Related Facts Help Solve Problems

Go
Math !
1st Grade
Chapter
5
Lesson
Plans

Title: Introduce the Chapter page 181 Number:
Objective : Students will be able to represent and solve
problems involving addition and subtraction.
CCLS: CC.1.OA.1
Vocabulary: related facts Prepwork/Resources: Digital Path:
Prior Knowledge:
Children will complete on their own Show What
You Know. 181.
Prerequisite Skills: Show What You Know
page182. Add in any order, Count on and Count
Back. If students were not successful then
group..
Tier 3 questions 1-2 if missed more than 0 use
Intensive Intervention Skill 37, and Intensive
Intervention User Guide Activity 5.
Tier 2 questions 2, 3, 4 if missed more than 1,
Use Strategic Intervention Skill 8.
Tier 2 questions 5-7 if missed more than 1,
Strategic Intervention Skill 9.
Students who were successful use enrich book.
Mini Lesson: Curious About Math with Curious George
page 181. Children tap the Liberty Bell 4 times. Then they tap it 9
more times. How many tomes do the children tap the bell?
Higher Order Questions :
How many times do they tap
the bell at first?
How many more times do they
tap the bell?
What number sentence shows
how to find the number of
times they tap the bell?
Class Activity: Share the following examples:
1 Review words add addition fact, difference, subtract,
subtraction fact, sum
2 Write the vocabulary word related facts on the board. Ask
children to define the term on their own using prior
knowledge. Use the term in a sentence. Example: Charlie
notices that 1+4=5 and 5-4=1 are related.
Higher Order Questions:
Which words or numbers in the
sentence helped them
understand the meaning of the
preview word?
Time to Reflect: Students will work with a partner to
complete Vocabulary Builder page 183.
Children will sort the words from the box.
Assessment:
Return to Whole Group: Introduce how to play Addition Bingo
Homework: Send School-Home Letter page 87.

Title: Add or Subtract Page 185A Number
Objective : The students will be able to solve addition and subtraction
problemssituations using the strategy make a model.
Essential Question: How can making a model help you solve a
problem?
CCLS: 1.0A.1
Vocabulary: Prep work/Resources:
MathBoard
Red and yellow connecting cubes.
Digital Path:
itools: counters
estudent edition
Soar to Success
InteractiveWhite Board
Fluency Builder: Add through 20, page 185A. Problem of the Day: Transparency 5.1 page 13
Prior Knowledge:
Review
Ali has 6 picture books. She gets 3 more picture books from
the library. How many picture books does Ali have
altogether? Is this an addition or subtraction problem? How
do you know?
What do you need to find?
How would you write a sentence to show this problem?
Prerequisite Skills:
Show What You Know – page 182 Add in Any Order, Count
On and Count Back.
Mini Lesson: Unlock the Problem page 185
Read the following problem aloud.
Nicole sees 16 turtles on the beach. Some turtles swim away. There are 9 turtles
still on the beach. How many turtles swim away?
You can have the children use the model provided or have them create their
own.
What did you need to find ?
What informationdo you need to use?
What is your first step when making a
model to solve this problem?
What is the next step you model?
How can the model help you solve the
problem?
How can you know that your answer
makes sense?
Class Activity: page 186
Try Another Problem - The children will then try another problem. There are 4
rabbits in the field. Some more rabbits come. Now there are 12 rabbits. How
many rabbits come to the field.
Share and Show - page 187
Have children find the unknown addends in the problems.
How will you make a model to solve
the problem?
Time to Reflect: How can making a model help you solve a problem? Assessment: Quick Check
questions 4 and 5 on page 187
Homework: Standards Practice pages 89 and 90

