Teacher Edition 2015(2) with cover

Write how many. End-of-Chapter Review Will we form a new ten? Circle the correct sign.1. 2. 3. Add. 1. +325 2. +719 3. +864 4. +608    Tens Ones Number Tens Ones Number Dimes Pennies Amount  ¢ 5. 6. 7. 8.Fill in the numbers that come just before and just after.  +136  +164  +873  +4534. 5. 6.  89 65 50 Circle to show if we are adding tens or ones. Add.Compare. Write > or <. Circle the correct word. 9. 58 Tens 10. 30 Tens 11. 63 Tens + 20 Ones +40 Ones +5 Ones7. 42 18 8. 61 90 greater greater 12. 47 Tens 13. 83 Tens 14. 52 Tens42 is than 18. 61 is than 90. +40 Ones +6 Ones +40 Ones less less Student Workbook page Student Workbook pageWrite the number that is ten more.Complete the number line. Fill in the sum.Copyright © by SPOTS Educational Resources. All rights reserved.9.10.11.12. 15. 37 + 20 = Copyright © by SPOTS Educational Resources. All rights reserved. 45, 39, 56, 78, 16. 52 + 30 =Write the number that is ten less. 16. , 43 79 79 80 8013. 14. 15. , 76 , 54 , 28Chapter 6 Lesson 22 CCSS 1. NBT.1, CCSS 1.NBT.2, CCSS 1.NBT.2a, CCSS 1.NBT.3, CCSS 1.NBT. 4, CCSS 1.NBT.5, NYS CCLS.1.MD.3VII. Adding tens or onesList these equations on the board: 67 + 30; 23 + 4; 65 + 1; 56 + 10; 37 + 20; 43 + 3. Have the class tell you which equations showadding tens, and circle them. Ask which equations show adding ones, and draw a box around them. Solve each example together.VIII. Adding on a number lineDraw an open number line and write 58 + 30 = ___ on the board. Say: Let’s solve this problem on the number line. With which numbershould we start? [58]. 58 is our starting number. [Write 58 at the beginning of the number line.] How many jumps of ten do we need tomake? [3 jumps of ten] [Together, count on by tens as you draw the jumps 68, 78, 88.] What is the landing number? [88] [Write in 88.]Our sum is 88. [Fill in the sum.] [Repeat this with 39 + 20 and 46 + 30.]STUDENT TEACHER:Divide the class into groups of four. Give each group a large piece of paper. Ask each group to choose a skill that was reviewed in thislesson and to draw or write some examples that apply the skill. Have the groups present their work for the class.CONCLUSION: CLOSING STATEMENT:Today we reviewed some of the things we learned in Chapter 6. Who can tell us what we learned today? [Accept relevant answers.]USING THE BOOK: Pages 79-80 Today we reviewed lots of skills. We talked about tens and ones, numbersPages 79 and 80: For each section, read the directions to the class. Have the students that come before and after, ten morecomplete it on their own, while you circulate to offer help as needed. and ten less, and adding. TomorrowReview each page together. we will continue to review. Choose two subtraction facts that need review and display them on the math poster. 97

6.23 Chapter 6 Lesson 23: Cumulative ReviewCCSS 1.OA.1 Solve word problems. CONCEPT DEVELOPMENT:CCSS 1.OA.6 Add and subtract I. Adding ones that equal a teen numberwithin 20. Write 5 + 4 on the board. Ask a student to tell what the sum is. Say: Here we added two numbers that are only ones, and our sum is a number that has only ones.CCSS 1.OA.7 Determine if anequation is true or false. Write 8 + 4 on the board. Ask: Do you think the sum in this number sentence will be a number that has only ones? [no] What is the sum? [12] We completed a ten, and we have two more.CCSS 1.NBT.3 Compare two-digitnumbers based on the meanings of Write 4 + 7 on the board. Ask: From which number should we start adding? Which number isthe tens and ones digits. greater? [7] How much is 7 + 4? [11] How much is 4 + 7? [also 11]CCSS 1.NBT.6 Subtract multiples Let’s solve some more addition problems like this. [Write on the board: 6 + 5, 7 + 7, and 8 + 9.of ten. Solve each equation with the class. Remind the students to first complete the ten and then see how many more there are.]NYS CCLS.1.MD.3 Recognize and II. Subtractionidentify coins, their names, and Write 7 – 3 on the board. Ask a student to tell what the difference is [4], and write it on thetheir values. board. Next to it write 17 – 3. Ask: How does knowing that 7 – 3 = 4 help us solve 17 – 3? [each number sentence has the same number of ones] [Solve 17 – 3 together with the class.]GOAL: Next to these equations write 70 – 30. Ask: Now can you solve this? Think about how many tens are in each number. 7 tens minus 3 tens equals…? [4 tens, or 40] [Fill in the difference.]Students will review and practice In the same way, solve 8 – 5, 18 – 5, and 80 – 50. Ask: What is the same about how we solvemore skills learned through each of these number sentences? [for all of them we use 8 – 5 to help us find the difference]Chapter 6. Write 45 – 5 = ___ on the board. Read the equations and ask: What are we taking away? [all the ones] We take away the ones and are left with only the tens. What is the difference? [40]MATERIALS NEEDED: blank sheets Write 95 – 5 = ___, and solve it in the same way.of paper III. Determine whether an equation is true or false Write an equal sign on the board. Ask: What does this mean? [both sides are the same amount]INTRODUCTORY STATEMENT: Now let’s write some number sentences and decide if they are true or false. [On the board, write 4 + 4 = 8. Ask:] Is this true? [yes] [Draw a √ next to the equation.]We’ve learned so much about adding Write 8 = 4 + 4. Ask: Is this true? [yes] Both sides of the equal sign show the same amount.and subtracting and other math [Draw a √ next to the equation. Write 4 = 4 + 3.] What about 4 = 4 + 3? Is this true? Do bothideas. Today we will review some of sides show the same amount? [no] [Draw an X next to the equation.]what we’ve learned this year. Write 32 = 30 + 2. Ask: Is this true? Do both sides show the same amount? [yes, both are 32] [Draw a √ next to the equation.] THINKING TRIGGER: Write 87 = 70 + 4. Ask: Is this true? Do both sides show the same amount? [no, it is false; 70 + 4 Copyright © by SPOTS Educational Resources. All rights reserved. does not equal 87] [Draw an X next to the equation.]Can you think of an addition number Write 50 + 2 = 2 + 50. Ask: Is this true? Do both sides show the same amount? [√; yes, they aresentence that equals a number equal]with only ones? Can you think of an Write 50 + 8 = 80 + 5. Ask: Is this true? Do both sides show the same amount? [X, it is not true;addition number sentence that equals 50 + 8 = 58, and 80 + 5 = 85]a teen number? An addition number IV. Coins: greater than, less than, and equalsentence that equals a number with Place a quarter, a dime, a nickel, and a penny at the top of the board. Ask the class to tell youonly tens? One that equals a number the value of each.with tens and ones? [Write the Under the coins, write the signs >, <, and =. Discuss what each one means.suggestions on the board.] Place a quarter in the center of the board. Next to it, make a group with 2 dimes and 4 pennies. Count the value of the coins and ask: Which is worth more? The quarter or the group of other coins? [quarter; the other coins are worth 24¢] To which coin/coins will the open mouth be facing? [the quarter] [Draw a greater-than sign.]Make groups of coins that include dimes and pennies, or a nickel and pennies, or dimes, a nickel and pennies. Count the value of each group andcompare the value of each group to that of the quarter. Write the correct sign.V. Story problemsDistribute blank sheets of paper to each student and explain that you will share some story problems. Have the students work with partnersto solve each story problem using simple math drawings and/or math puzzles. After each story, ask one or two sets of partners to share theiranswers and to explain how they arrived at them. Model the solutions on the board and write the number sentences, as necessary.98

Add. 2. + 66 3. + 95 4. + 57 Cumulative Review Make a simple math drawing to show the story. Fill in the math puzzle. Write the number sentence and solve. 1. + 78 5. + 84 6. + 99 1. There are some balls on the field. Subtract. 4 balls roll into a ditch. Whole 6 balls are left on the field. 7. 7 8 70 9. 8 10. 18 11. 37 12. 69 How many were there to begin with? Part Part – 6 –60 – 4 – 4 – 7 – 9 balls = Draw a or an to show if the sentence is true or false. 2. There are 9 jump ropes in the yard. Some children take jump ropes. Now 13. 14. 15. there are 5 jump ropes left. How Whole many jump ropes were taken? 67 = 60 + 7 98 = 6 + 90 46 = 6 + 40 jump ropes Part Part = 16. 17. 7 + 30 = 30 + 7 20 + 8 = 80 + 2 Student Workbook page Student Workbook pageWrite the value of each group of coins. 3. Greg has a marble collection. Whole Compare. Write >, <, or =. He gets 3 more marbles.Copyright © by SPOTS Educational Resources. All rights reserved. 18. 19. Now he has 8 marbles. Part Part How many marbles did he have to begin with? marbles =Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H.Chapter 6 Lesson 23 CCSS 1.OA.1, CCSS 1.OA.6, CCSS 1.OA.7, CCSS 1.NBT.3, CCSS 1.NBT.6, NYS CCLS.1.MD.381 8182 82 Copyright © 2012 by SPOTS Educational Resources. All rights reserved. Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. Copyright © by SPOTS Educational Resources. All rights reserved.Yesterday I was cutting up some fruit. I cut up some pears. I gave my baby 3 pieces, and I was left with 7 pieces of pear. How many pieces of pear did Icut up in all? [10 ]I cut up some pieces of red apple. Then I cut up 4 pieces of green apple. Now there are 7 pieces of apple. How many pieces of apple are red? [3]I cut 8 pieces of melon. I ate a few pieces, and now there are 5 pieces of melon left. How many melon pieces did I eat? [3]STUDENT TEACHER:Choose skills mentioned in this lesson that you feel need more review. On the board, list some examples of each, and have students solve andexplain the process used.CONCLUSION:Today we reviewed math that we’ve learned so far.USING THE BOOK: Pages 81-82Page 81: For each section, read the directions to the class. Have the students complete it on their own while you circulate to offer help asneeded. Review the page together.Page 82: Read the directions. Read each story problem and solve together.Name: Name:Write how many. Will we form a new ten? Circle the correct sign. Add. 1. 2. 3. 1. 2. 3. 4.  45  21  36  70 CLOSING STATEMENT:  +2  +9  +4  +8 Who can tell us what we learned today? [Accept relevant answers.]Tens Ones Number Tens Ones Number Dimes Pennies Amount Today we reviewed lots of math ideas. ¢ We practiced adding and subtracting, we talked about coins, and we sawFill in the numbers that come just before and just after. Circle to show if we are adding tens or ones. Add. which groups of coins were greater than, less than, and equal. We also4. 5. 6. 5. 68 Tens 6. 40 Tens 7. 32 Tens told story problems. Tomorrow we will + 20 + 40 +5 Ones start the next chapter – Chapter 7! 79 45 60 Ones Ones 99Compare. Write > or <. Circle the correct word.7. 52 18 8. 61 80 Complete the number line. Fill in the sum. greater greater 8.52 is than 18. 61 is than 80. 64 + 30 = less lessWrite the number that is ten more. Write the number that is ten less. Fill in the math puzzle. Write the number sentence and solve.9. 10. 11. 12. 9. Miss Kendall peeled 23 apples to make apple Assess. 75, 29, , 66 , 38 pies. Then she peeled 3 more apples to use Provide additional practice as needed. in a fruit salad.Write the value of each coin. 15. 16. How many apples did she peel? ____ apples Whole13. 14. ¢ ¢ ¢ Part Part ¢ 9Chapter 6 Assessment Form A = Chapter 6 Assessment Form B 10NOTE: Be sure your students are fluent with addition and subtraction facts thru 10 beforemoving on to Chapter 7. Take some time to provide additional practice of facts or groups offacts that need more review. Use the practice activities suggested on pages 12-13, using thegame reproducibles provided in the Teacher's Resource Book.



Chapter 7: Teen Subtraction 101Copyright © by SPOTS Educational Resources. All rights reserved.

Chapter 7 OVERVIEWSubtraction Terms: In Chapter 7 the students learn to subtract from teen numbers with differencesminuend – subtrahend = difference of less than ten. These equations are solved using the strategy of decomposing a number leading to ten. The chapter begins with subtracting all the ones from the teen number (e.g.,15 – 5), so that the difference equals ten, and it continues with subtracting more than the ones that there are in the teennumber (e.g., 15 – 6). The students are taught to subtract in two steps: First subtract all the ones from the teen number 15 – 6 =and get ten; then subtract the rest from the ten to get the difference (e.g., 15 – 6 would be solved as15 – 5 = 10, minus 1 = 9). The teacher models the process using Teen Dot Boards and crossing off dotson both sides – first crossing off all the ones, and then crossing off the rest from the ten. Break-apartnumbers are written to show what was done. Under the subtrahend we write how we broke apart thenumber. For the problem above (15 – 6), under the 6 we write the numbers 5 and 1. The two-step number sentence is written to provide yet another way of showing the two-step process to get ten the rest(15 – 5 – 1 = 9). After the students can subtract from teen numbers in two steps, the skill is applied to theopen number line. The students are taught to make two jumps: one to 10 and the other to the difference. This is an importantpreparation for subtraction with larger numbers, which students will do in the future. After they are introduced to the various methods to solve teen subtraction equations, the students are given the opportunityto decide which method (Dot Cards, break-apart numbers, or the number line) works best for them. Students need not beproficient with the more abstract strategies (break-apart number sentences and open number lines). Next, the students learn to subtract ten from teen numbers, by crossing off the ten from the ten side, so that they have onlythe ones left. They continue with subtracting 9, 8, and 7, also by crossing off dots on the ten side (see Set B). Math puzzles are used to show and review the relationship between the parts of subtraction sentences (when we subtracteither part, we get the other part), and then to work with number families, reinforcing the relationship between addition andsubtraction.All the skills are reviewed and reinforced with story problems. By the time the students complete this chapter they will be able to subtract from teen numbers with differences less thanten. They will model their thinking by filling in the break-apart numbers and the jumps on an open number line.Note: At this point students will solve these equations by referring to the Teen Dot Cards for help.Sample Teen Subtraction Dot Cards SET A Set BThere are two types of Subtraction Dot Cards. In set Copyright © by SPOTS Educational Resources. All rights reserved.A the subtrahend is less than the difference, anddots are crossed off from both sides. In set B thesubtrahend is greater than the difference, and dotsare crossed off from the ten side. 13 – 5 = 8 15 – 6 = 9 13 – 9 = 4 11 – 8 = 3Note: The Dot Cards in Set A are not used in the lesson warm-up section, since it may be difficult for students to identify thesubtrahend.102

Chapter 7 Table of Contents Introduction to Chapter 7 104��������������������������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 1: Subtracting to Equal Ten 106������������������������������������������������������������������������������������������������������������������������������������������� Lesson 2: Subtracting in Two Steps 108������������������������������������������������������������������������������������������������������������������������������������������������������ Lesson 3: Subtracting with Differences of 9 and 8 110������������������������������������������������������������������������������������������������������������������ Lesson 4: Writing Break-Apart Numbers 112��������������������������������������������������������������������������������������������������������������������� Lesson 5: Practice: Writing Break-Apart Numbers 114����������������������������������������������������������������������������������������������� Lesson 6: Subtracting with Differences of 5, 6, and 7 * 116������������������������������������������������������������������������������������� Lesson 7: Using the Number Line 118������������������������������������������������������������������������������������������������������������������������������������� Lesson 8: Practice: Using the Number Line 120�������������������������������������������������������������������������������������������������������������� Lesson 9: Choosing a Way to Subtract * 122������������������������������������������������������������������������������������������������������������������������������������������ Lesson 10: Mixed Practice: Addition and Subtraction 124���������������������������������������������������������������������������������������������������������� Lesson 11: Subtracting 10 from a Teen Number 126��������������������������������������������������������������������������������������� Lesson 12: Subtracting 9 from a Teen Number 128�������������������������������������������������������������������������������������������������������������������������� Lesson 13: Subtracting 8 from a Teen Number * 130��������������������������������������������������������������������������������������������������������������������� Lesson 14: Subtracting a Lot or a Little 132��������������������������������������������������������������������������������������������������������������������������������������������� Lesson 15: Subtracting 7 from a Teen Number 134�������������������������������������������������������������������������������������������������������������������������� Lesson 16: Subtracting Either Part 136����������������������������������������������������������������������������������������������������������������������������������� Lesson 17: Number Families 138������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 18: Practice and Reinforcement 140�������������������������������������������������������������������������������������������������������������������������������������������� Lesson 19: End-of-Chapter Review 142������������������������������������������������������������������������������������������������������������������������������������������������������� Lesson 20: Cumulative Review 144����������������������������������������������������������������������������������������������������������������������������������������������������������������� * This lesson may be combined with the previous lesson for a faster pace. Hands-On Lesson; Lesson Promotes Algebraic Reasoning; Money SkillsCopyright © by SPOTS Educational Resources. All rights reserved. Cards: Materials Needed Magnetic Boards: Manipualtives: Teen Subtraction Dot Cards; addition and subtraction flash cards Reproducibles: Dot Cards 11-19; Math Puzzles Model coins (Found in the Lesson warm-up sheets: Drop-It forms #6, #7, #8, and #9 Teacher’s Resource Book) Lesson handouts: #13 - 7.9; #14 - 7.16; #15 - 7.17 103

