Windsor Spring Elementary

Grade/Subject: 1st Grade

Math
Teachers: Mrs. Britt, Mrs. Miller, Mrs. Starling-Scruggs, Ms. Whitehorne
Title: Unit 5: Operations and Algebraic Thinking

Big Idea(s):

By the conclusion of this unit,

students should be able to demonstrate the
following competencies:
Explore, understand, and apply the
commutative and associative properties as
strategies for solving addition problems.
Share, discuss, and compare strategies as a
class.
Connect counting on to solving subtraction
problems. For the problem 15 7 = ? they
think about the number they have to count on
from 7 to get to 15.
Work with sums and differences less than or
equal to 20 using the numbers 0 to 20.
Identify and then apply a pattern or structure
in mathematics. For example, pose a string of
addition and subtraction problems involving the
same three numbers chosen from the numbers
0 to 20, such as 4 + 13 = 17 and 13 + 4 = 17.
Analyze number patterns and create
conjectures or guesses.
Choose other combinations of three numbers
and explore to see if the patterns work for all
numbers 0 to 20.
Understand that addition and subtraction are
related and that subtraction can be used to
solve problems where the addend is unknown.
Use the strategies of counting on and
counting back to understand number
relationships.
Organize and record results using tallies and
tables.
Determine the initial and the change
unknown.

Dates: Feb. 16-20, 2015

Unit Standards:
MCC.1.OA.1. Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.
MCC.1.OA.2. Solve word problems that call for addition of three whole numbers whose
sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem.
MCC.1.OA.3. Apply properties of operations as strategies to add and subtract. Examples:
If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.)
To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2+
10 = 12. (Associative property of addition.)
MCC.1.OA.4. Understand subtraction as an unknown-addend problem. For example,
subtract 10 8 by finding the number that makes 10 when added to 8.
MCC.1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add
2).
MCC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2
+ 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 =
10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8
+ 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g.,
adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
MCC.1.OA.7 Understand the meaning of the equal sign, and determine if equations
involving addition and subtraction are true or false. For example, which of the following
equations are true and which are false? 6 = 6, 7 = 8 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. The
equal sign describes a special relationship between two quantities. In the case of a true
equation, the quantities are the same.
MCC.1.OA.8 Determine the unknown whole number in an addition or subtraction
equation relating to three whole numbers. For example, determine the unknown number
that makes the equation true in each of the equations 8 + ? = 11, 5 = 3, 6 + 6 = .
MCC.1.MD.4. Organize, represent, and interpret data with up to three categories; ask and
answer questions about the total number of data points, how many in each category, and
how many more or less are in one category than in another.
Selected Terms & Symbols:

addition and subtraction within 5, 10, 20, 100, or 1000. additive identity property of 0 associative property of addition commutative property
computation strategy counting on number line diagram strategies for addition

Windsor Spring Elementary

Enduring Understandings:
Essential Questions:
Students develop strategies for adding and subtracting whole numbers based How can we represent a set of objects using numerals?
What happens when we join two quantities or take one from
on their prior work with small numbers.
Students use a variety of models, including discrete objects and length-based another?
models (e.g., cubes connected to form lengths), to model add-to, take-from, put- How can we find the total when we join two quantities?
How can we find what is left when we take one quantity from
together, take-apart, and compare situations. They will use these models to another?
develop meaning for the operations of addition and subtraction, and to develop How can we find the difference when we compare one
strategies to solve arithmetic problems with these operations.
quantity to another?
Students understand connections between counting and addition/subtraction How can we compare one quantity to another?
(e.g., adding two is the same as counting on two).
How can we represent problem situations?
Students use properties of addition to add whole numbers and to create and What happens when we change the order of numbers when
use increasingly sophisticated strategies based on these properties (e.g., making we add (or subtract)? Why?
How can we show that addition and subtraction are related
tens) to solve addition and subtraction problems within 20.
By comparing a variety of solution strategies, students will build an through fact families?
How can we use different combinations of numbers and
understanding of the relationship between addition and subtraction.
operations to represent the same quantity?
Students think of whole numbers between 10 and 100 in terms of tens and ones How can we represent a number using tens and ones?
(especially recognizing the numbers 11 to 19 as composed of a ten and some How can we represent a number in a variety of ways?
ones).
Skills/Concepts to maintain:
Calendar Time-February:
Represent addition and subtraction with objects,
Calendar: analyze patterns using positional words
fingers, mental images, and drawings
Clock: how many minutes in hour/half hour, count by fives and ones
Solve addition and subtraction word problems
Coin Counter: value of penny, nickel, and dime and solve problems with them
Add and subtract within 10
Counting Tape and Ten Grid: use number patterns to do mental math
Decompose numbers that are less than or equal to 10
Daily Depositor: model place value, match quantities with numbers
in more than one way
Graph: collect/record weather data on picture graph, interpret data
Make a ten from any given number 1-9
Number Talks: (8:20-8:40)
Fluently add and subtract within 5