Quick Check Share and Show p 187, examples 4 and 5
To group students who are on level or above level, use the
Online Assessment System.
For the students who miss
question 4 and 5, take as small
group:
For students who do not miss
examples 4 and 5, they do:
Rt I Tier 1 Activity
Page 185B
Re teach p R36
On Your Own
Page 188
On Your Own
Page 188
Soar to Success
29.33
Grab and Go Center
Problem Solving
Purple Card 11
Page 11 on the PDF
Enrich
Page E36
Grab and Go Literature
Picture Puzzles
Homemade Center
Fact Family Candy Jars
Enrich Activity
Page 185B
Ducky Sums
Page 3 on the PDF
Destination Math
Tutorial − Differences
within 20
Destination Math
within 20
Intensive Intervention
Skill 23
Model Addition
Strategic Intervention
Activity
Skill 8
Count On
ELL Activity No. 42
Define Numbers
I Tools Counters;
Explore; Make Patterns
ELL Activity No. 3
Add With Pictures
Game
Add to Subtract
Student Book
Page 184

Title: Record Related Facts, Page 189A Number:
Objective : The students will be able to record related facts within 20.
Essential Question: How do related facts help you find missing
numbers?
CCLS: 1.OA.6, 1.OA.8
Vocabulary: Related Facts Prep work/Resources:
MathBoard
Read and blue connecting cubes red
and blue crayons
Digital Path:
itools: activity 5, activity 7, activity 4
HMH Mega Math
AnimatedMath Models
estudent edition
Soar to Success
Fluency Builder: Counting Tape, page 189A Problem of the Day: Transparency 5.2, page
13.
Prior Knowledge:
Have children use connecting cubes in two colors to create
an addition sentence. Then have children break off one
color from the cube train to show the related subtraction
fact. How does your subtraction fact undo the addition
fact?
On and Count Back.
Mini Lesson: Listen and Draw page 189
Read the following problem aloud. .Colin has 7 crackers. He gets 1 more cracker.
How many crackers does Colin have now? Read the followingproblem aloud.
Colin has 8 crackers. He gives one to Jacob. How many crackers does Colin have
now?
How can you use cubes to find how many
crackers Colin has? How is the problem
like the first problem? How is it different?
In the first problem you added. What do
you need to in this problem? How can you
use your cubes from the first problem to
find how many crackers Colin has now?
Model and Draw - Work through the model and the pictures with children.
Share and Show -
Have children complete Exercises 1-3 using cubes
Howdoes knowing one addition fact help
you find all the related facts?
How do the addition cube trains look the
same? How do they look different?How
do the subtraction trains look the same?
How do they look different?
Why are the addition and subtraction
sentencesusing 4 ,5 and 9 called related
facts?
Time to Reflect: How do related facts help you find missing numbers? Assessment: Quick Check
questions 2 and 3 on page 190.
Return to Whole Group: Problem Solving on page 192.

group:
Page 189B
Re teach p R37
On Your Own
Page 191
On Your Own
Page 191
Soar to Success
29.21
29.32
Picture Puzzles
Enrich
Page E37
Homemade Center
Related Fact Race
Page 5 on the PDF
Enrich Activity
Page 189B
Destination Math
within 20
Strategic Intervention
Activity
Skill 9
Count Back
Grab and Go Center
Face Facts
Orange Card 11
Page 11 on the PDF
Skill 27
Addition Sentences
Game
Add to Subtract
Student Book
Page 184
Destination Math
Workout − Differences
within 20
HMH Mega Math
Country Countdown,
Counting Critters, Level
U
HMH Mega Math
Country Countdown,
U
HMH Mega Math
Country Countdown,
U

