15-20 minute directions common core standards...

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MathematicsGRADE 1

COMMON COREStandards Plus®

COMMON CORE Standards Plus®

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A Nonprofit Group of Educators

www.corestandardsplus.orgPhone: 877.505.9152 • Fax: 909.484.6004

10602 Trademark Parkway North, Suite 509Rancho Cucamonga, CA 91730

Standards Plus®

ISBN: 978-1-61032-295-9

9 7 8 1 6 1 0 3 2 2 9 5 9

CCM1-WB

111111 GRADE

1

Mathematics 15-20 minutesupplemental lessons with scripted teacherdirections

SAMPLE LESSONS

Includes 2 weeks of

sample lessons out

of 34 total weeks

Sample Performance Tas

k on Pages 39-43

Teachers Love It

“It’s the only Common Core materials we

have that actually make sense!”

- Teacher, Bonita USD

Ready-to-Teach

Includes scripted, direct instruction lesson plans

Prepares students for the PARCC Assessment

Teach the tested standards every day

IT WORKS!“. . .the implementation of Common Core Standards Plus has contributed to our student growth and proficiency from 25% at the start of the year to 45% growth at the end of the year.” - Learning Strategist, Rex Bell Elementary

Benefits of Common Core Standards Plus

PARCC

www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates

3

What is Common Core

Standards Plus?

Performance TasksStudents Deepen and Apply Their Knowledge

• Appliesdailylessoncontentandconcepts

• Increasesstudentunderstanding

CommonCoreStandardsPlus®isasupplemental curriculumthatincludes:

Integrated ProjectsStudents Adapt Knowledge to Real-World Situations

• Requiresextendedthinking,planning,andreporting

• Integrateslearningacrossmultipleconceptsandstandards

• Step-by-stepDirectInstructionlessonswrittendirectlytotheCommonCore

• TeachCommonCorecontentandconceptswithhighlevelacademicvocabulary

• WeeklyEvaluationscanbeusedasformative assessments

15-20 Minute Daily Lessons and Weekly Evaluations (Short Answer – Constructed and Selected Response)

Students Learn Essential Common Core Knowledge

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, 2,

3D

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4 www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates

Here’s What’s Included

Teacher Edition w/ CDIncludes:

136Constructed&SelectedResponseDailyLessons

34Constructed&SelectedResponseEvaluations12PerformanceTasks3IntegratedProjects

All lessons and projects include Direct Instruction lesson plans.

CD includes viewable PDF lessons for whole class projection.

Student Editions

Includes student response pages and additional resources for:


34Constructed&SelectedResponseEvaluations12PerformanceTasks3IntegratedProjects

Includes mathematical practices,rubrics, and more!

5www.standardsplus.org - 1.877.505.9152 © 2013 Learning Plus Associates

To make the most out of the materials

you already have, we provide custom

pacing calendars that align our lessons

with your District Units or Textbooks.

As a part of our nonprofit mission,

we provide this service at NO COST

to schools and districts.

Mod

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5th Grade Standards Plus & Engage NY Correlation Year at a Glance

Week Standards Plus® Daily Lessons (L), Evaluations (E) Standards TE Pg # DOK

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1 Number and Operations in Base Ten L1-4, E1 5.NBT.1 30-38 1-2


Performance Task 1 – Power of Ten* 5.NBT.1, 5.NBT.2 50 3

3 Number and Operations in Base Ten L9-12, E3 5.NBT.3, 5.NBT.3a 54-62 1-2

4 Number and Operations in Base Ten L13-16, E4 5.NBT.3b, 3.NBT.4 64-72 1-2

Performance Task 2 – Working with Decimals* 5.NBT.3, 5.NBT.3a-b, 5.NBT.4 98 3

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Performance Task 3 – Multiplication and Division* 5.NBT.5, 5.NBT.6 98 3




Performance Task 4 – Operations with Decimals* 5.NBT.7 132 3


11 Measurement and Data L1-4, E1 5.MD.1 302-310 1-2

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12 Number and Operations – Fractions L1-4, E1 5.NF.1, 5.NF.2 168-176 1-2

13 Number and Operations – Fractions L5-8, E2 5.NF.1, 5.NF.2 178-186 1-2

14 Number and Operations – Fractions L9-12, E3 5.NF.2 188-196 1-2


Performance Task 5 – Fractions: Add & Subtract Fractions &

Mixed Numbers* 5.NF.1, 5.NF.2, 5.NF.3 208 3

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16 Measurement and Data L5-8, E2 5.MD.2 302-310 1-2


18 Operations and Algebraic Thinking – Evaluating Expressions L1-4, E1 5.OA.1 392-400 1-2

19 Number and Operations – Fractions L21-24, E6 5.NF.4, 5.NF.4b 222-230 1-2

20 Number and Operations – Fractions L25-28, E7 5.NF.5, 5.NF.5a, b 232-240 1-2


Performance Task 6 – Multiplying Fractions* 5.NF.4, 5.NF.4a, 5.NF.5, 5.NF.5b,

5.NF.6 252 3

22 Number and Operations – Fractions L33-36, E9 5.NF.7, 5.NF.7a 258-266 1-2

23 Number and Operations – Fractions L37-40, E10 5.NF.7b 268-276 1-2

24 Number and Operations – Fractions L41-44, E11 5.NF.7c 278-286 1-2

Performance Task 7 – Real World Fractions Problems* 5.NF.7, 5.NF.7a-c 288 3

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25 Measurement and Data L9-12, E3 5.MD.3, 5.MD.4 326-334 1-2

26 Measurement and Data L13-16, E4 5.MD.5, 5.MD.5a 336-344 1-2

27 Measurement and Data L17-20, E5 5.MD.5b 346-354 1-2

28 Measurement and Data L21-24, E6 5.MD.5c 356-364 1-2

Performance Task 9 – All About Time* 5.MD.3, 5.MD.4, 5.MD.5,

5.MD.5a-c 366 3

29 Geometry –L5-8, E2 5.G.3, 5.G.4 470-478 1-2

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the 30 Operations and Algebraic Thinking L5-8, E2 5.OA.2 402-410 1-2

31 Operations and Algebraic Thinking L9-12, E3 5.OA.2 412-420 1-2

Performance Task 10 – Expressions* 5.OA.1, 5.OA.2 442 3



Performance Task 11 – Patterns* 5.OA.3 446 3

34 Geometry –L1-4, E1 5.G.1, 5.G.2 456-464 1-2

Performance Task 12 – Graph It!* 5.G.1, 5.G.2 466 3

See the following pages for details within each Module.

Legend: L= Lesson numbers E= Evaluation

This page shows the correlation between Standards Plus and Engage NY for an entire school year.

Updated 3/27/2014 ELA K‐5

Page 2 of 18

Priority Standard(s) 1. W 3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.

