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. 9-13, 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

Moeling and
Demonstrations
[Unit 5 Frameworks, Task 3]
Whole Group Mini-Lesson:
1. Make 5 stacks of
connecting cubes, each
stack the same color.
(You can use an
interactive whiteboard
site like here. This
displays really small, but
if you use Chrome it is
easy to zoom. See the
example below:)

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina
On-Level
Cameron
David
Serenity
Victoria
Alicia
Jordan
Frances
Jessie
Mekari

MONDAY

Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya

2. Have students make

stacks with cubes that
look exactly like yours.
3. Begin by asking, Can
you pick up four?
Observe how students
pick up four. Ask, Are
there any other ways to
pick up four?
4. Discuss: How do you
know you have picked up
the correct number?
5. Explain that when we
look at taking a number
apart to find different
ways to create that
number, we are
decomposing. Continue
this practice building
other numbers.

Windsor Spring Elementary

Math Facts
At Your Seat
Hands On
Closing: Discussion: How
Homework:

Differentiated Small Groups

Have the students build up to 10 more stacks with cubes. Each stack should have
less than 9 cubes in. Work on building different number combinations. While
building, ask questions such as:

What happens if you dont have a stack with only one cube?

What happens if all the stacks had the same number of cubes?

What is the largest number we could make?

What is the smallest number we could make?

Have the students build up to 10 more stacks with cubes. Each stack should have
less than 9 cubes in. Work on building different number combinations. While
building, ask questions such as:

What happens if you dont have a stack with only one cube?

What happens if all the stacks had the same number of cubes?

What is the largest number we could make?

What is the smallest number we could make?

Have the students build up to 10 more stacks with cubes. Each stack should have
less than 9 cubes in. Work on building different number combinations. While
building, ask questions such as:

What happens if you dont have a stack with only one cube?

What happens if all the stacks had the same number of cubes?

What is the largest number we could make?

What is the smallest number we could make?

Independent Centers
www.firstinmath.com or www.ixl.com
Decomposing Booklets
I Spy Combinations-Addition (Frameworks page 40)
can decomposing numbers help us with addition? Can we use this for subtraction also?

Windsor Spring Elementary

Modeling and
Demonstrations

TUESDAY

[Adapted from lesson on

carrollk12.org]
Whole Group Mini-Lesson:
1. Read Animals on Board
by Stuart J. Murphy.
Highlight pages 9 and 13
and discuss the pictures
and equations to
incorporate math
vocabulary.
2. Pass out picture cards of
two different animals.
3. Have four students who
are holding the tiger
pictures come to the
front of the room, along
with three students who
are holding elephant
pictures.
4. As you are reading the
word problem below,
have students role play
through the story
problem pretending to be
the animals.
There were four tigers in
the grass and three
elephants in the river.
How many animals were
there in all?
5. Ask students to think of
how they would write the
equation to problem to
represent the story.

Windsor Spring Elementary

Differentiated Small Groups

Display the word problem below for students on chart paper.
A truck was carrying 7 horses. Another truck passed by carrying 4 horses.
How many horses were on both trucks?

Give each student a part-part-total workmat. Talk students through figuring out
what we know in this problem (both parts) and what is missing (the total).

Observe as students are working to solve this problem using the workmat.

Have students write an equation for the problem they solved.

On-Level

Display the word problem below for students on chart paper.

There were 11 black bears at the zoo. 5 of the bears took a nap. How many
bears were awake?
Cameron
David

Give
each student a part-part-total workmat. Talk students through figuring out
Serenity
Victoria
what we know in this problem (the total, one part) and what is missing (one
Alicia
Jordan
part).
Frances
Jessie

Observe as students are working to solve this problem using the workmat.
Mekari

Have students write an equation for the problem they solved. Be sure that you
show students both ways to write this equation 11-5= and 5+=11.
Advanced

Display the word problem below for students on chart paper.

There were 11 black bears at the zoo. 5 of the bears took a nap. How many
bears were awake?
Xiomara

Give each student a part-part-total workmat. Talk students through figuring out
Jada
what we know in this problem (the total, one part) and what is missing (one
Tyriek
part).
Dameon

Observe as students are working to solve this problem using the workmat.
TyShiya
Have students write an equation for the problem they solved. Be sure that
you show students both ways to write this equation 11-5= and 5+=11.
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?
Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

Homework:
Teacher notes / lesson reflections:

Modeling and
Demonstrations

WEDNESDAY

[Adapted from lesson on

carrollk12.org]
Whole Group Mini-Lesson:
1. Refer back to Animals on
Board from yesterday.
2. Display page 8 of the
book. Then display the
story problem.
There are 2 tigers sitting
on a truck. Some more
tigers jump on the truck.
Now there are 5 tigers
on the truck. How many
tigers jumped on the
truck?
3. Ask the students what
they know from the
problem and what they
are looking for?
4. Allow time for students
to solve this problem
using connecting cubes
or another type of
manipulative. You may
also allow students to
use the part-part-total
mats from yesterday.
5. Allow students to share
what strategies they
used to solve the
problem.
6. Students should record
the equation from this
problem 2+=5 or 52=.