77.1 Introduction to Chapter 7 Goal: ccss.oa.c.6 Chapter 7: Teen Subtraction Students will be given a preview of Chapter 7: Subtracting from Teen Numbers. Introductory Statement: Chapter 7: In Chapter 6 we learned to add with Teen Subtraction 19 – 10 = 9 two-digit numbers. In Chapter 7 we will learn to subtract from teen numbers. tHINKING tRIGGER: 14 – 5 = 9 Student Workbook page Place Dot Card-15 on the board. Next to it write the equation 15 – 5 = ___. 41 Ask: How can we show this number sentence on the Dot Card? What is the to get ten the rest difference? –5 ‫ד‬″‫בס‬ Dear Parents, –1 –4 In Chapter 7 your child will learn to subtract from teen numbers with a difference (i.e., answer) that is less than ten. We will use Teen Dot Cards and number lines to practice this skill. We will 9 10 14 also write the break-apart numbers, similar to the ones we used for addition in Chapter 4. The break-apart numbers show the two steps involved in the subtraction process: first subtracting to 83 83 ten, then subtracting the rest. In this chapter your child will learn to think about his/her own learning and thought processes.Copyright © 2014 by SPOTS Educational Resources. All rights reserved.Note: This lesson follows a slightly different format than usual. The ConceptCopyright © by SPOTS Educational Resources. All rights reserved. Each student will have to decide which subtraction method works best for him/her. We will tryPermission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H.Development section follows the Using the Book section. the various methods learned, and each student will decide which one is “his/her” way. This is an important skill for later learning. Using the Book: Pages 83-86 By the time we reach the end of this chapter, the students will know how to subtract one-digit numbers from teen numbers using Dot Cards, an open number line, and break-apart numbers. Page 83: Ask: What do you see on the page? [As the students answer, explain Students will understand how and why these methods work, and they will also have an each part:] awareness of which method works best for them. I look forward to our continued success as we work together to help your child build more skills. Dot Card at the top of the page: There are 19 dots. 10 are crossed off. There are 9 left. [Read the equation below the Dot Card.] Sincerely, ______________________ Dot Card at the bottom of the page: There are 14 dots. 5 are crossed off. There Your child’s teacher are 9 left. [Point out that the dots are crossed off from both cards. Ask a student to tell you the corresponding number sentence (14 – 5 = 9).] Family Letter • Chapter 7 Break-apart number sentence: Write a break-apart number sentence on the ))Remember to send home the board, just as it is shown in the book. Explain that just as in addition we split family letter. the numbers to add, we can do the same in subtraction. The 5 can be split into 4 and 1: 14 – 4 equals 10; minus another 1 equals 9. Compare this to the104 break-apart number sentence in the book. Number Line: Copy the number line on the board and explain: First we jump back 4 to the 10, and then we jump back another 1 to the 9. 9 is the difference.

Chapter Opener : I also learned how to add and subtract, : I had 15 bottles of bubbles. I sold 6. and I can do it really well. So, what do you say? THE TOY STORE I can even help you figure out How many bottles of bubbles do I have how much you have to sell! on my shelf today? One spring day, Miriam went to buy a box of clay. She had some pennies, some nickels, : I had 19 pairs of sunglasses, : Oh, um, sorry, sir. That’s a question I can’t and last week I sold 4. answer for you. and some dimes to pay. How many pairs of sunglasses That kind of subtraction I haven’t yet The shopkeeper said: That’ll be 50 cents. do I now have in my store? learned how to do. My teacher shows us easy ways to do math, It does not cost so much. : That’s easy. You have 15 pairs of every day she teaches us more. You can give me quarters, dimes, nickels, or pennies – sunglasses left now. I will come back after I learn that, Did you notice just how fast I figured that out? Wow! and I’ll help you in your store! do you have enough? : Yes, sir. I have all the money I need, Student Workbook page I brought it from my home. Student Workbook page And guess what? I even know how Student Workbook page to count it all alone! Copyright © by SPOTS Educational Resources. All rights reserved. BBuuBbBbllEeSs Copyright © by SPOTS Educational Resources. All rights reserved. CLAY 84 85 85 86 86 Chapter 7 Lesson 1 84 Pages 84-86: Read the poem to the class as they follow along in their books. As you go along, discuss these points: What did Miriam want to buy? Did she have enough money? How many sunglasses did the shopkeeper have? How many did he sell? How many are left? [You can have the class cross off four pairs of glasses on the Dot Cards to show what happened.] How many bottles of bubbles did the shopkeeper have? How many did he sell? Why couldn’t Miriam tell how many are left? [Allow time for the students to discuss the idea. Explain:] Miriam knows how to subtract ones from teen numbers, but to solve 15 – 6, she needs to learn Chapter 7 with us! CONCEPT DEVELOPMENT: Let’s look at some number sentences and see which ones Miriam can solve now. [Place Dot Card-14 on the board and write 14 – 2 = ___.] Let’s solve 14 – 2 by crossing off dots. How many do we need to cross off? [2] [Cross off 2 dots.] What is our difference? [12] [Repeat as above with 14 – 1 and 14 – 3. Write 14 – 6.] Lets cross off 6 dots. Begin by crossing off the dots on the ones side. We only have 4 dots on the ones side, but we need to subtract 6. What can we do? [You may need to help students to realize that we can cross off more dots from the ten side. Cross off another 2 dots.] What is the difference? [8] In this number sentence we crossed off dots on both sides. In this chapter we will learn to subtract more than the ones we have in the teen numbers. We will learn to cross off dots from both sides.Copyright © by SPOTS Educational Resources. All rights reserved. Refer to the story in the book. Say: Let’s see if we can help the shopkeeper figure out how many bottles of bubbles he has left. How do you think we can do that? [Allow student time to discuss this. Then use Dot Cards to help solve this problem. Show Dot Card-15 and cross off 6 dots.] Closing Statement: In Chapter 7 we will learn how to subtract from teen numbers, taking away more than the ones there are in the teen number, by crossing off dots from both sides. Then we will be able to help the storekeeper too! 105

7.1 Chapter 7 Lesson 1: Subtracting to Equal TenCCSS 1.OA.6 Add and subtract note: This lesson is a continuation of the introduction to the chapter,within 20.NYS CCLS 1.MD.3 Recognize and there are differences in its format.identify coins, their names, andtheir value. Concept Development:Goal: I. Subtracting with Dot CardsStudents will solve subtraction Write 15 – 5 = ___ on the board. Read the equation and ask: How much do youequations in which the difference is think we will have left? [Place Dot Card-15 on the board and elicit from studentsten. how to show it on the Dot Card. Then cross off the 5 ones.] We are left with theMaterials needed: model coins; ten. [Write the difference.]toy rabbit or rabbit cutout Do the same with 17 – 7 and 13 – 3.Introductory Statement:Now we will start to learn Chapter 7! Summarize: When we have a teen number, and we subtract all the ones, there are just ten left. tHINKING tRIGGER:Can you think of a number sentence II. Using an open number linethat equals ten? [Accept addition Display Bunny and ask: Do you remember Bunny? Who can tell us how he jumps?and subtraction equations.] [Bunny jumps the whole number in one big jump] Next to 13 – 3 = 10 draw an open number line. Say: Let’s see how Bunny will jump Copyright © by SPOTS Educational Resources. All rights reserved. this number sentence. When we subtract, we start at the end of the number line and jump back. Bunny is subtracting from 13, so I will write 13 at the end of the line. [Place Bunny at the end of the number line, and write 13.] How many numbers does he need to jump? [3 numbers back] Instead of making three little jumps, he will make one big jump of three spaces. [Have Bunny “jump” 3, draw the jump, and label it –3.] What number did he get to? [10] How much is 13 - 3? [10] [Write 10 at the landing point.] Repeat this with 15 – 5 and 17 – 7. Write 16 – 6, and draw an open number line. Ask the class to tell you how to show it using just one big jump. Do the same for 18 – 8. III. Practicing the skill Write 19 – 9 = ___ on the board. Ask: What is the difference? Let’s try to figure it out: Think about a Dot Card or a number line. [Write other, similar number sentences on the board and have the students solve them, until they understand the pattern and can solve them easily.] IV. Applying to money Place a dime and three pennies on the board. Count the value of the coins and say: I had 13¢. I gave away 3¢. How much do I have left? [Cross out or remove the pennies. Write the number sentence 13¢ – 3¢ = 10¢.] Repeat this with a dime, a nickel, and two pennies. Conclusion: Today we subtracted all the ones from teen numbers and saw that the difference is ten.106

Subtracting to Equal TenCross off the dots you need to subtract. Complete the number line. Write the difference.Write the difference. 1. 2.1. 2. 3. 16 17 –6 –7 16 – 6 = 14 – 4 = 17 – 7 = 3. 4.4. 5. 6. –155 –144 Subtract. 5. 11 – 1 = ___ 6. 13 – 3 = ___ 7. 12 – 2 = ___ 8. 19 – 9 = ___ 9. 14 – 4 = ___ 10. 17 – 7 = ___ 11. 18 – 8 = ___ 12. 16 – 6 = ___ 13. 15 – 5 = ___ Student Workbook page19 – 9 =18 – 8 =15 – 5 = Student Workbook pageWrite the number sentence. 8. 7.Copyright © by SPOTS Educational Resources. All rights reserved. ¢ ¢= ¢ ¢ ¢= ¢ 14. –110 Subtract. 16. –105 17. –130 18. –104 Copyright © by SPOTS Educational Resources. All rights reserved. 87 87Chapter 7 Lesson 1 CCSS 1.OA.6 Add and subtract within 20. NYS CCLS 1.MD.3 15. –120 88 88Using the Book: Pages 87-88Pages 87: Examples 1-6: Read the directions and have the students complete the section on their own.Review the section.Examples 7-8: Read the directions and complete the section together.Page 88: For each section, read the directions and have the students complete it on their own.Review the sections together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we subtracted all the ones from teen numbers and saw that the difference is ten. We used Dot Cards, number lines, and coins to practice. Tomorrow we will continue to subtract from teen numbers. 107

7.12 Chapter 7 Lesson 2: Subtracting in Two StepsCCSS 1.OA.6 Add and subtract Concept Development:within 20 [by] decomposing anumber leading to a ten. I. Introducing the concept with stories and pictures Miriam has a box of ten crayons and six more crayons. [Place appropriate drawingsGoal: on the board. Work on the left side of the board to leave room for later activities.]Students will subtract single-digit How many does she have? [16] Miriam gives her sister six crayons. [Cross off sixnumbers from teen numbers in two crayons.] How many does she have left? [10] Now Miriam gives her brother threesteps. crayons. [Cross off three crayons.] How many does she have left? [7] Let’s write aMaterials needed: drawings of number sentence. First she had ___? [16] She gave away ___? [6] and ___? [3] Shecrayons: a box of ten and six single has 7 left. [16 – 6 – 3 = 7]crayons; drawings of cars: a groupof ten and three single cars Write 13 – 3 – 2 = ___ on the board. Say: Now I will tell a story for this number sentence: Eli had 13 little cars. [Place car drawings on the board. As you tell theLESSON WARM-UP: story, cross off cars as appropriate.] He gave one friend three cars to play with andFlash 8-10 subtraction flash cards another friend two cars to play with. How many does he have left? Let’s look at thiswith a difference of ten. As a class story again: He had 13 cars. First he gave three cars. How many did he have left? [10]have students identify each one. Then he gave another two cars. How many are left now? [8] How will we finish our number sentence? 13 – 3 – 2 = ___? [8]Introductory Statement:Yesterday we learned to subtract the II. Using Dot Cardsones from teen numbers to equal 10. Now let’s do this with Dot Cards. [Point to the first story and number sentence.]Today we will subtract two numbers What number should we start with? [16] How many should we take away first? [6]from a teen number. [Cross off six dots.] How many more? [3] [Cross off three more dots.] How many are left? [7] 16 – 6 – 3 = 7 [Point out that you first crossed off the six ones and were tHINKING tRIGGER: left with a ten. Then you crossed off three more.]Write 18 – 8 – 7 on the board. Ask:How do you think we could show this In the same way, show 13 – 3 – 2 using Dot Cards.with Dot Cards? III. Using an open number line How do you think we can show this using a number line? [Draw a number line next Copyright © by SPOTS Educational Resources. All rights reserved. to the first set of Dot Cards. Ask:] Where should we start for subtraction? [right side, at the end] What number should we start with? [16] How many jumps do you think we will make? [2] [As shown on page 84, fill in the number line to match the number sentence. Point out that you first jumped to 10 and then you jumped 3 more to the difference; two jumps in all.] In the same way, draw and fill in a number line for 13 – 3 – 2. IV. Practicing the skill Write 18 – 8 – 5 = ___ on the board. Ask the class to tell you how to show it with Dot Cards; then ask how to show it on a number line. Write the difference. Repeat this with additional number sentences. Student Teacher: Write 14 – 4 – 5 = ___ on the board. Have a student show it using Dot Cards. Ask another student to tell and draw a number story for the equation, and ask a third student to show it on a number line.108

Fill in the number sentence. Subtracting in Two Steps Cross off the dots you need to subtract. Complete the number line. Write the difference.1. There are 12 Kate takes Jill takes How many balls. 2 balls. 1 ball. balls are left? 1. 16 – 6 – 1 = ––= 2. 12 – 2 – 3 = 3. 15 – 5 – 1 =2. There are 13 Sam takes Abe takes How many kites. 3 kites. 2 kites. kites are left? ––= Student Workbook page4. 14 – 4 – 2 = Student Workbook pageCross off the dots you need to subtract. Fill in the difference. Add. Copyright © by SPOTS Educational Resources. All rights reserved.3. 4. 5.Copyright © by SPOTS Educational Resources. All rights reserved. 5. 9 6. 7 7. 6 8. 8 9. 7 10. 8 8 7 5 6 5 8 + + + + + +17 – 7 – 1 = 11 – 1 – 2 = 15 – 5 – 3 = 89 89 90Chapter 7 Lesson 2 CCSS 1.OA.6 Add and subtract within 20. 90Conclusion:Today we learned to subtract in two steps.Using the Book: Pages 89-90Page 89: Examples 1-2: Read the directions. Read the story problems together, and fill in the spaces.Examples 3-5: Read the directions, and have the students complete the section on their own. Review it together.Page 90: Examples 1-4: Read the directions, and have the class complete the section while you offer help as needed.Examples 5-10: Read the directions. Explain that this section is practice of what they already know. Have the students completeit on their own.Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we subtracted in two steps. Tomorrow we will use this when we subtract from teen numbers. 109

