common core - tusd1.orgpdlearning.tusd1.org/pd/curriculum/math/mathinvcomcoreunit1g1.pdf · common...

Common Core

I N V E S T I G AT I O N 1

Counting and Quantity Teach this Investigation as is.

Day Session Common Core Adaptation Common Core Standards1 1.1 Morning Meeting:

Daily ScheduleMP4, MP7 1.NBT.1

2 1.2 Morning Meeting: Calendar

MP4, MP7 1.NBT.1

3 1.3 Morning Meeting: Weather

MP4, MP7 1.MD.4

4 1.4 Collect 20 Together MP4, MP7 1.NBT.1


Counting and ComparingDay Session Common Core Adaptation Common Core Standards

5 2.1 Start With/Get To MP4, MP5, MP6, MP7 1.NBT.1

6 2.2 Staircases MP4, MP5, MP7 1.OA.5, 1.NBT.1

7 2.3 Counting What’s in a Mystery Box

MP1, MP2, MP7 1.NBT.1

8 2.4 Comparing Quantities MP2, MP7, MP8 1.NBT.1, 1.NBT.3

9 2.5A Plus or Minus 1 BINGO See p. CC4. MP2, MP7 1.OA.5, 1.OA.6, 1.NBT.1

10 2.5 Counting Backward MP1, MP2, MP4, MP7 1.OA.5, 1.OA.6, 1.NBT.1, 1.NBT.3

MATH WORKSHOPWhich Is More?

Include Plus or Minus 1 BINGO (see p. CC4).

11 2.6 Assessment: Count 20 and Quick Images

MP2, MP7 1.OA.5, 1.OA.6, 1.NBT.1, 1.NBT.3MATH WORKSHOP

Which Is More?Include Plus or Minus 1 BINGO (see p. CC4).

12 2.7 Ordering Numbers MP2, MP6, MP71.NBT.1, 1.NBT.3

Mathematical Practices (MP)

Domains• Operations and Algebraic Thinking (OA)• Number and Operations in Base Ten (NBT)•Measurement and Data (MD)

How Many of Each?

Unit 1

Instructional Plan CC1

INV12_TE01_U01.indd 1 6/14/11 9:42 AM


Combining Teach this Investigation as is.

Day Session Common Core Adaptation Common Core Standards13 3.1 Double Compare and

Double Compare DotsMP1, MP3, MP4, MP7 1.OA.1, 1.NBT.1, 1.NBT.3

14 3.2 Five-in-a-Row MP1, MP2, MP7 1.OA.1, 1.NBT.1

15 3.3 Addition Story Problems MP1, MP4, MP6, MP7 1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7

16 3.4 Roll and Record MP1, MP4, MP7 1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7, 1.NBT.1

17 3.5 More Addition Story Problems

MP1, MP3, MP4, MP6, MP7 1.OA.1, 1.OA.5, 1.OA.6, 1.OA.7

18 3.6 Assessment: Double Compare and Combining Games

MP3, MP7, MP8 1.OA.1, 1.OA.5, 1.OA.6, 1.NBT.1

19 3.7 How Many in All? MP3, MP6, MP7, MP8 1.OA.1, 1.OA.2, 1.OA.3, 1.OA.5, 1.OA.6, 1.OA.7

CC2 UNIT 1 How Many of Each?

INV12_TE01_U01.indd 2 6/14/11 9:42 AM


Composing Numbers Teach this Investigation as is.

Day Session Common Core Adaptation Common Core Standards20 4.1 Seven Peas and Carrots MP1, MP2, MP4