Counting All/ Counting On with Number Sentences (103-105)

Doubles near doubles with Rekenreks (page 107-109)
Doubles near doubles with Double Ten Frames (page 109-110)

Stage Two: Assessment Evidence

Performance
Tasks/Project
s:

Other assessments:

FALS Assessments: Unit 4 Caterpillars & Leaves

Summative Assessment: Unit 5 http://ccgpsmathematicsk-5.wikispaces.com/file/view/First%20Grd%20Unit
Culminating Task:
%205%20assess.pdf/437811252/First%20Grd%20Unit%205%20assess.pdf
Atlanta Zoo
Formative Assessment: Decomposing Numbers,
1. Envisions Assessments
Stage Three: Learning Plan
Be very specific in explaining and describing activities/performance in which students will complete
Best Practices
Procedure
Instructional Strategies

Windsor Spring Elementary

MONDAY

Modeling and
Demonstrations
[ Adapted from lesson on
carrollk12.org ]
Whole Group Mini-Lesson:
1. Read Diary of a Worm.
There is an animated
version of the book on
www.tumblebooks.com .
2. Distrubute connecting
cubes to students and
display the following
word problem.
Alex found 21 worms on
the playground. Jose
found 12 in the grass.
How many worms did
they find altogether?
3. Allow students time to
work with a partner to
solve this problem.
4. Have students share how
they solved the problem.

Differentiated Small Groups

Distribute individual paper worms to students.
Students will construct a connecting cube train to represent the length of their
ZaNiyah
paper worm. Ask: How long is your worm?
Raquez
3. Students will work with a partner to compare the length of their trains.
Brett
4. Discuss: Who has more? Who has less? How do you know? How many more do
Brianna
you have than your partner? How do you know? How many less does your
Khristina
partner have? How do you know?
5. Assist students to record the difference between their lengths using an equation.
1. Distribute individual paper worms to students.
On-Level
2. Students will construct a connecting cube train to represent the length of their
Cameron
paper worm. Ask: How long is your worm?
David
Serenity
3. Students will work with a partner to compare the length of their trains.
Victoria
Alicia
4. Discuss: Who has more? Who has less? How do you know? How many more do
Jordan
Frances
you have than your partner? How do you know? How many less does your
Jessie
Mekari
partner have? How do you know?
5. Assist students to record the difference between their lengths using an equation.
Advanced
1. Distribute individual paper worms to students.
2. Students will construct a connecting cube train to represent the length of their
paper worm. Ask: How long is your worm?
Xiomara
3. Students will work with a partner to compare the length of their trains.
Jada
4. Discuss: Who has more? Who has less? How do you know? How many more do
Tyriek
you have than your partner? How do you know? How many less does your
Dameon
partner have? How do you know?
TyShiya
5. Challenge students to record the difference between their lengths using an
equation.
Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Decomposing Booklets
Hands On
I Spy Combinations-Addition (Frameworks page 40)
Closing: Discussion: How can you represent the difference between your lengths using an equation? (Be sure to
include that there are two ways to compare numbers using a missing addend addition equation or using a
subtraction equation.)
Below-Level

Homework:

Windsor Spring Elementary

1.
2.

Modeling and
Demonstrations

TUESDAY

[Adapted from lesson on

carrollk12.org]
Whole Group Mini-Lesson:
1. Review yesterdays
lesson where we
compared the length of
worms using equations.
2. Display two worms on
the promethean board,
of differing lengths.
3. Have the students work
through the steps of how
to solve an equation by
comparing the lengths of
the two worms.

Differentiated Small Groups

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

1.
2.
3.

On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari

1.
2.
3.

