## Lesson 2.1 Fact Families

Mini Lesson: Draw an addition/subtraction Fact Triangle on the board. Ask students, "What do you notice?" Guide the discussion to the inverse relationship between addition and subtraction. Follow

Advance Prep: Have Students cut out Fact Triangles (Math Masters pp. 36 & 37)

Rotations:

1. Teacher led: Sudents will need Reference Book (pp 50 -51). Follow

2. Journal p. 30 and Practice Basic Facts with Fact triangles p.102 in the TE

3.Students play

4.Students play

Reflection: What do you know about addition and subtraction facts?

*Reviewing Fact Family Concepts,*p.101 in the TE. Introduce the term Commutative Property.Advance Prep: Have Students cut out Fact Triangles (Math Masters pp. 36 & 37)

Rotations:

1. Teacher led: Sudents will need Reference Book (pp 50 -51). Follow

*Reviewing the Addition/Subtraction Facts Table*, p. 102 in the TE. Students will practice using the Addition/Subtraction Facts Table. Continue to*Modeling Fact Shortcuts with Manipulatives*p.104 n the TE.2. Journal p. 30 and Practice Basic Facts with Fact triangles p.102 in the TE

3.Students play

*Roll to 100*. See Reference Book pp. 307 & 3084.Students play

*Even and Odd Dominoes*. See Game page for directions.Reflection: What do you know about addition and subtraction facts?

## 2.2 Extensions of Addition and Subtraction Facts

Mini Lesson: Write Math Message on the board. Have volunteers solve the problems. Ask the class "What do you notice?" Accept all answers, guide them to describe the patterns.

Rotations:

1.Teacher Led: Students will need white boards, expo markers, erasers, calculators and number grids. Follow Practicing Fact Extensions and Calculating Compliments pp. 108 & 109 in TE.

2.Have students work in pairs to complete journal p.32. Those who finish early can complete Readiness Activity p.111 in the TE. Students need Math Masters p.39 and base 10 blocks.

3.Play

4.Play Chicken foot Dominoes - see www.domino-games.com for directions or have pairs of students practice facts with their Fact Triangles.

Reflection: What are some strategies you know to help you add?

_

Rotations:

1.Teacher Led: Students will need white boards, expo markers, erasers, calculators and number grids. Follow Practicing Fact Extensions and Calculating Compliments pp. 108 & 109 in TE.

2.Have students work in pairs to complete journal p.32. Those who finish early can complete Readiness Activity p.111 in the TE. Students need Math Masters p.39 and base 10 blocks.

3.Play

*Name That Number with Multiples of 10.*See Enrichment Activity p. 111 in the TE.4.Play Chicken foot Dominoes - see www.domino-games.com for directions or have pairs of students practice facts with their Fact Triangles.

Reflection: What are some strategies you know to help you add?

_

## Lesson 2.3 What's My Rule

Mini Lesson: Display the In& Out Box from the Math Message. Ask the kids: "What do you notice?" Ask a volunteer to put the in Box or numeric order. Next have studens fill in the outbox with the same rule "Double". What do they notice? Now that the "Input" is in numerical order can they find the outbox for the number 1000. How about 1,000,000. Ask: How do you know these outcomes?

Rotations:

1. Teacher led. Do math journal p. 34 with the students. As they work on these problems tell them there are different types of In & Out Boxes. See p. 114 in TE. Explain each type as you sovle the problems. Foe examble Problem 1 represents Type 1, Problem 2 represents type 3...

2. Math Box p.35 in Math journal. Writing and Reasoning: Have Students explain their strategy for Math Box problem# 4 in their math ntebook or on a half piece of paper.

3. students play

Reflection: What kind of function Box can you make that doesn't have just add or subtract numbers numbers? Tell them to think shapes - In 3 side triangle, 4 sides quadrangle..., What kind of function box is a gas pump - input is amount of gasoline - output is the price. Can they think of more examples?

Rotations:

1. Teacher led. Do math journal p. 34 with the students. As they work on these problems tell them there are different types of In & Out Boxes. See p. 114 in TE. Explain each type as you sovle the problems. Foe examble Problem 1 represents Type 1, Problem 2 represents type 3...

2. Math Box p.35 in Math journal. Writing and Reasoning: Have Students explain their strategy for Math Box problem# 4 in their math ntebook or on a half piece of paper.

3. students play

*Beat the Calculator (addition).*

4.Enrichment activity - Creating "What's My Rule?" Tables ( Math Masters p. 41) Differentiate expectations for each group.4.

Reflection: What kind of function Box can you make that doesn't have just add or subtract numbers numbers? Tell them to think shapes - In 3 side triangle, 4 sides quadrangle..., What kind of function box is a gas pump - input is amount of gasoline - output is the price. Can they think of more examples?

## Lesson 2.4 Parts and Total Number Stories

Mini Lesson - Students will need their Reference Book, Math journal and copies of Math masters 406. Have students open their Ref. Book to pp. 218- 219. Ask "What do you notice?" Accept all answers. Follow pp. 118-119 in TE.