Title: Identify Related Facts, page 193A Number:
Objective: The students will be able to identify related addition and
subtraction facts within 20.
Essential Question: How do related facts help you find missing
numbers?
Vocabulary: Related Facts Prep work/Resources:
MathBoard
Read and blue connecting cubes
red,green and blue crayons
Digital Path:
HMH Mega Math
AnimatedMath Models
estudent edition
Soar to Success
Fluency Builder: Problem of the Day: Transparency 5.3, page
13.
Prior Knowledge:
Have children use red and blue connecting cubes to show
the addition sentence 3 +2=5. Demonstrate the addition
problem with two colors of cubes on iTools. Click on Line up
to show the completed cube train. Then have childrenturn
their cube train model to show a different and related
additionfact. If you solve one addition fact, how do you
also know the sum for the same numbers in a different
order?
On and Count Back.
Read the following problem aloud, and have children make a model with read
and blue connecting cubes. Use read and blue cubes to show 4 + 9+13. Draw red
and blue cubes to show a related subtraction fact. Write subtraction sentence
can you write? In the recording area, have children draw their cubes and write a
related subtraction fact. Have children say the subtraction sentence.
13 – 9 =4. A related sentence could also be 13 – 4 =9.
How can you use the cubes to show?
How can you use the cube train from 4
+ 9 = 13?
How can you use the cube train from 4
+ 9 =13 to show a related subtraction
fact?
How do you draw a picture to show
the subtraction sentence?
Share and Show -
Point out that in Exercises 2, 5 and 8, the equal sign comes before the plus or
minus sign. If necessary, guide children to rewrite these number sentences on
their MathBoard to show that number sentences can be written both ways and
mean the same.
How are the pictures the same? How
are they different?
How are addition and subtraction
opposites?
How are the number sentence the
same? How are they different?
Time to Reflect: How do you know if addition and subtraction facts are
related?
Assessment: Quick Check
Return to Whole Group: Problem Solving on page 196

group:
Page 193B
Re teach p R38
On Your Own
Page 195
On Your Own
Page 195
Soar to Success
29.31
Destination Math
within 20
Enrich
Page E38
Grab and Go Center
Number Tales
Purple Card 18
Page 18 on the PDF
Soar to Success Enrich Activity
Page 193B
Destination Math
within 20
I Tools Number Charts;
Addition Chart
Picture Puzzles
Skill 29
Model Subtraction
Grab and Go Center
Face Facts
Orange Card 11
Page 11 on the PDF
Related Fact Race
Page 5 on the PDF
HMH Mega Math
Country Countdown,
U
HMH Mega Math
Country Countdown,
U
Homemade Center

Title: Use Addition to Check Subtraction, page 197A Number:
Objective: The students will be able to apply the inverse relationshipof
additionand subtraction.
Essential Question: How can you use addition to check subtraction?
MathBoard
Digital Path:
itools: counters
HMH Mega Math
AnimatedMath Models
estudent edition
Soar to Success
Fluency Builder: Subtract within 10, page 197A Problem of the Day: Transparency 5.4 page
14.
Prior Knowledge:
Reviewthe think addition strategy with children. Write 12-5
on the board.
5 plus what number equals 12?
What addition sentence can you write?
So, what is 12-5?
On and Count Back.
Read the following problem aloud. Erin has 11 books. I borrow 4 of them. How
many books does Erin still have?
Do you need to add or subtract? Why?
How does addition help you subtract?
Why?
What number do you start with?
Why? Do you need to add or
subtract? Why?
Model and Draw - Work through the model with the children. Have them trace
the numbers as you say them. Restate the question on the top of the page, and
discuss children’s responses to check their understanding.
Observe children as they complete the exercises.
Why can you use addition to check
subtraction?
What can you do if the sum in the
additionproblem does not match the
first number in the subtraction
problem?
Time to Reflect: How do you know if addition and subtraction facts are
related?
Return to Whole Group: Mid Chapter Checkpoint on Page 200

group:
Page 197B
Re teach p R39
On Your Own
Page 199
On Your Own
Page 199
Grab and Go Center
Face Facts
Orange Card 11
Page 11 on the PDF
Homemade Center
Enrich
Page E39
Picture Puzzles
Destination Math
Practice − Differences
within 20
Enrich Activity
Page 197B
Related Fact Race
Page 5 on the PDF
Soar to Success Destination Math
within 20
Skill 32
Subtraction Sentences
I Tools Counters;
Subtract
Grab and Go Center
Problem Solving
Purple Card 11
Page 11 on the PDF
HMH Mega Math
Country Countdown,
T
HMH Mega Math
Country Countdown,
T
HMH Mega Math
Country Countdown,
T