Advanced

1.
2.
3.

Xiomara
Jada
Tyriek
Dameon
TyShiya

4.

4.

4.
5.

Allow students to work with a partner.

Distribute connecting cubes and worms to students.
Students will compare worms. They will then discuss and record the following questions.
o
Who has the longer worm? How much longer is the worm? How do you know?
o
Who has the shorter worm? How much shorter is the worm? How do you know?
o
What equations can you make to represent the comparison?
Have students record their comparisons in as many ways as possible (illustrations,
equations, etc.)
Allow students to work with a partner.
Distribute connecting cubes and worms to students.
Students will compare worms. They will then discuss and record the following questions.
o
Who has the longer worm? How much longer is the worm? How do you know?
o
Who has the shorter worm? How much shorter is the worm? How do you know?
o
What equations can you make to represent the comparison?
Have students record their comparisons in as many ways as possible (illustrations,
equations, etc.)
Allow students to work with a partner.
Distribute connecting cubes and worms to students.
Students will compare worms. They will then discuss and record the following questions.
o
Who has the longer worm? How much longer is the worm? How do you know?
o
Who has the shorter worm? How much shorter is the worm? How do you know?
o
What equations can you make to represent the comparison?
Have students record their comparisons in as many ways as possible (illustrations,
equations, etc.)
For enrichment, have students combine the lengths of two worms and compare those to
the lengths of two other worms. This will allow students to create equations using greater
than, less, than, or equal to symbols.

Independent Centers
Math Facts
www.ixl.com or www.firstinmath.com
At Your Seat
Give students one or two word problems to complete with a partner.
Hands On
Word Problem Story Maps with manipulatives
Closing: Math Journal: There were 7 horses in the barn. There were 6 horses in the field. How many horses were
there in all? What strategy did you use to solve this problem?
Homework:
Teacher notes / lesson reflections:

Windsor Spring Elementary

Modeling and
Demonstrations

WEDNESDAY

[Adapted from lesson on

carrollk12.org]
Whole Group Mini-Lesson:
1. Refer back the worms
from Monday and
Tuesday.
2. Review the two ways we
can write equations
when comparing
quantities.

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

1.

Differentiated Small Groups

Display the problem below:
Justine found a worm on the playground that was 36 cubes long. Isabel found a
worm near the slide that was 21 cubes long. Isabel said her worm was longer. Is
Isabel correct? How do you know? Explain your answer. Write an equations that
shows your comparison.

On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari

1. Display the problem below:

Justine found a worm on the playground that was 36 cubes long. Isabel found a
worm near the slide that was 21 cubes long. Isabel said her worm was longer. Is
Isabel correct? How do you know? Explain your answer. Write an equations that
shows your comparison.

Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya

1. Display the problem below:

Justine found a worm on the playground that was 36 cubes long. Isabel found a
worm near the slide that was 21 cubes long. Isabel said her worm was longer. Is
Isabel correct? How do you know? Explain your answer. Write an equations that
shows your comparison.

Independent Centers
Math Facts
www.ixl.com or www.firstinmath.com
At Your Seat
Give students one or two word problems to complete with independently.
Hands On
Bunk Bed Problem
Closing: Exit Ticket: Dad baked 18 cookies. My brother and I ate 9 of them. How many cookies were left?
Homework:
Teacher notes / lesson reflections:

Windsor Spring Elementary

Modeling and
Demonstrations

THURSDAY

[Envisions 4-8]
Whole Group Mini-Lesson:
1. Invite 4 children to the
front of the class. I need
7 children in all. How
many more do I need?
How did you figure this
out? Some children may
say they used addition.
Write 4+3=7 on the
board and circle three. If
you subtracted 4 from 7,
would that help you find
how many more students
I needed? Write 7-4=3
and circle the 3. If you
know one of these facts
you also know the other.
2. How could you use an
addition fact to find the
answr to 6-4=?
3. Model the activity on the
board while students use
their number card and
workmat.
4. Record answers on item
1.