Common Core Standards Plus Lessons Writing Lesson 9 (W.3.2a) – TE Page #: 458 Writing Lesson 10 (W.3.2a, W.3.2b) – TE Page #: 460 Writing Lesson 11 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 462 Writing Lesson 12 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 464 Writing Evaluation 3 (W.3.2a, W.3.2b, W.3.2d) – TE Page #: 466

Writing Lesson 13 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 468 Writing Lesson 14 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 470 Writing Lesson 15 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 472 Writing Lesson 16 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 474 Writing Evaluation 4 (W.3.2a, W.3.2b, W.3.2c, W.3.2d) – TE Page #: 476

Writing Performance Task #11 (W.3.2) – TE Page #: 478 2. RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. Common Core Standards Plus Lessons

Reading Informational Text Lesson 1 (RI.3.1, RI.3.3) – TE Page #: 360 Reading Informational Text Lesson 2 (RI.3.1, RI.3.3) – TE Page #: 362 Reading Informational Text Lesson 3 (RI.3.1, RI.3.3) – TE Page #: 364 Reading Informational Text Lesson 4 (RI.3.1, RI.3.3) – TE Page #: 366 Reading Informational Text Evaluation 1 (RI.3.1, RI.3.3) – TE Page #: 368

3. RI 3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Common Core Standards Plus Lessons Reading Informational Text Performance Task #7 (RI.3.1, RI.3.3) – TE Page #: 370

4. SL 3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SAMPLEDistrict Created Unit


Please note - the lesson index

is organized by standard.

LESSONS DO NOT NEED TO

BE TAUGHT IN THE INDEX ORDER.

We’l l even suggest a lesson sequence

that works best for your school.

7

See the next 8 pages for an index that lists ALL of our Mathematics Grade 1 Lessons.

This includes 34 weeks of daily lessons and evaluations, 12 performance tasks, and 3 integrated projects.


Common Core Standards Plus – Mathematics – Grade 1

Domain Lesson Focus Standard(s) TE Pg St. Ed. Pg

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1 Addition Word Problems 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.

36 67

2 Addition Word Problems 38 68

3 Subtraction Word Problems 40 69

4 Subtraction Word Problems 42 70

E1 Evaluation – Addition & Subtraction Problems 44 71

5 Counting On Problems

1.OA.1

46 73

6 Counting On Problems 48 74



E2 Evaluation – Counting On Problems 54 77

9 Counting On Problems

1.OA.1

56 79




E3 Evaluation – Counting On Problems 64 83

13 Putting Together & Taking Apart Problems

1.OA.1

66 85

14 Putting Together & Taking Apart Problems 68 86



E4 Evaluation – Putting Together & Taking Apart Problems 74 89

P3 Performance Lesson #3 – Put It Together or Take It Apart 1.OA.1 406 91-93

17 Compare Problems

1.OA.1

76 95

18 Compare Problems 78 96



E5 Evaluation – Compare Problems 84 99

21 Models and Equations

1.OA.1

86 101

22 Models and Equations 88 102



E6 Evaluation – Models and Equations 94 105

Common Core Standards Plus - Math Grade 1 Lesson Index




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25 Models and Equations

1.OA.1

96 107




E7 Evaluation – Models and Equations 104 111

29 Adding with Three Addends 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.

106 113

30 Adding with Three Addends 108 114



E8 Evaluation – Adding with Three Addends 114 117

P4 Performance Lesson #4 – Representing Addition and Subtraction 1.OA.1, 1.OA.2 411 119-121

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1 Commutative Property of Addition

1.OA.3: Apply properties of operations as strategies to add and subtract.

116 151

2 Commutative Property of Addition 118 152

3 Associative Property of Addition 120 153

4 Associative Property of Addition 122 154

E1 Evaluation – Commutative and Associative Properties of Addition 124 155

5 Unknown-Addend Problems

1.OA.4: Understand subtraction as an unknown addend problem.

126 157

6 Unknown-Addend Problems 128 158



E2 Evaluation – Unknown-Addend Problems 134 161

9 Counting in Addition

1.OA.5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

136 163

10 Counting in Addition 138 164

11 Counting in Subtraction 140 165

12 Counting in Subtraction 142 166

E3 Evaluation – Counting in Addition and Subtraction 144 167

P8 Performance Lesson #8 – How Are They Related? 1.OA.3, 1.OA.4, 1.OA.5 416 169-171

13 Addition to 20 – Making Ten 1.OA.6: Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as…creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

146 173

14 Addition to 20 – Making Ten 148 174



E4 Evaluation – Addition to 20 – Making Ten 154 177





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17 Creating Equivalents

1.OA.6

156 179

18 Creating Equivalents 158 180



E5 Evaluation – Creating Equivalents 164 183

21 Addition & Subtraction – Inverse Relationships

1.OA.6

166 185

22 Addition & Subtraction – Inverse Relationships 168 186



E6 Evaluation – Addition & Subtraction – Inverse Relationships 174 189

25 Subtraction Within 20 – Decomposing to Ten

1.OA.6

176 191

26 Subtraction Within 20 – Decomposing to Ten 178 192



E7 Evaluation - Subtraction Within 20 – Decomposing to Ten 184 195

P9 Performance Lesson #9 – From 0 to 20 1.OA.6 421 197-199

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1.OA.7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

186 239

2 The Equal Sign 188 240



E1 Evaluation – The Equal Sign 194 243

5 Unknown Numbers in Equations

1.OA.8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

196 245

6 Unknown Numbers in Equations 198 246



E2 Evaluation – Unknown Numbers in Equations 204 249

P12 Performance Lesson #12 – Addition and Subtraction Equations 1.OA.7, 1.OA.8 426 251-253

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1 Counting to 120

1.NBT.1: Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

216 3

2 Reading Numerals 218 4

3 Writing Numerals 220 5


E1 Evaluation – Numerals 1-120 224 7





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5 Writing Numerals

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E2 Evaluation – Numerals 1-120 234 13

9 Place Value

1.NBT.2: Understand that the two digits of a two-digit number represent amounts of tens and ones. 1.NBT.2a: 10 can be thought of as a bundle of ten ones – called a “ten.”