7.13 Chapter 7 Lesson 3: Subtracting with Differences of 9 and 8 CCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. within 20 [by] decomposing a number leading to a ten. I. Introducing subtracting with a difference of 9 with Dot Cards CCSS 1.OA.1 Use addition On the board, place Dot Card-13 and write 13 – 4 = ___ next to it. Read the and subtraction to solve word equation and say: We need to subtract four. Can we cross off all four dots from problems. the ones side? [no; we have only three dots on the ones side] How can we show this number sentence? [Discuss students’ suggestions. Then explain:] We need to Goal: subtract more than the ones we have, so we need to cross off dots on both sides. First Students will subtract from teen we cross off all the dots on the ones side. Let’s cross off the 3 ones. [Cross them off.] numbers with differences of nine Are we done? [no] Why not? [we need to subtract 4, and we’ve crossed off only 3] and eight. How many more do we need to cross off? [1] We need to cross off one more dot from Note: This is a new strategy: the ten side. [Cross off one dot from the ten.] What is the difference? [9] [Write the subtracting in two steps. Students difference.] We subtracted 4 in two steps. First we crossed off the 3 ones, and then we will need time to grasp and crossed off 1 more dot from the ten side. internalize this idea, which will be reinforced in the next few lessons. In the same way, solve 17 – 8 and 16 – 7. Discuss the process as you cross off the Students need not be fluent in dots. this concept by the end of today’s lesson. II. Subtracting with a difference of 8 Materials needed: Drop-It form Place Dot Card-15 on the board and write 15 – 7 = ___ next to it. Read the #7 equation and say: We need to subtract 7. Can we cross off all 7 dots from the ones side? [no; we have only five dots on the ones side] How can we show this number LESSON WARM-UP: sentence? [Discuss students’ suggestions. Then explain:] We are subtracting more Drop-It: Hand out Drop-It form #7. than the ones we have, so we need to cross off dots on both sides. First we cross off Flash 8-10 subtraction flash cards the five ones. These are all the ones we have. [Cross them off.] Are we done? [no; we with a difference of ten. Have the need to subtract seven, and we’ve crossed off only five] How many more do we students write the differences on need to subtract? [2] We need to cross off two more dots from the ten. [Cross off two their papers. Check students’ work. dots from the ten.] How many dots are left? What is the difference? [8] [Write the difference.] We subtracted 7 in two steps. First we crossed off the 5 ones, and then we Introductory Statement: crossed off 2 more from the ten. Yesterday we learned to subtract in two steps. Today we will use what In the same way, solve 12 - 4 and 13 – 5, and discuss the process as you cross off we learned to subtract from teen the dots and solve each equation. numbers. III. Practicing the skill tHINKING tRIGGER: Write 14 – 5 and 14 – 6 on the board. For each equation, elicit from the class how Write 13 – 4 = ___ on the board. Ask: to show solve it using Dot Cards, and fill in the difference. How do you think we should show this on a Dot Card? How should we IV. Applying to story problems cross off the dots? There are 16 apples growing on a tree. The farmer picks 7 apples. How many are left?110 [Together, write a number sentence, and then use Dot Card-16 to find the answer.] [there are 9 apples left] There are 13 oranges growing on an orange tree. The farmer picks 5. How many oranges are left? [As above, write a number sentence together, and solve it using Dot Card-13.] [there are 8 oranges left] Student Teacher: Give each student an index card. Have half the students write 8 on their cards and have the rest write 9. On the board, write some subtraction equations with differences of 8 or 9. For each, have a student show the equation on a Dot Card. Tell the class that as s/he

Subtracting with Differences of 9 and 8 When we subtract more than the ones Cross off the dots you need to subtract. we have, we subtract in two steps. Write the difference. 1. 2. 3. First we subtract all the ones and get ten. Then we subtract the rest from the ten to 15 – 6 = 9 13 – 4 = 13 – 5 = 11 – 3 = get the difference. 4. 5. 6.Cross off the dots you need to subtract.Write the difference. 1. 2. 3. 11 – 2 = 16 – 7 = 16 – 8 = 7. 8. 9. 13 – 4 = 15 – 7 = 12 – 4 =4. 5. 6. Student Workbook page15 – 6 =15 – 7 =12 – 3 = Student Workbook page Fill in the Dot Card. Write the number sentence and solve.Copyright © by SPOTS Educational Resources. All rights reserved.14 – 5 = 14 – 6 = 16 – 7 = 10. Copyright © by SPOTS Educational Resources. All rights reserved. LET’S THINK 91 91 Tim picked 14 flowers. –= 92 He gave 5 to his grandmother. Why do we first subtract to get ten? How many flowers does Tim have now? flowersChapter 7 Lesson 3 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. CCSS 1.OA.1 92solves the equation, any student who has the correct difference on his/her card should raise it above his/her head.Conclusion:Today we learned to subtract from teen numbers. When we subtract more than the ones that there are in the teen number, wesubtract in two steps. First we subtract all the ones and get ten. Then we subtract the rest from the ten to get the difference.Using the Book: Pages 91-92 Closing Statement:Page 91: Read and discuss the demonstration at the top of the page. Who can tell us what we learned today?Examples 1-6: Read the directions, and have the students complete the section on [Accept relevant answers.] Today wetheir own while you circulate to offer help as needed. Review it together. learned how to subtract from teenLet's Think: Read and discuss the question with the class. numbers when we need to take awayPage 92: Examples 1-9: Read the directions, and have the students complete the more than the ones we have, so wesection while you offer help as needed. learned to subtract in two steps: FirstExample 10: Read the directions. Read the story problem. Have students solve it on we take away all the ones, then we taketheir own. away the rest from the ten. TomorrowReview the page together. we will practice this. Display the 14 – 5 Dot Card and its number sentence on the Math Poster. 111

7.14 Chapter 7 Lesson 4: Writing Break-Apart Numbers CCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. within 20 [by] decomposing a number leading to a ten. I. Review subtraction with differences of 8 and 9 using Dot Cards CCSS 1.OA.1 Use addition and subtraction to solve word Write 14 – 5 on the board, and place Dot Card-14 next to the equation. Have problems. students tell you how to solve the equation using the Dot Card. Remind the students that when we subtract more than the ones we have, we first subtract Goal: all the ones, and then we subtract the rest of the number from the ten. Students will subtract from teen numbers using break-apart Do the same with 12 – 4. numbers. Materials needed: Drop-It form II. Writing break-apart numbers #7 Do you remember how we wrote break-apart numbers when we added? When we LESSON WARM-UP: added numbers that equaled more than ten, we broke the second addend into parts: Drop-It: Hand out Drop-It form #7. first we added to equal ten, and then we added the rest. We will do the same now Flash 10-12 subtraction flash cards with subtraction. When we subtract from a teen number and we are taking away with minuends to 10. Have the more than the ones that there are in the teen number, we subtract in two steps: First students write the differences on we subtract all the ones so we are left with ten, and then we subtract the rest from their papers. Check students’ work. the ten to find the difference. Introductory Statement: Refer to the equation 14 – 5 = 9 and add two spaces under the 5 for the break- Yesterday we learned to subtract by apart numbers. Ask: What did we do when we subtracted 5? First we crossed off crossing off dots on Dot Cards. Today 4 ones, and then we crossed off 1 more from the ten. We broke apart the 5 into 4 we will use what we learned to help us and 1. Our break-apart numbers are 4 and 1. [Fill in the break-apart numbers write break-apart numbers. accordingly.] tHINKING tRIGGER: In the same way, demonstrate solving 12 – 4 to get 8. How can break-apart numbers help us subtract? Write 17 – 8 = ___ and place Dot Card-17 next to it on the board. Ask students to explain how to solve it using Dot Cards. Add spaces for the break-apart numbers,112 and say: Now let’s write how we broke apart the 8 that we needed to subtract. How many did we cross off first [the 7 ones] [Fill in 7.] How many more did we need to cross off from the ten? [1] [Fill in 1.] The break-apart numbers are 7 and 1. III. Subtracting using break-apart numbers Now let’s do this without using Dot Cards. [Write 15 – 6 = ___ on the board. Say:] Let’s see: We are subtracting more than the ones we have in 15. How should we do this? [Allow students to make suggestions.] We will subtract in two steps. First we need to subtract all the ones to get to 10. How many ones is that? [5] [Draw spaces for the break-apart numbers. Fill in 5.] We need to subtract 6. How much more do we need to subtract to get the difference? [1] [Fill in 1.] What is our difference? [9] Recap: We broke up the 6. First we subtracted 5 to get ten, and then we subtracted 1 more from ten to get the difference. Our difference is 9. The break-apart numbers are 5 and 1. In the same way, solve 15 – 7. IV. Writing the two-step number sentence Refer to the equation 15 – 7. Say: Let’s write a two-step number sentence to show what we did. [Write 15 – ___ – ___ = ___ (see page 94 in the Student Edition).] We had 15. First we subtracted…how much? [5] [Fill in 5.] Then we subtracted…? [1

Writing Break-Apart Numbers When we subtract more than the ones Fill in the break-apart numbers. we have, we subtract in two steps. Write the two-step number sentence and fill in the difference. 1. 2.First we subtract all the ones and get ten.Then we subtract the rest from the ten to 13 – 4 = 13 – 5 = 3 3 get the difference. to get ten the rest to get ten the restTo subtract 14 – 5 , we break apart the 5. 14 – 5 = 9 13 – – = 13 – – = 4 and 1 are the break-apart numbers. 41 3. 4. to get ten the rest 16 – 7 = 12 – 4 =Cross off the dots you need to subtract. 6 2Fill in the break-apart numbers and the difference. 1. 2. 3. to get ten the rest to get ten the rest 13 – 4 = 13 – 5 = 14 – 6 = 16 – – = 12 – – = = = to get ten the rest to get ten the rest to get ten the rest 5. 6.4. 5. 6. 15 – 6 = 15 – 7 = 5 to get ten the rest to get ten the rest 15 – – 15 – – Student Workbook page Student Workbook page Solve the story problem. Fill in the break-apart numbers. Write the two-step number sentence and the difference.Copyright © by SPOTS Educational Resources. All rights reserved.15 – 6 = 15 – 7 = 16 – 7 = 7. Bob picked 14 cherries. 14 – 6 = Copyright © by SPOTS Educational Resources. All rights reserved. He ate 6 of them. 4 How many cherries does he take home? to get ten the rest cherries 14 – – =to get ten the rest to get ten the rest to get ten the rest 93 93 94Chapter 7 Lesson 4 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. 94more] [Fill in 1.] 15 – 5 is 10. Minus 1 is…? [9] The difference is 9. [Fill in 9.]Write 14 – 6, and solve as above without using Dot Cards. First fill in the break-apart numbers and then write the two-stepnumber sentence.Student Teacher:Write some equations on the board similar to those shown above. Select students to write the break-apart numbers and solvethe equations. Help them explain the process.Conclusion:Today we learned to write break-apart numbers when subtracting from a teen number if we are taking away more than the onesthat there are in the teen number.Using the Book: Pages 93-94 Closing Statement: Who can tell us what we learned today?Page 93: Read and discuss the demonstration at the top of the page. [Accept relevant answers.] Today we wrote break-apart numbers to solve subtractionRead the directions. Demonstrate example 1 on the board, and then have the class sentences that equal 9 and 8. Tomorrow wecomplete the page independently. Review the page together. will practice more.Page 94: Examples 1-6: Read the directions. Complete the section together. 113Example 7: Read the directions. Read the story problem with the class, and solveit together.

7.15 Chapter 7 Lesson 5: Practice: Writing Break-Apart NumbersCCSS 1.OA.6 Add and subtract Concept Development:within 20 [by] decomposing anumber leading to a ten. I. Reviewing subtracting with Dot Cards, break-apart numbers, and the two-step number sentenceGoal: Write 13 – 4 on the board and place Dot Card-13 next to the equation. Have studentsStudents will review and practice tell you how to solve the equation using the Dot Card. Remind the students that whenskills associated with subtracting we subtract more than the ones that there are in the teen number, we first subtract allfrom teen numbers with differences the ones, and then we subtract the rest of the number from the ten. Add spaces for theof 9 and 8. break-apart numbers and say: Now let’s write how we broke apart the 4 that we needed toMaterials needed: Drop-It form subtract. How much did we cross off at first (from the ones side)? [3] [Fill in 3.] How much#8 more did we need to subtract from the ten? [1] [Fill in 1.] The break-apart numbers are 3 and 1.LESSON WARM-UP:Drop-It: Hand out Drop-It form Now let’s do this without the Dot Cards. [Write 16 – 7 = ___ on the board.] Let’s see: We are#8. Flash 5 subtraction flash cards subtracting more than the ones we have in 16. How should we do this? [Allow students towith differences of 8 and 9. Have make suggestions.] We will subtract in two steps. First we need to subtract all the ones tothe students write each equation, get to 10. How many ones? [6] [Draw spaces for the break-apart numbers. Fill in 6.] Weincluding the break-apart numbers, need to subtract 7 altogether. How much more do we need to subtract to get the difference?on their papers. Check the students’ [1] [Fill in 1.] What is our difference? [9]work. Now let’s write a two-step number sentence to show what we did. [Write 16 – ___ – ___ =Introductory Statement: ___ (see page 95 in the Student Edition).] We had 16. First we subtracted…how much?Yesterday we subtracted from teen [6] [Fill in 6.] Then we subtracted…? [1 more] [Fill in 1.] 16 – 6 is 10. Minus 1 is…? [9] Thenumbers. Today we will practice that difference is 9. [Fill in 9.]in a few different ways. Write 15 – 7, and solve as above without using Dot Cards. First fill in the break-apart tHINKING tRIGGER: numbers and then write the two-step number sentence.Write 14 – 4 = ___ and 14 – 5 = ___on the board. Ask: Can you think II. Subtracting with the difference of ten as an aidhow solving 14 – 4 would help you Write 14 – 4 on the board and place Dot Card-14 next to it. Read the number sentencesolve 14 – 5? and ask: Can we solve this by crossing off dots on only the ones side? [yes] [Cross off the 4 ones and write the difference.] Under that equation write 14 – 5. Read the number sentence and ask: Can we subtract 5 by crossing off dots on only the ones side? [no] What do we need to do? [cross off dots from both sides] First we cross off the 4 ones, and then we need to cross off another dot from the ten. [Refer to the same Dot Card.] We already crossed off the 4 ones when we solved 14 – 4. So now, to subtract 14 – 5, we just need to cross off another dot from the ten. [Cross off one dot from the ten.] What’s the difference? [9] [Write the difference.] 14 – 4 = 10. For 14 – 5 we subtracted 1 more. The difference is 9. In the same way solve 15 – 5 and 15 – 6. Write 12 – 2 on the board and place Dot Card-12 next to it. Read the number sentence and ask: Can we subtract 2 by crossing off dots on only the ones side? [yes] [Solve 12 – 2. Cross off the 2 ones, and write the difference.] Write 12 – 4 underneath. Read the number sentence and ask: Can we subtract 4 by Copyright © by SPOTS Educational Resources. All rights reserved. crossing off dots on only the ones side? [no] What do we need to do? [cross off dots fromboth sides] [Refer to the same Dot Card.] We already crossed off the 2 ones when we solved 12 – 2. So now, to subtract 12 – 4, we just needto cross off another two dots from the ten. [Cross off two dots from the ten side.] How many are left? What’s the difference? [8] [Write thedifference.] 12 – 2 = 10. For 12 – 4 we subtract two more. The difference is 8.In the same way, solve 13 – 3 and 13 – 5.III. Subtracting without using Dot CardsWrite 17 – 7 = ___ on the board. Ask a student to tell what the difference is, and fill it in. Write 17 – 8 = ___. Say: Let’s try to solve this withoutusing Dot Cards. When we subtract 7, we are left with 10. When we subtract 8, we need to subtract one more. What is the difference? [9]Repeat this with 14 – 4 and 14 – 6: Write 14 – 4 = ___ on the board. Ask a student to tell what the difference is, and fill it in. Refer to 14 – 6.Say: Again, let’s try to find the difference without using Dot Cards. When we subtract 4, we are left with only the ten. When we subtract 6, we need114

