Teacher Edition 2015(1) with cover

Fill in the missing numbers� End-of-Chapter Review Draw more dots to show the number� 54� 1� 4� 6 10 71� 2� 3� 2� 3� 5 7 8 Circle the shape� Circle the number that is more� 7� 5� 5� 6� Sixth Circle the number that is less� 10� 6� 8� 9� Ninth 7F�ourth Count on� Fill in the missing numbers� 11� 12� How many of each shape do you see in this picture? Student Workbook page13� 8. 9. Student Workbook page Rectangle Triangle 2 45 8 10. 11. Count back� Fill in the missing numbers� 16� 5 Circle Square 14� 3 15� 8 Chapter 1 Lesson 12 CCSS 1� NBT�1 CCSS 1� OA�5 29 29 4 30 30Using the Book: Pages 29-30 )) Remember: In the beginning, it is important to check the students’ work as they work in their math books, to be sure each student is following correctly and understands what to do.One by one, read each set of directions. Have the class complete each example in small groups, in pairs, or independently,while you check their work and offer help as needed. Name: 5. Assess. Closing Statement: Write the correct number for each Dot Card shown. 10. Flash Dot Cards 1-10 in random order. What did we learn to do today in math Remember to show each card for just about one second so as not to allow class? [Accept all relevant answers.] 1. 2. 3. 4. time for counting. After you show the card, be sure to provide enough time Today we reviewed Unit 1. Tomorrow for the students to process what they saw and to write the answer. we will begin a new unit! 6. 7. 8. 9. Provide additional practice as needed. Note: The assessment sheet includes only those skills that are necessary to 47 Fill in the missing numbers. 4 8 successfully continue to Chapter 2. 11. 14. 01 68 12. 13. 7Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Circle the number that is more. Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. 15. 0 6 16. 3 1 17. 6 8 20. 4 5 Circle the number that is less. 18. 9 7 19. 7 2 Chapter 1 Assessment Form NOTE: For Part 1, flash Dot Cards 1-10 in random order. 1



Chapter 2 Addition 49Copyright © 2012 by SPOTS Educational Resources. All rights reserved.

Chapter 2 overview In this chapter the students learn to add to ten. They are introduced to the concept of adding (i.e., combining twoquantities) and its vocabulary. They use addition stories, counters, and picture drawing to practice the idea. They learn to writeaddition sentences and to count on from the first addend. The Addition Dot Cards are used to teach addition facts to ten (See samples below). The teacher models the facts usingDot Boards and magnetic counters. The students use their Dot Cards and black-and-white counters similarly to show additionequations. At the beginning of each lesson, Addition Dot Cards are reviewed in a brief “Lesson Warmup” session, to increasestudents’ automaticity and accuracy with the addition facts (see Lesson Format on page 6 of this book). Next, adding with a number line is introduced to provide the students with another tool to solve addition equations. In this chapter, the class also practices and applies addition to model story and money problems. They learn to writeaddition sentences that match the stories and to use their Dot Cards to solve them. They also learn to recognize, count, andadd pennies and nickels. The commutative property of addition (i.e., that addends may be added in any order without changing the sum) is taught.With this skill the students can visualize a single Addition Dot Card for equations that have the same addends (e.g., 5 + 2 and2 + 5 are shown by the same Addition Dot Card). Finally, they also practice adding doubles, finding parts of numbers, and solving the missing addend (e.g., 3 + ____ = 5)in an addition sentence. When they complete this chapter, the students will have several methods for solving addition problems. Students maychoose whichever method they prefer. At this point, they are not expected to be fluent with the addition facts.Sample Addition Dot Cards 3 + 1 = 4 4 + 2 = 6 5 + 3 = 8 6 + 4 = 10 Copyright © 2012 by SPOTS Educational Resources. All rights reserved. The greater addend is shown first, with black dots; the lesser addend is shown second, with white dots.50

Chapter 2 Table of Contents Introduction to Chapter 2...............................................................................................................................................52 Lesson 1: Using Pictures to Add.....................................................................................................................................54 Lesson 2: Using Symbols to Add ....................................................................................................................56 Lesson 3: Counting On One, Two, and Three.............................................................................................................58 Lesson 4: Adding One and Two.......................................................................................................................................60 Lesson 5: Adding Three *..................................................................................................................................................62 Lesson 6: Writing a Number Sentence Problem-Solving ........................................................................................64 Lesson 7: Nickels and Pennies ................................................................................................................................66 Lesson 8: Adding Four, Five, and Zero.........................................................................................................................68 Lesson 9: Using the Number Line .................................................................................................................70 Lesson 10: Order Property of Addition.......................................................................................................................72 Lesson 11: Order Property with Math Puzzles ..........................................................................................74 Lesson 12: Adding in Any Order *..................................................................................................................76 Lesson 13: Problem-Solving Story Problems with “More Than”............................................................................78 Lesson 14: Number Combinations for 7 and 8 .........................................................................................80 Lesson 15: Number Combinations for 9 and 10 ......................................................................................82 Lesson 16: Doubles............................................................................................................................................................84 Lesson 17: Missing Addends ...........................................................................................................................86 Lesson 18: End-of-Chapter Reveiw...............................................................................................................................88 * 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: Dot Cards 1-10; Addition Dot Cards Magnetic Boards: Blank Dot Boards; Dot Cards 1-10; Math Puzzles Manipualtives: Black and white magnetic counters Student counters; blank Dot Boards (found in the back of the students’ book); students‘ Reproducibles: number-sentence wipe-off boards (expo markers) (Found in Leaves; school supplies; chocolate chips: regular (brown) and white; pretzels; sandwich the Teacher’s cookies; nickels and pennies; toy frogs; red and blue blocks; dominoes Resource Book) Lesson warm-up sheets: Drop-It forms #1, #2, and #3 Lesson handouts: #2: 2.3; #3: 2.11; #4: 2.15 Cutouts: leaves, school supplies; nickel card; dominoes; frog 51

2 Introduction to Chapter 2Goal: Concept Development:Students will be given a preview ofChapter 2: Addition with sums to Hand out two brown chocolate chips to each student. Ask how many chocolateten. chips each student has. Then give each student three white chocolate chips. AskMaterials needed: brown how many chocolate chips they have altogether. Say: We’ve just added! [On thechocolate chips and white chocolate side of the board, make a list of new words the class will learn in this chapter.chips Write “add” on the list.] To add means to put two amounts together. We have two brown chocolate chips [On the board, write the number 2, and draw a chocolateIntroductory Statement: chip shape.] and three white chocolate chips. [Write the number 3, and draw aIn the last chapter we learned about chocolate chip shape.] In all, we have five chocolate chips [Write the number 5,numbers and Dot Cards. In Chapter and draw a chocolate chip shape.]2 we will learn how to add thesenumbers together. We can write this another way: [Write the equation and read as you write:] 2 + 3 = 5. [Explain that the 2 represents the two brown chocolate chips, the plus tHINKING tRIGGER: sign means to add more, and the 3 represents the three white chocolate chips;Adding means taking two and there are, altogether, five chocolate chips.]quantities and putting themtogether. Can anyone think of an Read the number sentence again, and write “plus” on the new word list. Say: Plusexample of when we do that? is another way to say “add” – to put two amounts together. Have two students stand in front of the class and show all the pencils they have. Count each student’s pencils and then tell the class how many there are in all. Write the appropriate number sentence on the board, and explain, as above. Point to the first two numbers in the equation. Say: These numbers are called addends. They are the numbers we are adding. We are putting these numbers together. [Write “addend” on the list of new words.] Point to the sum. Say: This number tells us how many there are altogether. This number is called the sum. [Write “sum” on the list of new words.] Dear Parents, ))Remember to send home the family letter. Copyright © 2012 by SPOTS Educational Resources. All rights reserved. We have completed Chapter 1 of our Spots for M.A.T.H. program. We are pleased to report that the class is working well with this approach and that students have gained an understanding of the concept of number symbols, as taught through the 1-10 Dot Cards we introduced. The students are all learning to recognize the total amount of dots on a card without having to count each dot individually. In Chapter 2 the children will learn all aspects of adding up to ten. The Addition Dot Cards will be introduced. 3 + 1 = 4 4 + 2 = 6 5 + 3 = 8 6 + 4 = 10 These cards will aid in the process of teaching basic addition and will be reviewed in class daily to internalize the concept and to help increase speed and accuracy of the basic addition facts. At first the students will learn to say one number sentence for each card, with the black dots representing the first addend (e.g., 8+1, 4+2, etc.). In Lesson 11 they will be introduced to saying two number sentences for each card. (e.g. 5 + 1 and 1 + 5.) Additionally the students will learn to “count on,” solve number stories, use a number line, and a variety of skills associated with basic addition. They will also learn the value of a nickel and how to add cents. By the time they complete this chapter, they will have a clear understanding of the concept of adding up to ten and will begin to recognize and remember related number facts. Feel free to call me with any questions or concerns you may have. Thank you in advance for your cooperation and involvement in your child’s math learning adventure! Sincerely, Family Letter • Chapter 252

Chapter 2: Addition Chapter Opener add plusaddends sum 4+3 = 7 In came the teacher 5+2=7 One day in the fall. “I had 6 pencils and I bought 4 more. Who can tell how many I have in all?” “Do you need to count pencils?” “No! No!” the children said, “We can add with counters, Or with our fingers instead!” “Now,” said the teacher One day in the fall, “I had 7 apples and I bought 2 more. How many do I have in all?” “Hide your fingers and say the answer fast,” The teacher said. “How can we do that?” the children asked. “I’ll teach you a trick to do it in your head!” Student Workbook page Student Workbook page2+5=7Copyright © 2012 by SPOTS Educational Resources. All rights reserved.31 35132 362USING THE BOOK: Pages 31-32Page 31: Ask: What do you see on the page?As students answer, explain each part:Point out the tree with falling leaves, and discuss the season.Ask how many crayons are in the first box, how many are loose, and how many are in the last box. Explain that the last box hasall the crayons together. Then read the number sentence together and have the students explain the connection between thenumbers and the crayons.Compare the Addition Dot Cards to the Dot Cards used until now. Note the black and white dots, and explain that these arecalled Addition Dot Cards. They are used to show addition.Dot Cards with stars: Discuss how many stars of each color there are, and how many stars there are altogether. Read the twoaddition sentences and explain how the card shows both sentences.New vocabulary board: Read each word to the class and find it on your “new words” Closing Statement:list. Review its meaning, and challenge your students to find examples of the word onthe page. We are gong to learn all this in Chapter 2! Now let’s start the chapter.Page 32: Read the poem and discuss it with the class. 53

2.1 Chapter 2 Lesson 1: Using Pictures to AddCCSS 1.OA.1 Use addition and note: This lesson is a continuation of the introduction to the chapter, there aresubtraction to solve word problems. differences in its format.Goal: Concept Development:Students will be introduced to theconcept of addition: combining two I. Adding with manipulatives (leaves)or more numbers into one sum. Tell the class that you would like to tell them about your walk to school thisMaterials needed: five yellow morning. Say: Today on my way to school, I saw some pretty, colorful things on theleaves and five red leaves (or leaf ground. Can you guess what I saw? [Allow time for suggestions. Perhaps remindcutouts) the class of the season.] I saw leaves! [Show the class your leaves.] Near my house I picked up some red leaves, [Show three red leaves.] and at the corner I found some yellow leaves. [Show two yellow leaves.] How many red leaves did I have? [3] How Copyright © 2012 by SPOTS Educational Resources. All rights reserved. many yellow leaves? [2] How many leaves did I pick up on the way to school? [Count the leaves together.] I continued on my way and found two more red leaves. [Show those leaves.] How many leaves did I have then? Before I had five, and now I found two more. Let’s count together and see how many leaves I have. [Count the leaves together.] Now I have seven leaves! When I was almost at school, I found another three yellow leaves. [Show those leaves.] How many do I have altogether? Let’s count! [Count all the leaves.] I have ten leaves in all. II. Showing story problems with drawings Divide the board in four. Say: Here is another way we can show story problems. Instead of counters, we will draw. On my way to school I passed a tree with lots of squirrels. There were four squirrels on the tree, and two squirrels on the ground. How many squirrels were there altogether? I am going to draw the story. [In one section, draw simple figures to represent a group of four squirrels and a group of two squirrels.] How many squirrels were there in all? [6] [Under the drawing write: “____ and ____ equals ____ in all.” Fill in the blanks and read the sentence:] Four squirrels and two squirrels equal 6 squirrels. Tell another, similar story, and ask the students to help you decide what to draw in the second section of the board and what to write under the drawing. STUDENT TEACHER: Have a volunteer tell a number story, and draw it in another section of the board. Under the drawings write: “_______ and _____ equals _____ in all.” Ask another student to fill in the number sentence. Help him/her explain as he/she writes. CONCLUSION: Now we can fill in number sentences and solve story problems!54

Using Pictures to AddDraw pictures to show the story problem. Fill in the number sentence.Write the numbers. 1. 2.1. red leaves and brown leaves and and leaves in all. equals in all. equals altogether.2. 3. 4.big rake and small rakes and and rakes altogether. Student Workbook pageequalsin all.equalsin all. Student Workbook page 5. 6.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 3. apples and and equals altogether. green apples and red equals in all. apples in all. 33 33 34 34Chapter 2 Lesson 1 CCSS 1.OA.1 Use addition and subtraction to solve word problems.USING THE BOOK: Pages 33-34Page 33: Have the students prepare their crayons. Read the directions. Tell the story: There are three red leaves and two yellowleaves. How many leaves are there in all? Let’s draw this story. The leaves are drawn for us. We just need to color them in. Let’s colorthree leaves red and two leaves yellow. [Model on the board while the students color in their books.] How many leaves in all? [5][Read aloud the sentence in the math book while the class follows along and traces the numbers.]In the same way, read, draw, and solve examples 2 and 3 on the board while the students do the same in their books.Page 34: Read the directions and find the first example. Ask: How many crayons are there in the first group? [4] How many in thesecond group? [3] How many in all? [7] Let’s read the number sentence together. [Read the sentence and have the students traceover the numbers.]Continue in this way until the students are able to work independently to complete the Closing Statement:section, while you offer assistance as needed. Who can tell us what we learned today? [Accept all relevant answers.] Today we learned about story problems. Tomorrow we will learn to write number sentences using special signs. 55