236 15

10 Place Value 238 16



E3 Evaluation – Place Value 244 19

13 Place Value

1.NBT.2b: The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

246 21




E4 Evaluation – Place Value 254 25

17 Decade Numbers

1.NBT.2c: The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

256 27

18 Decade Numbers 258 28



E5 Evaluation – Decade Numbers 264 31

21 Comparing Numbers

1.NBT.3: Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

266 33

22 Comparing Numbers 268 34



E6 Evaluation – Comparing Numbers 274 37

P1 Performance Lesson #1 – All About Numbers 1.NBT.1, 1.NBT.2, 1.NBT.2a-c, 1.NBT.3 434 39-40

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1 Add Within 100 1.NBT.4: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

276 201

2 Add Within 100 278 202

3 Add Within 100 280 203

4 Add Within 100 282 204

E1 Evaluation – Add Within 100 284 205





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5 Add Within 100

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286 207 6 Add Within 100 288 208 7 Add Within 100 290 209 8 Add Within 100 292 210

E2 Evaluation – Add Within 100 294 211

9 Add Within 100

1.NBT.4

296 213 10 Add Within 100 298 214 11 Add Within 100 300 215 12 Add Within 100 302 216 E3 Evaluation – Add Within 100 304 217

P10 Performance Lesson #10 – Add It Up 1.NBT.4 438-439 219-221

13 Mentally Find 10 More

1.NBT.5: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

306 223 14 Mentally Find 10 More 308 224 15 Mentally Find 10 Less 310 225 16 Mentally Add and Subtract 312 226 E4 Evaluation – Mentally Add and Subtract 314 227

17 Subtracting Tens 1.NBT.6: Subtract multiples of ten in the range of 10-90 from multiples of ten in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

316 229 18 Subtracting Tens 318 230 19 Subtracting Tens 320 231 20 Subtracting Tens 322 232

E5 Evaluation – Subtracting Tens 324 233

P11 Performance Lesson #11 – Working with Two-Digit Numbers 1.NBT.5, 1.NBT.6 444 235-237

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1 Lengths of Objects

1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.

332 123

2 Lengths of Objects 334 124



E1 Evaluation – Length of Objects 340 127

P5 Performance Lesson #5 – How Long Is It? 1.MD.1 452 129

5 Telling Time

1.MD.3: Tell and write time in hours and half-hours using analog and digital clocks.

342 131

6 Telling Time 344 132



E2 Evaluation – Telling Time 350 135

P6 Performance Lesson #6 – Do You Have the Time? 1.MD.3 455 137-138


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Mea

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9 Representing and Interpreting Data 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.

352 139

10 Representing and Interpreting Data 354 140



E3 Evaluation – Representing and Interpreting Data 360 143

P7 Performance Lesson #7 – Working with Data 1.MD.4 458 145-146

Geo

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1 Reason with Shapes and Their Attributes

1.G.1: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

368 41

2 Reason with Shapes and Their Attributes 370 42



E1 Evaluation – Reason with Shapes and Their Attributes 376 45

5 Composing Shapes 1.G.2: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

378 47

6 Composing Shapes 380 48



E2 Evaluation – Composing Shapes 386 51

9 Equal Shares: Halves 1.G.3: Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

388 53

10 Equal Shares: Halves 390 54

11 Equal Shares: Fourths 392 55

12 Equal Shares: Fourths 394 56

E3 Evaluation – Partition into Halves and Fourths 396 57

P2 Performance Lesson #2 – Shape It 1.G.1, 1.G.2, 1.G.3 466 59-61


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PERFORMANCE TASKS

Operations & Algebraic Thinking Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.

P3 Put It Together or Take It Apart 1.OA.1 406 91-93

P4 Representing Addition and Subtraction 1.OA.1, 1.OA.2 411 119-121

P8 How Are They Related? 1.OA.3, 1.OA.4, 1.OA.5 416 169-171

P9 From 0 to 20 1.OA.6 421 197-199

P12 Addition and Subtraction Equations 1.OA.7, 1.OA.8 426 251-253

Number & Operations in Base Ten Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.

P1 All About Numbers 1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.1b, 1.NBT.2c, 1.NBT.3 434 39-40

P10 Add It Up 1.NBT.4 438-439 219-221

P11 Working with Two-Digit Numbers 1.NBT.5, 1.NBT.6 444 235-237

Measurement & Data Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.

P5 How Long Is It? 1.MD.1 452 129

P6 Do You Have the Time? 1.MD.3 455 137-138

P7 Working with Data 1.MD.4 458 145-146

Geometry Domain Lesson Lesson Title Standards TE Pg. St. Ed. Pg.

P2 Shape It 1.G.1, 1.G.2, 1.G.3 466 59-61


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INTEGRATED PROJECTS Integrated Project # 1: A Picture is Worth a Thousand Words

Teacher Edition Pages: 475-478 Student Edition Pages: 63-65 Number & Operations in Base Ten Standards Addressed:

1.NBT.1, 1.NBT.2, 1.NBT.2a, 1.NBT.2b, 1.NBT.2c Geometry Standards Addressed:

1.G.1, 1.G.2, 1.G.3 Prerequisite Common Core Standards Plus Domains: Number and Place Value – NBT Part 1 and Geometry Product: The students will study a picture that is composed of many shapes. They will count the individual shapes and the total shapes. They will compare the numbers of identified shapes, show the number of shapes using place value and numerals, and analyze figures made from shapes that are composed from other shapes. Overview: The students will use what they have learned about counting, reading and writing numerals, comparing numbers, shapes and their attributes, and composing shapes to analyze a picture that is composed of many shapes. They will write sentences to explain their learning. Since this is a learning activity, all components will be completed in class.

Integrated Project # 2: Measuring Me! Teacher Edition Pages: 485-488 Student Edition Pages: 147-149

Operations & Algebraic Thinking Standards Addressed: 1.OA.1, 1.OA.2

Measurement & Data Standards Addressed: 1.MD.1, 1.MD.2, 1.MD.3, 1.MD.4

Prerequisite Common Core Standards Plus Domains: Problem Solving Strategies – OA – Part 1 and Measurement and Data Product: The students will work with partners to make a model of themselves, measure different parts of themselves using paperclip chains, and represent and interpret the measurement data collected. Overview: The students will use what they have learned about counting, number patterns, putting together, measuring, modeling, and representing and interpreting data to create a model of themselves on butcher paper, measure lengths on their model, and represent and interpret the measures they make. They will share their model in a small group, and the groups will discuss the models and data displays. Since this is a learning activity, all components will be completed in class.

Integrated Project # 3: The Meaning of a Number Teacher Edition Pages: 495-499 Student Edition Pages: 254-256

Operations & Algebraic Thinking Standards Addressed: 1.OA.3, 1.OA.4, 1.OA.5, 1.OA.6, 1.OA.7, 1.OA.8

Number & Operations in Base Ten Standards Addressed: 1.NBT.4, 1.NBT.5, 1.NBT.6

Prerequisite Common Core Standards Plus Domains: Operations Within 20 – OA – Part 2 and Addition & Subtraction – NBT – Part 2 and Equations – OA – Pat 3 Product: The students will each create a poster that shows multiple ways to represent a two-digit number using addition, subtraction, composing, decomposing, models, and equations. Overview: The students will use what they have learned about addition, subtraction, two-digit numbers, inverse relationships, equivalents, composing, decomposing, modeling, and equations to create a poster that shows many ways to represent a single number. They will orally present their posters to the class at the conclusion of the project. Since this is a learning activity, all components will be completed in class.