Practice: Writing Break-Apart Numbers Subtract. You can use the Dot Cards to help. Cross off the dots you need to subtract. 1. 14 – 4 = 3. 12 – 2 = Fill in the break-apart numbers and the difference. 1. 2. 3. 2. 14 – 5 = 4. 12 – 4 = 12 – 4 = 15 – 6 = 13 – 5 = 5. 15 – 5 = 7. 13 – 3 = 6. 15 – 6 = 8. 13 – 5 = to get ten the rest to get ten the rest to get ten the rest 9. 14 – 4 = 11. 16 – 6 = Fill in the break-apart numbers. 10. 14 – 6 = 12. 16 – 7 = Write the two-step number sentence and fill in the difference. 4. 5. Practice. Subtract. 17 – 8 = 15 – 7 = 13. –177 14. –178 15. –155 16. –156 17. –133 18. –143 7 5 to get ten the rest to get ten the rest Student Workbook page Student Workbook page17 – – =15 – – =Copyright © by SPOTS Educational Resources. All rights reserved.6.7. 19. –166 20 –167 21. –144 22. –145 23. –133 24. –135 14 – 5 = = 14 – 6 = = LET’S THINK Copyright © by SPOTS Educational Resources. All rights reserved. 4 to get ten the rest How does knowing 16 – 6 help you subtract 16 – 7? to get ten the rest 14 – – 96 14 – – Chapter 7 Lesson 5 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. 95 95 96to subtract two more from the ten. What is the difference? [8]In the same way, solve 13 – 3, 13 – 4, and 13 – 5. Stress how knowing 13 – 3 helps us solve 13 – 4 and 13 – 5.Student Teacher:Have the students work in groups of three. Give each group two large papers and two subtraction equation cards: one that has a differenceof 9 and one that has a difference of 8. Show them how to divide the papers into three parts. For each equation ask them to fill in eachpart as follows:1. Model the equation on a Dot Card.2. Write the equation with the break-apart numbers.3. Write the two-step number sentence.Conclusion:Today we practiced a few ways to subtract from teen numbers. We used break-apart numbers, we wrote the two-step number sentence, and wesubtracted mentally.Using the Book: Pages 95-96Page 95: Examples 1-3: Read the directions. Have the students complete the section on their own. Review it together.Examples 4-7: Read the directions. Complete the section together. Closing Statement:Page 96: Examples 1-12: Read the directions. Model examples 1 and 2 on the board, andhave the students complete the section on their own. Who can tell us what we learned today?Examples 13-24: Read the directions. Explain to the class that they should first solve the [Accept relevant answers.] Todaynumber sentence that equals ten, and then use that to solve the next equation. we solved subtraction sentences thatLet’s Think: Read and discuss the question with the class. equal 9 and 8 in a few different ways.Review the page together. Tomorrow we will subtract from teen numbers when the difference is 5, 6, or 7. Display the 14 – 6 Dot Card and its number sentence on the Math Poster. 115

7.6 Chapter 7 Lesson 6: Subtracting with Differences of 5, 6, and 7CCSS 1.OA.6 Add and subtract Concept Development:within 20 [by] decomposing anumber leading to a ten. I. Subtracting with Dot Cards Write 13 – 6 on the board, and place Dot Card-13 next to the equation. Elicit fromGoal: students how to solve the number sentence using the Dot Card: First cross off allStudents will subtract from teen the ones, and then cross off three more from the ten.numbers with differences of 5, 6,and 7. II. Writing the break-apart numbersMaterials needed: Drop-It form Add spaces for the break-apart numbers, and have the students help you fill#9 them in. Ask: How did we subtract? First we crossed off the…? [three dots on the ones side], and then we crossed off another…? [three from the ten] We subtractedLESSON WARM-UP: 6 in two steps: First we crossed off three dots, and then we crossed off three more. OurDrop-It: Hand out Drop-It form #9. break-apart numbers are 3 and 3.Flash 8-10 subtraction flash cardswith differences of 8 and 9. Have the Do the same with the equations 12 – 5 and 11 – 6. Solve using Dot Cards, andstudents write the differences on then fill in the break-apart numbers.their papers. Check students’ work. III. Practicing the skillIntroductory Statement: On the board write 13 – 4, 13 – 5, and 13 – 6, and place the corresponding DotSo far we’ve learned how to solve Card next to each equation. Draw spaces for the break-apart numbers, and solvesubtraction sentences in which we each equation as you refer to the Dot Cards. Say: In each number sentence we hadneed to take away more than the 13, and in each one we took away a different amount. Can you tell me what is theamount of ones we have. Today we same in the way we solved each of these? [the first of the break-apart numbers iswill learn more about this kind of 3] Why? [because in each number sentence we first subtracted the 3 ones fromsubtraction sentence. 13 to get to ten] What’s different about how we solved each one? [in each one we subtracted a different amount from the ten, so the second break-apart number tHINKING tRIGGER: is different]Write 12 – 6 on the board. Show DotCard-12. Ask: How can you use the Write 11 – 3, 11 – 4, and 11 – 5, place the corresponding Dot Card next to eachDot Card to find the answer? equation, and discuss and solve as above. IV. Mixed Practice Copyright © by SPOTS Educational Resources. All rights reserved. Place Dot Card-15 on the board, and write 15 – 2, 15 – 5, and 15 – 7. Read the equations and ask: In which number sentence will the answer be less than ten? [15 – 7] How do you know? [because we’re taking away more than the amount of ones we have.] Solve all three equations. Repeat with 17 – 5, 17 – 9, and 17 – 7, and with other, similar sets of equations. Student Teacher: Write some of the above equations on the board, then have students show them with Dot Cards and fill in the break-apart numbers. Conclusion: Today we practiced subtracting when we need to take away more than the amount of ones we have. We subtracted in two steps: First we took away all the ones, then we took away the rest from the ten.116

Subtracting with Differences of 5, 6, and 7 Fill in the break-apart numbers. Write the two-step number sentence and fill in the difference.Cross off the dots you need to subtract.Fill in the break-apart numbers and the difference. 1. 2. 1. 2. 12 – 3 = 12 – 4 = 2 2 to get ten the rest to get ten the rest 12 – – = 12 – – = 11 – 4 = 13 – 6 = 3. 4. to get ten the rest to get ten the rest 12 – 5 = 12 – 6 = 2 23. 4. to get ten the rest to get ten the rest 12 – – = 12 – – = Subtract. 5. –155 6. –165 7. –162 8. –136 9. –141 10. –164 12 – 6 = 12 – 5 = to get ten the rest to get ten the rest5. 6. Student Workbook page11. 16 12 16 13. 15 14. 13 15. 12 16. 11 Student Workbook page –7 –3 –4 –4 –5 –211 – 5 =Copyright © by SPOTS Educational Resources. All rights reserved.11 – 6 = LET’S THINK Copyright © by SPOTS Educational Resources. All rights reserved.to get ten the rest to get ten the rest 97 97 Look at examples 1-4. 98 Why is the first break-apart number 2 in all these examples?Chapter 7 Lesson 6 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. 98Using the Book: Pages 97-98Page 97: Read the directions, and have the students complete the page on their own while you offer help as needed. Reviewit together.Page 98: Examples 1-4: Read the directions, and have the students complete the section on their own.Examples 5-16: Read the directions. Have the students refer to the Dot Cards at the bottom of the page for help. Do the firstfew examples together, and then have them complete the rest on their own while you offer help as needed.Review both sections together.Let's Think: Read and discuss the question with the class. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we worked with subtraction sentences that equal 5, 6, and 7. We used Dot Cards and wrote the break-apart numbers. Tomorrow we will use number lines. 117

7.7 Chapter 7 Lesson 7: Using the Number Line CCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. within 20 [by] decomposing a number leading to a ten. I. Subtracting from 10 with one jump Goal: Draw an open number line on the board. Display the toy rabbit and ask: Who can tell us Students will subtract from teen about Bunny? How does Bunny jump? [a few numbers at a time] numbers using an open number line. Today Bunny will subtract. [Write 10 – 3 = ___ next to the number line.] Do you remember Materials needed: Drop-It form how to subtract on the number line? On which side do we start? [at the end, on the right #8 side] Why? [because we are taking away] To what direction do we jump? [back, to the beginning of the number line] [Write 10 at the right end of the number line.] How LESSON WARM-UP: many does Bunny need to jump? [3] [Show Bunny making a jump of approximately three Drop-It: Pass out Drop-It form spaces. Draw the jump. Write in –3.] To what number did Bunny get? How much is 10 - 3? #8. Flash 5 subtraction flash cards [7] [Write 7 under the landing point. Fill in the difference in the equation, and read it with differences of 5, 6, and 7. Have together.] Our number line shows 10 – 3 = 7. In the same way, use Bunny to solve 10 – 4 the students write each equation, on a number line. including the break-apart numbers, on their papers. Check the students’ II. Subtracting to equal 10 with one jump work. Write 17 – 7 = ___ on the board, and draw an open number line. Say: How will Bunny Introductory Statement: solve this number sentence? On what number does he need to start? [17] Where do we write We’ve learned how to solve the 17? [on the right side] [Fill in the number line, as above, as you go along.] How many subtraction sentences in which we does Bunny need to jump? [7] On what number did he land? How much is 17 – 7? [10] [Write need to take away more than the the difference in the equation and read it.] In the same way, solve 15 – 5. amount of ones we have – we subtract in two steps: First we take away all the III. Subtracting from teen numbers with two jumps ones, then we take away the rest from the ten. Today we will show this on a On the board, write 14 – 6 = ___, and place Dot Card-14 next to it. Review the process number line. of subtracting all the ones and then subtracting the rest from the ten. Draw spaces for the break-apart numbers, and ask the class help you fill them in. Fill in the difference. tHINKING tRIGGER: Draw an open number line next to the equation. Ask the class: Bunny wants to show Write 8 + 4 on the board, and draw this number sentence on the number line. Let’s think: How many jumps will he make? [two an open number line. Ask: How jumps, to show the two steps] many jumps do we make for this? [two – one to get to ten, and then Let’s help Bunny solve this on the number line. With which number should we start? [14] the rest] [Write 14 – 6 = ___ on the Where should I write the 14? [at the end, on the right side] How did we solve this number board.] How many jumps on the sentence? First we subtracted …? [4] and got to 10. Bunny will do the same. [Draw a jump number line do you think we will need from the 14 to the 10 and write in –4.] Where did we get to? [10] [Write the landing number to show this number sentence? 10.] Then we took away another 2 and got to 8. Bunny will do this too. [Draw a jump of 2, and fill in -2.] On what number did Bunny land? [8] [Write the difference (8) at the end of118 the second jump.] 14 – 6 = 8. First we made a jump of 4 and got to ten, and then we made a jump of 2 to get to the difference, 8. When we first subtract all the ones and get ten, and then we subtract the rest from the ten, it’s easy to find the difference. How many jumps did we make? [2] Bunny jumped 6 in two jumps: a jump of 4 and a jump of 2 – the same as the break-apart numbers. Repeat the process with 13 – 5, and 16 – 7. For each, first solve with the Dot Board and write the break-apart numbers, then have Bunny show it on the number line, and summarize as above. Each time, emphasize that first we take away to get to 10, and then we take away the rest of the number. Student Teacher: Write the following equations on the board: 14 – 5, 13 – 6, 15 – 6, 12 - 4, and 17 – 8. Divide the class into pairs. Give each student a blank sheet of paper. Have each pair choose one equation to solve. Have one partner solve the equation using break-apart numbers, and

Using the Number Line When we subtract in two steps, Complete the number line. Write the difference. we make two jumps back. First we jump back to ten. 1. _–_1_65_ –6 Then we jump back the rest.15 – 7–7 –2 –58 8 10 15 2. –125 –5Complete the number line. Write the difference.1. 17 –8 –8 3. 13 –5 –52. 13 –6 –6 4. 15 –7 Student Workbook page Student Workbook page3. –176–74. –154Copyright © by SPOTS Educational Resources. All rights reserved.–5 Subtract. 7. 19 8. 16 9. 13 10. 15 Copyright © by SPOTS Educational Resources. All rights reserved. –9 –8 –5 –6 5. 16 6. 13 –7 –4Chapter 7 Lesson 7 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. 99 99 100 100have the other partner solve it on an open number line. Then have the partners compare their work; the break-apart numbers and thenumbers of the jumps, and the differences, should be the same. Have the partners switch roles to solve another problem.Conclusion:Today we subtracted on the number line. When we subtract from a teen number and the difference is less than ten, we make twojumps: first a jump back for all the ones, to get to ten, then another jump for the rest.Using the Book: Pages 99-100Page 99: Read and discuss the demonstration at the top of the page.Read the directions. Complete the page together. Refer to the Dot Cards as you fill in the number lines.Page 100: Examples 1-4: Read the directions. Have the students complete the section on their own while you offer help asneeded. Review it together.Examples 5-10: For this section we will use the banner at the front of the class. We will not Closing Statement:cross off the dots on the cards; instead, we will pretend. [Write 16 – 7 on the board, andlead the class through the process, first crossing off the six ones, and then crossing off Who can tell us what we learned today?one more from the ten.] [Accept relevant answers.] Today we showed how we subtracted from teenDo the next two examples together. Then have the class complete the section numbers using a number line. Tomorrowindependently while you offer help as needed. Review the section together. we will practice more. Display the 13 – 6 Dot Card and its number sentence on the Math Poster. 119

7.8 Chapter 7 Lesson 8: Practice: Using the Number LineCCSS 1.OA.6 Add and subtract Concept Development:within 20 [by] decomposing anumber leading to a ten. I. Subtracting on the number line Place Dot Card-13 on the board, and Solve 13 – 6 (see Thinking Trigger). NextGoal: to the equation, draw an open number line and begin it with 13 on the rightStudents will use a number line to side. Say: Now let’s show on a number line how we solved this number sentence.subtract from teen numbers. Let’s see how many jumps we will make. [Refer to the Dot Card as you continue.]Materials needed: Drop-It form We subtracted 6 in two steps, by crossing off dots on both sides. First we crossed off#9 all the ones, then we crossed off three more dots to find the difference. We can make two jumps on the number line to show these two steps. How many did we cross offLESSON WARM-UP: first? [3] We make one jump back from 13 to show this. [Show a minus-3 jump onDrop-It: Hand out Drop-It form #9. the number line.] When we subtract all the ones, we are left with ten. [Write in theFlash 8-10 subtraction flash cards number 10 on the number line.] Then we crossed off another three dots and got thewith differences of 5, 6, and 7. Have difference – 7. So we will make a minus-3 jump from the ten to get to the difference.the students write the differences [Draw the jump and fill in the number line accordingly.] We made two jumps: oneon their papers. Check the students’ jump from the 13 to the ten, and another jump from the ten to the difference.work. Write 12 – 5 on the board. Solve using Dot Cards, and then show it, as above, onIntroductory Statement: a number line.Yesterday we learned to show howwe subtract from teen numbers using Place Dot Card-11 on the board, and write 11 – 4. Solve. Add spaces for the break-number lines. Today we will practice apart numbers, then ask the class to tell you the break-apart numbers, and fillmore. them in. Now draw an open number line, and have the class explain how to show the number sentence on the number line. Say: The break-apart numbers are the tHINKING tRIGGER: same as the jumps. First we subtract 1, and then we subtract 3 more.Write 13 – 6 = ___ on the board,and draw an open number line. Ask: II. Subtracting without crossing off the dotsHow do you think we should show Place Dot Card-11 on the board, and write 11 – 6, 11 – 4, and 11 – 5. Say: We willthis on the number line? not cross off the dots on the cards. Instead, we will pretend. [Lead the class through the process, first imagining crossing off the ones, and then imagining crossing off more from the ten. Discuss, as above, how each equation is the same (first Copyright © by SPOTS Educational Resources. All rights reserved. crossing off the ones, and then crossing off some more), and how each is different from the others (we subtract a different amount from the ten for each equation).] Place Dot Card-13 on the board and repeat with 13 – 4, 13– 5, and 13 – 6. III. Mixed Practice Place Dot Card-15 on the board, and write 15 – 2, 15 – 5, and 15 – 7. Read the equations and ask: In which number sentence will the answer be less than ten? [15 – 7] How do you know? [because we’re taking away more than the amount of ones we have.] Solve all three equations. Repeat with 17 – 5, 17 – 9, and 17 – 7, and with other, similar sets of equations. Student Teacher: Write 12 – 5 on the board, and place the 12 – 5 Dot Card next to the equation. Have a student show it on a number line. Help the student explain how he/she used the Dot Card to show the jumps. Repeat with 11 – 4.120

Practice: Using the Number LineComplete the number line. Write the difference. Subtract. You can use the Dot Cards to help.1. –4 1. 14 – 4 = 3. 11 – 4 = 5. 13 – 3 = –143 2. 14 – 5 = 4. 11 – 6 = 6. 13 – 5 =2. –6 7. 12 – 4 = 9. 13 – 6 = 11. 11 – 3 = 8. 12 – 5 = 10. 13 – 4 = 12. 11 – 5 = 14 –63. –6 Practice. Subtract. 15. –123 16. –146 17. –121 –162 13. –162 14. –161 Challenge. Fill in the magic square. 18. 19. 15 13 Student Workbook page4.54 Student Workbook page –175 –7Copyright © by SPOTS Educational Resources. All rights reserved. 6 85 45. 73 Copyright © by SPOTS Educational Resources. All rights reserved. –163 101 101 102 102Chapter 7 Lesson 8 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. CCSS 1.OA.1Conclusion:Today we practiced subtracting from teen numbers on a number line. When we subtract from a teen number and the difference is lessthan ten, we make two jumps: first a jump back for all the ones, to get to ten, then another jump for the rest.Using the Book: Pages 101-102Page 101: Read the directions. Do the first two examples together, and then have the students complete the page on theirown while you offer help as needed. Review it together.Page 102: Examples 1-17: Read the directions, and have the students complete each section on their own. Point out that theymay refer to the Dot Cards at the bottom of the page for help.Review the sections together. Closing Statement:Examples 18-19: Review how a magic square works. Model example 18 on the board Who can tell us what we learned today?and solve it together. Have the students complete example 19 on their own. Review. [Accept relevant answers.] Today we solved number sentences in which we subtracted from teen numbers. We used Dot Cards and number lines, and then we did the subtraction in our heads. Tomorrow we will think about different ways we can subtract. 121