Rotations:

1. Teacher Led - Work on pp. 36 -37 in the Math Journal. Have whiteboards , markers, counters and number grids available. Do not rush this page. Let kids see there are many ways to solving a problem. You can finish this page whole class later that day or the next day.

2. Math Box journal p.38. Writing and Reasoning activity - Explain how you found the numbers for the first two and the last two frames in problem 4.

3. Writing "What's My Rule Tables" Math Masters p.41 See p.121 in the TE

4. Writing and solving Number Stories - This is based on the Enrichment activity on p.122 in the TE. Students need MM 407 (run copies on both sides). This can easily be modified by suggesting the parts section example: 6 red monkeys and 4 black monkeys, having a list of questions they can use, example: How many _____in all?, How many _____altogether? Students must draw the picture of their problem on Math Masters 407. I require them to write a number sentence and answer. Have extras of Math Masters 407 on hand. This is a great assessment activity.

Reflection: Tell me what you now know about solving addition Number stories?

More advanced kids can write problems with a missing addend.

Rotations:

1. Teacher Led - Work on pp. 36 -37 in the Math Journal. Have whiteboards , markers, counters and number grids available. Do not rush this page. Let kids see there are many ways to solving a problem. You can finish this page whole class later that day or the next day.

2. Math Box journal p.38. Writing and Reasoning activity - Explain how you found the numbers for the first two and the last two frames in problem 4.

3. Writing "What's My Rule Tables" Math Masters p.41 See p.121 in the TE

4. Writing and solving Number Stories - This is based on the Enrichment activity on p.122 in the TE. Students need MM 407 (run copies on both sides). This can easily be modified by suggesting the parts section example: 6 red monkeys and 4 black monkeys, having a list of questions they can use, example: How many _____in all?, How many _____altogether? Students must draw the picture of their problem on Math Masters 407. I require them to write a number sentence and answer. Have extras of Math Masters 407 on hand. This is a great assessment activity.

Reflection: Tell me what you now know about solving addition Number stories?

More advanced kids can write problems with a missing addend.

## Lesson 2.5 Change Number Stories

Mini Lesson: Display a "Start Change End" diagram and A "Parts Parts Total" diagram. Ask, "What do you notice? What's the same?, What's different?" Write Math Message (p.124 TE) on the board. (Many children do not know what deposited means - discuss). Follow

Rotations:

1. Teacher Led: Work on math journal pages 39 & 40 (have number grids available).

2.Math Box journal p.41. Have group check that they all have the same answers, if someone differs they should talk it out. Have Fact Triangles out for those who finish early.

3.Play Number Grid Difference

4. Have students write their own Part/Part/Total Number stories. Collect and check to see who needs extra practice with you. I gather the students who are having trouble first thing in the morning. We spend about 10 minutes reviewing Number Stories.

Reflection: How do these two diagrams help you solve number stories?

__Solving a Change-to-More Number Story (p.124-125 TE)__Keep this problem on the board. Display a second "Start Change End" diagram. Continue on P.125 TE with__Solving a Change-to-Less Number Story.__Ask what was the same and what was different.Rotations:

1. Teacher Led: Work on math journal pages 39 & 40 (have number grids available).

2.Math Box journal p.41. Have group check that they all have the same answers, if someone differs they should talk it out. Have Fact Triangles out for those who finish early.

3.Play Number Grid Difference

4. Have students write their own Part/Part/Total Number stories. Collect and check to see who needs extra practice with you. I gather the students who are having trouble first thing in the morning. We spend about 10 minutes reviewing Number Stories.

Reflection: How do these two diagrams help you solve number stories?

## Lesson 2.6 Comparison Number Stories

Mini Lesson: Students need Math Reference Book p.220. Ask: What do you notice? Ask what are some of the items you can compare on this page? Follow

Rotations:

1. Teacher Led: Solve and discuss problems on p.42 in math journal. Have blank comparison diagrams available (Math Mastersp.49).

2.Math Box p.44 and Comparing Numbers (Math Masters p.50) Need blue and orange crayons.

3.Play Name That Number

4. Have Students write their own Start Change End. Give them a few sets of data to use. Ex. Ages of Kindergartener and 5th graders. Collect and check to see who needs extra practice with you. I gather the students who are having trouble first thing in the morning. We spend about 10 minutes reviewing Number Stories.

Reflection:

When would you use a Part/Part/Total diagram, a Start/Change/End diagram, a Quanity/Quanity/Difference diagram?

__Using the Guide to Solving Number Stories__p.131-132 TE. Display a Quanity/Quanity/Difference diagram.Rotations:

1. Teacher Led: Solve and discuss problems on p.42 in math journal. Have blank comparison diagrams available (Math Mastersp.49).

2.Math Box p.44 and Comparing Numbers (Math Masters p.50) Need blue and orange crayons.

