This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| The Whole Part: | Students will participate in a variety of activities and use part-part-whole graphic organizers to discover unknown addends in put together addition situations. |
| Pete's Groovy Button Problems: | This lesson uses a familiar character, Pete the Cat, that proposes a comparison problem for students to explore. |
| Fairycat Bookstore: | In this Model Eliciting Activity, MEA, students will work in small groups to determine a procedure for deciding which book series they would like in their classroom library. Students will use information presented in pictographs and tally charts to determine this ranking. Then, in the twist, students will have to consider the cost of the series and what they will learn from each.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
| Fill It Up - Piñatas!: | This MEA focuses on students' problem solving skills. After reading a story about what is in a piñata, students are asked to help a company find the best way to fill a piñata. It focuses on math skills, including counting and adding three numbers to make 20. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Addition Stories at the Food Store: | In this lesson, students will solve addition whole number word problems (within 20) with real-world scenarios by using manipulatives, drawings, or equations. |
| Show It Another Way: | In this lesson, students will apply properties of addition in order to add three whole numbers. Students will then decompose the sum using tens and ones. |
| Three's a Charm: 3-Number Addition: | In this lesson, students will use properties of operations to solve word problems that will require them to add 3 whole numbers whose sum is less than or equal to 20. |
| Cookie Subtraction: | In this lesson, the teacher shares the book, "Mmm... Cookie Simple Subtraction". The students follow along by representing the problems in the book with cookie manipulatives and recording the equations for each problem. The lesson incorporates a variety of subtraction problem types. |
| Get Up and Go! with Addition and Subtraction: | The lesson involves students adding and subtracting on a number line while follwoing a story that explains the amount of time taken to get ready in the morning. Students will write addition and subtraction equations to represent the parts of the story. |
| Pizza Party Planners: | In the story Curious George and the Pizza Party (by Rey, H.A., and Margret Rey), Curious George attends a pizza party for a friend. Now the man with the yellow hat wants to plan his own pizza party for Curious George, but he needs the students' help. Help the man with the yellow hat use the data about the different pizza companies in his area to rank the options from best to worst, considering the toppings offered, crust options, prices, and customer satisfaction ratings. Then the students will use the special promotions from each pizza company and their math skills to figure out which pizza place offers the best deals. Each team of students will write letters to the man with the yellow hat explaining how they ranked the companies and why they chose their rankings to help him choose the best pizza for George's party. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| What's Missing?: | In this lesson, students learn to solve addition equations that have a missing addend within 10. |
| Word Problem Lesson: | In this lesson, students will be able to solve "compare" word problems. |
| Make a Ten To Make Adding Easy!: | In this lesson students will add two-digit numbers to one-digit numbers by using the "make a ten" strategy. Students will decompose a two-digit number using expanded form, make a ten, and then add. This lesson is an important lesson for students to be able to add greater numbers as they get into higher grade levels. |
| Solving Word Problems Using Story Structure: | In this lesson, students will learn how to use their knowledge of beginning, middle, and end to solve word problems that include result unknown, change unknown, and start unknown. They will learn how to use a modified story map to write an equation to represent the problem. |
| Coin Combinations: How else can you pay for that?: | In this lesson, students will learn that there can be multiple ways (multiple coin combinations) to reach a given money amount. Using money manipulatives, students will work cooperatively and independently to practice finding different coin combinations for a given money amount. Students will also become comfortable knowing that there are multiple ways to reach a correct answer. |
| Dangerous Doubles (Doubling Numbers): | This lesson teaches students to use the strategy doubling numbers and doubles plus or minus one in order to use mental math to add one-digit numbers. The students are engaged in learning through the read-aloud of "Double the Ducks" by Stephen Murphy and then get to work with a partner to draw doubles and write equations that relate to their drawings. Students individually work on solving word problems using these strategies and manipulatives as necessary to solve. |
| Mission: Addition – Adding 3 Numbers: | This activity introduces and provides practice for adding three whole numbers and includes three center activities for independent practice. |
| Rock Around the Clock: | In this lesson, students will use addition or subtraction strategies to solve a real-world problem about developing a music playlist. |
| Name |
Description |
| Finding a Chair: | These problems explicitly describe one-to-one correspondences without using comparison language. Such problems are easier for students to solve than problems that use comparison language such as "How many more?" or "How many fewer." |