Mid-Chapter Checkpoint Page 200
May incorrectly find a missing
number for related facts
May incorrectly identify facts
that add and subtract the same
two numbers as related facts
May not choose a related
addition sentence
R t I Tier 1 Activity
Page 189B
Re teach
Page R37
Soar to Success Math
29.21, 29.32
Page 193B
Re teach
Page R38
Soar to Success Math
29.31
Page 197B
Re teach
Page R39

Title: Algebra Missing Numbers page 201A Number:
Objective: The students will be able to use related facts to determine unknown
numbers.
Essential Question: How can you use a related fact to find a missing number?
CCLS: 1.OA.6
1.OA.8
MathBoard
Red and blue connecting cubes, red
and blue crayons.
Digital Path:
HMH Mega Math level U, level N, level
A
AnimatedMath Models
estudent edition
Soar to Success
Fluency Builder: Counting Tape, page 201A Problem of the Day: Transparency 5.5, page 14.
Prior Knowledge:
Read this problem to children
Carlos has 8 football cards and 7 baseball cards. How
many sports cards does he have? How can you solve the
problem?Demonstrate how to solve this problem using
iTools.
On and Count Back.
Read the following problem aloud. Calvin has 7 toy cars that are red. He was
some blue toy cars. He has 10 toys cars. How many blue toy cars does Calvin
have? Have the children model the problem with read and blue connecting
cubes, Then, in the workspace have them draw the cubes to show the solution.
Discuss how to find how many toys are blue by asking these questions. Have
childrenrestate the problem and their answer to show their parts and the
whole.
How many toy cars are in the whole
group?
What are the tow parts of the whole
group?
Will you solve, this problem with
additionor subtraction? Explain.
What can you draw to show the story?
Have children complete. Exercises 1-6 by modeling the problems in any way that
works best for them.
HigherOrder Questions:
How are the two facts in the model
the same?
How are these facts different?
How many cubes do you add to 8 to
get a total of 11?
How many cubes are left after you
take 8 from 11? How are these facts
related?
Time to Reflect: How can you use a related fact to find a missing number? Assessment: Quick Check questions
5 and 6 on page 202.
Homework: Standards Practice pages 97 and 98.

group:
Page 201B
Re teach p R40
On Your Own
Page 203
On Your Own
Page 203
Homemade Center
Juggling
Enrich
Page E40
Destination Math
within 20
Related Fact Race
Page 5 on the PDF
Enrich Activity
Page 201B
Skill 37
Add in any order
Picture Puzzles
Grab and Go Center
The Missing Piece
Blue Card 18
Page 18 on the PDF
ELL Activity No. 8
Counting Monkeys
I Tools Counters; Add; 2
Addends
ELL Activity No. 43
Math Definitions
HMH Mega Math
Numberopolis, Carnival
Stories, Level N
HMH Mega Math
Stories, Level N
HMH Mega Math
Stories, Level N

Title: Use Related Facts, page 205A Number:
Objective: The students will be able to use related to subtract
Essential Question: How can you use a related fact to find a missing
number?
CCLS: 1.OA.6,
1.OA.8
MathBoard
crayons
Digital Path:
HMH Mega Math
AnimatedMath Models. Level U, level
N, level A
estudent edition
Soar to Success
Fluency Builder: Problem of the Day: Transparency 5.6, page
14.
Prior Knowledge:
Read this problem to children
Elizabeth has 12 pens. Some of the pens have blue ink. The
same number of pens have black ink. How many pens does
she have in each color?
What can you do to solve the problem?
On and Count Back.
Read the following problem aloud. What number can you add to 8 to get 10?
Have children make a math drawing in the workspace to complete the activity.
What numbers do you start with?
What numbers do you want to get to?
How can you solve the problem using
addition?
How can you use solve the problem
using subtraction?
What number do you add to 8 to
equal 10?
Model and Draw - Work through the model with children.
Shareand Show - page 206
Have children complete. Exercises 1-4. Have the children find the missing
addend in the addition sentence and the difference in the related subtraction
sentence.
What related addition and subtraction
facts are shown in the model?
How does the triangle diagram show
the parts and the whole?
How can you use addition to solve the
subtraction fact?
Time to Reflect: How can you use a related fact to find a missing number? Assessment: Quick Check
questions 3 and 4, page 206