7.9 Chapter 7 Lesson 9: Choosing a Way to SubtractCCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved.within 20.CCSS 1.OA.1 Use addition I. Reviewing subtraction using Dot Cardsand subtraction to solve word Write 15 – 7 on the board, and place Dot Card-15 next to it. Have students explainproblems. how to cross off the dots to solve the equation. Cross off dots accordingly, andCCSS 1.NBT.4 Add within 100… write the difference.understand that in two-digitnumbers one adds tens and tens... II. Reviewing subtraction using a break-apart number sentenceCCSS 1.NBT.6 Subtract multiples Write 15 – 6 in a break-apart number-sentence format on the board. Haveof ten. students tell you the break-apart numbers, and fill them in.Goal: III. Reviewing subtraction on a number lineStudents will choose the method Write 13 – 6 on the board, and place the 13 – 6 Subtraction Dot Card next to it.that they prefer when subtracting Ask a student to tell how to show it on a number line.from teen numbers.Materials needed: handout IV. Choosing what works best#13 David, Michael, and Danny are friends. David’s sister Miriam said to the three of them, “I have a challenge – a hard question for you. Let’s see if you can tell me theLESSON WARM-UP: answer! The question is: How much is 14 – 6?” [Write 14 – 6 on the board.]Use an activity of your choice. David, Michael, and Danny all thought for a moment, and then each of the friendsIntroductory Statement: said, “I know! It’s 8!”We’ve learned different ways tosubtract from teen numbers. Today Miriam asked them, “How did you figure it out so quickly?”we will think about those ways anddecide which way works best for each David said, “I thought of a 14-Dot Card in my head, and I crossed off six dots: fourof us. dots and two dots. There were eight dots left!” [Place Dot Card-14 on the board and cross off six dots.] tHINKING tRIGGER:Write 16 – 7 on the board. Ask: What Michael said, “I didn’t do that. I thought of the break-apart numbers. I thought that Iare the ways we learned to solve this? would take away 4 – that makes 10 – and then take away another 2 – that makes 8.”[Show the different ways (break- [Write the break-apart number sentence on the board.]apart numbers, Dot Cards, andnumber lines).] Danny laughed and said, “And I did something else! I thought of a number line. I put 14 at the end, made a jump of 4 to get ten, and another jump of 2, to get 8.” [Draw and fill in a number line accordingly.] Point out that each friend used a different way to solve the problem, and each one is correct. Everyone has a way that works best for him or her. Student Teacher: Pass out handout #13. Write 12 – 5 on the board. Have the students choose a method and solve the equation. Discuss and compare their results. Point out that each student should have the same answer even though they used different methods. Conclusion: Today we practiced different the ways of subtracting.122

Choosing a Way to SubtractSubtract. Which way works best for you? Choose the way that works best for you to solve the story14 – 6 = problem. Show your work. Solve. I like to use 1. There are 12 flowers in the yard. break-apart Tameeka takes 4 flowers and puts them in her vase. numbers. How many flowers are in the yard now? flowers I like to 14 – 6 = 8 use the 42 Dot Card. to get ten the rest I like to use 2. Zach has 15 seeds. the number He plants 7 of them. How many seeds does he have now? line. –6 seeds –2 –4 14 8 10Circle the way that works best for you. Subtract.1. 13 – 5 = 2. 15 – 7 = Student Workbook page Student Workbook page13 – 5 =15 – 7 = Add or subtract. Watch the sign! 7. – 48 8. –4800Copyright © by SPOTS Educational Resources. All rights reserved.to get ten the rest to get ten the rest 3. + 33 4. +133 5. + 54 6. +4500 –5 –7 9. + 62 10. +562 11. – 79 12. –179 13. – 75 14. –657 Copyright © by SPOTS Educational Resources. All rights reserved. 13 15 104 103 103Chapter 7 Lesson 9 CCSS 1.OA.6 Add and subtract within 20. CCSS 1.OA.1, CCSS 1.NBT.4, CCSS 1.NBT.6 104Using the Book: Pages 103-104Page 103: Read and discuss the demonstration at the top of the page. Point out that each boy solved the example differently,and that all the ways are correct. Discuss the various ways the children show their work: the Dot Card, break-apart numbers,and the number line. Each boy got the same answer.Read the directions. Have each student circle the method s/he will use, and then solve the equations.Review each example together.Page 104: Examples 1-2: Read the directions. Read each story problem. Have each student choose the method s/he prefersand solve the story using that method. Explain that they need to draw and/or write how they solved it: with either dots on a DotCard, using a number line, or writing a number sentence with break-apart numbers. Closing Statement:Examples 3-14: Read the directions. Explain that this section is a review of what Who can tell us what we learned today?they’ve already learned. Point out that there are some addition and some subtraction [Accept relevant answers.] Today weexamples. subtracted using different ways: DotReview the page together. Cards, number lines, and break-apart numbers. We each thought about which way works best for us. Tomorrow we will review adding and subtracting withDisplay the 13 – 5 Dot Card and its number teen numbers.sentence on the Math Poster. 123

7.10 Chapter 7 Lesson 10: Mixed Practice: Addition and Subtraction CCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. within 20. CCSS 1.OA.1 Use addition I. Identifying missing operation signs and subtraction to solve word Refer to the cards on the board. If an idea was suggested, review it. If not, say: problems. 10 __ 6 = 16. I see that the answer is a greater number than the first number. It is more. To get more, we add. Let’s check: [Write + in the space.] Does 10 + 6 equal 16? Goal: [yes] We were correct. We needed to add. Students will review addition and subtraction with teen numbers. 10 __ 6 = 4. I see the answer is less than the first number. That means we need to Materials needed: large take away. To take away, we subtract. Let’s check. [Write – in the space.] Does 10 – 6 equation cards with the operation equal 4? [yes] We were correct. (+/-) symbols missing: 10 __ 6 = 16, 10 __ 6 = 4, 17 __ 8 = 9, 12 __ 4 = Do the same with equation cards 17 __ 8 = 9 and 12 __ 4 = 16. 16; blank sheets of paper; magnetic math puzzle II. Reviewing addition and subtraction with teen numbers Let’s review different types of addition and subtraction examples. [On the board, LESSON WARM-UP: write in a vertical format: 16 + 3, 7 + 5, 18 – 6, and 15 – 6. For each, ask students to tell you how to solve it. Discuss Dot Cards, number lines, and break-apart Flash 8-10 Teen Addition Dot Cards. numbers. Have students identify each one in unison. Give each student a sheet of paper. Demonstrate how to fold it in four. Explain that there are four parts on each side of the paper; it has 8 spaces in all. Write one Introductory Statement: of the following equations on the board: 19 – 7 = ___, 8 + 8 = ___, 15 + 4 = ___, We’ve learned a lot about adding and 12 - 5 = ___, 16 - 9 = ___, 12 + 6 = ___, 4 + 9 = ___, 18 – 2 = ___ subtracting with teen numbers. Today we’re going to review and practice Ask the students to solve it in their heads and write the solution in one of the both adding and subtracting, mixed spaces in their papers. Have them hold up the square that shows the answer. Ask up. We will think about whether we one or two students to explain how they solved the equation. Repeat with the need to add or subtract. rest of the equations. tHINKING tRIGGER: III. Story problems I can’t believe what happened! I found Now let’s tell some story problems with teen numbers: I had 6 number-sentence a pile of equation cards, but a mouse cards. Then I made some more. Now I have 14 cards. How many more did I make? must have gotten to them. They all have the plus or minus sign missing. Let’s solve this together. How should we solve it? [Allow students to suggest [Place the cards with 10 __ 6 = 16 methods.] First let’s make a simple math drawing. I will draw rectangles to show the and 10 __ 6 = 4 on the board.] I really cards. How many cards do I have in all? [14] [Draw 14 rectangles.] How many did need these cards fixed up. How can I have at first? [6] I will circle 6 cards and label them \"at first\". How many more did I I figure out what belongs in the make? [8] missing place? Can you give me ideas about how I can know what to put in Let’s write a number sentence to show what we did. Now there are 14. [Write 14.] here? [Allow time for the students to We took away the 6 I had before. [Write – 6.] How many more than that did I make? tell their ideas.] 14 – 6 = …? [8]124 Place a math puzzle on the board and, together with the class, fill it in to match the problem. Finally write a number sentence to show what you did. Say: Now there are 14. [Write 14.] We took away the 6 I had before. [Write – 6.] How many more than those (6) did I make? 14 – 6 = …? [8] Ask some students to tell other stories. Together discuss how to make a simple math drawing and/or fill in a math puzzle, and then write a number sentence for each.

Write the correct sign. Mixed Practice: Addition and Subtraction Make a simple math drawing to show the story problem. Fill in the math puzzle. Write the number sentence and solve.1. 133 2. 133 3. 121 4. 121 5. 142 6. 142 16 10 9 13 16 8 1. James has some paper boats. WholeAdd or subtract. Watch the sign! He makes 5 more. Now he has 12. How many paper boats did James Part Part7. 10 8. 9 9. 7 10. 16 11. 16 12. 8 have at first? paper boats +8 +8 +5 –6 –7 +5 =13. 15 14. 14 15. 6 16. 6 17. 12 18. 7 2. Emma had some paper boats. Whole –8 –6 +6 +5 –6 +7 4 of them tore. Now she has 7 left. How many paper boats did she have Part PartWrite your own. at the beginning? paper boatsDraw a picture to show your story. Write the number sentence. =19. 20. Student Workbook pageI had Student Workbook pagestickers.I hadstickers.I used stickers. I got stickers.I haveCopyright © by SPOTS Educational Resources. All rights reserved.stickers now. I havestickers now. 3. Felipe had 6 paper airplanes. He made some more. Whole == Now he has 11 paper airplanes. How many airplanes did he make? Part Part paper airplanes Copyright © by SPOTS Educational Resources. All rights reserved. =Chapter 7 Lesson 10 CCSS 1.OA.6 Add and subtract within 20. CCSS 1.OA.1 Use addition and subtraction to solve word problems. 105 105 106 106Student Teacher:Divide the class into groups of four. Give each student four index cards. Have them cut each in half so they have 8 in all. On fourof the cards ask them to write an addition or subtraction example (without the answer) that has a teen number in the equation(either as one of the numbers or as the answer). On the other four have them write the answers to their number sentences.Then have the students mix their cards and play a shared game of memory.Conclusion:Today we practiced adding and subtracting with teen numbers.Using the Book: Pages 105-106Page 105: Examples 1-6: Read the directions, and have the students complete the section on their own.Examples 7-18: Read the directions. You may suggest that the students highlight the Closing Statement:sign before solving each example. Who can tell us what we learned today?Review the first two sections together. [Accept relevant answers.] Today we reviewed adding and subtracting withExamples 19-20: Read the directions. Read each example, and explain that each teen numbers. We also told and solvedstudent should fill in the numbers s/he wants to use. Have them complete the story problems.examples and share their stories with a neighbor.Page 106: Read the directions. Read each story. You may solve them together or havethe students solve them on their own and review the page together. 125

77.1.11 Chapter 7 Lesson 11: Subtracting 10 from a Teen NumberCCSS 1.OA.8 Determine the Concept Development:unknown number in an equation.CCSS 1.OA.6 Add and subtract I. Subtracting ten using Dot Cardswithin 20. On the board, write 12 – 10 = ___, and place Dot Card-12 next to it. Ask: How doNYS CCLS 1.MD.3 Recognize and you think we will show subtracting ten? [Give each student a copy of Dot Card-identify coins, their names, and 12, and have students explore crossing off ten. Have students share their work.their value. Explain:] This is how I did it. I thought: Ten is a lot, so I will cross off all ten on the ten side. Then it’s easy to see that we have only the 2 ones left. [Cross off ten on the tenGoal: side, and write the difference.]Students will subtract 10 from teennumbers. Write 14 – 10 = ___, and place Dot Card-14 next to it. Show this problem on theMaterials needed: Drop-It form Dot Card and, together with the class, solve the equation.#6, copies of Dot Card-12; modelcoins Repeat with 11 – 10.LESSON WARM-UP: II. Subtracting without using Dot CardsDrop-It: Hand out Drop-It form #6. Write 18 – 10 on the board. Say: This time let's solve this problem without Dot Cards.Flash 8-10 addition flash cards with We have 18, and we need to subtract 10. How much will we have left? [8]teen totals. Have the students writethe sums on their papers. Check the Repeat this with 19 – 10 and 11 – 10.students’ work. III. Applying to moneyIntroductory Statement: David’s wallet looks like this: [Draw a wallet. Place a dime, a nickel, and a pennyUntil now we’ve learned to subtract inside.] How much money does David have? [16¢] He gave away 10¢. What shouldfrom teen numbers by crossing off we take out of the wallet? [the dime] How much is left? [6¢] What number sentencedots from both sides. Today we will can we write? [16¢ – 10¢ = 6¢]learn a quick way to subtract ten. Lea had 13¢. She paid 10¢ for an apple. How much does she have left? [Place a dime tHINKING tRIGGER: and three pennies on the board. Ask the class what to take away to show howCan you tell us a number sentence in much she paid (the dime), and how much is left. Write the number sentence:which you subtract ten from a teen 13¢ – 10¢ = 3¢].number? IV. Finding the missing number On the board, place Dot Cards-10 and -7 next to each other to form 17. Ask a Copyright © by SPOTS Educational Resources. All rights reserved. student to tell their total value. Remove Dot Card-7, and ask how many were taken away and how many are left. Put back the Dot Card, and this time remove Dot Card-10, and ask how many were taken away and how many are left. Explain: When we take away the 7 ones, we are left with the ten. When we take away the ten, we are left with the 7 ones. Write the equations 17 – ___ = 7 and 17 – ___ = 10. Say: Now let’s try to solve these number sentences by filling in the missing numbers. [Together with the class, read and discuss each equation, and decide how much you need to take away to make the sentence true.] Student Teacher: Write two equations that show subtracting ten. Have a student solve each one while explaining what he/she is thinking.126

Subtracting 10 from a Teen Number Write the number sentence. 2. 1.Cross off the dots you need to subtract.Write the difference. 1. 2. 3. ¢ ¢= ¢ ¢ ¢= ¢ 16 – 10 = 18 – 10 = 19 – 10 = 3. 4.4. 5. 6. ¢ ¢= ¢ ¢ ¢= ¢ 5. 6.14 – 10 = Student Workbook page17 – 10 =15 – 10 = Student Workbook page ¢ ¢= ¢ ¢ ¢= ¢Copyright © by SPOTS Educational Resources. All rights reserved.Subtract. Challenge 9. =2 Copyright © by SPOTS Educational Resources. All rights reserved. 7. 8. 9. Fill in the missing number. = 10 = 6 12 – 15 – 10 = ___ 19 – 10 = ___ 11 – 10 = ___ 7. 8. 12.10. 11. 12. 18 – = 8 16 – = 10 19 – 17 – 10 = ___ 13 – 10 = ___ 12 – 10 = ___ 10. 11. 15 – = 10 13 –Chapter 7 Lesson 11 CCSS 1.OA.8 Determine the unknown number in an equation. CCSS 1.OA.6, NYS CCLS 1.MD.3 107 107 108 108Conclusion:Today we learned to subtract 10 from teen numbers by taking away the ten and leaving only the ones.Using the Book: Pages 107-108Page 107: For each section, read the directions and have the students complete the section on their own. Review the pagetogether.Page 108: Examples 1-6: Read the directions. Complete the first two examples together, and then have the students completethe section on their own. Review the section together.Example 7-12: Read the directions. Complete the section together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned to subtract 10 from teen numbers. Tomorrow we will subtract 9 from teen numbers. 127