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15-20 Minute Daily Lessons and Weekly Evaluations (Short Answer – Constructed and Selected Response)

Students Learn Essential Common Core Knowledge

• DirectInstructionlessonswrittendirectlytotheCommonCore

• TeachCommonCorecontentandconceptswithhighlevelacademicvocabulary

Designed to be overtly

taught, not assigned.

Mathematics Grade 1 includes 136 Daily Lessons and34 Weekly Evaluations


16

Sample lessons are on pages 18-25 & 28-35.

Sample evaluations are on pages 26-27 & 36-37.

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“Standards Plus

makes me think.”

- Student, Rex Bell Elementary


17

Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #13 Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Lesson Objective: The students will find ten more than a given two-digit number.

Introduction: “Today we are going to practice finding ten more than any number that is less than 100.”

Instruction: “We can use our knowledge of number patterns to help us find ten more than a number. We know that two-digit numbers have a digit in the tens place and a digit in the ones place. The digit in the tens place represents the number of groups of ten, so a 3 in the tens place means 3 groups of 10, or 30. When we count by tens, we only need to look at the tens place, because the digit in the ones place is a zero.Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We will use our knowledge of number patterns and a hundred chart to help us find ten more of a number.”

Guided Practice: Direct the students’ attention to the hundred chart. “We will practice finding numbers that are ten more without counting. First we are going to practice finding ten more by using a hundred chart. Then we will practice finding tenmore without using the hundred chart. Look at the hundred chart, and watch as I point to the number 10. Put your finger on the 10, and count down each row with me (10, 20, 30…100). What did you notice about the numbers? (Call on students for responses.) The numbers increase by 1 ten each time you move down to the next row. That is a number pattern: the tens digit increases by 1 ten every time you go down one more row. Now let’s practice. Put your finger on number 3, and count down each row with me. The number increases by 1 ten each time you move down to the next row (3, 13, 23, 33, 43, etc. Model underlining the digit in the tens place.). The digit in the ones column remains the same because the zero in the multiple of ten has no value. Zero is a placeholder. So when we increase any number by ten, the ones digit does not change. Now I will say a number, and I want you to tell me ten more – 57. You may use your hundred chart to help you.” Repeat the process with the following numbers to find ten more: 18, 45, 67, 89, and 24.

Independent Practice: “Now it’s your turn. I will say a number, and I want you to say the number that is ten more. Remember that the digit in the ones place will not change. See if you can decide what number is ten more without looking at the hundred chart. Listen carefully: 35. (Monitor students to ensure they are saying the correct number, 45). Listen carefully: 79, 63, 37, 32, 54, 28, 81, and 90.” Repeat the process for each number. If students need additional support, complete the problems as guided practice.

Review: Review is included in the guided and independent practice.

Closure: “Today we reviewed how to mentally find ten more than a two-digit number.The ability to understand and use patterns based on multiples of ten will help you work with larger numbers.”

Answers: Monitor students for their ability to say ten more than a two-digit number.

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #13 Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

30 = 3 groups of 10 10, 20, 30

Hundred Chart

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #14Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Lesson Objective: The students will find ten more than a given two-digit number.

Introduction: “Yesterday we reviewed how to mentally find ten more than a two-digit number using a hundred chart. Today we will find ten more than a given two-digit number without using a hundred chart.”

Instruction: “We can use our knowledge of number patterns to help us find ten more than a number. We know that two-digit numbers have a digit in the tensplace and a digit in the ones place. The digit in the tens place shows the number of groups of 10, so a 6 in the tens place means 6 groups of 10, or 60.When we count by tens, we only need to look at the tens place, because the digit in the ones place is zero. Remember that zeros do not have any value so they do not increase or decrease the value of any number. We will use our knowledge of number patterns to help us find ten more than a number. We can find ten more than any two-digit number by looking at the digit in the tens place and increasing the digit in the tens place by 1 more ten. We can use the pattern to help us find ten more than any number.”

Guided Practice: Direct the students’ attention to Example A. “Look at the first number, 75. What is the digit in the tens place? The digit in the tens place is 7. That means that there are 7 groups of 10, or 70. The digit in the ones place is a 5. Remember that the digit in the ones place does not change when you find ten more because a multiple of 10 has a zero in the ones place. What is ten more than 75? (Call on students for responses.) Because the digit in the tensplace was increased by 1 ten, 85 is ten more than 75: 75 + 10 is 85. The digit in the ones place did not change because 5 + 0 is 5.” Repeat the process with Examples B (43) and C (26). Model underlining the digit in the tens place.

Independent Practice: “For Problems 1-6 find ten more than the two-digit numbers. Remember to look carefully at the digit in the tens place.”

Review: Review the answers with the students.

Closure: “Today we reviewed how to mentally find ten more than a two-digit number. Remember that the ability to understand and use patterns based on multiples of 10 will help you work with larger numbers.” Answers: 1. 72

2. 31 3. 67

4. 84 5. 59 6. 48

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 More Lesson: #14Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Example: Find ten more than the following numbers.

A. 75 _______

B. 33 _______

C. 16 _______

Directions: Find ten more than the following numbers. Remember to look at the digit in the tens place carefully.

1. 62 _______

3. 57 _______

5. 49 _______

2.21 _______

4.74 _______

6.38 _______

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 Less Lesson: #15 Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Lesson Objective: The students will find ten less than a given two-digit number.

Introduction: “Today we will review how to mentally find ten less than a two-digit number.”

Instruction: “We can use our knowledge of number patterns to help us find ten less than a number. We know that two-digit numbers have a digit in the tens place and a digit in the ones place. The digit in the tens place shows the number of groups of 10, so a 7 in the tens place means 7 groups of 10, or 70. When we count by tens, we only need to look at the tens place, because the digit in the ones place is zero.Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We will use our knowledge of number patterns and a hundred chart to help us find ten less than a number.”

Guided Practice: Direct the students’ attention to the hundred chart. “We are going to practice finding numbers that are ten less without counting. First we are going to practice finding ten less by using the hundred chart. Then we will practice finding ten less without using the hundred chart. Look at the hundred chart, and watch as I point to the 100. Put your finger on the 100 and count up each row with me (100, 90, …10). What did you notice about the numbers? The numbers decrease by 1 ten each time you move up to the next row. That is a number pattern: the tens digit decreases by 1 ten every time you go up one more row. Now let’s practice. Put your finger on number 99, and count up each row with me. The number decreases by 1 ten each time you move up to the next row - 89, 79, 69, 59, 49 etc. (Model underlining the digit in the tens place.) The digit in the ones place remains the same because the zero in the multiple of ten has no value. Zero is a placeholder. When we decrease any number by 10, the ones digit does not change. Now I am going to say a number, and I want you to tell me ten less – 45. You may use your hundred chart to help you.” Repeat the process with the numbers 69, 73, 47, 58, and 24.

