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Activity 2

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

None

Activity Narrative

The purpose of this activity is for students to notice the pattern that when 0 is added to a number, the number stays the same and the pattern that when 1 is added to a number, the total is the next number in the count sequence, or 1 more (MP7).

MLR2 Collect and Display. Collect the language students use to describe what they notice about the value of the expressions when 0 and 1 are added. Display phrases such as: “When we add 0, the total is the same number that we started with, because nothing was added.” During the Activity Synthesis, invite students to borrow language from the display as needed.
Advances: Conversing, Reading

Representation: Internalize Comprehension. Synthesis: Some students may benefit from reiterating the patterns of adding zero and adding one. Make a connection between the two patterns students should notice. For example, “When you add zero to any number you get the same number because adding zero is adding nothing”, “When you add one to any number the total is the next number in the count sequence, or one more.”
Supports accessibility for: Conceptual Processing, Organization

Launch

Groups of 2
Display student book.
“Diego and Mai recorded their addition expressions and their values on this page. What do you notice? What do you wonder?” (They always added 1 or 0. Sometimes the first and last number are the same.)
30 seconds: quiet think time
1 minute: partner discussion
Share and record responses.

Activity

“Which expressions show that 0 were added?” (, , and )
30 seconds: quiet think time
Share responses. Highlight or circle the expressions that show .
“When you played the game, what did you do when you had to add 0?” (Nothing. Zero means none, so none were added.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“What do you notice about the value of the expressions when 0 are added?” (It stays the same.)
1 minute: quiet think time
1 minute: partner discussion
Share responses.
“When we add 0, the total is the same number that we started with, because nothing was added.”
Repeat the steps above with .

Student Response

to access Student Response.

Advancing Student Thinking

Activity Synthesis

“ is how many?” ( is 3.)
“ is how many?” ( is 2.)
“How do you know that is 2?” (Because we didn’t add any more, so the 2 stayed the same.)
Repeat with .

Activity 3

Standards Alignment

Building On

Addressing

Building Toward

Instructional Routines

None

Materials

To Copy (from Blackline Masters)

Find the Value of Expressions Stage 1 Cards

Find the Value of Expressions Stage 1 Recording Sheet

To Gather

Connecting cubes or two-color counters Materials from previous centers

Activity Narrative

The purpose of this activity is for students to learn Stage 1 of the Find the Value of Expressions center. Students take turns choosing an expression card and finding the value of the expression. Students may use their fingers, connecting cubes, two-color counters, or draw a picture to find the value of the expression. After they participate in the center, students choose any previously introduced stage from these centers:

Roll and Add
Shake and Spill
Number Race
Math Stories

Launch

Groups of 2
Give each group of students a set of cards and access to connecting cubes or two-color counters. Give each student a recording sheet.
“We are going to learn a center called Find the Value of Expressions. One partner will choose an expression card. The other partner will find the value of the expression. When you agree, color in the number on the recording sheet. Take turns choosing an expression card.”

Activity

8 minutes: partner work time
“Now you can choose another center. You can also continue playing Find the Value of Expressions.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
10 minutes: center work time
If time, invite students to choose another center.

Choose a center.

Find the Value of
Expressions

Roll and Add

Shake and Spill

Math Stories

Number Race

Activity Synthesis

Write the number 4.
“Elena colored in the number 4. What expression do you think was on her card?” (, , )

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Settings

Language

Audience

Assessment Access

Lesson 17

Add 0 and 1

Warm-up

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 1

Standards Alignment

Building On

Addressing

K.CC.B.4.c

K.OA.A.1

Building Toward

K.OA.A.5

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Activity 2

Standards Alignment

Building On

Addressing

K.CC.B.4.c

K.OA.A.1

Building Toward

K.OA.A.5

Instructional Routines

Materials

Activity Narrative

Launch

Activity

Student Response

Advancing Student Thinking

Activity Synthesis

Activity 3

Standards Alignment

Building On

Addressing

K.CC.A.3

K.OA.A.1

K.OA.A.2

Building Toward

Instructional Routines

Materials

To Copy (from Blackline Masters)

To Gather

Activity Narrative

Launch

Activity

Activity Synthesis

Lesson Synthesis

Student Section Summary

Standards Alignment

Building On

Addressing

K.CC.B.4.c

Building Toward

Student Response

Advancing Student Thinking

Student Response

Advancing Student Thinking