2.2 Chapter 2 Lesson 2: Using Symbols to AddCCSS1.OA.D.7 Understand the Concept Development:meaning of the equal sign.CCSS 1.OA.5 Relate counting to I. Introducing the addition sentence with a group activity Ask three students who share a characteristic (e.g., brown hair) to come to the front ofaddition and subtraction. the class. Have them stand on one side. Choose two more students who share a different characteristic (e.g., blond hair) to stand in front of the class, on the other side. Say: Here weGoal: have three students who have [characteristic], and here we have two more students who have [characteristic]. How many students are in front of the class in all? [5] We just made an additionStudents will learn the parts of story! Three and two more equals five in all. Do you know that there is a special math way toan addition sentence and how to write our story? It’s like the one on the chapter cover.write one.Materials needed: groups of Write an addition-sentence format on the board: ( _____ + ______ = _____ ). Say: Here I willsupplies that are similar to each write the number of students in the first group [write 3]. This is called an addend. Now comes aother (e.g., crayons, books, pencils); special sign. Does anyone remember what this sign is called? [Allow students to answer.] It isstudents’ wipe-off number- called a plus sign. It shows more. How many more students are in the second group? [2] [Write 2.]sentence boards This is another addend. How many students in all? [5] [Point to the equal sign.] This sign means equals. How many students do we have? Three students plus two students equals…? [5] Five students in all. [Fill in the sum.] This is called the sum. Let’s read our addition sentence together. [Read together with class:] 3 + 2 = 5.Lesson WARM-UP: Let’s try another number story. [Repeat the activity by choosing two groups of students each with another shared characteristic.]Flash Dot Cards. Have the classidentify each one in unison. )) Be sure to limit the sum to 10! II. Writing addition number sentences Display a group of five pencils. Divide the pencils into two groups — a group of three and a group of two. Say: Here is another addition story we can tell and write. How many pencils are in the first group? [3] How many in the second group? [2] How many in all? [5]Introductory Statement: Distribute the students’ wipe-off number-sentence boards and say: We will use these boardsYesterday we learned to add withpictures that told a story. Today we to write number sentences. [Draw a number-sentence format on the board: ]will learn to write addition sentencesusing numbers and math signs. Now let’s fill in the number sentence. [Fill in the number-sentence format on the board as you tHINKING tRIGGER: direct the class.] How many pencils in the first group? [3] Write the number 3 in the first box forHave class turn back to the openingpage of the chapter. Say: Let’s look the three pencils we have. In the circle, write the plus sign that tells us to add. How many pencilsat the picture with the crayons, at thetop of the page. Do you remember in the second group? [2] In the second box write the number 2 for the other two pencils we have.what we said about the story here?Under the picture is an addition Next is the equal sign. In the last box we write the sum — the number that tells us how many wesentence. Let’s see if we can think ofthe connection between the story have in all. How many pencils do we have in all? [5] 5 is our sum. Fill in 5 in the last box. [Haveand the numbers. [Have the studentssuggest their ideas.] the students compare their number sentences to the one on the board and show their work by raising their boards above their head.] In a similar way, display a group of seven crayons divided into groups of five and two. Help Copyright © 2012 by SPOTS Educational Resources. All rights reserved. the class tell the “story” and fill in an addition-sentence format. Continue in the same way until the class understands and is able to fill in the equation easily. As a class, read all the number sentences on the board. Erase the number sentences, leaving one to use as a sample, if needed. Student Teacher: Have three students, in turn, choose one of their school supplies (e.g., crayons) and divide the item in two groups. On the board have one student at a time write the number-sentence as he/she says it aloud. )) Be sure to limit the sum to 10!Conclusion:Let’s review the parts of the addition sentence. [Read one or two equations together, and label the addends and sums.]56

Using Symbols to Add Draw 1 more. Write the sum. 1. 2. 1 + 3 = 4 is an addition sentence. 1+3 = 2+1= 9+1= plus equals sum 2. Draw 2 more. Write the sum.Write the sum. 3. 4. 1. 2+1= 1+1= 1+2= 3+2=3. 4. Write the number sentence. 5. 6. Student Workbook page Student Workbook page4+2=3+3=+=+=Copyright © 2012 by SPOTS Educational Resources. All rights reserved.5.6. 7. 8.1+4= 2+2= += +=Chapter 2 Lesson 2 CCSS1.OA.D.7 Understand the meaning of the equal sign. CCSS 1.OA.5 35 35 36 36Using the Book: Pages 35-36Page 35: Have the class look at the example at the top of the page. Ask: What do we see in the picture on top? [Allow students time to respond.]There is a bird standing on a ledge, and three more birds are flying to join him. How many birds are there in all? [4] We have an addition sentence! Let’sread it together. [1 + 3 = 4] Do you see the blue bird at the right? It’s pointing to the words “1 + 3 = 4 is an addition sentence.” We know that!Read the directions. Have class find the first example. Say: Here is a picture of a squirrel with some acorns that he found. How many acorns does healready have? [2] [Draw two acorns on the board.] How many more is he bringing? [1] [Draw one more acorn.] How many acorns does the squirrelhave in all? [3] Now let’s write an addition sentence. [Write an addition-sentence format on the board.] How many acorns did the squirrel alreadyhave? [2] How many more is he bringing? [1] Our addends are 2 and 1. We have the same number sentence as in the book! 2 + 1. How many acornsin all? [3] I am going to fill in the sum on the board, and you do it in your books. Find the addition sentence. See where the sum goes? Fill in “3.” Youraddition sentence should say 2 + 1 = 3.In the same way, solve the next few examples as a group.Then suggest that the students complete the page either with a partner or independently.Review the answers together.Page 36: Examples 1-4: Now we have some new directions. [Read the directions to the class, and look at the first example.] There are two apples,and we need to draw one more apple. Trace over the new apple. How many apples are there now? [3] Trace over the sum. [Read the equation together.]Let’s look at example 2. How many pencils are there? [9] [Draw nine pencils on the board.] How many more do we need to draw? [1] [Using a differentcolor, draw another pencil on the board while the students draw one more in their books.] Now let’s write the addition sentence. [Write the numbersentence on the board as you discuss it.] What is the first addend? [9] Plus…? What is the second addend? [1] Equals…? How many pencils in all? [10][Read the equation to the class.] I will write the sum on the board. You write it in your books.Read the next set of directions to the class. How many more do we need to draw now? [2]Complete examples 3 and 4 similarly. Closing Statement:Examples 5-8: Now we have something new. [Read the directions to the class.] Now we need to write Who can tell us what we learnedthe number sentences on our own. Find example five. [Write an addition-sentence format on the board, today? [Accept relevant answers.]and fill it in as you discuss the picture.] What pictures are there? [bells] How many bells are there in Today we learned to write additionthe first group? [4] How many in the second group? [2] How many altogether? [6] [Read the sentence sentences with numbers. Tomorrowtogether and have the class trace the number sentence.] we will learn to count on to find sums.Similarly, continue with examples 6 through 8. Depending on your class’s ability, you may have themcomplete the page in pairs or independently. Review the answers together. 57

2.3 Chapter 2 Lesson 3: Counting On One, Two, and ThreeCCSS 1.OA.5 Relate counting to Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved.addition and subtraction. I. Introducing the concept with manipulatives Similar to what was done in Chapter 1 Lesson 10, place four pencils in a pencilGoal: case labeled with the number “4”. Show it to the class, along with two otherStudents will count on to solve pencils. Explain that there are four pencils inside and two pencils outside, andaddition equations. you need to know how many pencils there are in all. Explain: We don’t need toMaterials needed: two pencil count the pencils in the case, because we know that there are four pencils inside.cases with pencils, labeled with How can we count how many pencils we have altogether? We can count on fromthe numbers 4 and 5; pencils; four. [Count on together:] 5, 6.large opaque bag or container;pretzels; small opaque bags for Draw an addition-sentence format on the board, and fill in the equation (4 + 2 = 6).each group of students; students’ Remove the pencils from the case to show the four that were inside, and countwipe-off number-sentence boards on the two pencils to show that you solved the equation correctly. Say (whileor handout #2 showing the corresponding pencils): 4 [pause] 5, 6 – we have six pencils in all.Lesson WARM-UP: Repeat this activity using a pencil case with five pencils and three additionalFlash Dot Cards 1-10. Have class pencils.identify each one in unison. II. Modeling counting onIntroductory Statement: Show the class an opaque bag and a transparent bag of pretzels. On the board,Remember when we learned Chapter write the number sentence 5 + 3 = ___. Say: Let’s show this addition sentence1 – we practiced counting on from with the pretzels. How many pretzels should I put in the bag? [Place five pretzelsdifferent numbers? We did lots of in the opaque bag so that students cannot count the individual pretzels.] Howactivities. For example: we jumped on many more should I show? [3] Let’s count on to add: 5, 6, 7, 8. How many do we havea number line, counted crayons in a altogether? [8] [Write the sum.]box and crayons we could see. Todaywe are going to count on to add. Repeat with the number sentence 3 + 2. tHINKING tRIGGER: Clear away the pretzels and bags. On the board, write: 8 + 2 = ____. Ask the classWrite on the board: “5 + 3 = ______.” to suggest other ways to model this by counting on. Suggestions may includeRead the number sentence to drawing dots, or using counters, fingers, etc. Try each relevant suggestion withthe class. Ask: Could the answer the class. Practice counting on from the first addend number as opposed tobe 5? [Have students explain their counting the “eight” individually.answers. You can choose to repeatthis exercise using a different Student Teacher:example.] Divide the class into pairs. Distribute the wipe-off number-sentence boards or handout #2. Hand out ten pretzels and a small opaque bag to each pair. Challenge the pairs to make different groupings of pretzels and represent them using addition sentences. Fill them in on their wipe-off boards or handout #2, and solve the equations by counting on. Then eat the pretzels! Conclusion: Now we know how to count on to add!58

Counting On One, Two, and ThreeHow many leaves are there? How many acorns are there? Count on to add. Write the sum. 6 Start at 6. 1. Start at 4. 2. 6+2 = Count on three Coun7t,o8n two. more.Count on to add. 4 5, 6, 7Write the sum. 2. 31. 4+3= 3+2=53 3. 4.5+2= 3+3= 5 73. 4. 5+2= 7+3= 5. 6. 6 4 6+3= 4+2= Student Workbook page48 Student Workbook page4+1= 8+2=Copyright © 2012 by SPOTS Educational Resources. All rights reserved.5. 6.72 Challenge. Add. 8. 9. 7.7+3= 2+2= 5+1= 8+2= 2+1=Chapter 2 Lesson 3 CCSS 1.OA.5 Relate counting to addition and subtraction. CCSS1.OA.D.7 Understand the meaning of the equal sign. 37 37 38 38Using the Book: Pages 37-38Page 37: Read the directions. Ask: How many leaves are in the bag? [6] How many more do you see? Let’s count on to see how manythere are in all. [Read the instructions in the cloud, and then count on 7, 8.] What is the sum? [8] [Read the number sentencetogether.]In a similar way, solve the first three examples together. Have the class complete the page in pairs or independently while youoffer assistance as needed. Review the answers together.Page 38: Examples 1-6: Introduce the first example to the class and, together, solve it like the exercises on page 37. Have theclass complete the section in pairs or independently, and then review it together.Examples 7-9: Read the directions. Complete the section together with the class. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned to add by counting on. Tomorrow we will learn how to add one and two using our Dot Cards. 59

2.4 Chapter 2 Lesson 4: Adding One and TwoCCSS 1.OA.6 Add and subtract Concept Development:within 20. I. Adding with Dot CardsGoal: I am going to tell a number story: My friend is a babysitter. First she watched four baby boys. Then a mommy came with two baby girls for her to watch. How many babies is she watching now?Students will use Dot Cards to solve How can we show this story? [Wait for suggestions. They may include bringing the babiesequations with addends of one and to school, drawing, or using dolls. Accept the answers as good ideas, but explain whytwo. they are not so practical.]Materials needed: Drop-It form#1; blank Dot Boards; black and Place an empty Dot Board on the board and display black and white counters. Say: Wewhite magnetic counters; blank Dot will use the Dot Board and counters to help us show the story. We’ll use the black countersBoards (cutout from the last page of to show the number of baby boys, and white counters to show the number of baby girls. [Fillthe student book); student counters the Dot Board to match the story, and as a class, write the number sentence 4 + 2 = 6.] She watched 6 babies in all.Lesson WARM-UP: Hand out a Dot Board and ten counters to each student. Say: Now let’s show the storyDrop-It: Hand out Drop-It form #1. with your Dot Board and counters. How many baby boys? [4] Put four black counters on yourFlash Dot Cards 1-10. Have the Dot Board to show the baby boys. How many baby girls? [2] Put two more white countersstudents write the correct number on your Dot Board to show the baby girls. How many babies altogether? [6] Let’s write theon their papers. Check their work. number sentence together. I will write it on the board, and you write it in the air: 4 + 2 = 6. Present the 4 + 2 Addition Dot Card. Compare it to the Dot Board. Say: These look the same. We used counters on the Dot Board, and the Dot Card uses dots. They both show 4 + 2 = 6. II. Adding oneIntroductory Statement: Present Dot Card-4. Ask: What number does this show? [4] I want to add one more to the four. How can I show that I am adding one to the four? [If students suggest adding a blackYesterday we learned to add by counter, explain that you want the Dot Card to show that you are adding.]counting on. Today we will learn toadd using Dot Cards. Display the white magnetic counters. Say: I will use these to show that I am adding. I want to add one more to the four. [Place a white counter on the Dot Card.] What number does the Dot Card show in all? [5] Now we have an Addition Dot Card. This shows that we added. First we had four, and then we added one. Now we have five altogether. tHINKING tRIGGER: Present Dot Card-5. Point out that the formation of the 4 + 1 on the Dot Board is the same as Dot Card-5.Place the Addition Dot Card 4 + 1 on Let’s write an addition sentence for this Addition Dot Card. [Draw a blank number sentencethe board. Ask: What number doesthis show? [Allow time for students’ format ( ) and fill it in as you explain:] Which number should we fill in the firstideas.] box? How many did we have? [4] What sign goes in the circle? [+] What should we write in the second box? How many more did we add on? [1] What is the sum? [5] In the same way, show adding 1 to 7. Show the example with the Dot Board and counters, Copyright © 2012 by SPOTS Educational Resources. All rights reserved.and write the number sentence and solve. Compare the formation of Dot Card-8 to the example.Now we will use Dot Boards and counters to solve this number sentence. [Write 3 + 1 on the board.] How many black counters will we start with?[3] I will put three black counters on the large Dot Board. You do the same on your Dot Boards. [Model the operation on the board.] How manymore? [1] Let’s put one more white counter on our boards. [Allow time for the students to fill their boards.] Check that your Dot Board lookslike the one on the board. What Dot Card does this look like? How many do we have in all? [4] Let’s write a number sentence. I will write it on theboard, while you write it in the air: 3 + 1 = 4. [Repeat with 6 + 1.]III. Adding twoSay: Until now we added one to the numbers. Now we will use Dot Cards to add two. [Present Dot Card-3 and model adding 2, using whitemagnetic counters.] How many do we have in all? What number does this look like? [5] What addition sentence can we write for what we did?[3 + 2 = 5] [Show Dot Card-5 and point out that the formation is the same.]Repeat for 6 + 2.Write 5 + 2 and 8 + 2 on the board. Say: We will solve these together. [As previously, direct the students to solve the equations using their60

