correctionkey=d lesson 1.1 algebra • use pictures to add to · daily routines common core daily...

13A Chapter 1

About the MathProfessional Development

About the MathProfessional Development

Professional Development Videos

Progress to AlgebraTeaching for Depth• Children begin their work with addition at the pictorial

level. The pictures in this lesson show a group of animals moving toward another group. This representation is a model for the concept of “adding to.”

• To reinforce the concept of “adding to,” children count the number of animals in one group and count how many more have been added to the group.

• As children work through the exercises, have them tell you how many animals are in the fi rst group. Then have them tell you how many more are being added to the group. Children write how many.

Algebra • Use Pictures to Add To

LESSON 1.1

LESSON AT A GLANCE

Progressto Algebra

Interactive Student Edition

Personal Math Trainer

Math on the Spot Video

Animated Math Models

iTools: Counters

HMH Mega Math

Learning ObjectiveUse pictures to “add to” and fi nd sums.

Language ObjectivePartners use vocabulary from the lesson to label pictures to show examples of adding to.

MaterialsMathBoard

F C R Focus:Common Core State Standards

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

MATHEMATICAL PRACTICES (See Mathematical Practices in GO Math! in the Planning Guide for full text.)MP1 Make sense of problems and persevere in solving them. MP4 Model with mathematics.MP5 Use appropriate tools strategically.

F C R Coherence:Standards Across the GradesBeforeK.OA.A.1K.OA.A.2

Grade 11.OA.A.1

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 9J.

FOCUS COHERENCE RIGOR

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=D

ENGAGE1Daily Routines

Common CoreDaily Routines

Common Core

1 23 4 Fluency BuilderJoining ActionsOne at a time, read these sums aloud. Have children show an addend with each hand. Then have them join you to say the sum.

2 and 1 more are [pause] 3










Literature ConnectionFrom the Grab-and-Go™ Differentiated Centers Kit

Children read the book and learn to read addition and subtraction number sentences.

The Class Party

How do pictures show adding to?

ENGAGE1

Lesson 1.1 13B

Problem of the Day 1.1Basic Facts Use counters. Add.

1. 1 1 1 5 2 —

2. 4 1 2 5 6 —

3. 1 1 6 5 7 —

Vocabulary

• Interactive Student Edition• Multimedia Glossary e

with the Interactive Student Edition

Essential QuestionHow do pictures show adding to?

Making ConnectionsAsk children the following questions.

How would you draw a picture of 3 beetles? Answers will vary. Have you ever seen beetles? Where did you see them? Answers will vary.

Learning ActivityWhat is the problem the children are trying to solve? Connect the story to the problem. Direct children’s attention to the beetles.

• How many beetles were there to start? 3 beetles

• How many beetles joined them? 4 beetles

• What numbers can you add to find how many beetles in all? 3 and 4

• How could you find out how many beetles there are in all? Answers will vary. Possible answer: I can count all of the beetles.

Literacy and MathematicsChoose one or more of the following activities.

• Have children draw a picture to represent the problem.

• Have children write their own story problems about 2 groups of beetles in Avery’s backyard.

Common Core Fluency Standard 1.OA.C.6

1 23 4 Pages 86–87 in Strategies and Practice for Skills and Facts Fluency provide additional fluency support for this lesson.

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=C

EXPLORE2

Listen and DrawRead the following problem aloud.

There are 3 ladybugs on a leaf. 2 more ladybugs join them. How many ladybugs are there?

• What do you know? 3 ladybugs, 2 more ladybugs

• What do you need to fi nd out? how many ladybugs there are

• How many ladybugs are on the leaf at the beginning of the problem? 3 Draw the three ladybugs on the leaf.

• How many more ladybugs join them? 2• How can you show two more ladybugs on

the leaf? I can draw two more ladybugs on the leaf.

Have children draw two ladybugs on the leaf. Tell children they may want to draw circles to represent the ladybugs.• How many ladybugs are on the leaf now? 5Have children write the sum on their page and then say the solution in a complete sentence: There are 5 ladybugs on the leaf.

MathTalk

MP4 Model with mathematics. Use Math Talk to focus on children’s understanding of using pictures to add to. • How does drawing a picture help you see

the action in the story? Possible answer: I fi rst see a group of 3. Then I add more ladybugs like the story says.

