LESSON 3.8 Progress CorrectionKey=D to Algebra Hands On • …€¦ · HMH Mega Math Progress to Algebra Model Using Ten Frames The strategy of making ten helps children decompose

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LESSON AT A GLANCE

Progressto Algebra

173A Chapter 3

Interactive Student Edition

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iTools: Counters

HMH Mega Math

Progress to AlgebraModel Using Ten FramesThe strategy of making ten helps children decompose and compose numbers to simplify addition. In the following example, children make a ten to solve 8 + 5. They represent 8 in the ten frame and then decompose 5 into 2 + 3 to complete the frame.

8 + 5 5 (8 + 2) + 3 3 10 + 3 3 13

Hands On • Make a 10 to Add

LESSON 3.8

Learning ObjectiveUse make a ten as a strategy to fi nd sums within 20.

Language ObjectiveChildren explain to two other children how you use the make a ten strategy to add.

MaterialsMathBoard, Workmat 7 (ten frame), Workmat 8 (ten frames) (see eTeacher Resources), two-color counters, red and yellow crayons

F C R Focus:Common Core State Standards

1.OA.C.6 Add and subtract within 20, demonstrating fl uency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 − 4 = 13 − 3 − 1 = 10 − 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 − 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP2 Reason abstractly and quantitatively. MP5 Use appropriate tools strategically.

F C R Coherence:Standards Across the GradesBeforeK.OA.A.1

Grade 11.OA.C.6

After2.OA.A.1

F C R Rigor:Level 1: Understand Concepts....................Share and Show ( Checked Items)Level 2: Procedural Skills and Fluency.......On Your Own, Practice and HomeworkLevel 3: Applications..................................Think Smarter and Go Deeper

F C R For more about how GO Math! fosters Coherence within the Content Standards and Mathematical Progressions for this chapter, see page 127J.

FOCUS COHERENCE RIGOR

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=D

ENGAGE1

How do you use the make a ten

strategy to add?

Daily RoutinesCommon Core

1 23 4 Pages 38–39 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

Lesson 3.8 173B

with the Interactive Student Edition

Essential QuestionHow do you use the make a ten strategy to add?

Making ConnectionsReview with children all the addition facts with a sum of ten. Have children practice the facts using a ten frame and two color counters.

Learning ActivityFocus on the cups on the table. Ask children:

Would it help to move the cups around as you try to solve the problem? Possible answer: It would help to put them in straight rows so I would not miscount the cups.

How would you place them? Possible answers: I would try to make a group of short rows.

Why would it help? Possible answer: I can see numbers more easily when I make short rows.

Literacy and MathematicsChoose one or both of the following activities.

Talk about “putting things in order” in terms of stories. Remind students that every story has a beginning, middle, and end. Have students retell the beginning, middle, and end of a story you have recently read together.

Have children write a story using a way to make 10.

1 23 4 Fluency BuilderMaterials 10-frames, number cards 11 to 20 (TR27, TR28), two-color counters

Have children work in pairs. Give each pair one 10-frame, and 20 counters. Tell children to use red counters to show 10 and yellow counters to show numbers less than 10.

Have one partner pull a number card. Have the other partner represent the number using the 10-frame and the counters. Have the first partner say what the model shows. For example: I see 10 red counters and 2 yellow counters. 10 + 2 = 12.

Have partners change roles and repeat the activity.

Problem of the Day 3.8Basic Facts Mrs. Morales baked 6 muffins. She gave 2 muffins away. How many muffins are left? 4 muffins are left.

Guide children through the process of drawing a picture to solve this problem.

Vocabulary make a ten

Common Core Fluency Standard 1.OA.C.6

Interactive Student EditionMultimedia Glossary e

EXPLORE2

Name

Make-a-Ten MatchDraw a line to match the addition. Then match the sum.

1.

5 + 6 10 + 4 12

2.

8 + 6 10 + 3 11

3.

9 + 7 10 + 1 16

4.

7 + 6 10 + 2 14

5.

6 + 6 10 + 6 13

Writing and Reasoning Explain how you matched the make-a-ten fact for Exercise 4.

Possible answer: Three more than 7 is 10 and

3 less than 6 is 3, so 7 + 6 = 10 + 3.