group:
Page 205B
Re teach p R41
On Your Own
Page 207
On Your Own
Page 207
Soar to Success
29.23
Grab and Go Center
Number Tales
Purple Card 18
Page 18 on the PDF
Enrich
Page E41
ELL Activity No. 9
Spin and Add
Soar to Sucdess Enrich Activity
Page 205B
Game
Add to Subtract Bingo
I Tools Number Charts;
Addition Chart
Juggling
Skill 38
Add and Subtract
Homemade Center
Ducky Sums
Page 3 on the PDF
HMH Mega Math Ice
Station Exploration;
Arctic Algebra, Level A
Mega Math Ice Station
Exploration; Arctic
Algebra, Level A
Mega Math Ice Station
Exploration; Arctic
Algebra, Level A

Title: Choose an Operation, page 209A Number:
Objective: The students will be able to choose an operation and
strategy to solve and addition or subtraction word problem.
Essential Question: How do you choose when to add and when
to subtract to solve a problem?
CCLS: 1.OA.1
1.OA.6
MathBoard
Two color-colorcounters read and
yellowcrayons.
Digital Path:
itools: activity 5, activity 7
HMH Mega Math
estudent edition
Soar to Success
Fluency Builder: Name for Numbers, TE 209A Problem of the Day: Transparency 5.7, page
15.
Prior Knowledge:
Write the followingaddition and subtraction sentences on
the board, but leave the plus and minus sign blank.
7 . See TE. P 209.
On and Count Back.
Read the following problem aloud. Kira has 16 computer games. There are 8
adventure games. The rest are math games. How many math games does Kira
have? After solving the problems have the students draw and display their
picture. Have volunteers say the answer in complete sentences.
What informationdo you have?
Will you add or subtract to solve the
problem?How do you know? How can
you use counters to solve the
problem?
Class Activity : page 210
Model and Draw- Read the followingproblem. Mary sees 8 squirrels. Jack sees 9
more squirrels than Mary. How many squirrels does Jack see?
As they complete each exercise, encourage children to make bar models or
drawingon their MathBoards to help them. Have several children share their
strategies for solving the problems and explain whether they added or
subtracted and why. Point out that some of the problems could be solved using
either addition or subtraction.
Did you add or subtract to solve? How
do you decide to add or subtract to
solve the problem? Could you solve
this problem with subtraction?
Explain.What strategy would you use
to solve this problem?
Time to Reflect: How can you use a related fact to find a missing number? Assessment: Quick Check

group:
Page 209B
Re teach p R42
On Your Own
Page 211
On Your Own
Page 211
Soar to Success
66.01
Homemade Center
Enrich
Page E42
Grab and Go Center
Problem Solving
Purple Card 11
Page 11 on the PDF
Game
Enrich Activity
Page 209B
Juggling
I Tools Counters;
Subtract
Related Fact Race
Page 5 on the PDF
ELL Activity No. 10
Counting
Soar to Success Grab and Go Center
Number Tales
Purple Card 18
Page 18 on the PDF
HMH Mega Math
Stories, Level M
HMH Mega Math
Stories, Level M
HMH Mega Math
Stories, Level M

