 3. 6 4. 16 5. 7 6. 17 1. 2. 3. 4 –4 5 –5 3 –3 – – – 19 – 3 = 15 – 2 = 14 – 4 = 7. – 94 8. –194 9. – 43 10. –134 11. – 45 12. –1454. 5. 6. Write the number sentence that will help you solve the problem. Solve.14 – 1 = 17 – 2 = 18 – 3 = 13. 18 – 6 = 14. 17 – 4 =Match each number sentence to its Dot Card. Write the difference. –= –= 15. 19 – 7 = 16. 18 – 5 =7. 9. 6–2= 17 – 3 = Student Workbook page–=–= Student Workbook page8. 10. Write the number sentence that will help you solve the storyCopyright © 2012 by SPOTS Educational Resources. All rights reserved. problem. Solve. 16 – 2 = 7–3=11. 13. 17. Max made 16 snowballs. 16 – 4 = Sol made 4 fewer snowballs –= 19 – 4 = 18 – 2 =12. 14. than Max. How many snowballs did Sol 9–4= 8–2= make? snowballsChapter 4 Lesson 5 CCSS 1.OA.6 Add and subtract within 20. 115 115 116 116subtraction equation cards. Have the partners write the teen equations and solve them, either by using helping numbersentences to help, or by counting back. Have the students explain their thinking processes to their partners.Conclusion:Today we learned to subtract from teen numbers. We can think of a number sentence to help, or we can count back to find thedifference.Using the Book: Pages 115-116Page 115: Examples 1-6: Read the directions. Review example 1 together. Have the students complete the section on theirown while you offer help as needed.Examples 7-14: Read the directions. Model examples 7 and 8 on the board while the students fill in the answers in their books.Have them complete the section on their own while you offer help as needed.Review the page together. Closing Statement:Page 114: Examples 1-12: Read the directions. Ask a student to explain what needs to Who can tell us what we learnedbe done. Model example 1 on the board, and ask a student to explain how 8 – 4 helps today? [Accept relevant answers.]solve 18 – 4. Have the class complete the section independently while you offer help as Today we learned to subtract fromneeded. teen numbers. Tomorrow we will practice adding and subtracting withExamples 13-16: Read the directions. Model example 13 on the board. Have the teen numbers.students complete the section on their own or in pairs.Example 17: Read the directions and the story problem to the class, and solve it together.Review the page together. 145

4.6 Chapter 4 Lesson 6: Practice: Adding and Subtracting withTeen NumbersCCSS 1.OA.6 Add and subtract Concept Development:within 20. I. Adding to teen numbers:Goal: Write 13 + 2 = ___ on the board. Say: How would you solve this – by using a helpingStudents will review addition and number sentence or by counting on? [Accept answers. Solve the equation bothsubtraction with teen numbers. ways, and write in the sum. Remind students that either method is correct.]Materials needed: Drop-It form#4; addition and subtraction teen Write 12 + 7 = ___ on the board. Point out that seven is a lot to count on; so weequation cards will use a helping number sentence to help us. Solve the equation and fill in the sum.LESSON WARM-UP:Drop-It: Hand out Drop-It form #4. Do the same with 14 + 5 (use a helping number sentence) and 16 + 1 (either useFlash addition flash cards. Have the a helping number sentence or count on one).students write the sum for eachequation on their papers. Check II. Subtracting from teen numbers.their work. Write 16 – 2 = ___. Say: How would you solve this – by using a helping number sentence or by counting back? [Accept students’answers. Solve the equation bothIntroductory Statement: ways, and write in the difference. Remind students that either method is correct.]We’ve learned to add and subtractwith teen numbers. Today we will Write 17 – 6 = ___ on the board. Point out that six is a lot to count back; so wereview that. will use a helping number sentence to help us. Solve the equation and fill in the difference. tHINKING tRIGGER:When would you use a helping Do the same with 18 – 5 (use a helping number sentence) and 14 – 1 (either usenumber sentence? a helping number sentence or count back one). Student Teacher: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Divide the class into small groups. Hand out teen equation cards, so that each student has either an addition card or a subtraction card. Ask them to solve their equations on the backs of their equation cards and to write down how they solved it (whether they imagined adding or taking away counters, used a number sentence to help, or counted on or back). Have each student show his/her equation card to the group and explain how he/ she solved the equation. Conclusion: Today we reviewed different ways to add and subtract with teen numbers. We can think of a number sentence that will help us, or we can count on or back if it is a small number.146