ELL Strategy: Elicit Prior Knowledge

Children build on their counting skills to “add to” and fi nd the sum. Draw a picture of three balls.• How many balls? 3 You know how many

because you know how to count. Add two more balls to the picture. • How many balls? 5 You know how many

because you know how to count. • We can say, 3 balls and 2 more balls is 5

balls in all. Have the children repeat. Repeat with other pictures and problems until children understand the language of addition.

LESSON 1.1

Enrich 1.1Reteach 1.11

2

3

Name


3cows and 2morecows 5          —cows.

Draw circles around the animals added to the group. Write how many.

1.

3cats and 4morecats 7          —cats2.

2bees and 2morebees 4               —bees3.

5dogs and 1moredog 6              —dogs

Lesson 1.1Reteach

DO NOT EDIT--Changes must be made through "File info" CorrectionKey=A

1-21 ReteachChapter Resources© Houghton Mifflin Harcourt Publishing Company

1_MNLEAN342668_C01R01.indd 21 12/02/14 10:27 AM

Name

Draw to Add

1.

6 fish and 2 more fish 8 fish

2.

4 cats and 1 more cat 5 cats

3.

4 dogs and 3 more dogs 7 dogs

Writing and Reasoning Explain how your drawing shows adding to in Exercise 3.

Lesson 1.1Enrich

Children’s drawings should show 4 dogs and 3 more dogs joining the group of 4 dogs.

Children’s drawings should show 4 cats and 1 more cat joining the group of 4 cats.

Children’s drawings should show 6 fish and 2 more fish joining the group of 6 fish.

I drew 4 dogs in a group. Then I drew 3 more

dogs walking toward the group. Now there are

7 dogs.

DO NOT EDIT--Changes must be made through "File info"CorrectionKey=A

EnrichChapter Resources© Houghton Mifflin Harcourt Publishing Company

1-22

1_MNLEAN342668_C01E01.indd 22 12/02/14 10:52 AM

DifferentiatedInstruction

Progressto Algebra

Listen and DrawListen and Draw

MATHEMATICAL PRACTICES 4MathTalk

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Name

Algebra • Use Pictures to Add ToEssential Question How do pictures show adding to?

Chapter 1 thirteen 13

5 — ladybugs

Draw to show adding to. Write how many there are.

Lesson 1.1

Operations and Algebraic Thinking—1.OA.A.1 Also 1.OA.D.7

MATHEMATICAL PRACTICESMP1, MP4, MP5

Model Explain how your drawing shows the problem.

FOR THE TEACHER • Read the following problem. Have children draw a picture to show the problem. There are 3 ladybugs on a leaf. 2 more ladybugs join them. How many ladybugs are there?

Children should draw 5 ladybugs to solve the problem.

Math Talk: Possible answer: I drew 3 ladybugs and then 2 more ladybugs joining them. There are 5 ladybugs.

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=A

1_MNLESE295469_C01L01.indd 13 2/20/14 2:52 PM

13 Chapter 1

1.OA.A.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Problem Type: Add To • Result Unknown


COMMON ERRORS

COMMON ERRORS

Advanced LearnersAdvanced Learners

Model and DrawModel and Draw

Share and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and ShowShare and Show MATHBOARDMATHBOARDMATHBOARDMATHBOARDMATHMATHMATHMATHBOARDBOARDBOARDBOARD

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

14 fourteen

1.

2.

Write how many.

2 cats and 1 more cat 3 — cats in all

3 fi sh and 1 more fi sh 4 — fi sh

4 bees and 4 more bees 8 — bees



1_MNLESE295469_C01L01.indd 14 2/6/14 2:58 PM

EXPLAIN3

Error Children may not add the second addend to fi nd how many.

Example In Exercise 1, children do not add 1 more.Springboard to Learning Have children point to each animal in each group while counting aloud. Then have children count how many there are.

Model and DrawMP4 Model with mathematics. Work through the model and the pictures with children.• How many cats are sitting together? 2• How many more cats are there? 1• So 2 cats and 1 more cat are how many

cats? 3 cats

Share and Show MATHBOARDMATHBOARDMBOARDMMMMBOARDBOARDBOARDBOARDMATHATHABOARDMMMMAAAATHATHATHTHTHATHATHATHAATHAAAATHAAATHATHTHTHATHATHAAATHATHATHAAATHABOARDBOARDBOARDBOARD

Have children complete Exercises 1 and 2.• In Exercise 1, there are 3 fi sh. One more

fi sh comes. How many fi sh are there now? 4 fi sh

• In Exercise 2, there are 4 bees. Four more bees join them. How many bees are there now? 8 bees

• How do you know that your answer is correct? Possible answer: I can count all the bees in the pictures.