1.OA.1, 1.NBT.121 4.2 Three Towers MP2, MP6, MP7

1.OA.2, 1.OA.3, 1.OA.6, 1.OA.7

22 4.3 Heads and Tails MP2, MP6, MP7 1.OA.1, 1.OA.7

23 4.4 How Many Am I Hiding? MP3, MP6, MP7 1.OA.1, 1.OA.4, 1.OA.7, 1.OA.8

24 4.5 Nine Peas and Carrots MP1, MP4, MP6, MP7 1.OA.1, 1.OA.7, 1.NBT.1

25 4.6 Combinations of Seven MP2, MP4, MP6, MP7 1.OA.1, 1.OA.3, 1.OA.6, 1.OA.7

26 4.7 End-of-Unit Assessment MP1, MP2, MP3, MP7 1.OA.1, 1.OA.6, 1.MD.4

Instructional Plan CC3

INV12_TE01_U01.indd 3 6/15/11 1:21 PM

s e s s i o n 2 . 5 A

Ac tivit y

IntroducingPlus or Minus 1 BINGO 15 Min cl Ass

•Student Activity Book,p.10Aorc 2, Plus or Minus 1 BINGO GameboardMakecopies.(asneeded)

•PrimaryNumberCards(1deckperpair,remove0andWildCards;fromSession2.4)

•Counters(20perpair);connectingcubes(asneeded)

Ac tivit y

PlayingPlus or Minus 1 BINGO 30 Min PAiRs

•MaterialsfromActivity1•c 3, Plus or Minus 1 BINGO Makecopies.(as

needed)•c4, Assessment checklist: Add and

subtract 1 Makecopies.(3–4perclass)

Discussion

Plus or Minus 1 BINGO15 Min cl Ass

•PrimaryNumberCards(fromActivity1)

session Fol l oW-uP

DailyPractice •Student Activity Book,p.10Borc 5, Plus or Minus 1 Makecopies.(asneeded)

vocabularyaddsubtractplusminus

today’s Plan Materials

PlusorMinus1BINGOMath Focus Points

Developing fluency with adding or subtracting 1, with totals to 10

ClassroomRoutinesStart With/Get To: Start With 1 Choose a get to number. Ask students to find and mark the number on the class number line. As a class, count together, from 1 to the get to number.

cc4 inves t iGAt ion 2 counting and comparing

INV12_TE01_U01_S2.5A.indd 4 10/26/11 1:27 PM

© P

ears

on E

duca

tion

1

10A

DateName51,T Unit Title To ComeHow Many of Each?

Plus or Minus 1 BINGO Gameboard

0 2 3 9 6 45 6 5 10 7 34 8 7 3 5 87 1 9 2 4 92 7 8 8 3 66 9 2 4 10 5

Date

Unit 1 Session 2.5A

INV12_SE01_U1.indd 1 6/28/11 6:47 PM

1 Activity 2 Activity 3 Discussion 4 Session Follow-Up

A C T I V I T Y

Introducing Plus or Minus 1 BINGO

Cl ASS15 MIn

Gather students to introduce Plus or Minus 1 BINGO. You will need a set of Primary Number Cards without the zeros or the Wild Cards, counters, and a Plus or Minus 1 BINGO Gameboard (Student Activity Book page 10A or C2).

Explain that two students share one gameboard. Ask a volunteer to be your partner and play a sample game.

We’re going to learn a new game called Plus or Minus 1 BINGO. The object is to work together with a partner to try to cover one whole row on the gameboard. You can cover a row horizontally, vertically, or diagonally. [Use gestures to illustrate.]

To play, you turn over the top card in the deck. Then, you can add 1 to that number. Or, you can subtract 1 from that number. Together, you and your partner agree on which problem to solve, and then cover the answer on the gameboard. Let’s try it.

Ask your volunteer to turn over the top card.

[Toshi] turned over a 5. So we can do 5 plus 1 or 5 minus 1. We can put a counter on the number that is one more than 5, or we can put a counter on the number that is one less than 5. What number would we cover if we did 5 plus 1? What if we did 5 minus 1?

Ask students to determine the answers to 5 + 1 and 5 – 1, and have them share their strategies for doing so. Have cubes available to model and solve the problems as needed. Use addition and subtraction notation to record the two equations (5 + 1 = 6 and 5 – 1 = 4) on the board. Choose 6 or 4, and use a counter to cover that number on the gameboard.

Play a few more rounds, until students understand the object of the game and how to play. Be sure to include a sample round where the card turned over is 1, so that you can discuss 1 – 1.