Independent Practice: “Now it’s your turn. I am going to say a number, and I want you to say the number that is ten less. Remember that the digit in the ones place will not change. Try not to look at your hundred chart as you determine the number that is 10 less. Listen carefully: 78. (Monitor students to ensure they are saying the correct number 68.) Listen carefully: 94, 57, 34, 41, 88, 17, 64, and 25.” Repeat the process for each number. If students need additional support, complete the problems as guided practice.

Review: Review is included in the guided and independent practice.

Closure: “Today we reviewed how to mentally find ten less than a two-digit number.The ability to understand and use patterns based on multiples of ten will help you work with larger numbers.”

Answers: Monitor students for the ability to say ten less than each number.

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Find 10 Less Lesson: #15 Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Hundred Chart

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract Lesson: #16Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Lesson Objective: The students will find ten less than a given two-digit number.

Introduction: “Yesterday we reviewed how to mentally find ten less than a two-digit number using a hundred chart. Today we will find ten less than a given two-digit number without using a hundred chart.”

Instruction: “We can use our knowledge of number patterns to help us find ten less than a number. We know that two-digit numbers have a digit in the tensplace and a digit in the ones place. The digit in the tens place shows the number of groups of 10, so a 6 in the tens place means 6 groups of 10, or 60.When we count by tens, we only need to look at the tens place because the digit in the ones place is a zero. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We will use our knowledge of number patterns to help us find ten less than a number. We can find ten less than any two-digit number by looking at the digit in the tens place and decreasing the digit in the tens place by 1 less ten. We can use the pattern to help us find ten less than any number.”

Guided Practice: Direct the students’ attention to Example A. “Look at the first number – 36. What is the digit in the tens place? The digit in the tens place is 3. That means that there are 3 groups of 10, or 30. The digit in the ones place is a 6. Remember that the digit in the ones place does not change when you find ten less because a multiple of 10 has a zero in the ones place. What is ten less than 36? Because the digit in the tens place was decreased by 1 ten, 26 is ten less than 36: 36 - 10 is 26. The digit in the ones place did not change because 6 - 0 is 6.” Repeat the process with Examples B (19) and C (73).Model underlining the digit in the tens place.

Independent Practice: “For Problems 1-6 find ten less than the two-digit numbers. Remember to look carefully at the digit in the tens place.”


Closure: “Today we reviewed how to mentally find ten less than a two-digit number.” Answers: 1. 9

2. 23 3. 68

4. 42 5. 17 6. 89

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract Lesson: #16Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Example: Find ten less than the following numbers.

A. ______ 36

B. ______ 29

C. ______ 83

Directions: Find ten less than the following numbers.Remember to look at the digit in the tens place carefully.

1.______ 19

2. ______ 33

3. ______ 78

4. ______ 52

5. ______ 27

6. ______ 99

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract

Evaluation: #4

The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standard: 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished.

Answers: 1. (1.NBT.5) 39 2. (1.NBT.5) 7 3. (1.NBT.5) 41 4. (1.NBT.5) 83 5. (1.NBT.5) 64 6. (1.NBT.5) 68 7. (1.NBT.5) 3, 23 8. (1.NBT.5) 55, 75 9. (1.NBT.5) Student response should include a phrase or statement that they can use the pattern found in the tens place to find 10 more or 10 less than a two-digit number without actually counting each number.

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Mentally Add and Subtract

Evaluation: #4

Directions: For each problem, find ten more or ten less than the given two-digit number. Write the answer on the line provided.

1. _____ 49

3. 31 _____

5. _____ 74

2. _____ 17

4. _____ 93

6. 58 _____

Directions: For each problem, find ten more and ten less than the given two-digit number. Write the answers on the lines provided.

7. _____ 13 _____ 8. _____ 65 _____

Listen to the question. Write your answer on the lines:

9.How can you find 10 more or 10 less than a number without counting?

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens Lesson: #17Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Lesson Objective: The students will subtract multiples of ten between 10 and 90 from other multiples of ten between 10 and 90 using models.

Introduction: “Today we will subtract multiples of ten from other multiples of ten using models.”

Instruction: “We can subtract multiples of ten from other multiples of ten by using models to help us. When you subtract multiples of ten, the only digit that changes is the digit in the tens place. When we subtract, we always subtract the digits in the ones place first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We subtract a multiple of ten from another multiple of ten by looking at the digit in the tens place. The first multiple of ten minus the second multiple of ten is the difference between the numbers. For example, when you subtract 10 from 20 the difference is 10: 20 minus 10 is 10.”

Guided Practice: Direct the students’ attention to the example on the student page.“Now we will try a problem together. Let’s read the problem. The problem is 40 minus 10. Notice that both numbers have zeros in the ones place because they are both multiples of ten. The first number in the problem is 40. Count the ten sticks with me (10, 20, 30, 40). Now look at the second number in the problem (10). The subtraction sign (-) tells us that we are going to subtract 10 from 40. We are going to cross out 1 ten stick to find the difference using the model. Watch as I cross out 1 ten stick and then you do the same. (Monitor students to ensure they cross out 1 ten.) We can tell how many tens we have left or the difference by counting the remaining ten sticks. There are 3 tens left, so the difference is 30. We record the answer by writing a 0 in the ones column and a 3 in the tens column and completing the sentence frame. Now it’s your turn to record the answer and complete the sentence frame. Let’s say the equation together: 40 minus 10 is 30.”

Independent Practice: “For Problems 1-3, read the problem, cross out the ten sticks you are subtracting, record the answer below the problem, and complete the sentence frame.” If students require additional support, complete the problems as guided practice.


Closure: “Today we reviewed how to subtract multiples of ten from other multiples of ten using models.”

Answers: 1. 30 2. 0 3. 20

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Example: Use the ten sticks to model the problem, write the answer under the problem, and complete the sentence.

tens ones tens ones 4 0

- 1 0

40 minus 10 is 30.Directions: For Problems 1-3, use the model to complete the problem and sentence frame.

1. tens ones tens ones

5 0 - 2 0

___ minus ___ is ___.

2. tens ones tens ones 6 0 - 6 0

___ minus ___ is ___.


___ minus ___ is ___.

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Lesson Objective: The students will subtract multiples of ten between 10 and 90 from other multiples of ten between 10 and 90 using drawings.

Introduction: “Yesterday we learned how to subtract multiples of ten from other multiples of ten using models. Today we will practice how to subtract multiples of ten from other multiples of ten using drawings.”

Instruction: “We can subtract multiples of ten from other multiples of ten by using drawings to help us. When we subtract, we always subtract the digits in the onesplace first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. We subtract a multiple of ten from another multiple of ten by looking at the digit in the tens place. The first multiple of ten minus the second multiple of ten is the difference between the numbers. For example, when you subtract 20 from 40 the difference is 20: 40 minus 20 is 20.”