Title: Ways To Make Numbers to 20, page 213A Number:
Objective: The students will be able to choose an operation and strategy to
solve and addition or subtraction word problem.
Essential Question: How do you choose when to add and when to
subtract to solve a problem?
CCLS: 1.OA.6
MathBoard, red, blue and yellow
connectingcubes, red and blue
crayons.
Digital Path:
itools: activity 5, activity 6, activity 7,
activity 1
HMH Mega Math
AnimatedMath Models
estudent edition
Soar to Success
Fluency Builder: Number Trains, TE 213A Problem of the Day: Transparency 5.8, page
15.
Prior Knowledge: What strategies can you use to
find the sum of 9 +8?
On and Count Back.
Read the following question. Use read and blue connectingcubes.What are two
different ways to make 10? In the workspace, have childrenmodel two ways to
make 10 and then draw pictures to show the ways.
How many cubes did you use for each
way to make 10?
Can you make 10 with all red or all
blue cubes? Explain.
What are some other ways to make
10? What addition fact can you write
for each way to make 10? Why might
someone have a different answer
from you? What are 1 +9 and 2 + 8
tow correct ways to make 10?
Class Activity page 214
Model and Draw- Work through the model with children. Ask the following
questions to check understanding. Do 6 +6 and 5+4+3 make the same number?
How do you know by looking?
As children complete Exercises 1 and 2, they may draw models on their
MathBoards to help explain their thinking.
Can an addition fact and subtraction
fact represent the same number?
Explain.
How do you know what to write for
the last fact in Exercise 1?
Time to Reflect: How can you add and subtract in different ways to make
the same number?

group:
Page 213B
Re teach Page R43
On Your Own
Page 215
On Your Own
Page 215
Soar to Success
1.12
Homemade Center
Family Facts Candy Jar
Enrich
Page E43
Grab and Go Center
Any Way You Cut It
Blue Card 11
Page 11 on the PDF
Destination Math
within 20
Enrich Activity
Page 213B
Basic Facts Race
Page 6 on the PDF
I Tools Counters; Add; 3
Addends
Grab and Go Center
The Sum is the Same
Purple Card 16
Page 16 on the PDF
Juggling
Soar to Success Grab and Go Literature
Picture Puzzles
HMH Mega Math
Country Countdown,
Harrison's Comparisons,
Level H
HMH Mega Math
Country Countdown,
Level H
HMH Mega Math
Country Countdown,
Level H

Title: Equal and Not Equal, page 217A Number:
Objective: The students will be able to determine if an equation is true or
false?
Essential Question: How can you decide if a number sentence is true or
false?
CCLS: 1.OA.7
1.OA.6
MathBoard, crayons
Digital Path:
itools: activity 5, activity 6, activity 7,
activity1
HMH Mega Math
estudent edition
Fluency Builder: Number Riddles, TE 217A Problem of the Day: Transparency 5.9, page
15.
Prior Knowledge: Write 4 + 5 = ____ and 10 –
1=____ on the board. Have children find the sum and the
difference.What do you notice about the sum and the
difference?What other ways can you make 9?
On and Count Back.
Read the following aloud. Color the cardsthat make the same number.
Have children find and record the value of each card. Ask volunteers to choose
two cards that have the same value. As the child tells which two cards they are,
draw one card on each side of an equal sign so that the number sentence looks
like the followingexample 6 + 1= 13-6.
What number is made on more than
one card? Which two cards use the
same numbers? How are the cards
different?How can different number
sentences have the same sum or
difference?
Model and Draw- Work through the number sentences with children. Emphasize
that false is the opposite of true. Explain that a number sentence is false if the
values on both sides of the equal sign are not the same.
Remindchildren to add or subtract before they decide if the number sentence is
true or false.
Why is 4 + 5 =5 +5 not true?
How did you find the number to make
the number sentence true?
What is 4 + 1? 5 +2? How can you use
5 and 7 to tell if the number sentence
is true or false?
Time to Reflect: How can you decide if a number sentence is true or false? Assessment: Quick Check

group:
Page 217B
Re teach Page R44
On Your Own
Page 219
On Your Own
Page 219
Homemade Center
Family Facts Candy Jar
Grab and Go Center
The Missing Piece
Blue Card 18
Page 18 on the PDF
Enrich
Page E44
Grab and Go Center
The Sum is the Same
Purple Card 16
Page 16 on the PDF
Juggling
Enrich Activity
Page 217B
ELL Activity No. 18
Which Picture Doesn’t
Belong?
Basic Fact Race
Page 6 on the PDF
Game
I Tools Algebra; Number
Balance
I Tools Algebra; Number
Balance
Grab and Go Center
Any Way You Cut It
Blue Card 11
Page 11 on the PDF
HMH Mega Math
Country Countdown,
Level H
HMH Mega Math
Country Countdown,
Level H
HMH Mega Math
Country Countdown,
Level H