Use the checked exercise(s) for Quick Check. Children should use MathBoards to show their solutions.

MATHEMATICAL PRACTICES

Advanced Learners

Quick Check

If

Rt I RR1

2

3

a child misses the checked exercise(s)

Differentiate Instruction with • Reteach 1.1

• Personal Math Trainer 1.OA.A.1

• RtI Tier 1 Activity (online)

Then

Lesson 1.1 14

Materials crayons, drawing paper

• Have children work in pairs. Ask the fi rst child to make up and tell an addition problem.

There are 4 tigers. 3 tigers join them. How many tigers are there?

• The second child draws a picture to represent the addition.

• Both children fi nd the sum and compare their answers.

• Children take turns creating problemsand drawing pictures to solve.

Visual / AuditoryPartners

Problem Type: Add To • Result Unknown


© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Name

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Chapter 1 • Lesson 1 fi fteen 15

MATHEMATICALPRACTICE 4 Model Mathematics Write how many.

3.

4.

2 butterfl ies and 4 more butterfl ies 6 — butterfl ies

4 ladybugs and 3 more ladybugs 7 — ladybugs

5 — worms

On Your OwnOn Your Own

5. SMARTER Evan and Luke see 8 worms on the path. Luke sees 2 more worms than Evan. Evan sees 3 worms. How many worms does Luke see?


1_MNLESE295469_C01L01.indd 15 2/27/14 12:28 PM

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

PROBLEM TYPE SITUATIONS

15 Chapter 1

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

SMARTER

MP2 Reason abstractly and quantitatively. Exercise 5 requires children to use higher order thinking skills as they draw to show a two-step problem. Tell children to draw the total number of worms Evan and Luke see together. 8 Then tell children to cross out the number that Evan sees. 3 Ask children how many worms are left? 5 Ask volunteers to explain how they know this is the number of worms that Luke sees.

DEEPER

MP3 Construct viable arguments and critique the reasoning of others. To extend their thinking, have children create their own adding to problems for the rest of the class to solve. Have volunteers take turns drawing pictures on the board. Invite the volunteer to call on classmates to fi nd the solution. Discuss the methods used to solve each problem by asking:• How did you fi nd how many there are?• What is a different way to solve the problem?• How do the pictures help you solve

the problem?MP1 Make sense of problems and persevere in solving them.• How do you know a story is about addition?

Possible answer: I told about one group and another group and put them together.

4 ELABORATE

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

Addition and Subtraction

Add To • Result Unknown Exercises: 1, 2, 3, 4, 7

Add To • Change Unknown Exercise: 6

Compare • Bigger Unknown Exercise: 5


MATHEMATICAL PRACTICES COMMUNICATE • PERSEVERE • CONSTRUCT ARGUMENTS

Problem Solving • ApplicationsProblem Solving • Applications Math

MATHEMATICAL PRACTICES MODEL • REASON • MAKE SENSE

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

• Im

age

Cred

its: (

b) ©

Don

Farr

all/P

hoto

Disc

/Get

ty Im

ages

16 sixteen

There are 3 red birds. Some blue birds join them. How many blue birds are there?

There are 2 — blue birds.

6. SMARTER Color the birds to show how to solve.

TAKE HOME ACTIVITY • Have your child use stuffed animals or other toys to show 3 animals. Then add to the group showing 2 more animals. Ask how many animals there are. Repeat for other combinations of animals with sums up to 10.

7. SMARTER Circle how many ants in all.

3 ants and 2 more ants

3

4

5

ants

Check children’s work. Children should color 3 red birds and 2 blue birds.

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=B

1_MNLESE295469_C01L01.indd 16 10/7/14 12:04 AM

MATHEMATICAL PRACTICES

Differentiated Centers Kit

DIFFERENTIATED INSTRUCTION INDEPENDENT ACTIVITIES

EVALUATE5 Formative Assessment

Lesson 1.1 16

Games

Have children read Exercise 6.

SMARTER

MP1 Make sense of problems and persevere in solving them. Children need to interpret the picture to see that there are 5 birds. The problem may be solved in different ways. Encourage children to share their methods. They can use drawings, manipulatives, or guess and check to find an addition expression for 5 in which one addend is 3.