Explain that there may be a turn when a number players choose to cover is unavailable (e.g., a player may want to add 4 + 1, but all the 5s are covered). In this case, they should try the other possibility (e.g., 4 – 1). If both answers are unavailable, they should take another card.

▲ Student Activity Book, Unit 1, p. 10A; Resource Masters, C2

Session 2.5A Plus or Minus 1 BInGO CC5

INV12_TE01_U01_S2.5A.indd 5 6/28/11 6:54 PM

C3 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unit 1 Session 2.5A

DateNameHow Many of Each?

Plus or Minus 1 BINGOYou need• deckofPrimary 9 2 8

NumberCards(without0CardsorWildCards)

• 20counters • gameboard

Play with a partner. Work together.

1 Taketurnsturningoverthetopcardinthedeck.

2 Together,decidewhethertoadd1to,orsubtract1from,thatnumber.

3 Addorsubtract.Covertheansweronthegameboard.4 Keeptakingturns.Ifallofthepossiblenumbersare

covered,takeanothercard.5 Thegameisoverwhenallofthenumbersinoneroware

covered.Thenumberscangoacross ,down ,orcornertocorner .

More Ways to Play• Playersusedifferentcolorsandtrytocoverawholerow.• PlaywiththeWildCards.AWildCardcanbeanynumber.• Playtofillmorethanoneroworthewholeboard.

C2© Pearson Education, Inc., or its affiliates. All Rights Reserved. 1

Unit 1 Session 2.5A

Date

NameHow Many of Each?


0 2 3 9 6 45 6 5 10 7 34 8 7 3 5 87 1 9 2 4 92 7 8 8 3 66 9 2 4 10 5

INV12_BLM01_U1.indd 2

6/1/11 7:43 PM

INV12_BLM01_U1.indd 3 6/1/11 7:45 PM

Ass

essm

ent C

heck

list:

Add

and

Sub

trac

t 1


Studen

t

Adds

1 t

o

any n

um

ber

(e

.g.,

5 ∙

1)

Adds

any

num

ber

to 1

(e

.g.,

1 ∙

5)

Subtr

act

s 1

fro

m

any n

um

ber

(e

.g.,

5 ∙

1)

Note

s

INV12_BLM01_U1.indd 4 6/3/11 5:59 PM


Teaching Note1 PlusandMinus1Within10This game

provides an opportunity to observe students’ ability to add and subtract 1, something most first graders are already comfortable with. Use Assessment Checklist: Add and Subtract 1 (C4) to keep track of your observations and students’ progress. Students who need more practice with these facts should spend more time playing this game.

A C T I V I T Y

Playing Plus or Minus 1 BINGO30 MIN PAIr S

Pairs play Plus or Minus 1 BINGO. Players turn over a Primary Number Card and decide whether to cover 1 more or 1 less than that number on their gameboard. They try to cover one row of the gameboard vertically, horizontally, or diagonally. Provide copies of Plus or Minus 1 BINGO (C3) as needed.

ONg OINg ASSeSSMeNT: Obser ving Student s at Work

Studentsadd1to,andsubtract1from,numbersupto10.Asyouobserve,occasionallyaskstudentsaboutadditionproblemsposedinthereverse(e.g.,1+5insteadof5+1).UseAssessmentChecklist:AddandSubtract1(C4)tokeeptrackofyourobservationsofstudents’fluencywiththesefacts. 1

• Howfluentlydostudentsadd1tonumbersto10? Dotheyjustknowthesum?Count1more?Needtomodeltheproblem?

• Arestudentsasfluentaddinganumberto1(e.g.,1∙ 5)astheyarewithadding1toanynumber(e.g.,5∙ 1)?

• Howfluentlydostudentssubtract1fromnumbersto10?Dotheyjustknowthedifference?Countback1fromthegivennumber?Needtomodeltheproblem?

• Howdostudentsdecidewhethertoaddorsubtract1? Aretheyplayingstrategically?