3.Play Name That Number

4. Have Students write their own Start Change End. Give them a few sets of data to use. Ex. Ages of Kindergartener and 5th graders. Collect and check to see who needs extra practice with you. I gather the students who are having trouble first thing in the morning. We spend about 10 minutes reviewing Number Stories.

Reflection:

When would you use a Part/Part/Total diagram, a Start/Change/End diagram, a Quanity/Quanity/Difference diagram?

## Lesson 2.7The Partial Sums Algorithm

Mini-Lesson: Model a Partial Sums method for a three digit addends. As you model either draw or use magnetic base ten blocks. Talk out loud as you solve the problem. Ask "What did you notice? Now ask how can I check if I am in the "ballpark" (you may have to explain what this tern means). Intro ballpark estimates. Demonstate the Partial Sums method and Ballpark Estimate with two mor problems.

Rotations:

1. Teacher Led: Solve problems on journal p. 45. I have them solve all using the Partial Sums method. If the space is too small for some kids, have them solve the problems on a white board and write just the answer in the journal. If they solve the problems in the journal I have them drew lines to seperate the ones, tens and hundreds place.

2.Math Box journal p.46. Writing and Reasoning Activity: I found the length of the fence in Problem 6 by... They answer in their math notebook.

3.Play Target 50 -directions in student Reference book p.312 Need Math Masters pp.411 and 465.

4.If they are ready have students write their own Comparison stories if not ready have them work on the diagram they need practice on. For those writing Comparison stories give them a few sets of data Ex. the high and low temperature for today.

Reflection: Tell me what you understand about partial sums and/or ballpark estimates.

Rotations:

1. Teacher Led: Solve problems on journal p. 45. I have them solve all using the Partial Sums method. If the space is too small for some kids, have them solve the problems on a white board and write just the answer in the journal. If they solve the problems in the journal I have them drew lines to seperate the ones, tens and hundreds place.

2.Math Box journal p.46. Writing and Reasoning Activity: I found the length of the fence in Problem 6 by... They answer in their math notebook.

3.Play Target 50 -directions in student Reference book p.312 Need Math Masters pp.411 and 465.

4.If they are ready have students write their own Comparison stories if not ready have them work on the diagram they need practice on. For those writing Comparison stories give them a few sets of data Ex. the high and low temperature for today.

Reflection: Tell me what you understand about partial sums and/or ballpark estimates.

## Lesson 2.8 Subtraction Algorithms

Mini lesson: Have students come to the floor with whiteboards, markers and erasers. Write one of the math message problems on the board. Have the students copy it and write a ballpark estimate. Have students share their estimate and their methods of solving the problem (some may have used trade first). Demonstrate each method as it is mentioned. If no one mentions counting up, ask if anyone tried this method. Demonstrate it. Do this with the other 2 problems in the math message. Next put a 3 digit problem on the board. Again have students write a ball park estimate. Have students solve problems and ask them for the different metods they used. Again demonstrate all methods used placing emphasis on trade first. Display another problem on the board. Talk about all the ways to solve subtraction problems. Have volunteers show counting up, trade first, partial differences, left to right, using base ten blocks, using a number grid, using a number line. These methods are shown on pp106 - 107 of the Teacher's Reference Manuel.

Rotations:

1. Teacher led: Journal pp. 47 & 50

2. Math Box journal p. 49. Remind students to check their answers with their group members. & journal p.48

3.Play

Reflection: Why do you think there are so many different algorithns for subtraction? What is your favorite? Did anyone make up their own?

Rotations:

1. Teacher led: Journal pp. 47 & 50

2. Math Box journal p. 49. Remind students to check their answers with their group members. & journal p.48

3.Play

*Number Grid Difference*

4.Making Subtraction Posters. See Enrichment p.146 TE. I write a subtraction problem on top of a 18x12 piece of construction paper. I have ten different problem from 2 to 4 digits. The struggling learners' group will get the 2 digit problems, the group who need a challenge will get the 4 digit problems. I also cut 8x11 paper in forths and make four copies of each with these headings: counting up, trade first, partial differences, left to right, using base ten blocks, using a number grid, using a number line and other. Each group does 2 posters.4.

Reflection: Why do you think there are so many different algorithns for subtraction? What is your favorite? Did anyone make up their own?

## Lesson 2.9 Addition with Three or More Addends

Mini Lesson: Have kids bring white boards, markers and erasers to the floor. Write the number story from the math message on the board. Display a Part/Part/Part/Part/Total diagram on the board. Have students identify the known and unknown. Use the words "addend". Have students add the numbers. Follow Math Message Follow-Up p 148 TE. Repeat with problems top of p.149 TE.

Rotations:

1. Teacher Led: Complete pp. 51 & 52 together.

2. Math Box journal p. 53 Students will need their Reference book to answer #6

3. Play

*Name That Number*

4.Play

*Beat the calculator (subtraction facts)*

Reflection: What are we trying to do when we change the order of addends? What are you lokking for? Why do we do this?