7.12 Chapter 7 Lesson 12: Subtracting 9 from a Teen Number CCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. within 20 [by] decomposing a number leading to a ten. I. Reviewing subtracting 10 On the board, write 14 – 10 and display Dot Card-14. Ask: From which side should Goal: I cross off 10? [from the ten side] [Cross off the ten on the ten side and write the Students will subtract 9 from teen difference.] numbers. Materials needed: Drop-It form II. Subtracting 9 with Dot Cards #7 Place Dot Card-12 on the board. Say: I want to take away nine. How do you think we will show that? [Accept suggestions] Nine is a lot – it’s almost as much as ten, so I will LESSON WARM-UP: cross off nine dots from the ten side. [Cross off nine dots on the ten side.] When we Drop-It: Hand out Drop-It form cross off nine from the ten side, we have dots left on both sides; there’s one dot left on the #7. Flash some minus-10 flash ten side, and there are two dots left on the ones side. There are three dots left in all: 12 – 9 cards. Have the students write the = 3. [Write the number sentence: 12 – 9 = 3.] differences on their papers. Check students’ work. On the board, write 13 – 9 and place Dot Card-13 next to it. Ask: From which side should I cross off nine? [from the ten side] [Cross off nine dots from the ten side. Explain that Introductory Statement: there are dots left on both sides. Solve the equation and write the difference.] Yesterday we learned a quick way to subtract 10 by crossing off the ten III. Subtracting 9 using the ten as an aid on the ten side. Today we will learn a On the board, place Dot Card-17, and next to it write 17 – 10 and 17 – 9. Solve 17 – quick way to subtract 9. 10 and write the difference. Say: When we take away 10, we are left with only the ones. tHINKING tRIGGER: Now that we know that 17 – 10 = 7, how much do you think 17 – 9 equals? Instead I had 15 cents in my pocket. I lost 1 of subtracting 10, we need to subtract just 9. We will have one dot left on the ten side coin, and now I have 5 cents. Can you and seven dots on the ones side. We have 8 left. [Cross off the nine dots and fill in the figure out which coin fell out? difference.]128 In the same way, solve 11 – 10 and 11 – 9, and 18 – 10 and 18 – 9, and explain as above. IV. Subtracting without using Dot Cards Clear the board. Write 13 – 10 = ___ on the board. Ask a student to tell what the difference is, and fill it in. Write 13 – 9 = ___. Say: Let’s try to solve this without Dot Cards. Let’s do this mentally. When we take away ten, we are left with only the ones. When we take away nine, we have one left on the ten side and also the three ones; together we have 4 left : 13 – 9 = 4. Repeat this with 16 – 10 and 16 – 9: Write 16 – 10 = ___ on the board. Ask a student to tell what the difference is, and fill it in. Refer to 16 – 9. Say: Let’s try again to find the difference without using Dot Cards. When we take away ten, we are left with only the six ones. When we take away nine, we have one left on the ten side and also the six ones; how many do we have left in all? [7] 16 – 9 = 7. Repeat with 14 – 10 and 14-9, and explain as above. V. Introducing the Dot Cards Show the subtracting-9 Dot Cards to the class. Have the class say the number sentence for each card in unison. Student Teacher: Place Dot Cards-15 and -17 on the board. For each card, have a student show subtracting 10 and subtracting 9, and write a number sentence for each.

Subtracting 9 from a Teen NumberWhen we subtract 9 from a teen number, Subtract. You can use the Dot Cards to help. we cross off the dots on the ten side, and there are dots left on both sides. 1. 14 – 10 = 3. 16 – 10 = When we subtract 15 – 9, 2. 14 – 9 = 4. 16 – 9 = there is 1 dot left on the ten side,and there are 5 dots on the ones side. 15 – 9 = 6 5. 18 – 10 = 7. 17 – 10 = 6. 18 – 9 = 8. 17 – 9 = The difference is 6.Cross off the dots you need to subtract. 9. 15 – 10 = 11. 13 – 10 =Write the difference. 10. 15 – 9 = 12. 13 – 9 = 1. 2. 3. 11 – 9 = 12 – 9 = 13 – 9 = Subtract. 13. 14. 15. 16. 17. 18.4. 5. 6. 16 16 14 14 11 11 –10 – 9 –10 – 9 –10 – 9 Student Workbook page Student Workbook page 19. 20 21. 22. 23. 24.Copyright © by SPOTS Educational Resources. All rights reserved. –1103 –193 –1105 –195 –1170 –17914 – 9 = 15 – 9 = 16 – 9 = LET’S THINK Copyright © by SPOTS Educational Resources. All rights reserved.Chapter 7 Lesson 12 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. 109 109 How does knowing 16 – 10 help you subtract 16 – 9? 110 110Conclusion:Today we learned to subtract 9 from teen numbers by taking away 9 from the ten side and figuring out how many are left on both sidesaltogether.Using the Book: Pages 109-110Page 109: Read and discuss the demonstration at the top of the page.Read the directions, and have the students complete the page on their own. Review the page together.Page 110: Examples 1-12: Read the directions. Model examples 1 and 2 on the board. Have the students complete the section ontheir own.Examples 13-24: Read the directions. Model examples 13 and 14 on the board while explaining your thought process. Have thestudents complete the section on their own while you offer help as needed.Review the sections together. Discuss how solving the first example in the set, helped Closing Statement:solve the second example.Let’s think: Read and discuss the question. Who can tell us what we learned today? [Accept relevant answers.] Today we Display the 16 – 9 Dot Card and its number learned to subtract 9 from teen numbers. sentence on the Math Poster. Tomorrow we will subtract 8 from teen numbers. 129

7.13 Chapter 7 Lesson 13: Subtracting 8 from a Teen Number CCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. within 20 [by] decomposing a number leading to a ten. I. Reviewing subtracting 10 and 9 On the board, write 14 – 10 and display Dot Card-14. Ask: From which side should Goal: I cross off ten? [from the ten side] [Cross off the ten on the ten side.] How many are Students will subtract 8 from teen left? [4] [Write the difference.] numbers. Write 14 – 9 on the board. Ask: How do we solve this problem? [Have students LESSON WARM-UP: tell you the process. Make sure they mention that there is one dot left on the Flash the minus-9 Dot Cards. As a ten side.] class, have students identify each one. II. Introducing subtracting 8 with Dot Cards Place Dot Card-12 on the board. Say: I want to take away eight. Eight is a lot – it’s Introductory Statement: almost as much as ten, so I will cross off eight dots from the ten side. [Cross off eight Yesterday we learned to subtract 9 dots on the ten side.] When we cross off eight from the ten side, we have dots left on by crossing nine dots off the ten side. both sides; there are two dots left on the ten side and two dots left on the ones side. Today we will learn to subtract 8. There are four dots left: 12 – 8 = 4. [Write the number sentence: 12 – 8 = 4.] tHINKING tRIGGER: On the board, write 13 – 8 and place Dot Card-13 next to it. Ask: From which side Review subtracting ten and nine. should I cross off eight? [from the ten side] [Cross off eight dots from the ten side. Ask: How do you think we will show Point out that there are dots left on both sides. Solve the number sentence and taking away eight? write the difference.]130 III. Subtracting using the ten as an aid On the board place Dot Card-15, and next to it write 15 – 10 and 15 – 8. Solve 15 – 10 and write the difference. Say: When we take away 10, we are left with only the ones. Now that we know that 15 – 10 = 5, how much do you think 15 – 8 is? Instead of subtracting 10, we need to subtract just 8. That means we will have two dots left on the ten side and five dots on the ones side. We have seven dots left. [Cross off the eight dots and fill in the difference.] In the same way, solve 11 – 10 and 11 – 8, and explain as above. IV. Subtracting without using Dot Cards Clear the board. Write 13 – 10 = ___ on the board. Ask a student to tell the difference, and fill it in. Write 13 – 8 = ___. Say: Let’s try to solve this without Dot Cards. Let’s use our heads. When we take away 10, we are left with only the ones. When we take away 8, we have two left on the ten side and also the three ones; we have 5 left in all: 13 – 8 = 5. [Fill in the difference.] Repeat this with 16 – 10 and 16 – 8: Write 16 – 10 = ___ on the board. Ask a student to tell what the difference is, and fill it in. Write 16 – 8 = ___. Say: Again let’s try to find the difference without Dot Cards. When we take away 10, we are left with only the six ones. When we take away eight, we have two left on the ten side and also the six ones; we have how many left in all? [8] 16 – 8 = 8. [Fill in the difference.] Write 14 – 10, 14 – 9, and 14 – 8 on the board. Solve the equations as a class by talking through the thinking process. Stress how knowing 14 – 10 helps us solve 14 – 9 and 14 – 8. V. Introducing the Dot Cards Show the subtracting-8 Dot Cards to the class. Have the class say the number sentence for each card in unison.

Subtracting 8 from a Teen Number Subtract. You can use the Dot Cards to help.Cross off the dots you need to subtract. Write the difference. 1. 3.Remember to cross off the dots on the ten side. 1. 2. 3. 13 – 10 = 15 – 10 = 2. 4. 13 – 8 = 15 – 8 = 11 – 8 = 12 – 8 = 13 – 8 = 5. 7.4. 5. 6. 17 – 10 = 16 – 10 = 6. 17 – 8 = 8. 16 – 8 = 9. 11. 12 – 10 = 14 – 10 = 10. 12. 12 – 8 = 14 – 8 =14 – 8 = 15 – 8 = 16 – 8 = Student Workbook pagePractice.Match the number sentence to the Dot Card. Write the difference. Student Workbook page Subtract. 14. –193 15. –129 16. –158 17. –1387. 11 8. 12 9. 12 10. 11 11. 14Copyright © by SPOTS Educational Resources. All rights reserved. 13. –184 –8 –9 –8 –9 –8 18. –196 19. –182 20. –194 21. –159 22. –186 Copyright © by SPOTS Educational Resources. All rights reserved.Chapter 7 Lesson 13 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. 111 111 112 112Student Teacher:Place Dot Cards-13 and -16 on the board. For each card, have a student subtract 9 and 8, and write a number sentence for each.Conclusion:Today we learned to subtract 8 from teen numbers. We cross off eight dots from the ten side and then look on both sides to see howmany are left altogether.Using the Book: Pages 111-112Page 111: For each section, read the directions and have the students complete it on their own. Review the page together.Page 112: Examples 1-12: Read the directions. Model examples 1 and 2 on the board while describing your thought process.Have the students complete the section on their own.Examples 13-22: Read the directions. Have the students complete the section on Closing Statement:their own.Review the page together. Who can tell us what we learned today? [Accept relevant answers.] Today we Display the 16 – 8 Dot Card and its number learned to subtract 8 from teen numbers. sentence on the Math Poster. Tomorrow we’ll decide when to cross off dots from the ten side and when to cross off dots on both sides. 131

7.14 Chapter 7 Lesson 14: Subtracting a Lot or a LittleCCSS 1.OA.6 Add and subtract Concept Development:within 20 [by] decomposing anumber leading to a ten. I. Reviewing subtracting in two steps On the left side of the board, write 13 – 5 and place Dot Card-13 next to it. Ask:Goal: How should we show this on the Dot Card? [First cross off the three dots on theStudents will decide how to cross ones side, then cross off two more on the ten side. 13 – 5 = 8. Emphasize that youoff the dots when subtracting from crossed off dots in two steps, on both sides.]teen numbers.Materials needed: blank sheets Do the same for 11 – 3 and 14 – 5.of paper II. Reviewing crossing off the dots on the ten sideLESSON WARM-UP: On the right side of the board, write 14 – 9 and place Dot Card-14 next to it. Ask: On which side should we cross off the nine? [on the ten side] [Write the difference:Flash the minus-8 Dot Cards. As a 14 – 9 = 5. Emphasize that you crossed off dots only on the ten side.]class, have students identify eachone. In the same way, solve 11 – 8, 15 – 9, and 16 – 8.Introductory Statement: III. Comparing the two methodsWe’ve learned to subtract in two steps Draw two columns in the middle of the board. Label them “Two steps – both– by first crossing off the ones and sides” and “Only ten side.” Show the class equation cards with teen subtractionthen crossing off more on the ten side. equations. Have them decide in which column to place each card. Remind theWe’ve also learned how to subtract class that when we subtract a lot, we cross off the dots only on the ten side.8, 9, and 10 by crossing off the dotsonly on the ten side. Today we will Student Teacher:decide when to use each way – whento subtract in two steps and when to Divide the class into pairs. Give each pair of students a blank sheet of paper,cross off dots only on the ten side. and have them fold their papers in half. Have them label one half of the paper “2 steps” and the other half “only ten side.” Have students choose a teen number tHINKING tRIGGER: between 11 and 15 and write one equation in each column, using the numberDraw two columns. In the first they chose as the minuend (the first number) in each equation (e.g., 12 – 4 andcolumn write 18 – 9, 14 – 8, 12 – 9, 12 – 9). Then have them draw Dot Cards to model each equation. Have the pairsand 15 – 8. In the second column present their work to the class.write 14 – 5, 13 – 6, 12 – 4, and12 – 5. Ask: What is similar about the Conclusion:number sentences in each column?Why did I divide them in this way? Today we learned how to decide which of the two ways to use when we subtract[Accept all relevant answers. Write from teen numbers. When we subtract a lot, like 10, 9, or 8, we subtract only on the15 – 9 and 13 – 6 on the board. Ask:] ten side. When we subtract the other numbers, we subtract in two steps: First weIn which column should I put each of subtract the ones, and then we subtract the rest from the ten.these? Copyright © by SPOTS Educational Resources. All rights reserved.132

Subtracting a Lot or a LittleWhen we subtract more than the ones we have ... Subtract. Use the Dot Cards to help. Color each space the same as the Dot Card you used.–_1__934__ –_1__83__ 5We can subtract in two steps — or we can –136 –147first we subtract all the ones, subtract only on –183and then we subtract the rest the ten side. –153from the ten side, –139Subtract. If you would cross off the dots only on the ten side, –127 –182 –192color the kite yellow. 1. _–_1__92_ _–_1__23_ _–_1__52_ _–_1__28_ Student Workbook page2. _–_1__69_ _–_1__76_ _–_1__86_ –__11__06_ Student Workbook page3. _–_1__49_ _–_1__46_ –__11__40_ _–_1__84_ –194 –164 –145 –184 Copyright © by SPOTS Educational Resources. All rights reserved.Copyright © by SPOTS Educational Resources. All rights reserved. 114Chapter 7 Lesson 14 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. 113 113 114Using the Book: Pages 113-114Page 113: Read and discuss the demonstration at the top of the page.Read the directions, and have the students complete the page on their own. Review the page together.Page 114: Read the directions. Model two examples on the board while describing your thinking. Have the students completethe page on their own. Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned how to decide which of the two ways to use when we subtract from teen numbers. Tomorrow we will subtract 7 from teen numbers. 133

7.15 Chapter 7 Lesson 15: Subtracting 7 from a Teen NumberCCSS 1.OA.6 Add and subtract Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved.within 20.CCSS 1.OA.1 Use addition I. Reviewing subtracting 10, 9, and 8and subtraction to solve word On the board write 12 – 10 and place Dot Card-12 next to it. Ask: From whichproblems. side should I cross off ten? [from the ten side] How many are left? [2] [Write the difference.]Goal:Students will subtract 7 from teen Write12 – 9 on the board. Have students explain how to solve it. Make sure theynumbers. mention that there are dots left on each side.Materials needed: Drop-It form#9 Write12 – 8 on the board. Ask: How do we solve this? [Have students tell you the process. Make sure they mention that there are two left on the ten side that areLESSON WARM-UP: added to the two on the ones side.]Drop-It: Hand out Drop-It form#9. Flash 8-10 subtraction flash II. Subtracting 7 with Dot Cardscards with subtrahends of 10, 9, Write 12 – 7 on the board. Say: Now I want to take away 7. Seven is a lot; so I willand 8. Have the students write the cross off seven dots from the ten side. [Cross off seven dots on the ten side.] Whendifferences on their papers. Check we cross off seven dots from the ten side, there are three dots left on the ten side andstudents’ work. two dots left on the ones side. There are five dots left in all. [Fill in the difference.]Introductory Statement: On the board write 13 – 7, and place Dot Card-13 next to it. Ask: From which sideYesterday we learned how to decide should I cross off seven? [from the ten side] [Cross off seven dots from the ten side.which of the two ways to use when Point out that there are 3 dots left on the ten side and 3 dots left on the oneswe subtract from teen numbers– sides.] The difference is 6.when to subtract in two steps andwhen to cross off dots only on the ten III. Subtracting without Dot Cardsside. Today we will subtract 7. Write 11 – 7 on the board. Say: Let’s try to solve this without using Dot Cards. When we subtract 7, from which side should we take away the seven? [from the ten side] tHINKING tRIGGER: When we take away seven from ten, how much is left? [3] And when we put thatPlace Dot Card-12 on the board. Ask: 3 together with one more from the ones side, how much is left? [4] We have 4 left.How do you think we should cross off [Write the difference.]the dots to show subtracting 7? Repeat with 12 – 7. Discuss how much is left when you subtract 7 from ten, and ask: When we put that 3 together with the two ones, what is the difference? [5] [Write the difference.] IV. Introducing the Dot Cards Show the subtracting-7 Dot Cards to the class.Together, say the number sentence for each card. V. Mixed practice Place Dot Card-13 on the board, and write 13 – 8, 13 – 7, 13 – 4, and 13 – 5. Say: We will solve these without crossing off the dots on the Dot Card. [For each equation, discuss the process, crossing off dots either on the ten side, or from both sides, in two steps.] Student Teacher: Place Dot Cards-11 and -12 on the board. For each card, have a student demonstrate how to subtract 7 and then write a number sentence.134