Lesson 3.8Enrich

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EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

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10+ 6

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10+ 3

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So,8+6= 14 —.

2.9+7

So,9+7= 16 —.

Makea10toAdd

Show8+5withcountersandatenframe.

Use . Makeaten.Add.

So,8+5=13—.

Draw toshowthesecondaddend.Makeaten.Add.

Lesson 3.8Reteach

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ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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DifferentiatedInstruction1

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Progressto Algebra

Listen and DrawListen and Draw

MATHEMATICAL PRACTICES 5MathTalk

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Chapter 3 one hundred seventy-three 173

Make a 10 to AddEssential Question How do you use the make a ten strategy to add?

What is 9 + 6? Use and the ten frame. Model and draw to solve.

HandsOn

FOR THE TEACHER • Ask children: What is 9 + 6? Have children use red and yellow counters to model. Then move one counter from the 6 to make a ten.

Use Tools Why do you start by putting 9 counters in the ten frame?

Lesson 3.8HANDS ON

Operations and Algebraic Thinking—1.OA.C.6 Also 1.OA.D.8

MATHEMATICAL PRACTICESMP2, MP5

Math Talk: Possible answer: I put 9 counters in the ten frame first because it is the greater addend. It is easier to make ten if I start with the greater addend.

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173 Chapter 3

LESSON 3.8

Enrich 3.8Reteach 3.8

Listen and Draw Materials Workmat 7 (ten frame) or Workmat 8 (ten frames) (see eTeacher Resources), two-color counters, red and yellow crayons.

Read the following problem aloud to the class.How can you use a ten frame and counters to show the sum for 9 + 6?

Guide children to put 9 red counters inside the ten frame on the page and 6 yellow counters below the frame. • How can you rearrange the counters to

make it easier to add? I can make 10 by moving 1 yellow counter into the ten frame.

Guide children to move 1 of the yellow counters inside the ten frame so it is full. • What do you have now? I have 10 counters in

the ten frame and 5 counters outside the frame.

• What new addition fact does this model show? 10 + 5 = 15

• Is it easier to solve 9 + 6 or 10 + 5? Explain your reasoning. Possible answer: It is easier to solve 10 + 5. I can see right away that 10 and 5 is 15.

Demonstrate that you usually start with the greater addend in the ten frame, but you don’t have to; the sum is the same either way.

MathTalk

MP5 Use appropriate tools strategically. Use Math Talk to focus on children’s understanding of making a ten to add using a ten frame. Why is it helpful to make a ten to add? Possible answer: Once I make a ten, I can count on with the counters not in the 10-frame to fi nd the answer.

ELL Strategy: Model Concepts

Children can better understand what the ten frame is and how to use it when it is modeled.Guide children to solve a problem such as 8 + 5 = ___ using the ten frame. Point out that it is easiest to start with the greater addend.• How many counters remain when the ten

frame is fi lled? 3 Have children count on 3 from 10 to fi nd the sum. 13

HandsOn

1.OA.C.6 Add and subtract within 20, demonstrating fl uency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 2 4 = 13 − 3 − 1 = 10 − 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 − 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).


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Model and DrawModel and Draw

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174 one hundred seventy-four

Why do you show 8 in the ten frame to fi nd 4 + 8?

Put 8 in the ten frame. Then show 4 .

4 + 8

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Draw to make a ten.Then write the new fact.

Use and a ten frame. Show both addends. Draw to make a ten. Then write the new fact. Add.

1. 9 + 5

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2. 4 + 7

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1_MNLESE341845_C03L08.indd 174 3/5/14 6:51 PM

Quick Check

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COMMON ERRORS COMMON ERRORS

MATHEMATICAL PRACTICES

Advanced LearnersAdvanced LearnersAdvanced Learners Visual Partners

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Materials Addition Table (see eTeacher Resources), crayons

• Have one child name an addition fact with a sum greater than 10, such as 9 + 7 = 16. The child should color the space for the sum on the Addition Table.

• Have the partner tell how to use the strategy of making ten to rename the fact from 9 + 7 = 16 to 10 + 6 = 16. The partner should color the space for that sum on the Addition Table.