Guided Practice: Direct the students’ attention to the example on the student page.“Now we will try a problem together. The problem is 50 minus 40. Notice that both numbers have zeros in the ones place because they are both multiples of 10. Let’s solve the problem together. The first number in the problem is 50. Watch while I draw 5 ten sticks in the space under the tens place (10, 20, 30, 40, 50). Now you draw 5 ten sticks on your paper. (Monitor students to ensure they draw 5 ten sticks.) Let’s look at the second number in the problem (40). The subtraction sign (-) tells us that we are going to subtract 40 from 50. We are going to cross out 4 ten sticks to find the difference. Watch as I cross out 4 ten sticks and then you do the same. Now we can tell how many tens we have left - or the difference - by counting the remaining ten sticks. There is 1 ten left, so the difference is 10. Watch as I complete the problem and the sentence frame. Now it’s your turn to record the answer and complete the sentence frame. Let’s say the equation together: 50 minus 40 is 10.”

Independent Practice: “For Problems 1-3, read the problem, draw the correct number of ten sticks to show the first number, and mark out the second number to subtract the tens.”


Closure: “Today we reviewed how to subtract multiples of ten from other multiples of ten using drawings.”

Answers: 1. 40 2. 50 3. 0

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Example: Model the problem, write the answer under the problem, andcomplete the sentence frame.

tens ones tens ones 5 0

- 4 0

50 minus 40 is 10.

1. tens ones tens ones

5 0 - 1 0

___ minus ___ is ___.


___ minus ___ is ___.


___ minus ___ is ___.

Directions: For Problems 1-3, make a drawing to solve the problem and complete the sentence frame.

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Lesson Objective: The students will subtract multiples of ten from other multiples of ten by using place value.

Introduction: “Yesterday we learned how to subtract multiples of ten from other multiples of ten using drawings. Today we will review how to subtract multiples of ten from other multiples of ten using what we know about place value.”

Instruction: “We can subtract multiples of ten from other multiples of ten by using place value. Two-digit numbers have two place values, the ones place and the tensplace. We always subtract the digits in the ones place first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. A zero subtracted from a zero is always a zero. It makes it easier to subtract the numbers because there will always be a zero in the ones place. We just write a zero in the ones place and subtract the digits in the tens place to find the difference.”

Guided Practice: Direct the students’ attention to the example on the student page.“Now we will try a problem together using what we know about place value. Let’s read the problem. The problem is 60 - 30 = ___. First we subtract the digits in the onesplace. Zero minus zero is zero, so watch while I write 0 on the line for the ones and then you do the same. (Monitor students to ensure they write down the 0 in the onesplace.) Now let’s look at the digits in the tens place, and subtract them: 6 tens minus 3 tens = 3 tens. Watch while I write the 3 on the line for the tens place and then you do the same. Watch while I complete the sentence frame by recording the numbers. Now it’s your turn to record the answer and complete the sentence frame. Let’s say the equation together: 60 - 30 = 30.”

Independent Practice: “For Problems 1-5, read the problem, subtract the ones and tens, write the answer on the problem, and complete the sentence frame.” If students require additional support, complete the problems as guided practice.

Review: “Let’s review what we recorded for each problem.” Review the answers with the students.

Closure: “Today we reviewed how to subtract multiples of ten from other multiples of ten using what we know about place value.” Answers: 1. 10

2. 20 3. 10

4. 0 5. 20

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Directions: For the Example and Problems 1-5, subtract the ones and tens, record the difference below the problem, and complete the sentence frame.

Example: tens ones 1. tens ones 6 0 2 0

- 3 0 - 1 0

60 minus 30 is 30. ____ minus ____ is ____.

2. tens ones 3. tens ones

5 0 4 0 - 3 0 - 3 0

____ minus ____ is ____. ____ minus ____ is ____.

4. tens ones 5. tens ones

1 0 3 0 - 1 0 - 1 0

____ minus ____ is ____. ____ minus ____ is ____.

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Lesson Objective: The students will subtract multiples of ten from other multiples of ten by using place value. Introduction: “Today we will continue to review how to subtract multiples of ten from other multiples of ten using what we know about place value.”

Instruction: “We can subtract multiples of ten from other multiples of ten by using place value. Two-digit numbers have two place values, the ones place and the tens place. We always subtract the digits in the ones place first. When we subtract multiples of ten, the digit in the ones place does not change because all multiples of ten have zero in the ones place. Remember that zeros do not have any value, so they do not increase or decrease the value of any number. Zero subtracted from zero is always zero. It makes it easier to subtract the numbers because there will always be a zero in the ones place. We just write zero in the ones place and subtract the digits in the tens place to find the difference.”

Guided Practice: Direct the students’ attention to the example on the student page. “Let’s read the problem. The problem is 90 - 50 = ___. First we subtract the digits in the ones place. Zero minus zero is zero, so watch while I write 0 on the line for the ones and then you do the same. (Monitor students to ensure they write the 0 in the correct place.) Now let’s look at the digits in the tens place and subtract them: 9 tens minus 5 tens = 4 tens. Watch while I write the 4 on the line for the tens place and then you do the same. Let’s complete the sentence frame by writing in the numbers. Now it’s your turn to write in the numbers to complete the sentence frame. Let’s say the equation together: 90 - 50 = 40.”

Independent Practice: “For Problems 1-5, read the problem, subtract the tensand ones, record the answer to the problem, and complete the sentence frame.” If students require additional support, complete the problems as guided practice.

Review: “Let’s review what we recorded for each problem.” Review the answers with the students.

Closure: “What steps do we follow when subtracting multiples of ten from other multiples of ten?” Answers: 1. 50

2. 0 3. 30

4. 70 5. 10

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Directions: For the Example and Problems 1-5, subtract the ones and tens,write the difference below the equal line of the problem, and complete the sentence frame to show the difference between the numbers.

Example: tens ones 1. tens ones 9 0 8 0

- 5 0 - 3 0

90 minus 50 is 40. ____ minus ____ is ____.

2. tens ones 3. tens ones 8 0 7 0

- 8 0 - 4 0

____ minus ____ is ____. ____ minus ____ is ____.

4. 5. tens ones tens ones 9 0 6 0

- 2 0 - 5 0

____ minus ____ is ____. ____ minus ____ is ____.

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Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens

Evaluation: #5

The weekly evaluation may be used in the following ways: As a formative assessment of the students’ progress. As an additional opportunity to reinforce the vocabulary, concepts, and

knowledge presented during the week of instruction.

Standard: 1.NBT.6 Subtract multiples of ten in the range of 10-90 from multiples of ten in the range of 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Procedure: Read the directions aloud and ensure that students understand how to respond to each item.

If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently.

If you are using it to reinforce the week’s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice.

Review: Review the correct answers with students as soon as they are finished.

Answers: 1. (1.NBT.6) 30 2. (1.NBT.6) 0 3. (1.NBT.6) 60 4. (1.NBT.6) 40 5. (1.NBT.6) Students should draw pictures with 4 groups of 10 (4 tens) and show the subtraction (cross out) of 2 groups of 10 (2 tens) so 20 are left.