DIFFer eNTIATION: Suppor ting the r ange of Lear ner s

Ifthisgameseemsdifficultforsomestudents,playinasmallgroupwiththem.Makesurethattheyunderstandthateachcardpickedresultsintwoproblems.Somestudentswillneedtobechallengedtoconsiderbothoperations,ratherthanaddingeachtime.Othersmaybenefitfromfurtherworkconnectingcountingforward(andbackward)withtheideaofadding(andsubtracting)1.

Usethecontextofstaircases(fromSession2.4)toclarifytheconceptofonemoreandoneless.Beginachartforwordslikeadd, plus, subtract,andminus,andhavestudentshelpyourecordexamplesandillustrations.

Pairscanworktogethertocoverthewholegameboard.Or,theycanworkindividuallytocoveranentirerow,eachintheirowncolorcounters.

▲ r esource Masters, C3

▲ r esource Masters, C4

CC6 INVeSTIgATION 2 Counting and Comparing

INV12_TE01_U01_S2.5A.indd 6 6/6/11 12:34 PM

© P

ears

on E

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tion

1

10B

DateNameHow Many of Each? Daily Practice

Plus or Minus 1Add 1.

1. 6 + 1 =

2. 9 + 1 =

3. 1 + 2 =

4. 1 + 1 =

Subtract 1.

5. 8 – 1 =

6. 3 – 1 =

7. 5 – 1 =

8. 7 – 1 =

note Students add and subtract 1.

44–45

Session 2.5A Unit 1

INV12_SE01_U1.indd 2 6/28/11 6:47 PM


D I S C U S S I O N

Plus or Minus 1 BINGOCl ASS15 MIN

Math Focus Points for Discussion Developingfluencywithaddingorsubtracting1,withtotals

to10

Discuss students’ strategies for adding or subtracting 1 to numbers up to 10 by playing several rounds of Plus or Minus 1 BINGO against the class. Involve many students by having one turn over and name the number; one record the addition problem; and another record the subtraction problem. Discuss and model students’ strategies for solving the problems.

Students might say:

“I found the number on the number line. Plus 1 is one more number and minus 1 is the number before it.”

“I would show the number with my fingers. Then I would put up one more finger, or put one finger down.”

“I used cubes. I’d take that many, then add one more or take one away.”

“I did it in my head. If you add 1, it’s like saying the next number when you count. If you minus 1 it’s like counting backwards.”

Also discuss how students are deciding which problem to solve or which number to cover on their gameboards.

S E S S I O N F O l l O W - U P

Daily Practice DailyPractice: For reinforcement of this unit’s content, have

students complete Student Activity Book page 10B or C5.

▲ Student Activity Book, Unit 1, p. 10B; Resource Masters, C5

Session 2.5A Plus or Minus 1 BINGO CC7

INV12_TE01_U01_S2.5A.indd 7 6/28/11 6:55 PM




0 2 3 9 6 45 6 5 10 7 34 8 7 3 5 87 1 9 2 4 92 7 8 8 3 66 9 2 4 10 5

INV12_BLM01_U1.indd 2 6/17/11 10:29 AM



Plus or Minus 1 BINGOYou need• deckofPrimary 9 2 8

NumberCards(without0CardsorWildCards)

• 20counters • gameboard

Play with a partner. Work together.

1 Taketurnsturningoverthetopcardinthedeck.

2 Together,decidewhethertoadd1to,orsubtract1from,thatnumber.

3 Addorsubtract.Covertheansweronthegameboard.4 Keeptakingturns.Ifallofthepossiblenumbersare

covered,takeanothercard.5 Thegameisoverwhenallofthenumbersinoneroware

covered.Thenumberscangoacross ,down ,orcornertocorner .

More Ways to Play• Playersusedifferentcolorsandtrytocoverawholerow.• PlaywiththeWildCards.AWildCardcanbeanynumber.• Playtofillmorethanoneroworthewholeboard.


Unit 1 Session 2.5A

Date

NameHow Many of Each?


