About the MathProfessional Development

About the MathProfessional Development

Professional Development Videos

LESSON AT A GLANCE

Progressto Algebra

179A Chapter 3

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

Animated Math Models

iTools: Counters

HMH Mega Math

MP6 Attend to precision.Guide children to accurately describe the strategies that can be used to add within 20.

Write three addition facts on the board.

7 + 8 4 + 8 9 + 2

• What strategies can you use to fi nd each sum? Possible answers: I can use doubles plus 1; I can make a ten; I can count on.

• Would you use the same strategy for all the facts? Explain. I could make a ten for all of the facts, but I would use doubles plus 1 for 7 + 8, make a ten for 4 + 8, and count on for 9 + 2.

Use Make a 10 to Add

LESSON 3.9

Learning ObjectiveUse numbers to show how to use the make a ten strategy to add.

Language ObjectiveChildren share their opinion about how using the make a ten strategy can help you add.

MaterialsMathBoard, red and yellow crayons, (optional) two-color counters, (optional) Workmat 7 (see eTeacher Resources)

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. MP4 Model with mathematics.

F C R Coherence:Standards Across the GradesBeforeK.OA.A.4

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

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ENGAGE1

How can you make a ten to help you add?

Daily RoutinesCommon Core

1 23 4 Pages 52–53 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

Lesson 3.9 179B

with the Interactive Student Edition

Essential QuestionHow can you make a ten to help you add?

Making ConnectionsAsk children the following questions:

How can you make a 10? Use counters or a 10 frame. When it is helpful to make a 10? when you are adding; when one of the addends is a number close to 10

Learning ActivityFocus on how the flowers are arranged. Ask children the following questions:

How many red flowers are there? 9

How many yellow flowers are there? 6

How would you move the flowers to make a 10? Possible answer: I would start with the red flowers, because that is the greater number. Then I would add yellow flowers to the red flowers.

Literacy and MathematicsChoose one or both of the following activities.

Discuss how much Bell seems to enjoy the flower garden. Have children draw pictures of gardens with 20 or fewer flowers. Write numbers to describe the flowers, and include captions.

Have children write how they would make a ten to solve the problem 8 + 6.

1 23 4 Fluency BuilderMaterials Numeral Cards (1–10) (see eTeacher Resources)

Flash SubtractionGive one volunteer the Numeral Cards for 1 through 5 and a second volunteer the Numeral Cards for 6 through 10. Have the two volunteers shuffle their cards. Have each volunteer hold up one card. Ask children to subtract the first volunteer’s number from the second volunteer’s number and give their answer. Repeat with different volunteers.

Problem of the Day 3.9Calendar Math What date is exactly 1 week after the 8th of this month? Complete the addition sentence. 8 1 7 _ 5 15 _

Have children explain how they know their answer is correct.

Vocabulary

Common Core Fluency Standard 1.OA.C.6

Interactive Student EditionMultimedia Glossary e

EXPLORE2

Name

Tens on the TableComplete the table. Write two different ways to make a ten. Find the sum.

1. 5 + 7 + + + +

10 10

2. 7 + 6 + + + +

10 10

3. 6 + 8 + + + +

10 10

4. 7 + 8 + + + +

10 10

5. 9 + 7 + + + +

10 10

Writing and Reasoning What do you notice in the last column? Explain.

Possible answer: The sums keep growing by 1 because one of the addends increases by 1 eachtime.

Lesson 3.9Enrich

Possible answers shown.

16637619

15528537

14428446

13346337

12237255

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3-22 EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

1_MNLEAN342682_C03E09.indd 22 12/02/14 11:23 AM

Name 

10+ 3

_

13

10+ 1

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11

5 4

1

3

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9 10

10

10

7

8

Showthegreateraddendin

thetenframe.

UseMakea10toAddWhatis9+5?Makea10toadd.

Use andatenframe.Showtheaddends.

Makea10.Add.

So,9+5=14 —.

Draw .Makeatentoadd.

1.8+5

So,8+5= 13—.

2.7+4

So,7+4= 11—.

Lesson 3.9Reteach

Checkchildren'sdrawings.

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3-21 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

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1

2

3 DifferentiatedInstruction

Progressto Algebra

R R R R R

R R

Y Y

Y

Y Y Y

R R R R R

R R Y Y Y

Y Y Y

Listen and DrawListen and Draw

MATHEMATICAL PRACTICES 4MathTalk

Name

Chapter 3 one hundred seventy-nine 179

Use Make a 10 to AddEssential Question How can you make a ten to help you add?

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

MATHEMATICAL PRACTICESMP2, MP4

Lesson 3.9

6 + 7

_

13

Draw to show the addends. Then draw to show how to make a ten. Write the sum.

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FOR THE TEACHER • Read the following problem. Sean has 6 red blocks and 7 blue blocks. How many blocks does he have? Ask children to draw counters in the ten frames to show how to solve by making a ten.

Represent Describe how the drawings show how to make a ten to solve 6 + 7.