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Use Evaluations as a

formative assessment

or an additional lesson.

Common Core Standards Plus® – Mathematics – Grade 1Domain: Addition and Subtraction Focus: Subtracting Tens

Evaluation: #5

Directions: For Items 1-5, use models, drawings, or place value to solve each problem.

1. tens ones tens ones 7 0

- 4 0

2. tens ones 3. tens ones 7 0 9 0

- 7 0 - 3 0

___ minus ___ is ___. ___ minus ___ is ___.

4. tens ones 5. Draw a picture to solve the problem. Record the answer.

40 -20

5 0 - 1 0

___ minus ___ is ___.

Student PageSTUD

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Student Page



38

Performance TaskStudents Deepen and Apply Their Knowledge

• Appliesdailylessoncontentandconcepts

• Increasesstudentunderstanding

Designed to be overtly

taught, not assigned.

Sample Performance Task

Teacher Lesson Plan Page

is on pages 39

Student Pages

are on pages 40-42

See page 43 for a stude

nt

work example

Mathematics Grade 1 includes

12 Performance Tasks

Common Core Standards Plus® – Mathematics – Grade 1Performance Task #11 – Domain: Addition & Subtraction

Lesson Objective:Thestudentswillbeabletofind10moreor10lessandsubtract10(usingmultiplesoftenunder90)bycompletingtheirowndrawingsand/orusingplacevaluecharts.

Overview: Thestudentswillusetheirknowledgeofmentalmath(adding10andsubtracting10)andsubtractingmultiplesoftensasaddressedinCommonCoreStandardsPlusAdditionandSubtractionLessons13-20,E4-E5.Students will: • Find10morethanagiventwo-digitmultipleoftenfornumberslessthan100.• Find10lessthanagiventwo-digitnumber.• Subtractmultiplesoftenfromothermultiplesoftenusingdrawingsand/orplacevaluecharts.

Guided Practice: (Required Student Materials: St. Ed. Pg. 235)• Reviewaddingandsubtracting10usingthehundredchart.• Reviewaddingandsubtracting10withoutthehundredchart.• Reviewsubtractingmultiplesoftenfromothermultiplesoftenusingdrawings,models,andplace

valuecharts.

Independent Practice: (Required Student Materials: St. Ed. Pgs. 236-237)• Add10more.• Subtract10.• Completedrawings,andplacevaluecharts,showingworktosolvemultiplesoftensubtraction

problems.• Explainwhythetenscolumnchangesandtheonescolumnstaysthesame.• Correctanerrorandcompleteanexplanation.

Review & Evaluation:• Askpartnerstosharetheiranswersandnotediscrepancies.• Checkstudentworksheetstogether.• Reviewstudentworktodeterminestudentunderstanding.

Standard Reference: 1.NBT.5: Givenatwo-digitnumber,mentallyfind10moreor10lessthanthenumber,withouthavingtocount;explainthereasoningused. 1.NBT.6: Subtractmultiplesof10intherangeof10-90frommultiplesof10intherangeof10-90(positiveorzerodifferences),usingconcretemodelsordrawingsandstrategiesbasedonplacevalue,propertiesofoperations,and/ortherelationshipbetweenadditionandsubtraction;relatethestrategytoawrittenmethodandexplainthereasoningused. Required Student Materials: • Student Pages: St. Ed. Pg. 235 (Chart),St. Ed. Pgs. 236-237 (StudentWorksheet)

Teacher Lesson Plan


39

PERFORM

ANCE TAS

K TEACHER LES

SON PLAN


1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Hundred Chart

Student Page 1 of 3


40

PERFO

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TASK

STU

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PONSE

PAGE

Directions: Read the problems below and answer the questions.

1. Add or subtract by tens below. Fill in the blanks.

a. ______ 32 ______ 52 ______ 72 ______ ______

b. 99 ______ 79 ______ 59 ______ ______ ______

c. Did you change the numbers in the ones column? ________________

d. Why or why not? _____________________________

____________________________________

2. Make a drawing for the problem and solve. Tens Ones Drawing 4 0

-‐ 2 0

_____minus _____ is _____.


-‐ 1 0

_____minus _____ is _____.

Student Page 2 of 3


41


PERFO

RMANCE TA

SK STUD

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ESPONSE PA

GE

4. Fill in the blanks finding ten more or ten less.

a. 26 _____ _____ _____ _____ 76

b. _____ 84 _____ _____ _____ 44 _____

c. Was this easy or hard for you to do? ____________________

d. Why? ________________________________

___________________________________

5. Find the mistake below. It shows subtracting tens. Circle and correct the error.

75 65 54 45 35

How did you find the mistake? Explain. ____________________ ________________________________________________________________________


Student Page 3 of 3


42

PERFO

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TASK

STU

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PAGE


Studentsworkindividuallytocompletetheproblems.

Excerpt from Student Page

Directions: Read the problems below and answer the questions.

1. Add or subtract by tens below. Fill in the blanks.

a. 22 32 42 52 62 72 82 92

b. 99 89 79 69 59 49 39 29

c. Did you change the numbers in the ones column? ________________

d. Why or why not? _____________________________

____________________________________


-‐ 2 0

_____minus _____ is _____.


-‐ 1 0

_____minus _____ is _____.

No

Because I was adding and subtracting by ten.

STUDENT WORK EXAMPLE


Sample Integrated Project

Teacher Lesson Plan Pages

are on pages 45-47

Student Pages

are on pages 48-50

Student work example

is on page 51

Integrated ProjectStudents Adapt Knowledge to Real-World Situations

• Requiresextendedthinking,planning,andreporting

• Integrateslearningacrossmultipleconceptsandstandards

GREAT FOR OPEN HOUSE!

Mathematics Grade 1 includes

3 Integrated Projects


Common Core Standards Plus® – Mathematics – Grade 1Integrated Project #3: The Meaning of a Number

Prerequisite Common Core Standards Plus Domains:

OperationsWithin20–OA–Part2,Addition&Subtraction–NBT–Part2,andEquations–OA–Part3

Project Objective:

Thestudentswilleachcreatepostersthatshowmultiplewaystorepresentatwo-digitnumberusingaddition,subtraction,composing,decomposing,models,andequations.

Project Description:

Thestudentswillusewhattheyhavelearnedaboutaddition,subtraction,two-digitnumbers,inverserelationships,equivalents,composing,decomposing,modeling,andequationstocreatepostersthatshowmultiplewaystorepresentasinglenumber.Theywillorallypresenttheirposterstotheclassattheconclusionoftheproject.Sincethisisalearningactivity,allcomponentswillbecompletedinclass.

Project Components:

• Assigningandrepresentingnumbers• Writingequationstorepresentthenumber• Designingtheposter• Presentingtheposter

Teaching elements for each project component are found on the following pages.