Windsor Spring Elementary

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

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

Advanced

Xiomara
Jada
Tyriek
Dameon
TyShiya

Differentiated Small Groups

Use the procedures from the mini-lesson to complete the problem below.
o There were 13 swans on the lake. Some flew away. Now there are 6
swans left on the lake. How many swans flew away?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.
Use the procedures from the mini-lesson to complete the problem below.
o There were 13 swans on the lake. Some flew away. Now there are 6
swans left on the lake. How many swans flew away?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.
Use the procedures from the mini-lesson to complete the problem below. NOTE:
This problem is open-ended. There will be more than more possible answer.
o There were 20 swans on the lake. Less than half of the swans flew away.
How many swans could still be on the lake?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.

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:

Modeling and
Demonstrations

THURSDAY

[Adapted from lesson on

carrollk12.org]
Whole Group Mini-Lesson:
1. Ask students: What are
some strategies we can
use to solve word
problems?
2. Leave out a variety of
materials (part-part-total
workmats, connecting
cubes, blank paper, etc.)
Pose the problem below
and allow time for them
to solve and share their
thinking.
The red truck headed to
the circus with some
bears on it. The green
truck headed to the
circus with 3 bears on it.
A total of 11 bears are
headed to the circus.
How many bears are on
the red truck?
3. Allow students to share
what they know from the
problem and how they
solved this problem.
4. Record appropriate
strategies.

Windsor Spring Elementary

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

On-Level

Cameron
Serenity
Alicia
Frances
Mekari

David
Victoria
Jordan
Jessie

Advanced

Xiomara
Jada
Tyriek
Dameon
TyShiya

Differentiated Small Groups

Use the procedures from the mini-lesson to complete the problem below.
o There was a basket of apples in the bear cage. The bears ate 5 apples.
There were 7 apples left in the basket. How many apples were in the
basket before they started eating?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.
Use the procedures from the mini-lesson to complete the problem below.
o There was a basket of apples in the bear cage. The bears ate 5 apples.
There were 7 apples left in the basket. How many apples were in the
basket before they started eating?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.
Use the procedures from the mini-lesson to complete the problem below. NOTE:
This problem is open-ended. There will be more than more possible answer.
o There were giraffes on the grass. An even number of giraffes ran over to
join them. Then there were 13 giraffes. How many giraffes could have
been on the grass to begin with?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.

Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Work with a partner to complete a story problem
Hands On
Double-decker Bus Problem
Closing: Work in pairs to create a story problem with a start unknown. Ask them to be prepared to act it out for
their classmates or use manipulatives. Ask the classmates to write an equation to match their problem.
Homework:

Moeling and
Demonstrations

FRIDAY

[Adapted from lesson on

carrollk12.org]
Whole Group Mini-Lesson:
1. Review the problem
solving strategies anchor
chart. Add any new
learning to the chart.
2. Leave out a variety of
materials (part-part-total
workmats, connecting
cubes, blank paper, etc.)
Pose the following
problem for students and
allow time for them to
share their thinking.
There were 14 bears on
the red truck and 8 bears
on the green truck. How
many more bears were
on the red truck?
3. Allow students to share
what they know from the
problem and how they
solved this problem.
4. Record appropriate
strategies.

Windsor Spring Elementary

Below-Level
ZaNiyah
Raquez
Brett
Brianna
Khristina

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

Advanced
Xiomara
Jada
Tyriek
Dameon
TyShiya

Differentiated Small Groups

Use the procedures from the mini-lesson to complete the problem below.
o The bears were eating lunch one day at the zoo. The brown bear had 3
apples left and the black ear had 7 apples left to eat. How many fewer
apples does the brown bear have left to eat than the black bear?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.
Use the procedures from the mini-lesson to complete the problem below.
o The bears were eating lunch one day at the zoo. The brown bear had 3
apples left and the black ear had 7 apples left to eat. How many fewer
apples does the brown bear have left to eat than the black bear?
Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.

Use the procedures from the mini-lesson to complete the problem below. NOTE:
This problem is open-ended. There will be more than more possible answer.
o Mary has more apples than Julie. How many more apples does Mary
have? Together they have 18 apples.

Allow time for students to work with the part-part-total map and manipulatives
to model possible solutions. Ask them to record their solutions to their equations.
Independent Centers
Math Facts
www.firstinmath.com or www.ixl.com
At Your Seat
Solve word problems independently.
Hands On
Making Apple Ten Packs
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