Subtracting 7 from a Teen Number Subtract. 3. 15 – 8 = 5. 14 – 5 = 4. 15 – 9 = 6. 14 – 6 =Cross off the dots you need to subtract. Write the difference. 1. 12 – 10 =Remember to cross off the dots on the ten side. 2. 12 – 7 =1. 2. 11 – 7 = 12 – 7 = 7. 13 – 4 = 9. 11 – 9 = 11. 11 – 4 = 8. 13 – 5 = 10. 11 – 8 = 12. 11 – 5 =3. 4. Practice. Subtract. 13. –176 14. –165 15. –187 16. –137 17. –126 18. –13613 – 7 = 14 – 7 = 19. –171 20. –196 21. –1101 22. –128 23. –147 24. –123 Student Workbook pageMatch the number sentence to the Dot Card. Write the difference. Student Workbook page Fill in the math puzzle. Write the number sentence and solve.5. 13 6. 11 7. 13 8. 14 9. 12Copyright © by SPOTS Educational Resources. All rights reserved. –9 –7 –7 –8 –7 115 115 25. There are 7 birds in a tree. Whole Copyright © by SPOTS Educational Resources. All rights reserved. 116 Some more birds fly over to the tree. Now there are 11. Part Part How many more birds flew over to the tree? birds =Chapter 7 Lesson 15 CCSS 1.OA.6 Add and subtract within 20 [by] decomposing a number leading to a ten. CCSS 1.OA.1 116Conclusion:Today we learned to subtract 7 from teen numbers. We cross off seven dots from the ten side and then look on both sides to see howmany are left altogether. That’s all! There are no more subtraction facts to learn!Using the Book: Pages 115-116Page 115: For each section, read the directions and have the students complete it on their own.Review the page together.Page 116: Examples 1-24: Read the directions. Have the students complete each section on their own. Remind the studentsthat they can refer to the Dot Card banner posted in the front of the room, or to the Dot Cards found in the back of the StudentEdition.Review the sections together.Example 25: Read the directions. Read the story problem together, and solve. Closing Statement:Display the 11 – 7 Dot Card and its number Who can tell us what we learned today?sentence on the Math Poster. [Accept relevant answers.] Today we learned to subtract 7 from teen numbers. Tomorrow we will work with math puzzles. 135

7.16 Chapter 7 Lesson 16: Subtracting Either Part CCSS 1.OA.8 Determine the Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. unknown number in an equation CCSS 1.OA.6 Add and subtract I. Math puzzles using manipulatives within 20. Have each student place thirteen crayons on his/her desk and move four crayons to the side. Model the same arrangement on the board. Say: Let’s write a number Goal: sentence for what we just did. How many crayons did we have at first? [13] How Students will understand the many did we move to the side? [4] How many are left on the other side? [9] [Write relationship between the parts of a 13 – 4 = 9.] teen subtraction equation. Materials needed: handout Have the students put the crayons back together. Now have them move nine #14; magnetic math puzzle crayons to the side, while you model the same arrangement on the board. Say: Let’s write a number sentence for what we did now. How many crayons did we have LESSON WARM-UP: at first? [13] How many did we move to the side? [9] How many are left on the other Flash 10-12 “Subtracting a Lot” side? [4] [Write 13 – 9 = 4.] (yellow) Dot Cards. As a class, have students identify each one. Let’s fill in this math puzzle to show the whole and the parts of these number sentences. Which number tells the “whole”? [13] What are the parts? [9, 4] Introductory Statement: We’ve already finished learning to Have them put the thirteen crayons back together. This time, have the students subtract from teen numbers. Today move seven crayons to the side as you model the arrangement, explain, and we will work with math puzzles. write the number sentence, as above. tHINKING tRIGGER: Have them put the crayons back together once again, and move six crayons to Place a math puzzle on the board. the side. Model, explain, and write a number sentence. Finally, fill in the math Ask: Who remembers what the parts puzzle using the numbers 13, 7, and 6. of the puzzle are? [whole, part, part] [Write 15, 10, and 5 on the board.] II. Math puzzles with Dot Cards How do you think these numbers fit On the board place a blank Teen Dot Board with 12 counters – seven black and into the puzzle? five white. (See page 117 of the Student's Edition for an example of how to set out the counters.) Ask what number the Dot Board shows. [12] With your hands,136 cover the five white counters, and ask how many are left. [7] Cover the seven black counters, and ask how many are left. [5] Remind the class that in subtraction, when you take away one part, the other part is the difference. Ask: What are the two number sentences that show what we just did? [12 – 5 = 7 and 12 – 7 = 5] Place a math puzzle on the board. Ask the class how to fill it in to show the whole and the parts of the equations (12, 5, 7). III. Practicing the skill Repeat with a blank Teen Dot Board with 12 counters – eight black and four white. As above, show how to subtract first the four counters from the total, and then the eight counters. Have the class tell you what the two number sentences are and how to fill in the math puzzle. Student Teacher: Divide the class into small groups. Give each group handout #14. Have them color some of the stars on the handout blue and some yellow. Then ask them to fill in the math puzzle and write the two matching subtraction equations according to the way they colored the stars. Have each group present their work to the class. Display their work on your math bulletin board.

Subtracting Either Part We can subtract either part. Fill in the difference. 3. The other part is the difference 1. 13 – 8 = 15 W1h85ole 15 – 9 = 4. Whole Pa9rt P6art 2. 13 – 5 = 15Pa9rt – P6art 15 – 6 = 9 15 – 6 = 9= 6 Whole Part Part 5. 7. Whole Part Part 11 – 7 = 12 – 7 =Complete each math puzzle. 6. 8.Write two subtraction sentences for each puzzle. 11 – 4 = 12 – 5 =1. 13 2. Whole 16 9. 11. Whole 12 – 8 = 13 – 7 = Part Part Part Part 10. 12. = = 12 – 4 = 13 – 6 = Student Workbook pagewholepart partwholepart partChallenge Student Workbook pagewholewholeFill in the missing number. = =Copyright © by SPOTS Educational Resources. All rights reserved.3.4. 13. 14. 15. = 18 part part part part =0 17 – = 7 14 – = 10 18 – = 10 14 13 18. Whole Whole = 15 17 – Part Part Part Part 16. 17. Copyright © by SPOTS Educational Resources. All rights reserved. 21. = 11 – = 9 16 – = 8 15 – = whole part part 19. 20. wholewhole part part = 19 – = 9 12 – = part part 117 117 118 118whole part partChapter 7 Lesson 16 CCSS 1.OA.8 Determine the unknown number in an equation. CCSS 1.OA.6Conclusion:Today we saw that when we subtract one part of a number, the other part is the difference.Using the Book: Pages 117-118Page 117: Read and discuss the demonstration at the top of the page.Read the directions, and have the class complete the page together. Note: Some students may need help relating to thesecards as subtraction. For each equation, have them cover either the blue or yellow stars to get a hands-on feeling.Page 118: Examples 1-12: Read the directions, and have the students complete the section on their own. Review it together.Examples 13-21: Write example 13 (17 – ___ = 7) on the board. Read it and explain: Closing Statement:We have 17, and we need to take away some and still have 7 left. How much do you thinkwe need to subtract? [Place Dot Card-17 on the board and have students discuss the Who can tell us what we learned today?challenge. Help them to reach the conclusion that we need to subtract 10, and have [Accept relevant answers.] Today wethem fill in 10 in their books.] In the same way, complete the next few examples learned that when we subtract we cantogether. Then challenge them to complete the section on their own or with a partner. take away either of the parts from theReview it together. whole, and we are left with the other part. We used Dot Cards and math puzzles. Tomorrow we will talk about number families. 137

7.17 Chapter 7 Lesson 17: Number FamiliesCCSS 1.OA.3 Understand the Concept Development:relationship between addition andsubtraction. I. Introducing number families using manipulatives On the board draw or place a math puzzle and fill it in with the numbers 13, 8, and 5.Goal: Say: We will use crayons to show stories with these numbers. How many crayons will we useStudents will understand the in all? [13] We will use 13, because 13 is our whole. [Point to the parts of the puzzle andrelationship between addition and say:] These are the parts. We will divide the 13 crayons into two groups: a group of …? [8]subtraction. and a group of …? [5] [Remind the class that you can put together the two parts andMaterials needed: handout you can also take away a part. Elicit stories that tell about the combination of these#15; magnetic math puzzle numbers. Together with the class write the number sentence for each story suggested. You should have four equations: 8 + 5 = 13, 5 + 8 = 13, 13 – 8 = 5, and 13 – 5 = 8.] These number sentences are like a family. They all use the same numbers. The two parts form the whole, and when we start with the whole, we can take away either part and we’re left with the other part. We can call these numbers a family – a number family.LESSON WARM-UP: II. Practicing with number families Pass out handout #15. Have the students cut out the stars and count how many starsFlash 10-12 “Subtracting a Lot” there are of each color (six and five) and how many there are altogether (eleven).(yellow) Dot Cards. As a class, havestudents identify each one. Similarly, place eleven stars on the board, and draw four blank number sentence formats. Ask the students to use their stars to help you fill in the number sentences. AsIntroductory Statement: they suggest number sentences, model each one on the board, and have the studentsYesterday we made math puzzles arrange their stars to match each equation.to show the whole and the parts ofsubtraction sentences. Today we will Draw or place a blank math puzzle on the board. Fill it in to match the equations. Say:talk about number families. This is another number family! These numbers go together. III. Finding equations for number families Now let’s try something different. [Draw a math puzzle on the board and fill it in with the numbers 15, 8, and 7. Under the puzzle draw four equation formats (two for addition and two for subtraction).] These numbers are a family. Let’s see which number sentences they make. tHINKING tRIGGER: When we do addition, we begin with parts. We add them together and end with a whole. In subtraction, we begin with the whole – the biggest number. We take away either part, andDraw a math puzzle and fill it in the other part is the difference.with the numbers 5, 2, and 3. Drawfour equation formats under the Which number can we use for the first number in the addition sentence? [one of the parts;puzzle. Ask: What number sentences 7 or 8]belong with this puzzle? Can you helpme think of four different number Which number can we use for the second number in the addition sentence? [the other part]sentences? Which number is the sum? [the whole; 15] [Fill in the equation. Repeat for the second addition equation.] Which number can we use for the first number in the subtraction sentence? [the whole; 15] Copyright © by SPOTS Educational Resources. All rights reserved.Which number can we use for the second number in the subtraction sentence? [one of the parts; 7 or 8] Which number is the difference? [theother part] [Fill in the equation. Repeat for the second subtraction equation.]Repeat this process with the numbers 9, 8, and 17. Present a math puzzle with these numbers, then guide students to come up with thefour equations.IV. Working with doublesPlace a blank Teen Dot Board on the board and fill it with six black counters on one side and six white counters on the other. Draw a mathpuzzle and ask a student to help you fill it in (6, 6, 12). Ask: How many number sentences do you think we can write for this puzzle? [Allow thestudents to answer and to explain their reasoning. Write the number sentences on the board. Point out that number families with doubleshave only two number sentences.]Do the same with the numbers 7, 7, and 14.138

Number Families Complete the math puzzle. Write two number sentences for each math puzzle. Number Family Math PuzzlesWrite four number sentences When we add, we begin with a part.for each math puzzle. When we subtract, with the whole. 1. 2. we begin1. 13 2. 14 Whole Whole Whole Whole part Part Part part Part Part 76 86 whole whole = = Part Part Part Part 3. 4. part whole part whole = = = = part part whole part part whole part part part part = = Whole Whole part part whole part part whole Part Part Part Part = = = = whole part part whole part part part part whole part part whole = = = = whole part part whole part part whole part part whole part part3. 4. 16 11 Whole Whole Student Workbook pageAdd or subtract. Student Workbook page9765 7. + 88 8. –186 9. + 66 10. –162 5. + 77 6 –174Copyright © by SPOTS Educational Resources. All rights reserved.Part Part Part Part = = part part whole part part whole = part = Copyright © by SPOTS Educational Resources. All rights reserved. part part whole part whole = whole = 119 119 LET’S THINK 120 whole whole part part part part How does knowing the doubles facts help you solve the subtraction problems above? = = 120 whole part part part partChapter 7 Lesson 17 CCSS 1.OA.3 Understand the relationship between addition and subtraction.Student Teacher:Draw two math puzzles on the board. Under one of them write the numbers 8, 6, and 14. Under the other write 9, 9, and 18. Ask studentsto fill in the math puzzles with the numbers and to write their corresponding number sentences.Conclusion:Today we learned about number families. When we do addition, we begin with parts. We add them together, and we end with a whole. Insubtraction, we begin with the whole – the biggest number. We take away either part, and the other part is the difference.Using the Book: Pages 119-120Page 119: Read and discuss the demonstration at the top of the page. Read the directions. Point out the words printedin the puzzles and in the number sentences. Model the first example on the board,and have students trace the number sentences in their book. Complete examples 2-3 Closing Statement:together. You can challenge your students to solve example 4 on their own or you can Who can tell us what we learned today? [Accept relevant answers.] Today wesolve it together, as a class. learned about number families. Number families are numbers that go together.Page 120: For each section, read the directions and have the students complete it on We can make addition and subtractiontheir own. Circulate to offer help as needed. number sentences with them. TomorrowReview the page together.Let’s think: Read and discuss the question. we will tell story problems and decide Display the 12 – 4 Dot Card and its number how to find their answers. sentence on the Math Poster. 139

7.18 Chapter 7 Lesson 18: Practice and Reinforcement CCSS 1.OA.1 Use addition and Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. subtraction to solve word problems CCSS 1.OA.6 Add and subtract I. Ways to solve teen subtraction within 20. Write 14 – 6 = ___ on the board. With the class, solve it using each of the methods: a Dot Card, a break-apart number sentence, and a number line. Ask the class to think about, Goal: and to show by raising their hands, which way they like best. Students will apply skills they have learned to real-world problems. In the same way, write and solve 13 – 6 using all three methods, and have the students Students will decide how to cross decide which way they like best. off the dots when subtracting from teen numbers. II. Subtracting from the ten side Materials needed: Drop-It form Write 12 – 10 on the board. Ask: Which way is the quickest and easiest way to solve this? #9; blank sheets of paper; equation [Point out that with the Dot Card, they simply need to cross off the ten side, and the cards answer is what is left.] When taking away ten, think of a Dot Card. LESSON WARM-UP: Write 12 – 9 and 12 – 8 on the board, and explain that when we subtract a big number, Drop-It: Hand out Drop-It form #9. such as 8, 9, or 10, the best way to solve it is to think of crossing off dots on the ten side Flash 8-10 subtraction flash cards of a Dot Card. Solve the equations, crossing off the subtrahend from the ten side of a with teen minuends. Have the Dot Card. students write the differences on their papers. Check students’ work. Write 14 – 5 on the board, and ask some students which way they would use. Explain that when we subtract a lot, we think of a Dot Card to help us solve it, and when we Introductory Statement: subtract other numbers, all the ways work well. We’ve learned so much about subtracting teen numbers. Today we III. Subtracting seven will tell story problems and practice Write 12 – 7 and 11 – 7 on the board. Say: The last time we subtracted 7 from a teen number, what we’ve learned. we crossed off dots from the ten side to find the difference. This works well when we subtract 7 from a teen number that doesn’t have many ones, like 11 or 12. [Solve the equations on tHINKING tRIGGER: the board, in each case crossing off seven from the ten side of a Dot Card.] On the board, show the methods the class learned for subtracting Write 16 – 7 on the board. Say: 16 has lots of ones – almost as many as the number we are from teen numbers: a blank open subtracting from it. When we subtract 7 from a bigger teen number, like 16, it may be easier number line, a blankTeen Dot Board, to think of subtracting in two steps – crossing off all the dots on the ones side of a Dot Card, and a blank break-apart number then crossing off the rest from the ten side. [Solve the equation using a Dot Card. Explain sentence format. Underneath, write how you are crossing off all six dots on the ones side, and one more dot on the ten side, the number sentence 16 – 9. Ask so there are nine dots left. Write in the difference.] the students which method they think is the best way to solve this When we subtract 7 from a bigger teen number, we can decide for ourselves how we’d like equation and why. to find the difference: We can cross off seven dots from the ten side, just as we do when we subtract 7 from a smaller teen number, like 11 or 12. Or we can first cross off all the ones and140 then cross off the rest from the ten side. Either way, we’ll get the correct answer! Which way do you think would be easier for you? [Let some students explain which method they like best and why.] IV. Applying the skill to story problems Erase the equations you've written on the board for the Concept Development, but leave the sample methods (from the Thinking Trigger activity) on the board. Tell a story: A boy has 15 marbles. Nine of them roll away. How many does he have left? [Write a number sentence together with the class, and decide which method to use to answer the question in the story. Remind the class that when subtracting 9, we think of a Dot Card to solve the number sentence.] A girl had 14 jacks. She lost six of them. How many does she have left? [Again, write a number sentence, and have some students tell you how they would solve it. Remind them that all the ways are acceptable.] In the same way, continue to tell story problems and solve them using the various methods.