Math Talk: Possible answer: The top ten frame shows the two addends: 7 in the ten frame and 6 outside the ten frame. The bottom ten frame shows that I took 3 away from the 6 and added it to the 7 to make 10. Now it shows addends 10 and 3. I still have the same total number of counters, so 10 + 3 is the same as 6 + 7, or 13.

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Problem Type: Put Together/Take Apart • Total Unknown

179 Chapter 3

LESSON 3.9

Enrich 3.9Reteach 3.9

Listen and DrawMaterials red and yellow crayons, two-color counters, Workmat 7 (see eTeacher Resources)

Read the following problem aloud.Sean has 6 red blocks and 7 blue blocks. How many blocks does he have?

Children may benefi t from modeling the problem with counters on the ten frame. After confi rming that their model is correct, have children draw it in the top ten frame.• If you started with 7 counters in the ten

frame, how many more counters do you need to fi ll it? 3

Have children move 3 of the 6 yellow counters into the ten frame. Then have them draw their model in the bottom ten frame.• What addition sentence does your ten

frame show now? Possible answers: 10 + 3 or 7 + 3 + 3.

• So, what is 6 + 7? 13

MP4 Model with mathematics. Use Math Talk to focus on children’s understanding of how the drawings show how to make a ten to add.Why do you have to move some counters from outside the ten frame to the ten frame? Possible answer: Neither addend is 10 so I have to move some counters to make a ten.

ELL Strategy: Cooperative Grouping

Children show others how to use the ten frame to model make a 10.Organize children in groups of three. Provide each group with a ten frame and two-colored counters.Write these problems on the board. 8 + 6 = _____ 7 + 5 = ____ 9 + 4 = _____Have each child choose one of the problems to solve using the make a 10 strategy. Encourage the children to present the problem and solution to the group.

1.OA.C.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 2 4 = 13 2 3 2 1 = 10 2 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 2 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).

MP4 Model with mathematics. Use MathTalk

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EXPLAIN3

COMMON ERRORS

Quick Check

If

Rt I RRR1

2

3

Model and DrawModel and Draw

Share and ShShare and ShShare and Show MATHBOARDMATHBOARD

180 one hundred eighty

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1. What is 8 + 4? 2. What is 5 + 7?

What is 9 + 6?Make a ten.

Find the sum.

Start with the greater addend.

10 — + 5 — = 15 —

9 — + 1 — + 5

So, 9 + 6 = 15 — .

10 — + 2 — = 12 —

8 — + 2 — + 2

So, 8 + 4 = 12 — .

10 — + 2 — = 12 —

7 — + 3 — + 2

So, 5 + 7 = 12 — .

Write to show how you make a ten. Then add.

Then

MATHEMATICAL PRACTICES

Advanced Learners Visual / KinestheticPartners

7 + 5 7 + 3 + 2

Materials index cards

• Partners work together to write addition problems with two addends (5–9) on each of five index cards. On another five cards, they write a way to make a ten to solve each problem.

• Partners mix all the cards together and arrange them facedown on the table. One partner selects two cards and turns them over. If the child chooses two cards that match, he or she takes another turn. If the cards do not match, that player returns the cards facedown.

• Partners take turns until all possible matches are found.

Lesson 3.9 180

Error Children may record the original addend instead of showing how they made a ten.

Example For example, in Exercise 2, children write 7 + 5 + 2.Springboard to Learning Remind children that the first two addends they write should make a sum of 10. Guide children to write all of these facts and keep the list posted at their desks while completing the exercises.

a child misses the checked exercises

Differentiate Instruction with • Reteach 3.9

• Personal Math Trainer 1.OA.C.6

• RtI Tier 1 Activity (online)

Model and DrawMP4 Model with mathematics. If needed, use two-color counters on a ten frame.• How do you know what to add to 9? I want

to make a ten. 9 + 1 is 10, so I add 1.

• Where do you get the 1 to make 10? Possible answer: I get the 1 by breaking apart the 6 into 1 + 5.

• How does the model show this? Possible answer: 1 red counter fills ten frame leaving 5 red counters below the frame.

• When you are making ten to add, what kinds of facts do you need to use? Possible answer: addition facts with a sum of 10

Share and Show MATHBOARDMATHBOARDMBMMMBBBMATHABOARDMMMAAATHATHTHHAAAAAAAAATTAAAABOARDBOARDBOARD

Allow children to model the problems withcounters and a ten frame if they wish.• How do you know your answers are

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

Use the checked exercises for Quick Check.Have children use their MathBoards to show their solutions.

Name

5. Joe has 8 green balls of clay. Leah has 6 blue balls of clay. How many balls of clay do they have?

MATHEMATICALPRACTICE 4 Use Models

SMARTER Use the model. Write to show how you make a ten. Then add.

3. What is 7 + 8? 4. What is 9 + 8?

Chapter 3 • Lesson 9 one hundred eighty-one 181

10 — + 5 — = 15 —

So, 7 + 8 = 15 — .

8 — + 2 — + 5 —

10 — + 7 — = 17 —

So, 9 + 8 = 17 — .

9 — + 1 — + 7 —

10 — + 4 — = 14 —

So, 8 — + 6 — = 14 — .

