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K-5 Grade 1 Unit 4 Lesson 13

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•K-5 Math 6-8 Math 9-12 Math

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Kindergarten •Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

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Unit 1 Unit 2 Unit 3 •Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 •Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 Lesson 23

K-5
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9-12

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IM K-5 Math
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Lesson 13

Warm-up Activity 1 Activity 2 Lesson Synthesis

Unit 4, Lesson 13

Center Day 2

Grade 1

Warm-up

Instructional Routines

Materials

None

Activity Narrative

The purpose of this Number Talk is to elicit understandings students have for adding and subtracting within 20 using the strategy of making a ten.

Launch

Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time

Activity

Record answers and strategies.
Keep expressions and work displayed.
Repeat with each expression.

Find the value of each expression mentally.

Student Response

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Advancing Student Thinking

Activity Synthesis

“Did anyone approach the problem in a different way?”

Activity 1

Standards Alignment

None

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from previous centers

Activity Narrative

The purpose of this activity is for students to choose from activities that offer practice working with tens and ones. Students choose from any of the previously introduced stages of the listed centers. They are encouraged to choose the center that will be most helpful at this time.

Grab and Count
Counting Collections
Five in a Row
Check It Off

Launch

Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time

Activity

Invite students to work at the center of their choice.
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time

Choose a center.

Grab and Count

Center. Grab and Count.

Counting Collections

Center. Counting Collections.

Five in a Row

Center activity. Five in a row.

Check It Off

Center. Check It Off.

Student Response

None

Advancing Student Thinking

Activity Synthesis

“Han is playing Check It Off. He picks the numbers 70 and 20. What numbers can he check off?” (50 or 90)

Activity 2

Standards Alignment

None

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Gather

Materials from previous centers

Activity Narrative

The purpose of this activity is for students to choose from activities that offer practice adding and subtracting within 20. Students choose from any of the previously introduced stages of the listed centers. They are encouraged to choose the center that will be most helpful for them at this time.

How Close?
Number Puzzles
Shake and Spill

Launch

Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time

Activity

Invite students to work at the center of their choice.
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time

Choose a center.

How Close?

Center. How Close.

Number Puzzles

Center activity. Number Puzzles.

Shake and Spill

Center activity. Shake and Spill.

Student Response

None

Advancing Student Thinking

Activity Synthesis

Display 8, 4, 1, 7, 5.
“Priya is playing How Close. Which 3 numbers should she choose to get close to 20?”

Lesson Synthesis

“How did you and your partner work together during centers? What went well? What can we continue to work on?”

Standards Alignment

Building On

Addressing

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., ); decomposing a number leading to a ten (e.g., ); using the relationship between addition and subtraction (e.g., knowing that , one knows ); and creating equivalent but easier or known sums (e.g., adding by creating the known equivalent ).

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Building Toward

to access Student Response.