Write the number sentence. Adding One and Two Write the number sentence. 3.1. 2. 3. 1. 2. === ===4. 5. 6. 4. 5. 6. Student Workbook page====== Student Workbook page7. 8. 9. 7.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. LET’S THINK What happens when you add 2 to an odd number? = = = = What happens when you add 2 to 39 39 an even number?Chapter 2 Lesson 4 CCSS 1.OA.6 Add and subtract within 20. 40 40Dot Boards and counters.]Show the class the +1 and +2 Addition Dot Cards. Read the number sentence for each card together with the class.Student Teacher:Divide the class into pairs. Have each partner write an addition sentence with +1 or +2 on their number-sentence wipe-off boards. Thenhave the partners work together to show the number sentences on their Dot Cards. Have each set of partners show their work to anotherset of partners and explain what they did.Conclusion:Now we learned that we can solve addition sentences by adding white dots to our Dot Cards and then seeing how many we have altogether.Using the Book: Pages 39-40Page 39: Clear the board. Place Dot Card-1 on the board. Model adding one counter. Ask: What addition sentence do we have? First wehad…? [1] then we added …? [1]. Now we can write the addition sentence …? [1 + 1 = 2] [Write the addition sentence under the card.]Read the directions at the top of the page. Show that example 1 is the same as the addition sentence you modeled on the board. Say: Thebook also shows Dot Card-1 with one white counter. The addition sentence is written underneath: 1 + 1 = 2. Trace over the addition sentence.Example 2: How many black counters do you see here? [2] [Place Dot Card-2 on the board.] How many white counters are added? [1] [Addone white magnetic counter to Dot Card-2.] How many do we have altogether? What Dot Carddo we have now? [3] What is our addition sentence? [2 + 1 = 3] [On the board, write the addition Closing Statement:sentence underneath the card, following the example in the book.] Now let’s write it in our books.Let’s fill in: 2 + 1 = 3. Ask: What did we learn today in math class? [Accept relevant answers.]In the same way, continue with examples 3 and 4. Have the class complete the page in pairs or Today we learned how to add onesmall groups while you offer help as needed and check the students’ work. and two using our Dot Cards. WhenDiscuss with students the “plus one” pattern: The sum is always the next number. we add the white dots to the DotPage 40: Read the directions and complete the page in the same way as page 39. Card, we can see how many we haveLet’s Think: Read each question to the class. Use the examples on the board to discuss the altogether. Tomorrow we will learnanswers. more addition: We will learn to add three using Dot Cards. Insert the 5 + 2 and 7 + 2 Dot Cards and their numbersentences on the Math Window poster. 61

2.5 Chapter 2 Lesson 5: Adding Three CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20. I. Adding three Place Dot Card-4 on the board and use magnetic counters to model adding Goal: three. As you place the white counters, count on: We begin with 4 and we add Students will use Addition Dot on 5, 6, and 7. How many black dots are on the card? [4] How many white dots did Cards to demonstrate adding three. I add? [3] How many do we have in all? What number does this look like? [7] What Materials needed: Dot Board; addition sentence can we write for what we did? [4 + 3 = 7] [Show Dot Card 7 and black and white magnetic counters; point out that the formation is the same as the 4 + 3 Dot Card on the board.] blank Dot Boards (cutout from the last page of the student book); Present Dot Card-6, and model adding three magnetic counters. Ask: How many student counters do we have in all? What number does this look like? [9] What addition sentence do we have now? [6 + 3 = 9] [Show Dot Card-9 and compare.] Lesson WARM-UP: Flash Addition Dot Cards +1, and Continue in the same way for 5 + 3. +2, and +3. Have the class identify the number sentence of each card, Show the class the +3 Addition Dot Cards and read the equations together. in unison. II. Adding by counting on Introductory Statement: Now let’s do something different. [Write 5 + 3 on the board. Let’s solve this by Yesterday, we learned to add one and counting on without using Dot Cards and counters. We can use the banner and two using our Addition Dot Cards. pretend. With what number do we start? [5] Let’s look at Dot Card-5 on the banner. Today we will use Addition Dot Cards [Point to Dot Card-5.] How many do we need to add ? [3] Let’s pretend to add on to add three. three more counters. We begin with 5 and we count on 6, 7, and 8. There are eight in all. [Write in the sum.] tHINKING tRIGGER: How did we add one and two using In the same way, model solving 3 + 3 and 7 + 3. our Dot Cards? [Place a sample of each on the board. Have class Student Teacher: identify the equation each one shows.] How do you think we will add Divide the class into pairs. Have each partner write an addition sentence with three with the Dot Cards? [Allow time +3 on their number-sentence wipe-off boards. Then have the partners work for suggestions. Remove the cards.] together to show the number sentences on their Dot Cards. Have each set of partners show their work to another set of partners and explain what they did.62 Be sure counters are placed correctly, from left to right, so that the correct format for each number is shown. Conclusion: We see that we can solve “plus 3” addition sentences by adding three white dots to our Dot Cards and seeing what new Dot Cards we get. Using the Book: Pages 41-42 Page 41: Clear the board. Place Dot Card-3 on the board. Model adding three counters. Ask: What addition sentence do we have? First we had ___ [3], then we added ___ [3]. Which Dot Card do we have now? [6] 3 + 3 = 6. [Write the addition sentence under the card.] Read the directions. Have the class find the first example in their books. Show that example 1 is the same as the addition sentence you modeled on the board. Say: The book also

Write the number sentence. Adding Three Circle the Dot Card that matches the addition number1. 2. 3. sentence. Write the sum. 1. 2. 3. 3+2= 8+1= 5+3= = = = 4. 5. 6.4. 5. 7+2= 6+3= 8+2= Student Workbook page==Add.8.9. Student Workbook pageMatch each addition number sentence to its Dot Card. 7. 8 + 1 = __ 6 + 2 = __Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Write the sum. 7 + 3 = __ 11. 12.6. 6 + 3 = 7. 3 + 3 = 8. 4 + 3 = 9. 7 + 3 = 10. 3 + 3 = __ 4 + 3 = __Chapter 2 Lesson 5 CCSS 1.OA.6 Add and subtract within 20. 41 41 5 + 2 = __ 42 42shows Dot Card-3 with three white counters. Write the addition sentence: 3 + 3 = 6.Examples 2-5: Have the class complete the section independently while you circulate to offer help as necessary. Review thesection together.Examples 6-9: Say: This is a new kind of practice for us. [Read the directions.] Look at example 6. It is done for us. What is thenumber sentence? [6 + 3 = 9] The book has a line drawn to the matching Addition Dot Card. It is the one next to the yellow square.Trace the connecting line and write in the sum.In this way, complete the section together.Page 42: Examples 1-6: Read the directions. Read the first number sentence together. Ask: Which Dot Card matches thissentence? Why? [Pause for student responses.] In the book, the correct Dot Card is already Closing Statement:circled for us. Ask: What did we learn today in math class? [Accept relevant answers.]In a similar way, read examples 2 and 3. Place the correct Addition Dot Card on the Today we learned how to add threeboard, and remind the students to circle the correct one in their books. Have the class using our Dot Cards. When we addcomplete the rest of the page independently. Circulate to offer assistance as necessary. three white dots to the Dot Card,Review the answers together.Examples 7-12: Students may choose to draw dots or just pretend to add dots, to help we can see how many we havethem add. altogether. Tomorrow we will use Dot Cards to tell math stories. 63

2.6 Chapter 2 Lesson 6: Writing a Number SentenceCCSS 1.OA.1 Use addition and Concept Development:subtraction to solve word problems. I. Adding with manipulatives (crayons)Goal: Display three red crayons and two yellow crayons. Say: I would like to tell youStudents will write addition a number story. Once I had three red crayons, and my friend gave me two yellowequations to solve word problems. crayons. How many crayons did I have altogether? [5] What number sentence shouldMaterials needed: Drop-It form we write for my crayons? [Help the class by saying:] First I had …? [3 crayons]#2; blank Dot Boards; magnetic [Write 3 on the board.], then I got …? [2 crayons] [Write +2.] And now I have …? [5counters; blank Dot Boards (cut out crayons] [Write =5.]from the last page of the studentbook); student counters II. Solving number sentences with Dot Boards and counters I am going to tell a number story: My cousins came to visit. They are five girls and twoLesson WARM-UP: boys. How many cousins came to visit? How can we show this story? [Wait for suggestions. They may include bringing the children to school, drawing, or using dolls. Accept the answers as good ideas, but explain why they are not practical.]Drop-It: Pass out the Drop-It form Place an empty Dot Board on the board and display black and white counters.#2. Flash Addition Dot Cards +1 and Distribute the students’ blank Dot Board and ten counters to each student. Ask:+2. Have the students write each How do you think we can use the Dot Board and counters to help us show the story?equation on their papers. Check the [Explain that we can use the counters to represent the girl and boy cousins. Fillstudents’ work. the Dot Board to match the story, and have the class do the same.] What is the number sentence? [5 + 2 = 7] [Write it on the board.] There are 7 cousins altogether.Introductory Statement: Repeat as above with story problems about buildings, men, and other objects Copyright © 2012 by SPOTS Educational Resources. All rights reserved.We already know how to write that are difficult to bring in to class to show. Use varied vocabulary to tell whataddition sentences for pictures. Today happened (e.g., more, received, added, in all, have now, altogether, etc.).we are going to learn to write additionsentences for math stories. Student Teacher: tHINKING tRIGGER: Place three Addition Dot Cards on the board. Ask pairs of students to standPlace the Addition Dot Card 7 + 2 on in front of the class. Have one student from each pair tell a number story thatthe board. Ask: Does this Addition matches one of the cards. Then have the other student take over: have him/herDot Card make anyone think of a tell what the number sentence would be, write the number sentence on thestory? You can pretend the dots are board, and draw a picture to show what the numbers represent.something else. [Elicit a few differentstories.] Conclusion: Now we know how to solve story problems and how to show them with Dot Cards and number sentences. Using the Book: Pages 43-44 Page 43: Clear the board. Read the directions.Example 1: Read the number story to the class, as the students follow along. Ask: What number sentence can we write? [4 + 2][Write 4 + 2 on the board as the students trace it in their books] Which Addition Dot Card do you think of when you hear this story?[Place it on the board.] Reread the question. (How many pencils does Dan have in all?) Elicit the answer – 6 – and have the classtrace the sum in their books while you write it on the board.] What drawing is next to the number “6”? [a pencil] Why? [Dan hassix pencils] [Draw a pencil next to the number 6 on the board.]64

Writing a Number SentenceFill in the Dot Card to show the story problem. Add. 3. 5 + 2 = 5. 4 + 1 =Write the number sentence. Solve. 4. 5 + 3 = 6. 4 + 3 = 1. 7 + 3 = 9. 3 + 2 = 11. 5 + 3 =1. Dan has 4 pencils. 2. 7 + 2 = 10. 3 + 3 = 12. 5 + 1 =He gets 2 more pencils. 7. 6 + 3 = 15. 7 + 1 = 17. 4 + 2 =How many pencils does 8. 6 + 2 = 16. 7 + 3 = 18. 4 + 3 =Dan have in all? pencils 13. 8 + 1 = 14. 8 + 2 = =2. Roy has 8 paper clips.He gets 2 more paper clips.How many paper clips doesRoy have altogether? paper clips =3. Dave has 6 pens.He gets 2 more pens. Student Workbook pageHow many pens doesDave have in all? Student Workbook page Practice. pensCopyright © 2012 by SPOTS Educational Resources. All rights reserved. 19. 5 + 3 = ___ 20. 4 + 3 = ___ 21. 7 + 3 = ___ = 22. 6 + 2 = ___ 23. 6 + 3 = ___ 24. 7 + 2 = ___4. Nancy has 7 regular crayonsand 2 jumbo crayons.How many crayons doesNancy have altogether? crayons LET’S THINK = Can you tell which sum would be greater 5+5 5+4 before you solve the problems? Explain. 43 43 44Chapter 2 Lesson 6 CCSS 1.OA.1 Use addition and subtraction to solve word problems. 44Examples 2-4: Complete as you did for Example 1. Have the class fill in the addends in the number sentence. Using stickers orcrayons, have them fill in the Dot Cards, and then fill in the sum in the number sentence and next to the picture.Page 44: Examples 1-18: Read the directions. Ask: What will you use to help you solve these number sentences? [the Dot Cardsnext to the number sentences] We can’t draw dots on the Dot Cards because we need each of them for more than one example.What can we do instead? [We can imagine putting on more counters, just as we did yesterday with the Dot Cards on the wall.]Solve examples 1-6 together. Place Dot Cards on the board and model the thinking process. Have the students complete thesection independently. Offer help as needed.Example 19-24: This section is different. There are no Dot Cards next to the examples. Closing Statement:[Write 5 + 3 = ___ on the board.] How can we solve this without a Dot Card and counters?[Accept suggestions.] Let’s use the Dot Cards in the front of the classroom to help us. [Read What did we learn today in maththe number sentence 5 + 3.] Which Dot Card do we need? [5] We can’t add white dots to class? [Accept relevant answers.]the cards, so let’s imagine adding three white dots to the card. How many dots are there Today we learned to add with mathnow? [8] What is our sum? [8] Have the students fill in the sum in their books. stories. Tomorrow we will learn about the nickel. A nickel is a coin, like aContinue to solve the rest of the section in the same way, together with the class. penny, but it’s worth much more! Everyone please bring a nickel toLet’s Think: Read the question and discuss it with the class. school tomorrow. 65

2.7 Chapter 2 Lesson 7: Nickels and PenniesNYS CCLS 1.MD.3 Recognize and Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved.identify coins, their names, andtheir value. I. Reviewing the penny Place a large penny on the board. Refer to the money house and ask how muchGoal: the penny is worth. Next to the penny write 1¢. On the board, draw or place aStudents will recognize and know large pencil with a 4¢ price tag. Say: I went into a store to buy some school supplies.the value of the nickel. I saw this pencil, and it costs four cents. How much do I need to give the storekeeper?Students will count a group of coins [Elicit that you need to give him four pennies. Place model coins next to theconsisting of a nickel and pennies. pencil to show how you paid for it.]Materials needed: large modelnickels and pennies to show class; II. The value of a nickelthe nickel card cutout; a collection On the board, draw or place a large pen with a price tag of 5¢. Ask: How muchof real coins: 1 nickel and 10 pennies do I need to pay for this pen? [five pennies] [As above, place five pennies next tofor each student; school supplies: the pen.] Do you know that there is another way to pay five cents for the pen? [Placepencil, pen, ruler; sets of school- a large nickel on the board next to the pennies.] This nickel is also five cents. Itsupply cutouts with price tags equals five pennies. [Write an equal sign between the pennies and the nickel.labeled between 3¢ and 10¢ Draw the class’s attention to the money house. Show the nickel card and place it on the chart to cover five pennies.] See how this nickel covers five pennies? It isLesson WARM-UP: worth the same amount. [Draw or place a large pair of scissors with a price tagFlash Addition Dot Cards +1, +2, of 5¢ on the board. Ask the class how you can pay for it. Elicit that you can useand +3. Have the class identify the either a nickel or five pennies.]number sentence of each card, inunison. III. Value of a group of coins Place a nickel and three pennies on the board. Ask: How much money is this? Let’sIntroductory Statement: count together. [Count five for the nickel and count on 6, 7, 8. Write 8¢ next toWe’ve been learning to add numbers the coins. Similarly, count the value of a nickel and one, two, and four pennies.]using our Dot Cards. Today we willdo something different. We will learn Student Teacher:about money. Divide the class into small groups. Have each group choose a “storekeeper.” Give tHINKING tRIGGER: each storekeeper a set of school-supply cutouts with price tags, and give setsPlace a model nickel on the board. of coins to the rest of the students. Have the students in each group take turnsAsk: Who has a coin like this with you choosing a school supply to buy and paying with the coins they have. Remindtoday? Who knows what this is? How them to check to see if they have enough money.many cents is this worth? Conclusion: Now we know how to count nickels and pennies.66