0 2 3 9 6 45 6 5 10 7 34 8 7 3 5 87 1 9 2 4 92 7 8 8 3 66 9 2 4 10 5

INV12_BLM01_U1.indd 2

6/1/11 7:43 PM

INV12_BLM01_U1.indd 3 6/1/11 7:45 PM

Ass

essm

ent C

heck

list:

Add

and

Sub

trac

t 1


Studen

t

Adds

1 t

o

any n

um

ber

(e

.g., 5

∙ 1

)

Adds

any

num

ber

to 1

(e

.g., 1

∙ 5

)

Subtr

act

s 1 f

rom

any n

um

ber

(e

.g.,

5 ∙

1)

Note

s

INV12_BLM01_U1.indd 4 6/3/11 5:59 PM


Plus or Minus 1Add 1.

1. 6 + 1 =

2. 9 + 1 =

3. 1 + 2 =

4. 1 + 1 =

Subtract 1.

5. 8 – 1 =

6. 3 – 1 =

7. 5 – 1 =

8. 7 – 1 =


notE Students add and subtract 1.

44–45

Daily Practice

INV12_BLM01_U1.indd 5 6/17/11 2:13 PM

C2 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 1Unidad 1 Sesión 2.5A

FechaNombre¿Cuántos hay de cada uno?

BINGO Más o menos 1 Tablero de juego

0 2 3 9 6 45 6 5 10 7 34 8 7 3 5 87 1 9 2 4 92 7 8 8 3 66 9 2 4 10 5

INV12_SP_BLM01_U1.indd 2 6/21/11 9:17 AM


¿Cuántos hay de cada uno?

BINGO Más o menos 1Necesitas• unabarajade 9 2 8

tarjetasnuméricasbásicas(sintarjetas0ocomodines)

• 20fichas • untablerodejuego

Juega con un compañero. Trabajen juntos.

1 Túrnenseparavoltearlatarjetadearribadelabaraja.

2 Decidanjuntossivanasumar1aesenúmeroorestarle1.3 Sumenoresten.Tapenlarespuestaeneltablerodejuego.4 Siganturnándose.Sitodoslosnúmerosposiblesestán

tapados,tomenotratarjeta.5 Eljuegoterminacuandotodoslosnúmerosdeunafila

esténtapados.Losnúmerospuedenirenhorizontal,vertical odeesquinaaesquina .

Otras maneras de jugar• Losjugadoresusandiferentescoloresytratandetaparuna

filacompleta.• Juegaconcomodines.Uncomodínpuedesercualquier

número.• Juegaparataparmásdeunafilaotodoeltablero.


Unidad 1 Sesión 2.5A

Fecha

Nombre¿Cuántos hay de cada uno?

BINGO Más o menos 1 Tablero de juego

0 2 3 9 6 45 6 5 10 7 34 8 7 3 5 87 1 9 2 4 92 7 8 8 3 66 9 2 4 10 5

INV12_SP_BLM01_U1.indd 2

6/21/11 9:17 AM

FechaNombre

INV12_SP_BLM01_U1.indd 3 7/13/11 12:32 PM

List

a de

com

prob

ació

n: S

uma

y re

sta

1


Niñ

o

Sum

a 1

a

cualq

uie

r núm

ero

(p. ej

., 5

∙ 1

)

Sum

a c

ualq

uie

r núm

ero a

1

(p. ej

., 1

∙ 5

)

Res

ta 1

de

cualq

uie

r núm

ero

(p. ej

., 5

∙ 1

)

Nota

s

INV12_SP_BLM01_U1.indd 4 6/8/11 12:48 PM


Más o menos 1Suma 1.

1. 6 + 1 =

2. 9 + 1 =

3. 1 + 2 =

4. 1 + 1 =

Resta 1.

5. 8 – 1 =

6. 3 – 1 =

7. 5 – 1 =

8. 7 – 1 =

¿Cuántos hay de cada uno?

notA Los niños suman y restan 1.

44–45

FechaNombrePráctica diaria

INV12_SP_BLM01_U1.indd 5 6/21/11 9:21 AM

common core - tusd1.orgpdlearning.tusd1.org/pd/curriculum/math/mathinvcomcoreunit1g1.pdf · common...

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