Title: Basic Facts to 20, page 221A Number:
Objective: The students will add and subtract facts within 20 and
demonstrate fluency for addition and subtraction within 10.
Essential Question: How can addition and subtraction strategies help
you find sums and differences?
CCLS: 1.OA.6
MathBoard, two color counters
Digital Path:
HMH Mega Math
AnimatedMath Models
estudent edition
Soar to Success
Fluency Builder: Dot Card Facts, TE 221A
MaterialsDot Cards, eteacher resources
Problem of the Day: Transparency 5.10, page
16.
Prior Knowledge: Have pairs of children add one-
digit numbers. They take turns, as one partner creates and
additionproblem and the other enters the answer. Then
have partners check that the sum is correct. What is 5 + 9?
On and Count Back.
Read the following aloud. Use countersto model a strategy to solve the
addition fact. Then draw a picture to show the strategy you used. Have children
use two color counters to model the problem. Then have them draw a picture to
represent their model. Have volunteers share their strategies.
When you add two numbers, are you
combiningthem, comparing them, or
taking some away? How can you use
two colors to show the problem?
Class Activity page 222
Model and Draw- Read through the model with children. Have them use two
color counters if necessary. Help children write a number sentence that can be
used to solve the problem. Have the children solve the problem using a related
additionfact.
Remindchildren to add or subtract before they decide if the number sentence is
true or false.
What subtraction fact do you need to
find?
What related addition fact can you use
to solve 10-9?
Time to Reflect: How can you decide if a number sentence is true or false? Assessment: Quick Check

question 17 and 18, take as
small group:
Page 221B
Re teach Page R45
On Your Own
Page 223
On Your Own
Page 223
Soar to Success
29.29
29.30
Grab and Go Center
The Sum is the Same
Purple Card 16
Page 16 on the PDF
Enrich
Page E45
Grab and Go Center
The Missing Piece
Blue Card 18
Page 18 on the PDf
Destination Math
within 20
Enrich Activity
Page 221B
ELL Activity No. 19
Which Word Doesn’t
Belong?
I Tools Counters;
Explore; Make Patterns
Juggling
Game
Soar to Success Basic Fact Race
Page 6 on the PDF
HMH Mega Math
Country Countdown,
Counting Critters, Level U
HMH Mega Math
Country Countdown,
HMH Mega Math
Country Countdown,

I am grateful to the following artists for allowing me to
use their clipart and fonts in this product.
Thank you for purchasing this product.
I hope you find it useful. Please visit my
blog for more ideas and activities.
www.maryhadalittleclassrom.blogspot
I am grateful to the following artists
for allowing me to use their clipart and
fonts in this product:

Center Cover Copy on regular
paper and cut to size. Place on center folder or
bag and cover with clear contact.

Fact Family
Candy Jars
Directions
Page
s
Item What to do
29-40 Fact Family Candy Jar Mats
Students use dry erase
markers or grease pencils to
write on the laminated mats .
They count the two different
types of candy in each jar
and write the numbers in
the whole part part charts
and the boxes for the
addition and subtraction
sentencess
Color copy on cardstock
and laminate. I then
insert the mats into dry
erase pockets or
something similar.
You can find the pockets
here (click)
41-43 Recording Sheet
Students record the number
sentences on the recording
sheets. This new updated
version of the Lesson Plan
packet includes recording
sheets for all the examples. I
only have students fill out
the recording sheets for
Jars A – D, and I use that to
check their understanding.
There are now Answer Keys.
Copy on regular paper .
Copy enough for the
students in your class.

Thank you for purchasing this product. I
hope you and your students enjoy it!
Please visit my blog for more ideas and
activities.
http://maryhadalittleclassroom.blogspot.com/
Mary
I am grateful to the following artists for
allowing me to use their clipart and fonts in
this product.
Ratselmeister

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