= Nickels and Pennies Add. 4. 7 + 1 = 5. 7 + 2 =A nickel is equal to 5¢. Front Back 1. 4 + 1 = 6. 7 + 3 = 2. 4 + 2 =Count On. Write how many cents are in each group. 3. 4 + 3 = 10. 6 + 3 =1. 11. 6 + 2 = 7. 5 + 3 = 12. 6 + 1 = ¢, ¢ in all 8. 5 + 1 = 9. 5 + 2 =2. ¢, ¢, ¢ in all Practice.3. 13. 3 + 1 = ___ 14. 3 + 2 = ___ 15. 3 + 3 = ___ 16. 9 + 1 = ___ 17. 8 + 1 = ___ 18. 8 + 2 = ___ Student Workbook page Student Workbook page¢, ¢, ¢, ¢in allCopyright © 2012 by SPOTS Educational Resources. All rights reserved.4. Write the number sentence and solve. 19. Jay has 1 nickel and 3 pennies. ¢, ¢, ¢, ¢, ¢ in all How much money does he have in all?5. ¢ ¢= ¢ ¢, ¢, ¢, ¢, ¢, ¢ in all Can he buy a pencil for 7¢? Yes No 45 45Chapter 2 Lesson 7 NYS CCLS 1.MD.3 Recognize and identify coins, their names, and their value. 46 46Using the Book: Pages 45-46Page 45: Read the demonstration at the top of the page.Read the directions. Place a nickel and one penny on the board. Together, count their value. Write their value under the coins,and have students fill in the value in their books. Complete the page together.Page 46: Examples 1-12: Read the directions. Have students complete the examples independently, while you offer help asneeded.Examples 13-18: Have students complete the examples by referring to the Dot Card Closing Statement:banner posted in the front of the room or to the Dot Cards found at the back of theStudent’s Edition. What did we learn today in mathExample 19: Read the directions. Read the story to the class. Solve together. class? [Accept relevant answers.] Today we learned how to use nickels Display the 4 + 3 and 6 + 3 Dot Cards and their number and pennies. We know that a nickel sentences on the Math Window poster. is 5¢, just like five pennies. We can also count how much money we have and what we can buy with that money. Tomorrow we will learn to add four and five. 67

2.8 Chapter 2 Lesson 8: Adding Four, Five, and Zero CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20. I. Adding four Present Dot Card-5. Ask: What number does this show? [5] I want to add four more to this NYS CCLS 1.MD.3 Recognize and 5. How can I show that? [by adding four white counters] [Add the counters.] Let’s count on identify coins, their names, and together: We begin with 5 and count on 6, 7, 8, and 9. Now let’s write an addition sentence their value. for this Addition Dot Card. [Draw a blank number-sentence format: (___ O ___=___).] What number should we fill in the first box? What goes in the circle? What should we write in Goal: the second box? What is the sum? Students will use Addition Dot Cards to solve equations with addends In the same manner, show Dot Cards-6 and -4, and add four to each. four, five, and zero. Materials Needed: Copies of game II. Adding five cards 1-A and 1-B (see Student Until now we’ve added four to the numbers. Now we will use Dot Cards to add five. [Present Teacher section) Dot Card-5 and model adding five, using the magnetic counters.] How many do we have in all? What number does this look like? [10] What addition sentence can we write for what Lesson WARM-UP: we did? [5 + 5 = 10] [Show the “10” Dot Card and compare.] Drop-It: Pass out the Drop-It form #2. Flash 10-12 cards using +1, +2, III. Adding zero and +3 Addition Dot Cards. Have Write the equation 5 + 0___= on the board and display Dot Card-5. Ask: I want to add the students write each equation zero to 5. How many counters do I need to add? [none] Why? [zero means nothing or none] on their paper. Check the students’ When you add zero, you do not add any counters. What is the sum? [5] work. Repeat with 7 + 0 and 9 + 0. Introductory Statement: So far we have learned to add one, What does any number plus zero equal? [the number itself ] We don’t add anything, so the two, and three using our Dot Cards. sum is the same number. What do you think 10 + 0 equals? [10] 20 + 0? [20] 100 + 0? [100] Today we will learn to add four and When we add zero to any number, the sum is the same number that we started with. five. We will also learn a special rule about adding zero. IV. Counting on with a nickel Place a nickel on the board. Ask: Who remembers the name of this coin? [nickel] How much tHINKING tRIGGER: is a nickel worth? [5¢] [Place four pennies next to it on the board.] How much money do Let’s think of addition sentences that we have in all? Let’s write a number sentence. The nickel is worth…? [5¢] [Draw a number have four and five as addends. [Write -sentence format and fill in 5¢.] How much more do we have? [4¢] [Fill in + 4¢. Together the suggestions on the board.] with the class, count on from the nickel to find the total:] five… 6, 7, 8, 9. We have nine cents. [Write 9¢ as the sum.]68 Clear the board. Place a nickel and five pennies on the board. Ask: How many nickels are there? [1] How many pennies? [5] How much money is there altogether? [As above, count on from the nickel to find the total:] five… 6, 7, 8, 9, 10. Ten cents in all. [Circle the five pennies.] What coin can we put instead of these five pennies? How else can we show 5¢? [a nickel] [Remove the pennies and replace them with a nickel.] How much do we have now? [10¢] We still have ten cents. Two nickels equals…? [10¢] Let’s write a number sentence to show this. How much is each nickel worth? [5¢] [Under each nickel write 5¢.] We can write: 5¢ + 5¢ = 10¢. Student Teacher: Play a Memory Game or Find The Match. For instructions, see suggested activities on Page 16. Use game cards 1-A and 1-B found in the Teacher’s Resource Book. Conclusion: We see that we can solve plus-four and plus-five addition sentences by adding four or five white dots to our Dot Cards and seeing how much we have in all. We also know that when we add zero to any number, the sum is the same number that we started with.

Fill in` the Dot Card. Write the sum. Adding 4, 5, and 0 Add. 3. 5+0= 5. 6+4 = 1. 2 3. 1. 4+3= 4. 6. 2. 5+5= 6+ 0= 4+4=5+0= 4+4= 7+0= 7. 7+3= 9. 8+2= 11. 5+4= 6.Write the number sentence. 8. 7+2= 10. 8+0= 12. 5+3= 4. 5. = == Practice. 13. 14. 15.Write the number sentence. 8.7. 5 + 4 = ___ 6 + 4 = ___ 5 + 5 = ___ + + ¢ ¢= ¢ 16. 17. 18. ¢ ¢= ¢ 6 + 4 = ___ 4 + 4 = ___ 7 + 2 = ___ Student Workbook pageChallenge. Student Workbook pageFill in the magic squares. See how all the numbers fit together!Copyright © 2012 by SPOTS Educational Resources. All rights reserved.19. 20. 54 43 3 04 3 LET’S THINK 1 2 Does anything change when you add 0 to a number? 47 47 48 48Chapter 2 Lesson 8 CCSS 1.OA.6, NYS CCLS 1.MD.3Using the Book: Pages 47-48Page 47: Examples 1-3: Read the directions. Have the students complete the section on their own while you offer help as needed.Examples 4-6: Read the directions. Have the students complete the section on their own while you offer help as needed.Examples 7-8: Read the directions. Model each example on the board, and solve together.Let’s Think: Read and discuss the question together.Page 48: Examples 1-12: Read the directions. Have the class complete the section independently. Remind them to use the Dot Card nextto each pair of examples to help them find the sums.Examples 13-18: Have students complete the examples by referring to the Dot Card banner posted in the front of the room or to the DotCards found at the back of the Student’s Edition. Review the answers together.Examples 19-20: Here we have a new kind of puzzle. It’s called a magic square. Do you know why it Closing Statement:is called “magic”? Because the numbers on each corner is part of the next number sentence, and allthe number sentences work out. What did we learn today in math class? [Accept relevant answers.]Draw the first magic square on the board. Begin with the top example (5 + 4), and ask a student Today we learned how to add fourto tell you the sum. Fill it in and show that the 9 is also the first number of the next number and five using our Dot Cards. We alsosentence. Read “9 + 0,” solve it, and fill in the sum. That sum is also the sum of the bottom learned how to add zero. Tomorrownumber sentence. Solve the equation on the left (5 + 3), and fill in the sum. Read the equation we will use a number line to addon the bottom (8 + 1 = 9), and ask if it is true. [yes!] This is the “magic.” numbers together.Have the students fill in the magic square in their books.In the same way, draw the magic square in example 20 on the board, and solve it together with 69the class.

2.9 Chapter 2 Lesson 9: Using the Number Line CCSS 1.OA.5 Relate counting to Concept Development: addition and subtraction. I. Jumping on a number line On the board, draw a horizontal number line with ten dots numbered 1 through 10 Goal: (see demo, p. 49). Say: Do you remember how we jumped along a number line a while Students will show addition back? [Place two toy frogs (or frog cutouts) at the beginning of the number line.] equations on an open number line. Now these frogs are going to do the same. Let’s count with them as they jump. [Have Materials needed: two toy frogs each frog “jump” from number to number on the number line as the class counts or frog cutouts; small slips of paper along.] with the number 1, 2, or 3 written on each; a container or bowl to hold the Place the two frogs at the beginning of the number line. Label the frogs “1” and papers; addition equation cards “2”. Show the class the container with small slips of paper inside numbered 1, 2, or 3. Say: These frogs are playing a game. They need to jump along the number line for Lesson WARM-UP: as many spaces as it says on their papers. Let’s see which one will get to the end first. Flash 10-12 Addition Dot Cards. [Ask a student to pick a paper.] How many jumps does Frog 1 need to make? [Have Have the class identify the number the student read the number that was drawn. Jump the frog the number of jumps sentence of each card, in unison. shown on the paper.] What number did the frog reach?)) Flash mostly the +3 and +4 Addition Dot Do the same for Frog 2, having another student pick a paper. Cards. Continue to have students, in turn, draw numbers for each of the frogs. Each time, Introductory Statement: discuss where the frog is, how many jumps it needs to make, and what number it We’ve already learned to add using reaches. Continue until one of the frogs gets to the ten.“Crown”that frog the winner. Dot Cards and counting on. Today we are going to learn to use a number II Adding with a frog on a number line line. Write the equation 6 + 2 = ___ on the board. Explain that the frogs will help us solve the equation in the way that they played the game. Say: In this number sentence, first we have six. We need to start a frog at number six. [Place the frog at the six.] We need to add two more; the frog needs to jump two spaces. Let’s count as the frog jumps, to see where it will land. [Count 7, and 8, as you jump the frog.] What number did the frog reach? [8] The frog started at six and jumped two more. It got to eight. [Point to the numbers on the number line as you explain:] The frog showed us that 6 + 2 = 8. [Fill in the sum.] In the same way, use the frog to help solve 4 + 3 and 7 + 2.] Now we have another way to add. We can think of jumping on a number line. tHINKING tRIGGER: III. Adding on a numbered number line Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Write 7 + 3 = ___ on the board. Read the equation together. Say: Now we will solveHow do you think a number line can this without the frog. Instead, we will draw the jumps. From what number do we need tohelp us add? [Accept all relevant start? [7] How many more do we need to jump? [3] Let’s see what number we will reach.answers.] We begin with seven, and we count on: 8, 9, and 10. [Draw the jumps as you count.] We got to 10. What is the sum? [10] [Fill in the sum.] Draw additional number lines, and repeat this with 3 + 3 and 5 + 4. Erase the beginning of the last number line, which was used to solve 5 + 4. Say: I erased the numbers 1 through 4 on the number line. Does it still show 5 + 4? [yes][Repeat with the other two number lines, and talk about the fact that it still shows the number sentence even though you erasedthe beginning numbers.IV. Adding on an unnumbered number lineWrite 6 + 3 = ___. Say: Now let’s solve 6 + 3. I will not draw a number line from 1 through 10. Instead, I will draw a line and begin it with6. Then I will count on and draw the jumps as I count. I will write only the last number I get to. [Draw a number line and begin it with 6.Together with the class, count on 7, 8, and 9, as you draw the jumps and write 9 under the last space where you stopped jumping.]70

Using the Number Line Complete the number line. Write the sum.3+2=5 Wnuemcbaenrthlininektoofhjeumlppuinsgadond.a 1. 2. 8+2= 5+4=1 2 3 4 5 6 7 8 9 10Complete the number line. Write the sum. 3. 4. 6+3= 4+3=1. 2.4+2= 5+3=3. 4. Add. 5. 6 + 1 = ___ 6. 6 + 2 = ___ 7. 6 + 3 = ___ 4+3= 6+2= 8. 7 + 1 = ___ 9. 7 + 2 = ___ 10. 7 + 3 = ___ 11. 2 + 2 = ___ 12. 6 + 4 = ___ 13. 8 + 2 = ___ 14. 4 + 1 = ___ 15. 4 + 2 = ___ 16. 4 + 3 = ___ 17. 8 + 0 = ___ 18. 5 + 4 = ___ 19. 5 + 5 = ___ 50 Student Workbook page5.6. Student Workbook page 6+3= 4+4=Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Chapter 2 Lesson 9 CCSS 1.OA.5 Relate counting to addition and subtraction. 49 49 50Now we see that 6 + 3 = 9. [Fill in the sum.]Repeat this with 7 + 1 and 4 + 2.Student Teacher:Draw some blank number lines on the board. For each, ask a student to choose an addition equation card and fill in the number lineto show the equation. Help each student explain how the number line shows his/her equation.Conclusion:Now we’ve learned another way to add: We can think of jumping on a number line and make jumps to find the sum.Using the Book: pages 49-50Page 49: Read the demonstration at the top of the page. Ask a student to explain how the number line shows the equation.Read the directions. Copy Example 1 on the board. Ask: With what number does the number line start? [4] Why? [because it is the firstaddend] How many jumps do we need to make? [2] Why? [because that is the number we are adding] [Jump two jumps while counting4… 5, 6. Write 6 in the box under the last jump.] What is the sum? [6] [Fill in the sum. Have the class fill in example 1 in their books.]In the same way, solve example 2 together. Have the class complete the page in pairs or independently.Page 50: Examples 1-3: Read the directions. Have the class complete these examples Closing Statement:independently. What did we learn today in mathExample 4: Explain that the students have to complete the number line on their own. class? [Accept relevant answers.](They do not need to draw dots.) Today we learned to use a number line to show how to add. TomorrowExamples 5-19: Have students complete this section independently. Tell them that they we will learn something new aboutcan either refer to the Dot-Card banner or imagine jumping on the number line to help addition!them solve the problems.Review the page together. 71