| Field Day Scarcity: | The purpose of this task is for students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity. Scarcity occurs when you want or need more than you can have. Students may want to buy everything but will discover that it not possible with only $7 and they will have to make decisions. |
| Boys and Girls, Variation 1: | Students may use either addition or subtraction to solve these types of word problems, with addition related to the action of putting together and subtraction related to the action of taking apart. Depending on how students think about these word problems, either is appropriate for the "addend unknown" problems. Seeing it both ways emphasizes the relationship between addition and subtraction. |
| At the Park: | This task includes three different problem types using the "Add To" context with a discrete quantity. |
| $20 Dot Map: | The language for this task is written above a 1st grade reading level, so it will need to be introduced verbally by the teacher. This problem helps students to practice adding three numbers whose sum are 20 or less. It is an open-ended problem with many solutions. |
| Maria’s Marbles: | Students benefit from encountering one problem type limited to small numbers and to develop strategies for that type of problem before encountering mixed sets of problems and larger numbers that distract the student from the problem itself. Over time they will be able to distinguish between types of problems in mixed sets and apply the appropriate strategy to solve each. |
| The Pet Snake: | The purpose of this task is for students to gain a better understanding of measurements with the example being the growth of a pet snake. |
| Sharing Markers: | These task types represent the Take From contexts for addition and subtraction. This task includes the three different problem types using the Take From context: result unknown, change unknown, and start unknown. Students need experience and practice with all three types. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Finding a Chair: | These problems explicitly describe one-to-one correspondences without using comparison language. Such problems are easier for students to solve than problems that use comparison language such as "How many more?" or "How many fewer." |
| Boys and Girls, Variation 1: | Students may use either addition or subtraction to solve these types of word problems, with addition related to the action of putting together and subtraction related to the action of taking apart. Depending on how students think about these word problems, either is appropriate for the "addend unknown" problems. Seeing it both ways emphasizes the relationship between addition and subtraction. |
| At the Park: | This task includes three different problem types using the "Add To" context with a discrete quantity. |
| Maria’s Marbles: | Students benefit from encountering one problem type limited to small numbers and to develop strategies for that type of problem before encountering mixed sets of problems and larger numbers that distract the student from the problem itself. Over time they will be able to distinguish between types of problems in mixed sets and apply the appropriate strategy to solve each. |
| The Pet Snake: | The purpose of this task is for students to gain a better understanding of measurements with the example being the growth of a pet snake. |
| Sharing Markers: | These task types represent the Take From contexts for addition and subtraction. This task includes the three different problem types using the Take From context: result unknown, change unknown, and start unknown. Students need experience and practice with all three types. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
| Title |
Description |
| Finding a Chair: | These problems explicitly describe one-to-one correspondences without using comparison language. Such problems are easier for students to solve than problems that use comparison language such as "How many more?" or "How many fewer." |
| Field Day Scarcity: | The purpose of this task is for students to relate addition and subtraction problems to money in a context that introduces the concept of scarcity. Scarcity occurs when you want or need more than you can have. Students may want to buy everything but will discover that it not possible with only $7 and they will have to make decisions. |
| Boys and Girls, Variation 1: | Students may use either addition or subtraction to solve these types of word problems, with addition related to the action of putting together and subtraction related to the action of taking apart. Depending on how students think about these word problems, either is appropriate for the "addend unknown" problems. Seeing it both ways emphasizes the relationship between addition and subtraction. |
| At the Park: | This task includes three different problem types using the "Add To" context with a discrete quantity. |
| $20 Dot Map: | The language for this task is written above a 1st grade reading level, so it will need to be introduced verbally by the teacher. This problem helps students to practice adding three numbers whose sum are 20 or less. It is an open-ended problem with many solutions. |
| Maria’s Marbles: | Students benefit from encountering one problem type limited to small numbers and to develop strategies for that type of problem before encountering mixed sets of problems and larger numbers that distract the student from the problem itself. Over time they will be able to distinguish between types of problems in mixed sets and apply the appropriate strategy to solve each. |
| The Pet Snake: | The purpose of this task is for students to gain a better understanding of measurements with the example being the growth of a pet snake. |
| Sharing Markers: | These task types represent the Take From contexts for addition and subtraction. This task includes the three different problem types using the Take From context: result unknown, change unknown, and start unknown. Students need experience and practice with all three types. |