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

On-Level

Cameron
Serenity
Alicia
Frances
Mekari

Advanced

Xiomara
Jada
Tyriek
Dameon
TyShiya

Math Facts
At Your Seat
Hands On
Closing: If you know 5+2=7,
Homework:

Windsor Spring Elementary

David
Victoria
Jordan
Jessie

Differentiated Small Groups

Give pairs of children number cards 5-8 and a cup. Have the first children place a
card face up in a box above the mat on page 145 and put the same number of
counters in a cup. The second child takes some counters out of the cup and
places them on the left side of the mat. Have students use this to write an
addition and subtraction problem related on item 2.
Observe as students complete guided practice for this lesson.
Give pairs of children number cards 5-8 and a cup. Have the first children place a
card face up in a box above the mat on page 145 and put the same number of
counters in a cup. The second child takes some counters out of the cup and
places them on the left side of the mat. Have students use this to write an
addition and subtraction problem related on item 2.
Observe as students complete guided practice for this lesson.
Give pairs of children number cards 5-8 and a cup. Have the first children place a
card face up in a box above the mat on page 145 and put the same number of
counters in a cup. The second child takes some counters out of the cup and
places them on the left side of the mat. Have students use this to write an
addition and subtraction problem related on item 2.
Observe as students complete guided practice for this lesson.

Independent Centers
www.firstinmath.com or www.ixl.com
Independent practice
Counters
what two subtraction facts do you also know?

Moeling and
Demonstrations

FRIDAY

[Envisions 4-9]
Whole Group Mini-Lesson:
1. If you take 4 crayons on
out of a box of 12, how
many crayons are still in
the box? How can you
use addition to find out?
2. Draw a part-part-whole
model on the board and
write the subtraction
problem 11-5=? Above it.
How can you se the
model and addition to
solve this?
3. Have students work in
pairs. Give each child
one cube. Have on
partner toss the 7-12
number cube first and
put that number of
counters in their cup.
Have the other partner
toss the other cube.
Encourage children to
think of an addition fact
that will help them
subtract. Have them
record the fact in item 1.
Help children realize that
the number after the
equal sign in the
subtraction fact is the
number of counters still
in the cup.

Windsor Spring Elementary

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

Differentiated Small Groups

Have pairs repeat the activity in item 2
Observe as students complete the guided practice for this lesson.

On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari

Have pairs repeat the activity in item 2

Observe as students complete the guided practice for this lesson.

Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya

Have pairs repeat the activity in item 2

Observe as students complete the guided practice for this lesson.

Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Independent Practice
Hands On
Cups and Counters
Closing: Discussion: How can decomposing numbers help us with addition? Can we use this for subtraction also?
Homework:
Teacher notes / lesson reflections:

Differentiated Instruction Groups Below

mClass Strategy Groups

Measure: Counting

Measure: Number
Identification

Measure: Next
Number

Measure: Missing
Number

Measure: Quantity
Discrimination

Measure: Number
Facts

Intensive

Intensive
Khristina

Intensive

Intensive
Khristina
ZaNiyah

Intensive
Brett
Khristina
Raquez
Victoria
Brianna
ZaNiyah

Strategic
Brett
Jordan
Raquez
Cameron
Frances
TyShiya
Brianna
Mekari
ZaNiyah
Alicia
Jada

Strategic
Brett
Jordan
Raquez
Cameron
Victoria
Frances
Serenity
TyShiya
Brianna
Mekari
ZaNiyah
Jessie
Tyriek
Benchmark
David
Alicia
Xiomara
Jada

Strategic
Brett
Jordan
Raquez
Victoria
Mekari
Alicia

Strategic
Brett
Jordan
Cameron
David
Victoria
Frances
Serenity
TyShiya
Brianna
Mekari
Jessie

Strategic
Cameron
David
Frances
Serenity
Mekari
Alicia
Xiomara
Dameon

Intensive
Brett
Raquez
Cameron
David
Frances
Serenity
Brianna
Mekari
ZaNiyah
Alicia
Strategic
Jordan
Khristina
Victoria
TyShiya
Jessie
Xiomara
Jada

Benchmark
Khristina
Cameron
David
Frances
Serenity
TyShiya
Brianna
ZaNiyah
Jessie
Xiomara
Dameon
Jada
Tyriek

Benchmark
Raquez
Alicia
Xiomara
Dameon
Jada
Tyriek

Benchmark
Jordan
TyShiya
Jessie
Jada
Tyriek

Benchmark
Khristina
David
Victoria
Serenity
Jessie
Xiomara
Dameon
Tyriek

Windsor Spring Elementary

Benchmark
Dameon
Tyriek