2.10 Chapter 2 Lesson 10: Order Property of Addition CCSS 1.OA.3 Apply properties of Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. operations. NYS CCLS 1.MD.3 Recognize and I. Introducing the concept with manipulatives identify coins, their names, and Show the class four pencils in your right hand and one pencil in your left hand. Ask a their value. student to write an addition sentence for it on the board. [4 + 1 = 5] With the pencils still in your hands, cross your hands over each other, so that your left hand is on your Goal: right side and your right hand is on your left side. Say: I now have 1 + 4 pencils. Do you Students will learn that addends think I now have more pencils, fewer pencils, or the same number of pencils? [the same can be added in any order. number] I have the same amount of pencils, I just changed their order. [Have a student Materials needed: Drop-It form write 1 + 4 = 5 on the board.] #2; five pencils; two sets of crayons in their boxes, and other small items Repeat the activity with 8 + 2 and 2 + 8. that can be easily grouped; domino cutouts; student wipe-off number- Display a group of four crayons in a box and a group of two loose crayons. Ask: How sentence boards; dominoes (do not many crayons are in the box? [4] How many more are there? [2] [Put the loose crayons include doubles) into the box.] How many in all? [6] [Next, show a group of two crayons in the box and a group of four loose crayons. As above, ask how many in each group and how many Lesson WARM-UP: in all. Point out that the two sets have the same amount.] Drop-It: Hand out Drop-It form #2. Flash 10-12 Addition Dot Cards. Similar to what you showed the class above, show groups of items for 5 + 1 and Have students write each equation 1 + 5, and 7 + 3 and 3 + 7. Each time, point out that both sets have the same amount; on their papers. Check students’ it makes no difference which group is first. work. II. Using dominoes to model the concept )) Flash mostly the +3, +4, and +5 Addition Place a domino cutout on the board, with the larger amount of dots on the left side. Dot Cards. Underneath it, draw a number-sentence format. Ask students to tell you the number of dots on each side of the domino, and fill in the number sentence accordingly. Introductory Statement: Then have the students find the total number of dots in all. Write the sum. Have the We’ve have already learned how to students write the number sentence on their wipe-off boards. add numbers up to ten. Now we are going to learn a special rule about Turn the domino over so that the dots appear in the opposite direction. Again, draw addition. a number-sentence format and fill it in to match the dots. Then write in the sum – how many dots in all. Have the students write this equation on their wipe-off boards. tHINKING tRIGGER: On the board, write addition How many dots are there altogether on the domino? Does it make a difference which sentences 4 + 2 and 2 + 4. Ask: Which way we add? [no; there is the same amount of dots both ways] number sentence do you think has a sum that is greater? [Ask students to Repeat this with the other two domino cutouts. explain their answers.] Student Teacher:72 Divide the class into pairs. Give each pair two dominoes and two sheets of paper. Have each partner draw one domino and write two number sentences for the domino. Then have the students solve their partners’ equations and share and compare results. Conclusion: We see that we get the same sum for addition sentences that use the same numbers. It does not matter in what order we add the numbers. Using the Book: Pages 51-52 Page 51: Draw the class’s attention to the demonstration at the top of the page. Ask

Order Property of Addition Write the number sentence. 1. 2.5+1=6 1+5=6 += += 3. 4.We can add in any order and get the same sum.Write the number sentence. += +=1. 2. 5. 6.+++= += += += Student Workbook page3. 4. Student Workbook page++ Write the number sentence. Solve.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 7. 8.+= += Sam has 6 red notebooks Sue has 4 red notebooks and 4 blue notebooks. and 6 blue notebooks.5. 6. How many notebooks How many notebooks does he have in all?____ does she have in all?____ ++ ==¢+ ¢= ¢ ¢+ ¢= ¢ Does Sam have more notebooks than Sue? Yes No 51 51Chapter 2 Lesson 10 CCSS 1.OA.3 Apply properties of operations. NYS CCLS 1.MD.3 52 52the students to describe what they see. Read the equations and help the students explain their connection to the drawings. Readthe sentence underneath and discuss it.Say: On this page I see groups of different things. Let’s see what we have to do. [Read the directions.]Have the class point to the first example: Say: Let’s look at example 1. How many crayons are in the box? [4] Next to the box are howmany more crayons? [2] How many are there in all? [6] [Draw the number-sentence format on the board.] What number sentence canwe write for this? [4 + 2 = 6] [Fill in the number sentence, and have the students fill in the number sentence in their books.]Now let’s look at example 2. [Ask how many crayons are in the box, how many more are next to the box, and how many altogether.]What number sentence can we write? [2 + 4 = 6] [Write it on the board, and have students write the equation in their books.] Whatdo we see here? [Help the class to arrive at the conclusion that there is the same number ofcrayons in both examples, even though they were added in different orders.] Closing Statement:In the same way, complete the page. What did we learn today in math class? [Accept relevant answers.]Page 52: Examples 1-6: This section looks like what we did on the board and you did in your Today we saw that when we addsmall groups. [Read the directions. Have a student explain what he/she thinks needs to bedone. Model examples 1 and 2 on the board. Point out that both show the same domino, but numbers together, we can add themtheir dots are in different orders. Have the students complete the section independently. in any order and get the same sum.Circulate to offer help as needed. Review the section together.] Tomorrow we will use this rule to learn how to make two number sentencesExamples 7-8: Read each number story. Together with the class, write the number sentence for each addition Dot Card.for each. Read the question below the stories and discuss it. Ask students to explain whySam and Sue have the same number of notebooks. 73

22.1:11 Chapter 2 Lesson 11: Order Property with Math Puzzles CCSS 1.OA.3 Apply properties of Concept Development: operations. Place the 6 + 4 Addition Dot Card on the board. Place the pieces of a blank Goal: math puzzle on the board. Say: This is a special puzzle that shows how numbers go together. [Write the number 10 at the tip, and explain that the “whole” – the Students will find addition number sum – goes in the tip of the triangle, and that the two numbers it is made of – sets. the “parts” – go under the sum, on the two sides.] Does it matter which side? No, Materials needed: Drop-It form because we can add in any order! There are two number sentences that match this #2; three large pieces of paper that puzzle! [Elicit from the students the two number sentences for this card. Write appear to be torn, labeled with the the two sentences on the board, and fill in the two parts of the puzzle.] numbers 2, 3, and 5; sample math puzzle pieces (cut from handout #3); Repeat as above with the 6 + 2 and 4 + 3 Addition Dot Cards. magnetic math puzzle; students’ wipe-off puzzle boards; handout #3 Distribute the wipe-off math puzzle boards to the class. Place the 5 + 3 Addition Dot Card on the board. Have the students tell you how to fill in the puzzle and Lesson WARM-UP: suggest the two corresponding equations. Fill in the puzzle and equations on the board while the students do the same on their boards. Have the students Drop-It: Hand out Drop-It form #2. compare their work to the sample on the board and show their work by raising Flash 10-12 Addition Dot Cards. their boards above their heads. Have students write each equation on their papers. Check students’ Repeat the activity with the 7 + 2 and 5 + 4 Addition Dot Cards work.)) Flash mostly the +3, +4, and +5 Addition Student Teacher: Dot Cards. Display several Addition Dot Cards on the board. Distribute handout #3. Have students work in pairs to choose Dot Cards and fill in the math puzzles accordingly.Introductory Statement: Then have each pair write the two number sentences for their puzzle.Now that we know that we can addnumbers in any order and get the Hang the puzzles on your math bulletin board.same sum, we will learn to write twonumber sentences for each Dot Card, Conclusion:and we will learn how to make specialmath puzzles! Now we know how to write two number sentences for each Addition Dot Card. tHINKING tRIGGER: Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Tell the class this story: When I camein to school today, I found some tornpieces of paper. I made big copies ofthem to show you. [Place the threelarge “torn” pieces of paper thatyou prepared on the board.] I’vebeen trying to figure out how thesenumbers are connected. Can you helpme figure it out?74

Order Property with Math Puzzles 9 Write two addition sentences for each math puzzle. Whole 1. 5 2. 10 3. 7 Whole Whole Whole 63 32 64 52 Part Part Part Part Part Part Part Part 6 +3 =9 3+ 6= 9 = == Part Part Whole Part Part Whole part part whole part part whole part part wholeFill in the math puzzle.Write two addition sentences for each puzzle. = ==1. 2. part part whole part part whole part part whole Whole Whole Color the bubble next to each addition sentence that matches the Dot Card. Write the sums. Part Part Part Part 4. 5. part = part = 3 + 4 = ____ 6 + 4 = ____ Student Workbook page Student Workbook pagepartpart wholepartpart whole4 + 4 = ____ 8 + 2 = ____Copyright © 2012 by SPOTS Educational Resources. All rights reserved.3.=4. = 4 + 3 = ____ 4 + 6 = ____ part whole part whole 6. 7. Whole Whole 3 + 6 = ____ 4 + 4 = ____ Part Part Part Part 6 + 3 = ____ 4 + 5 = ____ = = 6 + 4 = ____ 5 + 4 = ____ part part whole part part whole part = = 53 53 54 54 Lesson 11 part whole part part whole CCSS 1.OA.3 Apply properties of operations.Chapter 2Using the Book: Pages 53-54Page 53: What do you see on this page? [math puzzles and Addition Dot Cards] These are puzzles, just like the ones we made! Lookat the demonstration at the top of the page. Which Addition Dot Card is shown? [6 + 3 = 9] [Place the Dot Card and a blank puzzleon the board.] What numbers shall I write in the puzzle? [9, 6, 3] [Fill in the puzzle on the board.] What two number sentencesbelong to this Dot Card and this puzzle? [6 + 3 = 9, 3 + 6 = 9] [Write the number sentences on the board.]Read the directions. Complete the page together.Page 54: Examples 1-3: Have the class complete the section while you offer assistance as necessary.Example 4-7: Place the 4 + 3 Addition Dot Card on the board. Next to it, write the addition sentences from example 4, with asmall circle next to each addition sentence, as in the book. Ask the class: Which number sentences match this Addition Dot Card?[4 + 3 and 3 + 4]. What are their sums? [7] I am going to fill in their sums on the board and Closing Statement:color in the little circles to show that these addition sentences match this card. What did we learn today in math class?Direct students attention to example 4 in the book. Explain that it is the same as the [Accept relevant answers.] Today weexample you just completed on the board, and have students trace over the answers in made math puzzles and learned totheir books. find two number sentences for eachContinue in this way, or have students work independently to complete the page. Addition Dot Card. Tomorrow we willReview the answers together. continue practicing the addition rule that we can add numbers in any order Display the 3 + 3 and 5 + 3 Dot Cards and their and get the same sum. number sentences on the Math Window poster. 75

2.12 Chapter 2 Lesson 12: Adding in Any Order CCSS 1.OA.3 Apply properties of Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. operations. I. Introducing the concept Goal: Present the number sentence 3 + 5. Say: This number sentence is different from what we Students will apply the have done in the past. The first addend, 3, is less than the second addend, 5, in the number commutative property. sentence. Does the order in which we add the numbers matter? [No.] What can we do to Materials needed: container 3 + 5 to have a matching Dot Card? We can change the order of the numbers. To what with pens and pencils can we change it? [to 5 + 3] So what is the matching Dot Card for 3 + 5? [the 5 + 3 Dot Card]. [Display the 5 + 3 Dot Card.] Why can we use this Dot Card? Because the order of the Lesson WARM-UP: addends doesn’t matter! Flash 5-6 Addition Dot Cards. Have the students say two number II. Matching number-sentences with Dot Cards sentences for each card, in unison. Draw two columns on the board. In the left column write three number sentences: 2 + 7, 3 + 5, and 4 + 6. In the right column write their matching number sentences. Under the Introductory Statement: columns, display the matching Addition Dot Cards, in random order (see page 57 in the We’ve already collected all the student book). Say: Let’s look at the first number sentence: 2 + 7. Is the first addend more Addition Dot Cards, and we’ve also or less than the second addend? [less] We need to change the order of the addends in order learned how to make two number to have a matching Dot Card. Let’s find the matching number sentence on the other side sentences for every Addition Dot Card. of the board. [Draw a line to match the number sentences.] Which Dot Card matches Today we are going to learn how to the number sentence 2 + 7? [The 7 + 2 Dot Card.] [Place the 7 + 2 Dot Card next to the think about solving the problem when 2 + 7 equation.] Fill in the sums for both equations. we want to add number sentences in which the first number is a smaller Continue in the same way with equations 3 + 5 and 4 + 6. number. III. Applying to story problems tHINKING tRIGGER: Noah and Ella are comparing school supplies. [Draw two pencil cases on the board.] Until now we’ve worked with number sentences in which the greater Noah has three pencils and four erasers. [Draw the pencils and erasers on the board.] number was first. Now I’ll show you How many things does he have? Let’s write a number sentence to show the story. [Draw a a number sentence in which the first number-sentence format.] How many pencils? [3] [Fill in 3 as the first addend.] How many number is less. [Present the number erasers? [4] [Fill in + 4.] How many altogether? [Read the equation together.] What is the sentence 1 + 8.] Which Dot Card sum? [7] [Fill in 7, and write 7 on one of the pencil cases.] Noah has 7 supplies. matches this number sentence? Ella has four pencils and three erasers. [Draw the pencils and erasers on the board.]76 How many things does she have? Let’s write a number sentence to show the story. [Draw a number-sentence format.] How many pencils? [4] [Fill in 4 as the first addend.] How many erasers? [3] [Fill in + 3.] How many altogether? [Read the equation together.] What is the sum? [7] [Fill in 7, and write 7 on the other pencil case.] Ella has 7 supplies. Who has more things? Noah or Ella? [neither; they have the same amount] Now they are comparing the notebooks in their backpacks. [Draw two backpacks on the board.] Ella has three big notebooks and two small notebooks. [Draw the notebooks on the board.] How many notebooks does she have? [Draw a number-sentence format and fill it in together, as above. Solve the equation and fill in the sum.] Ella has 5 notebooks. [Write 5 on one of the backpacks.] Noah has two big notebooks and three small ones. [Draw the notebooks.] How many does he have in all? [Draw a number-sentence format and fill it in together, as above. Solve the equation and fill in the sum.] Noah has 5 notebooks. [Write 5 on the other backpack.] Does Ella have more notebooks? [no; they have the same amount] Conclusion: Now we know that when we have a number sentence in which the first addend is less, we can change the order of the numbers to have a matching Dot Card, and then we can find the sum.