Standards Taught/Reinforced:

1.OA.3,1.OA.4,1.OA.5,1.OA.6,1.OA.7,1.OA.8,1.NBT.4,1.NBT.5,1.NBT.6

Teacher Lesson Plan Page 1 of 3


45

PROJEC

T TEACHER LES

SON PLAN


Assigning and Representing Numbers: (Required Student Materials: St. Ed. Pg. 254)

• Assigneachstudentatwo-digitnumber.Youmayuseyourownmethodofassigningthem,oryoumayassignthefollowingnumbersrandomlytoyourstudents:25,26,28,32,34,37,39,41,43,45,48,51,52,54,56,59,61,62,63,65,67,72,73,74,76,78,83,84,85,87,89

• ProjecttheRepresentingaNumberstudentpage.• Completetheworksheetforyournumber.• Selectanumberthatisnotassignedtothestudents,oruse38.• Modelandthinkaloudasyouwriteyournumberatthetopofthe

page.Writetheplacevalueandexpandedformforyournumber,mod-elyournumberusingsticksandunits,andcalculate10moreand10lessthanyournumber.

• HavethestudentsturntoSt.Ed.Pg.254andcompletetheworksheetfortheirownnumbers.

Writing Equations to Represent the Number: (Required Student Materials: St. Ed. Pg. 255)

NOTE: Thestudentsmustknowtheirnumberstocompletethispartoftheproject.• ProjecttheWritingEquationsstudentpage.

• Completetheworksheetforyournumber.• Writetwoadditionandtwosubtractionequationsforwhichthesum

anddifferenceisyournumber(e.g.,22+16=38,18+20=38,58–20=38,39–1=38).

• UseoneofthestrategiestaughtintheCommonCoreStandardsPluslessonstosolveeachproblem.

• Drawtomodelhowtosolveeachproblem.• HavethestudentsturntoSt.Ed.Pg.255andcompletetheworksheetfor

theirownnumbers.• Havethestudentsworkingroupsof3to4tocheckeachother’scompu-

tations.

Wee

ks 1

-2 of

ProjectInstructio

nW

eeks

3-4

of

ProjectInstructio

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46

PROJECT TEAC

HER

LESSON

PLAN


Designing the Poster: (Required Student Materials: St. Ed. Pg. 256)

• Reviewtherubricfortheposter.• Provideplainwhitepaperforthestudentstodrawtheirdesignelements

fortheposter.• Thestudentsshouldhaveafairlydetailedsketchofthefinaldesignbefore

creatingthefinalposter.• Provideposterpaperforthefinalproduct.

Presenting the Poster: (Required Student Materials: St. Ed. Pg. 256)

• Introducetherubricfororalpresentations.• Discusseachelementontherubricandhowtoearnascoreof4foreach

element.• Modelandprovideopportunities,regularly,topracticeeachoftheele-

ments.• Discusswaystopracticeeachoftheelements:

• Withapartnerorsmallgroup.• Infrontofamirror.• Usingarecordertolistentotheirownvoices.

Wee

ks 7

-8 of

ProjectInstructio

nW

eeks

5-6

of

ProjectInstructio

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END OF EIGHT-WEEK PROJECT



47

PROJEC

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SON PLAN


Representing a NumberRepresenting a Number

My Number: ________________________________________________

Place Value of My Number:

Tens Ones

Expanded Form of My Number: _________ + _________ = _________

My Number

Model of My Number:

___________ + 10 = __________ My Number

___________ – 10 = __________ My Number

Student Page 1 of 3PR

OJECT STUDENT RUBR

IC


48


Writing EquationsWriting Equations

_________ + _________ = _________

My Number

_________ + _________ = _________

My Number

_________ – _________ = _________

My Number

_________ – _________ = _________

My Number

Student Page 2 of 3

PROJEC

T STUD

ENT RUBRIC


49


Rubrics

Poster Rubric:

Score of 4 Score of 3 Score of 2 Score of 1 • The poster shows the student’s number in a bold display as the central feature to the poster.

• The poster shows the student’s number as the central feature to the poster.

• The poster shows the student’s number.

• The student’s number may not be clearly displayed on the poster.

• The poster includes many models of the number.

• The poster includes several models of the number.

• The poster includes two or more models of the number.

• The poster includes one or more models of the number.

• The poster includes at least two addition equations with a sum of the given number and two subtraction problems with a difference of the given number.

• The poster includes two addition equations with a sum of the given number and two subtraction problems with a difference of the given number.

• The poster includes at least one addition equation with a sum of the given number and one subtraction problem with a difference of the given number. There may be errors in computation.

• The poster includes one addition equation with a sum of the given number and one subtraction problem with a difference of the given number. There are errors in computation.

• The poster is designed to provide easy access to the information. Large print, headers, and labels help the viewer to navigate the information presented.

• The poster is designed to provide information. Large print, headers, and labels help the viewer to navigate the information presented.

• The poster provides information. It may include print features to help the viewer find the information presented.

• The poster provides information.

Oral Presentation Rubric:

Score of 4 Score of 3 Score of 2 Score of 1 • The student provides a clear, organized oral report to accompany the poster.

• The student provides an organized oral report to accompany the poster.

• The student provides an oral report to accompany the poster.

• The student provides an oral report to accompany the poster.

• The student clearly explains the models and equations that represent the number.

• The student explains the models and equations that represent the number.

• The student attempts to explain the models and equations that represent the number.

• The student is unable to adequately explain the models and equations that represent the number.

• The student speaks clearly at an understandable pace.

• The student speaks at an understandable pace.

• The student may have difficulty speaking clearly at an understandable pace.

• The student struggles to be heard or understood during the presentation.

• The student looks at the audience throughout the presentation.

• The student looks at the audience often throughout the presentation.

• The student may glance at the audience during the presentation.

• The student may not glance at the audience during the presentation.

Student Page 3 of 3PR

OJECT STUDENT RUBR

IC


50


STUDENT WORK EXAMPLE

6tr =s,

Thestudentswillusewhattheyhavelearnedaboutaddition,subtraction,two-digitnumbers,inverserelationships,equivalents,composing,decomposing,modeling,andequationstocreatepostersthatshowmanywaystorepresentasinglenumber.

twenty-two Tens Ones 2 2

20 + 2 = 22

p p q q

22 Tens Ones 2 0 2 2 2

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

7 + 15 = 22

21 + 1 = 22

44 – 22 = 22

25 – 3 = 22


51

Includes:136Constructed&SelectedResponseDailyLessons

34Constructed&SelectedResponseEvaluations12PerformanceTasks

3IntegratedProjects

All lessons and projects include Direct Instruction lesson plans.

CD includes viewable PDF lessons for whole class projection.

Student EditionsIncludes student response pages

and additional resources for:


34Constructed&SelectedResponseEvaluations12PerformanceTasks

3IntegratedProjects

Includes rubrics, mathematical practices, and more!

Here’s what’s included:

Teacher Edition w/ CD

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Call 1-877-505-9152 to schedule a 20-minute meeting to

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