• Have partners repeat the activity using other appropriate facts.

Problem Type: Put Together/Take Apart • Total Unknown

Lesson 3.8 174

a child misses the checked exercises

Differentiate Instruction with • Reteach 3.8

• Personal Math Trainer 1.OA.6

• RtI Tier 1 Activity (online)

Model and DrawMP5 Use appropriate tools strategically. Work through the model with children using two-color counters on a ten frame. You might want to have children use their MathBoards. • In the model for 4 + 8, why do the

counters in the ten frame show 8 instead of 4? It is easier to start with the greater addend.

• In the model on the right, how do you know how many yellow counters to move into the ten frame? 2 to fi ll the ten frame

• How do the numbers in the fact change when you move the counters? One addend gets larger and the other addend gets smaller.

Share and Show MATHBOARDMATHBOARDMBOARDMMMMBOARDBOARDBOARDBOARDMATHATHABOARDMMMMAAAATHATHATHTHTHATHATHATHAATHAAAATHAAATHATHTHTHATHATHAAATHATHATHAAATHABOARDBOARDBOARDBOARD

Review addition facts for 10 before children begin the exercises. This will help them work with the ten frames.• How do you know your answers are

correct? I fi ll the ten frame and count on from 10.

Use the checked exercises for Quick Check.

Error Children make 10 but they may not subtract from the second addend.

Example For Exercise 1, children make 10 for 9 + 5 by writing 10 + 5.Springboard to Learning Have children write 9 + 5 on their MathBoards. Then have them cross out the 9 and write 10 above it and cross out the 5 and write 4 above it. Point out that whatever you add to one addend needs to be subtracted from the other.


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REMEMBER Start with

the greater addend.

Chapter 3 • Lesson 8 one hundred seventy-fi ve 175

MATHEMATICALPRACTICE 5 Use a Concrete Model

Use and a ten frame. Show both addends. Draw to make a ten. Then write the new fact. Add.

B

10

+ B

3

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On Your OwnOn Your Own

5. SMARTER Andrew has visited Cedar Hill State Park 7 times. Cathy has visited the same park 9 times. How many times did they both visit the park?

Draw to make a ten. Write the missing number.

16 –– visits

4. 5 + 8

_

6. SMARTER What strategy would you choose to solve 7 + 8? Why?

Answers will vary. Accept reasonable explanations.

175 Chapter 3

On Your OwnMP5 Use appropriate tools strategically. If children answered Exercises 2 and 3 correctly, assign Exercises 4–6.

SMARTER

Exercise 5 requires higher order thinking skills. As children use the ten frame to model the problem, they may represent Cathy’s 9 visits first because they know 9 is closer to 10 than 7. The remaining visits are shown with 1 in the ten frame and 6 outside the ten frame. The missing number is 16 representing the 16 total visits.

SMARTER

Exercise 6 requires children to select a strategy to use to solve a basic fact and explain their reasoning. Emphasize that children may use any strategy that works best for them. To help children understand that some strategies are more efficient than others for certain facts, ask the following questions.• What addition strategies have you learned

so far? count on 1, 2, or 3; doubles; doubles plus one and doubles minus one; make a ten; add zero

• Would you use the counting on strategy to solve 7 + 8? Explain. No. None of the addends are 1, 2, or 3.

• How could you use doubles plus one or doubles minus one to solve 7 + 8? Possible answer: I could use doubles plus one. One addend is 7, and the other is 8, or 7 + 1. So, I can use the doubles fact 7 + 7 = 14 and add 1 more to get 15.

DEEPER

To extend thinking, have children generalize about what kinds of facts might be appropriate to use with the make a ten strategy. Some children may suggest to use it with facts in which one addend is a number close to 10, such as 7, 8, or 9. MP2 Reason abstractly and quantitatively. • How would you also use the make a ten

strategy to solve 11 + 3? Possible answer: I would make 11 to show 10 + 1, then I would add the 1 to the 3 to show 14.

4 ELABORATE

Math on the Spot videos are in the Interactive Student Edition and at www.thinkcentral.com.

Math on the Spot Video TutorUse this video to help children model and solve this type of Think Smarter problem.