Draw a line to the crayon that shows Adding in Any Order Add. Remember to think of the greater number first. the matching number sentence. Color each set the same color as its grWeahtteehnrinnwkuemofabtdehdre,fiwrset! 1. 0 + 4 = ____ 5. 4 + 5 = ____ matching Dot Card. 6+2=7 Write the sums. 2. 1 + 4 = ____ 6. 3 + 5 = ____ le 2 1. 3 + 7 = 3. 2 + 4 = ____ 7. 2 + 5 = ____ Part = 4. 3 + 4 = ____ 8. 1 + 5 = ____ whole = 2. 2 + 6 = 5+3= 9. 4 + 6 = ____ 13. 0 + 7 = ____ whole 10. 2 + 6 = ____ 14. 2 + 7 = ____ 11. 3 + 6 = ____ 15. 3 + 7 = ____ 3. 3 + 4 = 7+3= 12. 1 + 6 = ____ 16. 1 + 7 = ____ 4. 3 + 5 = 8+1= Practice. 17. 3 + 5 = ____ 18. 2 + 4 = ____ 19. 4 + 5 = ____ 20. 0 + 7 = ____ 21. 4 + 6 = ____ 22. 3 + 7 = ____ 23. 3 + 6 = ____ 24. 1 + 6 = ____ 25. 2 + 5 = ____ Student Workbook page5. 1 + 8 =5+4= Student Workbook page 6. 4 + 5 = 4+3= Write the number sentence and solve.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 26. 3 children came on the bus at the first stop. Chapter 2 Lesson 12 CCSS 1.OA.3 Apply properties of operations. 55 55 56 4 children came on at the second stop. How many children are on the bus now? = 56 Using the Book: Pages 55-56 Page 55: Read the directions. Have the class look at example 1. Ask: What is the first number sentence is written here? [3 + 7] [Write the number-sentence on the board.] Now let’s look in the next column. Which other number sentence has the same numbers? [7 + 3] [Write the sentence on the board. Have the students draw a line to connect 3 + 7 and 7 + 3.] Which Dot Card shows this number sentence? [the card with the red crayon] In this example, the matching number sentences are already colored. What is the sum? [10] [Fill it in on the board. Have the students trace the sums in book.] Repeat the activity with Example 2. Complete the page together, in a similar manner. Page 56: Example 1-16: Read the directions. Write 0 + 4 = ___ on the board. Ask the students Closing Statement: which Dot Card to use for this example. Remind them that when the first number is less, they should switch the numbers so the larger number is first. Then they will have a matching Dot What did we learn today in math Card. Ask: What should we do with 0 + 4? [make it 4 + 0] Which Dot Card should we use? [Dot Card- class? [Accept relevant answers.] 4] What is the sum? [4] Have the students write the sum in their books. Today we learned that when we have a number sentence in which In the same way, model and solve examples 2-4 together. Use Dot Card-4 to solve each one. the first number is less, we can turn around the numbers to help us find a Have the class solve examples 5-16 independently while you offer assistance. Remind the matching Dot Card. Tomorrow we will students that when adding, we always start with the larger number first. learn that there are different number sentences with the same number as Examples 17-25: Explain that in this section they will practice their addition. Remind them that the sum. they can refer to the Dot Cards hanging in the classroom for help. Use examples 17-18 to model their use. Review the first two sections together. Examples 26: Read the story problem. Solve it together as a class. 77

2.13 Chapter 2 Lesson 13: Story Problems with “More Than” CCSS 1.OA.1 Use addition and Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. subtraction to solve word problems. I. Making a group with X more. Goal: Build a tower with five red blocks. Say: Let’s build a blue tower that has three more Students will solve addition story blocks than the red tower. How can we know how many blue blocks we need? [Give problems with “more than”. the students time to respond. Make a tower with five blue blocks. Compare the Materials needed: Drop- towers to show that they both have the same number of blocks. Then add three It form #3; red and blue blocks; more blue blocks. Count the blue blocks together.] We have eight blue blocks. student counters; one paper bag per student Build a tower with six red blocks. Say: Let’s build a blue tower with four more blocks than the red one has. Let’s write a number sentence to find out how many blue blocks Lesson WARM-UP: we need. How many red blocks do we have? [6] [Write 6.] How many more blocks do Drop-It: Hand out Drop-It form #3. we want to have in the blue tower? [4] [Write + 4 =.] What is the sum of 6 + 4? Let’s Flash 5-6 Addition Dot Cards. Have show this with Dot Cards. [Display a Dot Board and have the students use their the students write two number Dot Boards.] How many red blocks do we have? [6] How could we show that? [Place sentences for each card on their six black counters on the Dot Board.] How many more blue blocks than red blocks papers. Check the students’ work. do we need? [4] Let’s put white counters on our Dot Boards to show how many more. [Place four more counters, counting as you place them.] How many counters in Introductory Statement: all? [10] We need ten blue blocks. [Build the blue tower and compare the towers to We’ve learned many things about show that there are four more blue blocks.] adding, and we’ve solved many story problems. Today we will solve a II. Applying to stories different kind of number story. Danny and Jacob were comparing their rock collections. Danny said, “I have 5 rocks.” Jacob said, “Well, I have more rocks than you have. I have two more rocks than you. tHINKING tRIGGER: Can you figure out how many rocks I have?” Write 5 + 3 and 6 + 4 on the board. Ask students to think of stories to Let’s figure out how many rocks Jacob has. [Place a Dot Board on the board. Have match these sentences and tell the students follow along using their own Dot Boards and counters.] How many them to the class. Have the class rocks does Danny have? [5] [Write 5 on the board. Place five counters on the Dot solve the story problems. Ask some Board and say:] These counters show us Danny’s rocks. Jacob has two more than students to share how they solved this. How can we show the two more rocks that Jacob has? [with white counters] them. [Place two white counters on the Dot Board.]78 Which counters show Danny’s rocks? [black ones] Which show Jacobs rocks? [all the counters] How many rocks does Jacob have? [7] Together with the class, write a number sentence to show what you did. In the same way, tell similar stories for 6 + 3 and 4 + 2, and then solve them. Student Teacher: Give each student a paper bag, and have everyone work with a partner. Have partner A put some counters in his/her bag and then tell his/her partner how many are in the bag. Partner B then puts two more counters in his/her bag than there are in partner A’s bag. Have them compare amounts and draw what they did on the paper bag (X counters plus two more counters). Then have partner B put some counters in his/her bag, and have partner A puts three more counters in his/her bag. Again, have them compare the amounts and draw what they did.

Story Problems with “More Than”Dubby has Ella has Show the story on the Dot Card.5 crayons. 3 more Write the number sentence and solve. crayons than How many Dubby. 1. Nancy has 7 crayons. crayons does Joe has 3 more crayons than Nancy. How many crayons does Joe have? Ella have? =We can write a number sentence to find 2. Jenny walks 5 blocks to school. how many crayons Ella has. David walks 2 more blocks than Jenny. How many blocks does David walk? 5 + 3=8 blocks = Ella has 8 crayons.Show the story on the Dot Card. 3. Ken has 4 cards.Write the number sentence and solve. Finn has 3 more cards than Ken. How many cards does Finn have ? 1. Al has 5 markers. = Kate has 2 more markers than Al. How many markers does Kate have? = Student Workbook page4. Alex has 6 leaves. Student Workbook page2. Nat has 7 pads.Rap has 2 more leaves than Alex Fred has 2 more pads than Nat. How many leaves does Rap have?Copyright © 2012 by SPOTS Educational Resources. All rights reserved.How many pads does Fred have? = leaves =Chapter 2 Lesson 13 CCSS 1.OA.1 Use addition and subtraction to solve word problems. 57 57 58 58Last, have each partner write a number sentence on the bag to show what he/she did. You may want to post some samples onyour math bulletin board.Conclusion:Now we’ve learned to solve story problems in which one group has more than another groupUsing the Book: Pages 57-58 Closing Statement:Pages 57-58: Read and discuss the demonstration at the top of page 57. Who can tell us what we learnedFor each page: Read the directions. Read each story. Solve together as a class. today in math class? [Accept relevant answers.] Today we learned another kind of number story. We learned to add to find out the sum when one group has more than another group. Tomorrow we will learn more about addition. 79

2.14 Chapter 2 Lesson 14: Number Combinations for 7 and 8 CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20. Distribute ten counters to each student. Say: We are going to pretend that these Goal: are cookies. For every number of cookies, we are going to see all the different ways The students will explore the we can have these cookies. different ways numbers (especially seven and eight) can be divided. Have the students count out three counters. Say: Let’s see. We can have all three Materials needed: Drop-It cookies be black. [Turn your counters to show black.] Now let’s write a number form #3; box with seven sandwich sentence to show what we have. [Draw a number-sentence format.] How many cookies, some of them black and black? [3] Plus…? [Fill in the plus sign.] How many white? [none] Which number some of them white; student shows nothing? [zero!] [Fill in the zero.] 3 + 0 equals…? [3] [Fill in the 3.] counters Now turn the counters over to show all white. Say: We can have all three cookies Lesson WARM-UP: be white. Let’s write the number sentence we have now. [Draw a number-sentence format.] How many black cookies do we have? [0] Plus…? [Fill in the plus sign.] Drop-It: Hand out Drop-It form #3. How many white? [3] [Fill in the 3.] 0 + 3 equals…? [3] [Fill in the 3.] Flash 5-6 Addition Dot Cards. Have the students write two number Can anyone think of another way? [Accept a suggestion. Have students turn sentences for each card on their over their counters to match the suggestion, and write the number sentence. papers. Check the students’ work. Continue until all combinations for this number are explored.] Let’s take out another counter. How many do we have now? [4] Let’s see. What are the different Introductory Statement: ways to make four? [Start finding the different ways to show 4 by turning the We’ve already learned all addition counters to show all black and concluding that we have 4 + 0. Write that number number sentences. Today we will sentence on the board. Continue with zero black and all white. Turn all the learn that there are different number counters over, point out and explain to the class the new number sentence, and sentences with the same number as write it on the board. Have students suggest different combination as they turn the sum. over their counters to explore. After each suggestion, summarize how to write the equation. Write the number sentences on the board.] tHINKING tRIGGER: Show the class a closed box. Tell When all combinations have been explored and listed, have students take out them that inside you have seven another counter and explore the combinations of 5. sandwich cookies. Some of them are black and some are white. Ask: Student Teacher: How many black cookies and how many white cookies do I have? [Allow Have volunteers take turns displaying ways to make seven and eight, using the students to answer. With the class, teacher’s magnetic counters and writing the number sentences. come to the conclusion that there is no definite answer. It can be all Conclusion: kinds of combinations. Open the box and show how many of each Now we see that there are many different ways we can make numbers. color you put in.] Using the Book: Pages 59-6080 Page 59: I see Dot Cards with blue and yellow stars. All the cards are “seven” cards. Let’s read the directions. [Read the directions.] What do we need to do? [Allow some students to answer.] Examples 1-4: How many stars are blue? [7] How many are yellow? [0] What are our number sentences? [7 + 0 = 7 and 0 + 7 = 7] [Have students trace the answers in their books.] Continue similarly, with examples 2-4. Have students fill in the answers in their

Number Combinations for 7 and 8 Color the crayons. Write the number sentence. 1. Color 1 orange and the rest purple.Write two number sentences for each card.1. 2. + =7 + =7 + = = + =7 + =7 2. Color 2 orange and the rest purple. = = + = =3. 4. + =7 3. Color 3 orange and the rest purple. = + =7 = + + =7 + =7 4. Color 4 orange and the rest purple.Fill in the math puzzles to show the different ways to make 7. +You can use the star cards, above, to help. 5. Color 5 orange and the rest purple.5. 6. 7. 8. + 7 7 7 7 6. Color 6 orange and the rest purple. Whole Whole Whole WholePart Part Student Workbook pagePart PartPart PartPart Part Student Workbook page +Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 9. SHOW THE FLAVOR YOU FAVOR. 7. Color 7 orange and the rest purple. You can choose 7 jelly beans. How many red would + you choose? How many yellow would 8. Color 8 orange and the rest purple. you choose? + + =7 LET’S THINK What pattern do you see?Chapter 2 Lesson 14 CCSS 1.OA.6 Add and subtract within 20. 59 59 60 60books. Have students complete this section independently and review the answers together, or you can complete the sectiontogether.Examples 5-8: Read the directions. Explain that each example shows a math puzzle. Ask: What number is the “whole” in all thesepuzzles? [7] We need to write different parts that equal seven. [Model example 5 on the board. Refer to the star card in example1 to help fill in the puzzle in example 5. Refer to the star card in example 2 to help fill in the puzzle in example 6, and so on.Complete the section together.Example 9: Read the section aloud. Allow the students time to discuss what they would choose. Point out that there are manycorrect answers, and help them to expand their ideas.Page 60: Count how many crayons there are on each line. [8] Read the directions for each example. Have the students use theircrayons to color the pictures in the book accordingly. Discuss each example’s number sentence. On the board, model how towrite it, while the students write it in their books. As you work on the page, be sure the Closing Statement:class understands that these are different ways to make the number eight.Let’s Think: Read the question and discuss it as a class. What did we learn today in math class? [Accept relevant answers.] Today we learned all the ways we can make numbers up to eight. Tomorrow we will learn ways to make theDisplay the 6 + 4 and 4 + 4 Dot Cards and their number numbers nine and ten.sentences on the Math Window poster. 81