8 — + 2 — + 4 —

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SMARTER Write to show how you make a ten. Then add.

On Your OwnOn Your Own

14 –– balls of clay

Also accept 6 + 8 = 14.

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

PROBLEM TYPE SITUATIONS

Addition and Subtraction

Take From • Result Unknown Exercise: 7

Put Together/Take Apart • Total Unknown Exercises: 5, 6, 7

Put Together/Take Apart • Both Addends Unknown Exercises: 6, 7

181 Chapter 3

On Your OwnMP4 Model with mathematics. If children answered Exercises 1 and 2 correctly, assign Exercises 3–5.

SMARTER

For each exercise, make sure children understand where each number they write in the expression comes from. The fi rst number is the number of counters inside the ten frame to start. This is the greater addend. The second number represents the counters that are moved into the ten frame to fi ll it. The next number is the number of counters that remain under the ten frame.

SMARTER

Exercise 5 requires children to use higher order thinking skills as they analyze the model to identify the addition problem it represents. Make sure they understand that the counters in two different colors show the two addends.

DEEPER

To extend children’s thinking, give them addition problems to solve by making a ten without using counters or a ten frame. They should write two equivalent addition expressions for each addition problem. For example, have children fi nd the sum for 9 + 6. Then ask this question to guide their thinking. • What are two other ways to write 9 + 6?

Possible answer: 9 + 1 + 5 and 10 + 5.

MP2 Reason abstractly and quantitatively.• Why are 9 + 1 + 5 and 10 + 5 other ways to

write 9 + 6. Possible answer: 15 is the answer for all three addition sentences. All three addition sentences show parts of 15.

4 ELABORATE

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

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Games

MATHEMATICAL PRACTICES COMMUNICATE • PERSEVERE • CONSTRUCT ARGUMENTS

Math Problem Solving • ApplicationsProblem Solving • Applications

182 one hundred eighty-two

10 red apples and 4 green apples

6 red apples and 8 green apples

8 red apples and 7 green apples

Han

Luis

Mike

7 — red apples and 7 — green apples

Use the clues to solve. Draw lines to match.

6. Han, Luis, and Mike buy apples. Mike buys 10 red apples and 4 green apples. Luis and Mike buy the same number of apples. Match each person to his apples.

7. DEEPER Look at Exercise 6. Han eats one apple. Now he has the same number of apples as Luis and Mike. How many red and green apples could he have?

8. SMARTER Does the addition show how to make a ten to add? Choose Yes or No.

8 + 2 + 2 ● Yes ● No

5 + 4 + 3 ● Yes ● No

6 + 7 + 3 ● Yes ● No

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The other possible answer is 8 red apples and 6 green apples.

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EVALUATE5 Formative Assessment

MATHEMATICAL PRACTICES

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIESDIFFERENTIATED INSTRUCTION

Lesson 3.9 182

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 QuestionRefl ect Using the Language Objective Children share their opinion about how using the make a ten strategy can help you add.How can you make a ten to help you add? Possible answer: I can break apart one addend. I use one part to make a ten with the other addend. Then I add 10 to the part left over.

Math Journal Math

Draw to explain how you would make a tento fi nd 5 + 8.

MP2 Reason abstractly and quantitatively. If children struggle with Exercise 6, point out that Luis and Mike buy the same number of apples, so Luis has the same sum as 10 + 4. Han has the group that is left.

DEEPER

For Exercise 7, point out that Han could have eaten a red or green apple, so two different answers are possible.Some children may be able to work this exercise mentally using a counting strategy.

SMARTER

Exercise 8 assesses whether children understand how to use the make a ten strategy to add. Children who choose the incorrect answer may need further guidance. Remind children that the fi rst two addends they write should make a sum of 10.

Problem Solving • Applications

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Problem SolvingProblem Solving

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Name

Chapter 3 one hundred eighty-three 183

Use Make a 10 to Add

Write to show how you make a ten. Then add.

1. What is 9 + 7?

9 — 1 1 — 1 6 —

10 — 1 6 — 5 16 —

So, 9 + 7 = 16 — .

2. What is 5 + 8?

Ann

Gia

7 green grapes and 9 red grapes

10 green grapes and 6 red grapes

Use the clues to solve. Draw lines to match.

3. Ann eats 10 green grapes and 6 red grapes. Gia eats the same number of grapes as Ann. Match each person to her grapes.

4. Math Draw to explain how you would make a ten to find 5 + 8.

Practice and Homework

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

Lesson 3.9

8 — 1 2 — 1 3 —

10 — 1 3 — 5 13 —

So, 5 + 8 = 13 — .

Check children’s work.

183 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.

Personal Math Trainer

FOR MORE PRACTICE GO TO THE

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184 one hundred eighty-four

Lesson Check (1.OA.C.6)

1. Make a ten to find 8 + 4.

Write the number sentence.

8 — + 2 — + 2 — =

Spiral Review (1.OA.C.6, 1.OA.D.8)

2. What is the difference? Complete the subtraction sentence.

3. What is the difference?

Write the difference.

8 2 2

_

12

5 − 5

]

6

0

Lesson 3.9 184

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.