Practice and ReinforcementWrite the number sentence for the story problem. Choose the way that works best for you to solve the storyCircle the way that works best for you. Solve. problem. Show your work. Solve.Remember: When we subtract a lot, we think of the Dot Card. 1. Mack had 11 goldfish.1. There were 15 birds –= He gave away 6 goldfish.on the rock. How many goldfish does he have left?8 birds flew away. to get ten the rest goldfishHow many birdsstayed? birds –=2. 14 ducks were –= 2. There were 13 frogs on a log. frogs swimming in a row. 6 frogs hopped away. 5 ducks swam away. to get ten the rest How many frogs are there now? How many ducks are still in the row? –= ducks to get ten the rest –= Student Workbook pageSubtract. Student Workbook page3. There were 12ladybugs on the grass. 3. –183 4. –152 5. –195 6. –172 7. –173 8. –1190A bird ate 9 ladybugs.Copyright © by SPOTS Educational Resources. All rights reserved.How many ladybugs 9. –115 10 –114 11. –175 12. –162 13. –107 14. –186 Copyright © by SPOTS Educational Resources. All rights reserved.are left? ladybugs 122 –=Chapter 7 Lesson 18 CCSS 1.OA.1 Use addition and subtraction to solve word problems. CCSS 1.OA.6 121 121 122Student Teacher:Divide the class into small groups. Give each group a blank sheet of paper and an equation card. Have them draw a story for the equationand show how they would solve it in the way that works best for them. Ask each group to present its work, and choose some posters tohang on the math bulletin board.Conclusion:Today we reviewed the different ways we can subtract in order to solve subtraction number sentences, and we practiced choosing the way thatworks best for us. We also saw that when we subtract a lot, we think of the Dot Cards.Using the Book: Pages 121-122Page 121: Read the directions. Read each story to the class. Have the students circle the way they plan to solve the story and then solveit. Review the page, and discuss which methods worked best for each example.Page 122: Examples 1-2: Read the directions. Read each story problem. Have each student Closing Statement:choose the method s/he prefers and solve the story using that method. Explain that they Who can tell us what we learned today?need to draw and/or write how they solved it: with either dots on a Dot Card, using a number [Accept relevant answers.] Today weline, or writing a number sentence with break-apart numbers. learned to choose the best way to solveExamples 3-16: Read the directions. Explain that this section is a review. Have the students subtraction equations. We learned thatcomplete the section independently. Remind the students that they can refer to the Dot Card when we subtract a lot, we should thinkbanner posted in the front of the room, or to the Dot Cards found in the back of the Student of only the Dot Card. For other numbersEdition. we should use the way that works best for us. We also told story problems.Review the page together. Tomorrow we will review Chapter 7. 141

7.19 Chapter 7 Lesson 19: End-of-Chapter Review CCSS 1.OA.1 Use addition and Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. subtraction to solve word problems CCSS 1.OA.6 Add and subtract I. Subtracting with break-apart numbers within 20. Write 17 – 8 and 11 – 5 on the board. Next to each equation place a Dot Card, CCSS 1.NBT.6 Subtract multiples and draw spaces for the break-apart numbers. Together with the class, solve the of ten. first equation, first using a Dot Card and then using break-apart numbers. Do the NYS CCLS 1.MD.3 Recognize and same with the second equation. identify coins, their names, and their value. II. Subtracting on a number line Write 12 – 6 = ___ on the board, and display the 12 – 6 Dot Card. Draw a number Goal: line and ask students to explain how to fill it in. Students will review and practice skills learned in Chapter 7. Do the same for 13 – 5 and 15 – 6. Materials needed: Drop-It form #9; model coins; small cards III. Subtracting a lot or a little Write 14 – 5, 14 – 6, and 14 – 8 on the board. Display Dot Card-14. For each LESSON WARM-UP: equation, have the class tell you how to cross off the dots, and solve it together. Drop-It: Hand out Drop-It form #9. Flash 8-10 subtraction flash cards In the same way, display Dot Card-12, and write the equations 12 – 3, 12 – 5, with teen minuends. Have the 12 – 8, and 12 – 9. Discuss with the class how you would solve these equations students write the differences on using the Dot Card. Tell the student to imagine crossing off dots, but don’t cross their papers. Check students’ work. off any. For each equation have the students tell you the difference, and write it on the board next to the equation. Introductory Statement: We’ve finished learning Chapter 7. III. Money skills Today we will review what we’ve Place a dime, and a nickel on the board. Ask: How much money is here? [15¢] A learned. sticker costs 5¢. With which coin should we pay? [nickel] [Remove the nickel.] What number sentence can we write? [15¢ – 5¢ = 10¢] tHINKING tRIGGER: Write 13 – 5 and 13 – 9 on the board. Place a dime, a nickel, and a penny on the board. Ask: How much money is here? Ask: Which do you find easier to do? [16¢] A ticket to the elephant show costs 10¢. With which coin should we pay? [dime] Why? [Remove the dime.] What number sentence can we write? [16¢ – 10¢ = 6¢]142 IV. Subtraction review Write 4 – 2, 14 – 2 and 40 – 20 on the board. Solve 4 – 2. Then solve the rest of the equations. Ask: How did knowing 4 – 2 help us solve the other number sentences? In the same way, solve and explain 9 – 6, 19 – 6, and 90 – 60. Student Teacher: Play a game of memory: Give each student eight cards – four cards in one color and four cards in another color. On the first four cards have them write teen subtraction sentences of their choice. (Make sure they are all using the same color for their subtraction sentences.) On the other four have them write the differences. Divide the class into groups of four. Have the students in each group pool their cards, mix them, and place them face down. Then have them take turns turning over two cards at a time – one card from the subtraction sentences pile, and another from the differences pile – and checking if they are a set. Students get to keep any set they turn over. Conclusion: Today we reviewed subtraction that we learned in Chapter 7.

End-of-Chapter Review Subtract. Cross off the dots you need to subtract. 1. 17 2. 14 3. 13 4. 12 5. 14 6. 12 Fill in the break-apart numbers and the difference. –7 –5 –4 –4 –6 –6 1. 2. 7. –131 8. –151 9. –152 10. –198 11. –168 12. –147 14 – 5 = 15 – 7 = 13. – 47 14. –147 15. – 38 16. –3800 17. – 56 18. –265 to get ten the rest to get ten the rest 19. 9 20. 90 21. 5 22. 15 23. 8 24. 48 – 5 –50 – 3 – 3 – 6 – 6 Complete the number line. Write the difference. 3. 14 –6 4. –153 Student Workbook page Student Workbook page Fill in the math puzzle. Write the number sentence and solve.Copyright © by SPOTS Educational Resources. All rights reserved.Write the number sentence.6. 25. Ida had 8 erasers. Whole 5. Her mom gave her some more. Now she has 12 erasers. Part Part How many erasers did her mom give her? erasers =Copyright © 2014 by SPOTS Educational Resources. All rights reserved. Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H.¢ ¢= ¢¢¢= ¢ 124 124 123 123 Copyright © by SPOTS Educational Resources. All rights reserved.Chapter 7 Lesson 19 CCSS 1.OA.1, CCSS 1.OA.6, CCSS 1.NBT.6, NYS CCLS 1.MD.3Using the Book: Pages 123-124Page 123: Examples 1-4: For each section, read the directions and have the students complete it on their own while you offerhelp as needed. Review both sections together.Examples 5-6: Read the directions. Complete the section together.Page 124: Examples 1-24: Read the directions and have the students complete it on their own. Review it together.Example 25: Read the directions. Read the story problem with the class and solve it together.Name:Write the break-apart numbers.Write the two-step number sentence and fill in the difference. 1. 2. 16 – 7 = 13 – 5 = to get ten the rest = to get ten the rest = 16 – – 13 – –Complete the number line. Write the difference. Closing Statement: 3. 4. Who can tell us what we learned today? [Accept relevant answers.] Today we 15 – 6 = 14 – 6 = reviewed subtracting teen numbers in different ways. Tomorrow we will review –6 –6 things we learned in other chapters, too.Subtract. 6. 7. Assess. 143 5. 14 – 8 = 13 – 6 = Provide additional practice as needed. 15 – 9 = 9. 10. 8. 17 – 9 = 12 – 8 = 12 – 5 = 12. 13. 11. 11 – 7 = 11 – 3 = 16 – 8 =Chapter 7 Assessment Form A 11 Display the 12 – 7 Dot Card and its number sentence on the Math Poster.

7.20 Chapter 7 Lesson 20: Cumulative Review CCSS 1.NBT.1 Count to 120, starting Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. at any number less than 120. CCSS 1.NBT.2 Understand that the I. Tens and ones two digits of a two-digit number Place three of Dot Card-10 and a Dot Card-2 on the board. Draw a tens-and-ones represent an amount of tens and chart underneath the Dot Cards. Ask a student to tell you how to fill it in. ones. CCSS 1.NBT.3 Compare two-digit Do the same with a dime and pennies, and with a group of ten items and some numbers based on the meanings of loose items. the tens and ones digits. CCSS 1.NBT.4 Add within 100. II. Missing numbers CCSS 1.OA.1 Use addition and Refer to your hundred chart. Cover the numbers 38, 41, 55, 69, and 80. For each of subtraction to solve word problems. these numbers, ask students to use the numbers that are exposed to tell which CCSS 1.OA.2 Solve addition number is covered. Each time students identify one of the numbers, remove the word problems with three whold cover to check whether they were right, and ask them to explain how they knew. numbers. CCSS 1.OA.6 Add and subtract III. Greater than/less than within 20. Write the two signs on the board. Remind the class about Al the alligator, and CCSS 1.OA.7 Determine if an ask a student to tell what Al does. Write 49 and 90 on the board. Ask to which equation is true or false. number will the open mouth be facing and why. Read together: 49 is less than 90. NYS CCLS 1.MD.3 Recognize and identify coins, their names, and Do the same with 65 and 19. their value. IV. Forming a new ten Goal: Write 57 + 3 on the board. Ask: What are we adding to the 57 – tens or ones? [ones] Students will review and practice Add the ones in your head. What happened when you added the ones? [we made skills learned previously. another ten] So the number of tens will change. What’s the sum? [60] [Fill in the Materials needed: a group of sum.] ten items and some loose items of choice; model coins Repeat with 25 + 5. Introductory Statement: Write 47 + 2 and 54 + 6 on the board. Say: Add the ones in your head. In which We’ve finished learning Chapter 7. of these number sentences will we make a new ten? [54 + 6] How can you tell? [by Today we will review lots of things adding the ones: 4 + 6 = 10] [Solve each equation and write the sums.] we’ve learned this year. Repeat this with 63 + 4 and 89 + 1. tHINKING tRIGGER: Write 34 + 20 and 34 + 2 on the V. Adding tens or ones board. Ask: How is finding the first Write 43 + 40, 23 + 6, and 37 + 20 on the board. Before solving each one, ask: sum different from finding the second What are we adding? Tens or ones? How many are we adding? [Then add and write sum. the sums.]144 VI. Determining whether an equation is true or false On the board write 46 = 40 + 6. Ask: Is this correct? Do the two sides show equal amounts? [yes] [Next to the equation draw a √.] Write 87 = 80 + 2. Ask: Is this correct? Do both sides show the same amount? [no] [Next to the equation draw an X.] Repeat with 76 = 70 + 6 and 34 = 40 + 3. VII. Story problems Today I brought some vegetable sticks with me to snack on. I brought 9 cucumber sticks and 5 pepper sticks. How many vegetable sticks did I bring? [Together, write the equation 9 + 5 = ___ and solve. (14 vegetable sticks)] Of the 14 vegetable sticks, so far I’ve eaten 8. How many do I have left? [Together, write the equation 14 – 8 = ___ and solve it. (6 sticks left)]

Write how many. Cumulative Review Draw a or an to show if the sentence is true or false.1. 2. 3. 1. 2. 3. 83 = 80 + 3 92 = 2 + 90 46 = 60 + 4 Circle to show if we are adding tens or ones. Add.Tens Ones Number Tens Ones Number Dimes Pennies Amount 4. 67 Tens 5. 42 Tens 6. 85 Tens +30 Ones +7 Ones + 10 Ones ¢Fill in the missing numbers. Will we form a new ten? Circle the correct sign. Add.4. 7. 42 8. 65 9. 16 10. 32 71 72 74 76 78 +6 +5 +4 +8    Fill in the correct sign. Circle the correct word.    5. 32 17 6. 51 90 Add. greater greater 11. 8 12. 7 13. 5 14. 4 15. 9 16. 832 is than 17 51 is than 90 +6 +7 +6 +7 +9 +5 less less Student Workbook pageWrite the number sentence and solve. Student Workbook pageWrite the number sentence. Solve. 17. The store has 12 pairs of 18. The store has 8 7. 8.Copyright © by SPOTS Educational Resources. All rights reserved. sunglasses on the shelf. large kites and 7 small kites.¢ ¢= ¢ ¢ ¢= ¢ Dad buys 5 pairs of How many kites Copyright © by SPOTS Educational Resources. All rights reserved. sunglasses. How many does the store 125 125 sunglasses are left on the have? kites 126 shelf? sunglasses =Chapter 7 Lesson 20 CCSS 1.NBT.1, CCSS 1.NBT.2, CCSS 1.NBT.3, CCSS 1.NBT.4, CCSS 1.OA.1, CCSS 1.OA.6, CCSS 1.OA.7, = NYS CCLS 1.MD.3 126I also brought some slices of fruit: apple, pear and orange slices. I brought 6 apple slices, 4 pear slices and 2 orange slices. How manyfruit slices in all?This story is a little different. How many addends are there? [3] [Draw a blank equation format with spaces for 3 addends.]I shared my snacks with some students. There were 5 students from the first grade, 3 children from the second grade and 5 childrenfrom the third grade. With how many children did I share my snacks? [Draw a blank equation format with spaces for 3 addends.]For each story, write the equation and solve the problem.Student Teacher: Closing Statement:Choose skills that your class needs to have reinforced. Write an example of each on Who can tell us what we learned today?the board, and have students solve them and explain their thinking. [Accept relevant answers.] Today we reviewed so many things we’ve learnedConclusion: this year. We talked about tens and ones, different ways to add and subtract, andToday we reviewed lots of things that we’ve learned in math this year. numbers that are greater than and less than. We also counted coins and addedUsing the Book: Pages 125-126 and subtracted money. Tomorrow we will begin Chapter 8!Pages 125-126: For each section, read the directions and have the students completeit on their own while you offer help as needed. Review each page together. 145