2.15 Chapter 2 Lesson 15: Number Combinations for 9 and 10 CCSS 1.OA.6 Add and subtract Concept Development: Copyright © 2012 by SPOTS Educational Resources. All rights reserved. within 20. NYS CCLS 1.MD.3 Recognize and I. Number combinations for nine identify coins, their names, and Place nine model pennies on the board. Set them up in the Dot Card format. their value. Together, count how much money there is. Place drawings of school supplies with price tags on the board. Say: I want to buy two things with this money. Please help me Goal: decide what to buy. Students will show the ways that the numbers nine and ten can be As a student suggests an item, circle the amount of money needed to pay for that divided. item and ask: How much money do I have left? What else can I buy? [Have a student Materials needed: model suggest another item. Write a number sentence to find the total of the two items.] pennies for the board; drawn school supplies with price tags labeled 1¢- Repeat this several times. Then, challenge the class to think of ways to buy just two 9¢; handout #4 (Ways to Make Ten) items and use up all the money! Again, circle the money used for the first item and count how much is left, and write a number sentence to find the total of the two Lesson WARM-UP: items. Flash 5-6 Addition Dot Cards. Have the students say two number II. Finding combinations of ten sentences for each card, in unison. Hand out ten pennies and a cup to each student. Have them shake their pennies in the cup and then pour them out. Ask them to sort the pennies according to how Introductory Statement: they fell: heads in one section and tails in another. Draw a T-chart. Label it “Ways to Yesterday we learned about the Make Ten.” Label the columns “heads” and “tails.” Ask students to tell how many of different ways to make numbers their pennies landed on heads and how many on tails. Write the combinations on through eight. Today we will find the the chart, until all the possibilities are displayed. different ways to make nine and ten. Choose four of the combinations and use counters to show them on Dot Boards. tHINKING tRIGGER: Together with the class, write two addition sentences for each Dot Board. If you had ten dollars, would you choose to buy one big thing or two Under each Dot Board, draw or place a math puzzle. Fill in the puzzle according to little things? [Have students explain the Dot Board and equations. their preferences.] Student Teacher:82 Have two students come up to the board. Give them one math puzzle from handout #4. Have one student demonstrate the way to make ten, using the magnetic counters. Have the other student fill in the two number sentences. Repeat this activity with additional pairs of students for all the sheets in the handout. Paste all the completed puzzles onto a tagboard and hang them on your math bulletin board. Conclusion: Now we see all different ways we can make the numbers nine and ten. Using the Book: Pages 61-62 Page 61: Examples 1-4: Read the directions. Direct the class to look at example 1. Ask: How many stars are on the card? [9]. How many stars are yellow? [1] How many are blue? [8] What two number sentences can we write for this card? [8 + 1 = 9; 1 + 8 = 9] [Write the number sentences on the board, and have the class trace the numbers for example 1 in their books.] In the same way, model examples 2-4 on the board, but now ask students to suggest how many dots to color in each time. You may also choose to model the examples

Number Combinations for 9 and 10On each Dot Card, color some stars blue and some stars You have 10¢.yellow to show a way to make 9. Then write two number Circle two items you can buy to equal 10¢.sentences to match the card. Complete the number sentence.1. 2. 1. 4¢ 2¢ + =9 + =9 ¢ ¢ = 10¢ 6¢ 2. 8¢ 5¢ 2¢ + =9 + =9 8¢ ¢ ¢ = 10¢ 2¢3. 4. 3. 5¢ 5¢ + =9 + =9 ¢ ¢ = 10¢ 4. 7¢ 3¢ + =9 + =9 62 ¢ ¢ = 10¢Fill in the math puzzles to show the different ways to make 9.You can use the star cards, above, to help.5. 9 6. 9 7. 9 8. 9 Whole Whole Whole Whole Student Workbook page Student Workbook pagePart PartPart PartPart PartPart PartCopyright © 2012 by SPOTS Educational Resources. All rights reserved.9. SHOW THE COLOR YOU FAVOR.61 61 62 You can choose 9 balloons. How many pink would you choose? How many yellow would you choose? + =9Chapter 2 Lesson 15 CCSS 1.OA.6 , NYS CCLS 1.MD.3on the board using a blank Dot Board and black and white counters.Examples 5-8: Read the directions. Explain that each example shows a math puzzle. Ask: What number is the “whole” in all thesepuzzles? [9] We need to fill in different parts that together equal nine. [Model example 5 on the board. Refer to the star card in example1 to help fill in the puzzle in example 5. Refer to the star card in example 2 to help fill in the puzzle in example 6, and so on. Completethe section together.Let’s Think: Read the story aloud. Ask: Do you think there is one correct answer to this question, or more than one answer? Why do youthink so?Explain that there are many correct answers. Students can choose as many of each color as they want, so long as they have ninealtogether. Show the class how to fill in the blanks.Review the page together.Page 62: What do you see on this page? [Accept appropriate answers. Then read the directions.]Example 1-4: Have the class look at example 1. Ask: How much money do we have? [10¢] How Closing Statement:much does the tape cost? [6¢] [Place ten pennies on the board, in a Dot Card formation.] Let’scircle 6¢ to show how much we need for the tape. [Do so on the board while the students trace What did we learn today in mathover the circle in their books.] How much do we have left? [4¢] What can we buy for 4¢? The class? [Accept relevant answers.] Wesharpener or the candy? [sharpener] Let’s circle the sharpener. What is our addition sentence? learned different ways to make nine[6 + 4 = 10] [Write it on the board while the students trace it in their books.] and ten and to figure out what we can buy with our money. TomorrowIn this way, complete examples 2-4 together. we will learn how to add doubles — when both addends are the same. 83

2.16 Chapter 2 Lesson 16: DoublesCCSS 1.OA.6 Add and subtract Note: This is a short lesson. Provide additional practice for addition facts as Copyright © 2012 by SPOTS Educational Resources. All rights reserved.within 20. needed. See page 16 for suggested activities.Goal: Concept Development:Students will practice addingdoubles. I. Adding doublesStudents will write and solve vertical Write the word “doubles” on the board. Read the word aloud and ask: Doesnumber sentences. anyone know what this word means? [Allow students to answer.] Doubles meansMaterials needed: Drop-It form two of the same. [Give some examples from the students’ lives, such as a double#3; domino cutouts scoop of ice cream, a double serving of lunch, etc.] We have doubles when we add two of the same thing. [Display Addition Dot Card 1 + 1.] What number sentenceLesson WARM-UP: does this show? [1 + 1] This is a doubles fact. The addends are the same! [Show theDrop-It: Hand out Drop-It form #3. 2 + 2 Addition Dot Card.] What number sentence does this show? [2 + 2] This is alsoFlash 5-6 Addition Dot Cards. Have a doubles fact. Who can think of more doubles facts? [3 + 3; 4 + 4; 5 + 5] [Displaythe students write two number these Dot Cards.]sentences for each card on theirpapers. Check the students’ work. II. Writing vertical number sentences There are different ways to write number sentences. We can write them across, as weIntroductory Statement: did until now. But did you know that there is another way to write a number sentence?We’ve have learned all the addition We can also write it vertically (that means going up and down). [Choose a numbersentences with sums to ten. Today sentence from the board and model writing it vertically. As you write, label eachwe will learn about a special kind of part and explain its position.] I will write 3 + 3 = 6 vertically: First I write the 3. Underaddition: doubles. it, on the left, I write the +, and under that I write the 3. Under the 3 I draw a line to show “equals.” Under the line I write the sum: 6. Now we have [Point to each part of tHINKING tRIGGER: the equation as you read.] three plus three equals six. It is very important that thePlace large dominos that show numbers line up, each one below the one above it, so that they are in a straight line.“doubles” on the board. Ask: Cananyone think of what is special about Model how to write two more number sentences in this way.these dominos? Student Teacher: Place the Addition Dot Cards that show doubles facts on the board. Invite students to write matching vertical number sentences on the board. Help them explain the parts and steps of writing the number sentence. Conclusion: Now we know our special doubles facts. We also know how to solve math problems vertically.84

Doubles When both addends are the Write the numbers sentence. Solve.same, they are called doubles. 1. Tom rolled doubles. 2. Fred rolled doubles.4+4 = 8 1+1 = 2 He has 5 on one He has 4 on one number cube. number cube. How much does he How much does he have in all? have in all? += +=Write the doubles fact. 2. Add. Circle the doubles.1. 3. 7 4. 3 5. 8 +3 +3 +2 6. 4 wgWerechaRaetennefrimtrwhnseieutnm.mkabbdoeedfrr,:the +4 == 7. 5 8. 3 9. 3 +5 +0 +43. 4. 10. 2 11. 3 +2 +6 Student Workbook page Student Workbook page==12. 4 13. 4 14. 3 15. 4 16. 1 +3 +6 +3 +5 +1Copyright © 2012 by SPOTS Educational Resources. All rights reserved.5. 6. 7. 8.Chapter 2 Lesson 16 CCSS 1.OA.6 Add and subtract within 20. 63 63 64 64Using the Book: Pages 63-64Page 63: Read the introductory sentence. Point out the dice that show doubles and the domino that shows doubles at the topof the page.Examples 1-4: Read the directions. Have the class complete the section independently.Examples 5-8: What do you think we need to do here? [Accept answers and point out that the number sentences are writtenvertically in this section. Have the students complete the section independently. Circulate to offer help as needed.]Review the page together.Page 64: Examples 1-2: Read the directions. Say: Here we have math stories. We need Closing Statement:to write a number sentence for each of the stories. [Read the first story to the class.] Howmany dots did Tom have on his number cube? [5] If he rolled a double, then how many are What did we learn today in mathon the other number cube? [5] How many dots does he have in all? [10] Let’s write a number class? [Accept relevant answers.]sentence to show what happened. [Have students tell you what to write on the board, We learned about adding doubleswhile they fill in the answer and the number sentence in their books.] – when both addends are the same. We also learned a new way to writeIn the same way, complete example 2. number sentences. Tomorrow we will learn how to find an addend that isExamples 3-16: Read the directions. Have the class complete the page independently. missing from a number sentence.Review the answers together.Display the 5 + 4 and 5 + 5 Dot Cards and theirnumber sentences on the Math Window poster. 85

2.17 Chapter 2 Lesson 17: Missing Addends CCSS.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 manipulatives Write the number sentence 7 + __ = 10. Display seven markers and say: I am going to Goal: tell you a number story. I have seven markers. I need ten to fill the box. How many more do Students will find the missing I need? addend in number combinations to ten. Place Dot Card-7 on the board. Say: These dots are for the markers I already have. How Materials needed: Drop-It many markers do I need in all? [10] I will put white counters on the Dot Card to show how form #2; sets of 10 colored markers, many more markers I need. [Fill the card with three white counters.] How many counters pencils, and similar items; blank Dot did I add? [3] We need three more counters to have ten in all. So seven plus three equals ten. Boards; student counters I will write 3 in the blank. [Write in the number 3.] How many more markers do I need so I have ten? [3] [Show three more markers. Count to show that you now have ten.] Lesson WARM-UP: Drop-It: Hand out Drop-It form #2. Write 4 + ___ = 7. Say: Now we have another sentence with a missing addend. [Read the Flash 10-12 Addition Dot Cards. equation.] Have students write each equation on their papers. Check students’ Let’s tell a story with pencils. How many pencils do I already have? [Point to the four and work. show four pencils.] I want to have seven altogether. [Point to the sum: 7.] How many more pencils do I need? How can we solve this? [Place Dot Card-4 on the board.] Here we have )) Flash mostly the +3, +4, and +5 Addition four. How many white counters do we need to put on to make seven altogether? [Place Dot Cards. white counters on the Dot Card until you have the format of seven.] How many did we need? [3] What number can we fill in to our addition sentence? [3] Let’s read the sentence Introductory Statement: together. How many more pencils do I need so that I can have seven altogether? [3] We’ve have learned lots of addition already! We can add numbers with II. Solving missing addends with counters sums to ten, and we’ve found the Distribute the blank Dot Boards and counters. Write 6 + __ = 8. Read the equation different ways to make numbers. together and say: Let’s complete this together. How many black counters do we need to Today we have a new challenge. We start with? [6] [Have the students place 6 black counters on their Dot Boards while you will learn to find missing addends in model on the board.] We want to have 8. Let’s see. How many white counters do we need to addition sentences! add on to get to 8? [Add white counters until you have the format of eight.] What is our missing addend? [2] I will fill in 2 in the number sentence on the board. tHINKING tRIGGER: Write the following number Repeat with the equation 5 + __ = 9. sentence on the board: 6 + ___ = 10. Say: This is a different kind of addition III. Applying the skill to math stories sentence! Six plus “something” equals Let’s tell a story about what we’ve just learned: I have six pencils. I need to have eight pencils. ten! How can we figure this out? How many more pencils do I need to get? What is our number sentence? [6 + ___ = 8] Let’s [Allow students to respond. Ask solve this together. Look at our class banner. Which Dot Card can help us? [6] How many them to explain how they got to more do we need to add to Dot Card-6 to make it show eight? [2] 6 + 2 = 8. I need two more their answers.] pencils to have eight in all.86 Tell additional stories with a missing addend. Student Teacher: Write missing-addend equations on the board. Choose students to tell math stories for the equations. Conclusion: Now we know how to solve addition sentences even when one of the addends is missing. We need to think of a Dot Card with the number we already have, and add white dots until we get to the sum. Using the Book: Page 65-66 Page 65: Have the class turn to page 65. Read the directions. Say: Let’s look at the page. What do you think we need to do here? [Allow time for answers.]

Missing Addends Add dots to show the missing addend. Complete the addition sentence.Write the missing addend to complete the addition sentence. 1. 2.1. 2. 3. 6+ =7 6+ =9 3. 4. 5. 5+ =8 6.4+ =7 5+ =9 4+ =8 5+ =9 5+ =7 8+ = 104. 5. 6. Write the missing addend to complete the addition sentence. 7. 5 + = 8 8. 4 + = 6 9. 6 + = 10 Solve the story problem. 10. Sam collected 7 erasers. How many more erasers does he need to collect to have 10 erasers? ___ erasers 7 + = 10 11. Bob has 5¢. He wants to buy an eraser for 7¢. How much more money does he need? ____ 5¢ + ¢ = 7¢ 665+ =10 Student Workbook page6+ =85+ =7 Student Workbook page7. 8. 9.Copyright © 2012 by SPOTS Educational Resources. All rights reserved.4+ =5 8+ =10 6+ =9 65 65Chapter 2 Lesson 17 CCSS.1.OA.8 Determine the unknown number in an equation. 66Example 1: Here we have an Addition Dot Card with a number sentence underneath. The number sentence says 4 + ___ = 7. What is the missingaddend? Let’s look at the Dot Card. The book has 3 filled in as the missing addend. [Have the class trace over the answer.]Example 2: What number sentence is written under the Dot Card? [Write on the board: 5 + ___ = 9.] We have a missing addend. Let’s look at theAddition Dot Card. It shows us five black dots plus – how many? – to make nine? [4] Let’s fill in 4 in the addition sentence. [Fill it in on the boardwhile the class does so in their books. Read the equation aloud.]Have the students complete the page independently, while you offer help as needed. Review the answers together.Page 66: Read the directions for the first section. Say: Before, the white dots were added onto the Dot Cards. Now we need to add dotsourselves.Example 1: Ask a student to read the number sentence. Ask: How many dots need to be added to the Dot Card so we have 7 in all? [1] [Havethe students first trace the dot and then the number 1 in their books.] Now we have a completed number sentence and we have an AdditionDot Card that shows 6 + 1 = 7.Example 2: Place Dot Card-6 on the board. Write the equation 6 + ___ = 9. As a group, read the equation aloud and ask: How many do wealready have? [6] How many do we need in all? [9] How many dots do we need to add to make nine? [Add white counters one at a time whilestudents do the same in their books. Stop when you reach nine.] How many dots did we need to make nine? [3] What number should we fillin to the addition sentence? [3]You may continue the section as a group or have the students solve examples 3-6 independently Closing Statement:and review it together. What did we learn today in mathExamples 7-9: Read the instructions. Have the students refer to the Dot Card Banner to help class? [Accept relevant answers.]them solve the problems. Complete the section together. Today we learned to find missing addends in addition sentences.Examples 10-11: Read the stories to the class. Solve together. Refer to the Dot Card Banner for Tomorrow we will review Chapter 2.help. 87