Math

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TAKE HOME ACTIVITY • Cut off 2 cups from an egg carton or draw a 5-by-2 grid on a sheet of paper to create a ten frame. Have your child use small objects to show how to make a ten to solve 8 + 3, 7 + 6, and 9 + 9.

Solve.

11. SMARTER The model shows 7 + 4 = 11.Write the 10 fact that has the same sum.

B + B = B

7. 10 + 8 has the same sum as 9 + 9 — .



10. DEEPER Write the numbers 6, 8, or 10 to complete the

sentence. 10 — + 6 — has the same sum as 8 — + 8.

Order of the addends 10 and 6 may vary.

10 1 11

EVALUATE5 Formative Assessment


Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESD

Lesson 3.8 176

Children practice and review sums to 20.

Children read the book and add the number of hats made by Bunny.

Children complete orange Activity Card 16 by reviewing the problem-solving strategy of “making a ten.”

GamesNeighborhood Sums

LiteratureFunny Bunny Hats

ActivitiesMake a Ten to Add

Essential QuestionReflect Using the Language Objective Children explain to two other children how you use the make a ten strategy to add.How do you use the make a ten strategy to add? Possible answer: I can take numbers apart and put them back together in ways that make 10. Then it is easier to add 10 and the other number.

Math Journal Math

Use pictures or words to explain how you would use the make a ten strategy to solve 5 + 7.

Have children look at Exercises 7–10 and explain how they will solve the problems.

DEEPER

MP2 Reason abstractly and quantitatively. Exercise 10 requires children to use higher order thinking skills. If necessary, remind children that they can add in any order.

SMARTER

Exercise 11 assesses whether children understand how to use the make a 10 strategy. Children who write the wrong answer need additional practice. Intervene with further practice from lesson 3.8.

Problem Solving • Applications

Cross-Curricular

Problem SolvingProblem Solving©

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Chapter 3 one hundred seventy-seven 177

1. 5 + 7

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+ B

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Make a 10 to Add

Use red and yellow and a ten frame. Show both addends. Draw to make a ten. Then write the new fact. Add.

Solve.


4. Math Use pictures or words to explain how you would use the make a ten strategy to solve 5 + 7.

Practice and Homework

COMMON CORE STANDARD—1.OA.C.6 Add and subtract within 20.

Lesson 3.8

B

10

+ B

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Check children’s work.

177 Chapter 3

Practice and HomeworkUse the Practice and Homework pages to provide children with more practice of the concepts and skills presented in this lesson. Children master their understanding as they complete practice items and then challenge their critical thinking skills with Problem Solving. Use the Write Math section to determine children’s understanding of content for this lesson. Encourage children to use their Math Journals to record their answers.

Materials assorted seeds and beans, 2 cups of two kinds of beans or seeds

Display different kinds of beans or seeds, and discuss attributes such as size, shape, color, and texture.Give each child a handful (no more than 20) of two different kinds of beans or seeds. Have children sort them and tell how they sorted. Ask children to count how many beans or seeds are in each group. Then have them use the make a ten strategy to find how many in all.

Materials pictures of the White House, Statue of Liberty, or other historical locations

Display pictures of the White House, the Statue of Liberty, or other places associated with state and national history. Discuss their significance. Together, create story problems about people visiting these places. Children should use the make a ten strategy to solve the problems.

SOCIAL STUDIES

Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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178 one hundred seventy-eight

Lesson Check (1.OA.C.6)

1. What sum does this model show? Write the number.

2. What addition sentence does this model show? Write the number sentence.

Spiral Review (1.OA.A.1, 1.OA.C.6)

3. What is the sum of 4 + 6? Write the sum.

10 —

4. There are 2 big flowers and 4 small flowers. How many flowers are there?

Write the number sentence and how many.

6 — flowers 2 — + 4 — = 6 —

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+ B

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Lesson 3.8 178

Continue concepts and skills practice with Lesson Check. Use Spiral Review to engage children in previously taught concepts and to promote content retention. Common Core standards are correlated to each section.

Documents

LESSON 3.8 Progress CorrectionKey=D to Algebra Hands On • …€¦ · HMH Mega Math Progress to Algebra Model Using Ten Frames The strategy of making ten helps children decompose