2.18 Chapter 2 Lesson 18: End-of-Chapter ReveiwCCSS 1.OA.1 Use addition and Concept Development:subtraction to solve word problems. Read each suggestion on the list from the Thinking Trigger. For each concept or skill, ask students to suggest examples.CCSS 1.OA.3 Apply properties of Add on the skills and concepts that were left out, and ask for examples.operations. As you go through the list, give extra practice with skills and concepts that seemCCSS 1. OA.5 Relate counting to more difficult or confusing. Be sure to review how to count the value of a group of coins that include a nickeladdition and subtraction. and some pennies.CCSS 1.OA.6 Add and subtract Student Teacher:within 20.NYS CCLS 1.MD.3 Recognize and According to the time available, ask students to choose a skill or concept andidentify coins, their names, and show an example of it. Help them to explain what they are doing and why.their value. Conclusion:Goal:Students will review the skills and Today we reviewed everything we learned in Chapter 2!concepts taught in Chapter 2.Materials needed: coinsLesson WARM-UP:Flash the Addition Dot Cards. Havethe class identify the numbersentence of each card in unison.Introductory Statement:We’ve are almost at the end of oursecond chapter! Today we are goingto review what we’ve learned aboutaddition. 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 Chapter 1, but do not write them down.88

End-of-Chapter Review Complete the number line. Write the sum. Add. 1. 2. Color odd sums red and even sums yellow. 1. 2. 3. 4. 4+3= 6+4= 3 + 5 = ___ 4 + 6 =___ 7 + 2 =___ 2+5=___ 5. 6. 7. 8. 3. 4. 3+6=___ 2+8=___ 2+4=___ 5+4=___ 5+4= 6+3= 9. 10. 11. 12. Write the number sentence and solve. 5. Pete has 3 pennies 3+4=___ 3+7=___ 2+6=___ 1+4=___ and 1 nickel. How much does he have in all? ¢ ¢= Student Workbook page ¢ Student Workbook page 13. 14. 15. 16. 6. Joan has 8 crayons.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Nancy has 2 more crayon than Joan. 5+5=___ 1+8=___ 6+0=___ 4+4=___ How many crayons does Nancy have? crayons 67 67 = Chapter 2 Lesson 18 CCSS 1.OA.1, CCSS 1.OA.3, CCSS 1.OA.5, CCSS 1.OA.6, NYS CCLS 1.MD.3 68 68Using the Book: Pages 67-68Page 67: Read the directions. Have the students work independently to solve the problems. Then have them work in pairs todecide whether each sum is even or odd and to color the apples accordingly. Review the answers together.Page 68: Examples 1-4: Read the directions. Model the first example on the board. Have the class complete the sectionindependently while you offer help as needed. Review the answers together.Examples 5-6: Read the directions. Read the stories to the class. Have students write each number sentence independently.Review. Name: 2. 3. Closing Statement: Add. 6+4= 7+3= What did we learn today in math class? [Accept relevant answers.] 1. 5. 6. Today we reviewed Chapter 2. 5+2= 5+5= 8+0= Tomorrow we will begin Chapter 3! 4. 8. 9. 89 4+4= 1+6= 2+7= 7. 5+4= 3+6= Complete the number line. Write the sum. 10. 4 + 3 = 11.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Write how many cents are in each group. ¢ Assess. Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. 12. 13. Provide additional practice as needed. ¢ = Note: The assessment sheet includes only the fundamental skills learned in Write the number sentence and solve. 2 this chapter. 14. Bella takes 8 minutes to complete her math problems. Dalia takes 2 more minutes than Bella. How many minutes does Dalia take to do the math problems? ___ minutes Chapter 2 Assessment Form



Chapter 3 Subtraction 91Copyright © 2012 by SPOTS Educational Resources. All rights reserved.

Chapter 3 overviewSubtraction Terms: In this chapter the students will learn about the operation of subtraction as “taking away,” using numbers through ten. minuend – subtrahend = difference The chapter starts off with an introduction to the concept of subtraction, by crossing out drawings and telling story problems. It then goes on to discuss usingnumbers and symbols to form subtraction number sentences.Two strategies for subtracting are taught: When subtracting a small amount (i.e., when the subtrahend is less than thedifference, such as in 9 - 2), students are taught to count back. When subtracting a larger amount (i.e., when the subtrahendis greater than the difference, such as in 9 - 6), students are taught to count on. The teacher models the subtraction processusing large Dot Cards and crossing off the appropriate number of dots, and the students then practice these skills in theirmath books. The Subtraction Dot Cards are reviewed in the “Lesson Warm-Ups.” As with the Addition Dot Cards, you will needto display the Subtraction Dot Cards for a longer period of time than the number Dot Cards. However, it is still important tohave students acquire a level of automaticity in visualizing these operations as well, so keep the display time brief.The students are also introduced to using a number line as another model to solve subtraction equations.Subtraction skills are applied to solving story problems and to buying and subtracting with money (nickels and pennies).When the students complete this chapter, they will have learned several methods for solving subtraction problems. Studentsmay choose whichever method they prefer. At this point they are not expected to be fluent with the subtraction facts. Sample Subtraction Dot Cards SET A Set B Copyright © 2012 by SPOTS Educational Resources. All rights reserved. There are two types of Subtraction Dot Cards, which 10 – 1 = 9 7 – 3 = 4 8 – 7 = 1 7 – 6 = 1 are used to reinforce the two strategies: In set A the subtrahend is less than the difference, and dots are crossed off from the top of the card, which reinforces the counting-back strategy. In set B the subtrahend is greater than the difference, and dots are crossed off from the bottom of the card, which reinforces the counting-on strategy.92

Chapter Three Table of Contents Introduction to Chapter 3 94��������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 1: Using Pictures to Subtract������������������������������������������������������������������������������������������������������������������������ 96 Lesson 2: Using Symbols to Subtract ������������������������������������������������������������������������������������������������������� 98 Lesson 3: Subtracting One and Two�����������������������������������������������������������������������������������������������������������������������100 Lesson 4: Subtracting Three and Four��������������������������������������������������������������������������������������������������������������������102 Lesson 5: Making Purchases ������������������������������������������������������������������������������������������������������������������������������104 Lesson 6: Subtracting All or Zero�����������������������������������������������������������������������������������������������������������������������������106 Lesson 7: Using the Number Line ������������������������������������������������������������������������������������������������������������108 Lesson 8: Mixed Practice: Addition and Subtraction����������������������������������������������������������������������������������������110 Lesson 9: Problem-Solving Choosing the Operation *���������������������������������������������������������������������������������������112 Lesson 10: Problem-Solving Counting On to Subtract��������������������������������������������������������������������������������������114 Lesson 11: Subtracting With a Difference of One and Two����������������������������������������������������������������������������116 Lesson 12: Subtracting with a Difference of 3, 4, and 5�����������������������������������������������������������������������������������118 Lesson 13: Subtracting a Lot or a Little�����������������������������������������������������������������������������������������������������������������120 Lesson 14: Subtracting to Find the Missing Part ��������������������������������������������������������������������������������122 Lesson 15: Problem-Solving Story Problems with an Unknown Part������������������������������������������������������������124 Lesson 16: Relating Addition to Subtraction ���������������������������������������������������������������������������������������126 Lesson 17: End-Of-Chapter Review������������������������������������������������������������������������������������������������������������������������128 * This lesson may be combined with the previous lesson for a faster pace. Hands-On Lesson; Lesson Promotes Algebraic Reasoning; Money SkillsCopyright © 2012 by SPOTS Educational Resources. All rights reserved. Cards: Materials Needed Magnetic Boards: Manipualtives: Addition Dot Cards; Addition flash cards facts thru ten; Subtraction Dot Cards Blank Dot Boards; Dot Cards 1-10; Math Puzzles Reproducibles: Student counters; students’ blank Dot Boards; number-sentence wipe-off boards Balloons, toy school bus; toy people; toy frog; small snacks; model and real nickels and (Found in pennies the Teacher’s Lesson warm-up sheets: Drop-It forms #2, #3, and #4 Resource Book) Lesson handouts: #5-3.9; #6-3.13; #7-3.16 Cutouts: school supplies; snacks; frog 93

3 Introduction to Chapter 3Goal: Concept Development:Students will be given a previewof Chapter 3: subtraction from Hand out four pretzels to each student and have them each eat one. Ask: Hownumbers to ten. many pretzels do you have left? [3] [Tell the class:] We’ve just subtracted! [WriteMaterials needed: pretzels; 4 – 1 = 3 on the board and read the equation to the class.]balloons; toy school bus (optional);plastic toy people (optional) Circle or highlight the minus sign. Say: This is the minus sign. It tells us to take away. Just as we use a plus sign in addition, we use the minus sign in subtraction.Introductory Statement: [On the board, draw a box and label it New Words. Write minus in the box.] MinusIn Chapter 2 we learned how to add; means to take away.in Chapter 3 we will learn how tosubtract. Circle or highlight the number 3. Say: This is the difference. We had four. We took away three. The difference is one. [In the New Words box write difference.] tHINKING tRIGGER:Subtraction is the opposite of Show the class seven blown-up balloons. Ask a student to pop three of them.addition. We know that addition Ask the class: How many balloons did we have at first? [7] How many were popped?means getting more. What do you [3] How many are left? [4] Let’s write another subtraction number sentence. [Havethink subtraction means? the class help you write the number sentence 7 – 3 = 4 on the board. Point to the minus sign. Read the equation together. Circle the minus sign and say:] This says minus. Minus means to take away. [Circle the 4.] Four is how many are left. Four is the difference. ‫ד‬″‫בס‬ Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Dear Parents, We have completed Chapter 2 of our Spots for M.A.T.H. program. We are pleased to report that the students have gained an understanding of the concept of addition, as taught through the Addition Dot Cards. In Chapter 3 your child will learn all aspects of subtracting using numbers up to ten. Two types of Subtraction Dot Cards will be used. SET A SET B 10 – 1 = 9 8 – 2 = 6 7–6=1 9–7=2 Copyright © 2012 by SPOTS Educational Resources. All rights reserved. These cards will aid in the process of teaching basic subtraction and will be reviewed in class Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. daily to internalize the concept and to help increase speed and accuracy with basic subtraction facts. At first the students will learn to subtract 1, 2, 3, and 4; in this case, the number taken away is less than the difference, as represented by the cards in set A. Later in the chapter we will learn to subtract a larger number; the answer will be less than the amount taken away, as represented by the cards in set B. The students will also learn how to “count on” to subtract and how to use a number line for subtraction. We will learn to solve subtraction number stories and to choose the correct operation when problem solving. By the time we complete this chapter, the class will have a clear understanding of the concept of subtracting using numbers up to ten. 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, ______________________ Your child’s teacher Family Letter • Chapter 3 ))Remember to send home the family letter.94

Chapter 3: Subtraction Chapter Opener minusdifference 6–2= 4 6¢ – 5¢ = 1¢ 10 first-grade boys were on the bus. 2 boys got off at the stop near the gate. 10 minus 2 equals 8. 8 first-grade boys were on the bus. 2 boys got off at the house with red bricks. 8 minus 2 equals 6. 6 first-grade boys were on the bus. 3 boys got off at the park near the tree. 6 minus 3 equals 3. 3 first-grade boys were on the bus. 2 boys got off when it passed the big house and started to run. 3 minus 2 equals 1. 1 first-grade boy was on the bus. He got off all by himself, as a hero! 1 minus 1 equals 0. Student Workbook page8–2= 6 Student Workbook page –2Copyright © 2012 by SPOTS Educational Resources. All rights reserved.68 69 69 70 70Using the Book: Pages 69-70Page 69: Ask: What do you see on the page? [As students answer, explain each part:]This box shows us the new words. [Read the words in the box and compare them to the words listed on the board. Ask studentsto explain what the words mean.]How many pencils are shown? [6] How many are crossed off? [2] How many are left? [4] We have another subtraction sentence! Let’sread the number sentence together.We will use math puzzles in this chapter to show subtraction, too.We have special Subtraction Dot Cards that have black dots crossed off with X’s, to show that we take away. How many dots are onthe card? [8] How many are crossed off? [2] How many are left? [6] Do you see the subtraction sentence next to the card? Let’s readit together.Here we have a subtraction number line. We jump back toward the beginning of the line – to a number that is less.Page 70: Read the poem and discuss it with the class. ))You may want to use a toy school bus and little plastic toy people to model the poem. Closing Statement: We are going to learn all this in Chapter 3! 95

3.1 Chapter 3 Lesson 1: Using Pictures to SubtractCCSS 1.OA.1 Use addition and For the teacher: Minuend - subtrahend = differencesubtraction to solve word problems. note: This lesson is a continuation of the introduction to the chapter, thereGoal:Students will be introduced are differences in its format.to the concept of subtraction:taking away. Concept Development:Materials needed: large sheetsof paper I. Subtracting with drawings Tell the following story, drawing the details on the board as you go along: AdelIntroductory Statement: is in first grade. Each day she brings the same snack: three apples, seven pieces ofNow we will start the new chapter. popcorn, and four carrot sticks. [Draw the snacks.] One morning, Adel ate twoIn Chapter 2, we used counters apples. How many apples does she have left? [1]and pictures to learn to add twonumbers together. Now we will How can we show what just happened? [Elicit that you can cross off two apples.use pictures to subtract numbers. Draw an X on each of the two apples and say:] Adel had three apples. She ate two apples. One apple is left. Adel gave her friend four pieces of popcorn. [As above, elicit that you can act out the story by crossing out four pieces of popcorn.] How many does she have left? [3] Adel had seven pieces of popcorn; she gave away four. She has three pieces of popcorn left. In the same way, tell and show that Adel gave away one carrot stick and has three left. II. Using the term minus Refer to the drawings and say: There is a special math way to say “take away.” Does anyone remember what it is? [minus] [Review the number sentences using the word “minus” (e.g., “Three apples minus two apples equals one apple left.”)] Student Teacher: Divide the class into small groups. Distribute a large sheet of paper to each group. Have a volunteer from each group tell a subtraction math story. Have the other members of the group draw the story. Have the groups present their drawings. Paste them on your math bulletin board. Conclusion: Now we know how to draw story problems that show taking away.96 Copyright © 2012 by SPOTS Educational Resources. All rights reserved.