SMARTER

Children apply their understanding of adding to solve this exercise. Children who do not select the correct answer may not realize they need to add both groups of ants to find how many in all. Have children count the ants in the first group and then count on using the ants in the second group to find how many in all.

Children practice one-digit addition and review basic facts to 8.

GamesAddition Bingo

LiteratureThe Class Party

Children read the book and learn to read addition and subtraction number sentences.

Children complete orange Activity Card 3 by reviewing the concept of addition and modeling addition sentences.

ActivitiesSum Sentences

Essential QuestionReflect Using the Language Objective Have child pairs use vocabulary from the lesson to label pictures to answer the Essential Question.How do pictures show adding to? Possible answer: I show how many there are in the first picture. Then I show how many more in the second picture.

Math Journal Math

Use pictures and numbers to show 4 dogs and 1 more dog. Then write how many dogs there are.

Problem Solving • Applications

Meeting Individual Needs

Problem Solving • Thinking

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=B

COMMON CORE

PROFESSIONALDEVELOPMENT Math Talk in Action

COMMON CORE

PROFESSIONALDEVELOPMENT Math Talk in Action

Problem SolvingProblem Solving

Name

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

Practice and HomeworkLesson 1.1

Chapter 1 seventeen 17


3. There are 2 rabbits. 5 rabbits join them. How many rabbits are there now?

There are 7 — rabbits.

1.

5 horses and 3 more horses 8 — horses

2.

3 dogs and 2 more dogs 5 — dogs

Write how many.

4. Math Use pictures and numbers to show 4 dogs and 1 more dog. Then write how many dogs there are.

COMMON CORE STANDARD—1.OA.A.1 Represent and solve problems involving addition and subtraction.

Check children’s drawings.


1_MNLESE295469_C01P01.indd 17 2/16/14 1:00 PM

17 Chapter 1

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.

Discuss with children using pictures to find how many in Exercise 2.

Teacher: Look at the dogs in Exercise 2. How are the two pictures different?

Tony: One picture shows 3 dogs together. The other picture shows 2 dogs moving toward the 3 dogs.

Teacher: You are correct, Tony. How did you find how many dogs are in both groups?

Tony: I counted all the dogs in both pictures. 1, 2, 3, 4, 5 dogs.

Teacher: Tony is right. There are 5 dogs. What is another way to find how many dogs there are?

Celia: There are 3 dogs to start. So I start at 3 and count on 2 more. 4, 5.

Amber: I know 3 plus 2 is 5. So there are 5 dogs.

Teacher: Great job! Those are all good ways to find how many.

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=A

Connecting Math and Science

© H

ough

ton

Miff

lin H

arco

urt

Pub

lishi

ng C

omp

any

(bkg

d) ©

Kla

us H

acke

nber

g/C

orb

is;

(t) ©

Rai

mun

d K

och/

Cor

bis

; (b

l) ©

Die

tric

h R

ose/

Cor

bis

Many kinds of energy provide power for the things we use each day. You can see some of these kinds of energy on these pages. People use most of them to produce electricity.

Why It Matters

© H

ough

ton

Miff

lin H

arco

urt

Pub

lishi

ng C

omp

any

This dam uses water to produce electricity.

Identify two kinds of energy yousee on these pages.

Kinds of Energy

Sample answers: wind

and water energy

130

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=NL-A

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=NL-A

1_MCNLESE815070_130-131.indd 130 09/11/15 9:35 AM

In Chapter 1, children develop their understanding of addition concepts, such as drawing pictures to represent an addition problem and writing addition sentences. These same topics are used often in the development of various science concepts and process skills.

Help children make the connection between math, science, and engineering through the S.T.E.M. activities and activity worksheets found at www.thinkcentral.com. In Chapter 1, children connect math, science, and engineering with the S.T.E.M. Activity Kinds of Energy and the accompanying worksheets (pages 91 and 92).

Through this S.T.E.M. Activity, children will connect the GO Math! Chapter 1 concepts and skills with various forms of energy, including finding the total number of turbines or solar panels. Children will also discover the overall role that math plays in science. It is recommended that this S.T.E.M. Activity be used after Lesson 1.3.

Name

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

S.T.E.M. Activity

S.T.E.M. Activity ninety-one 91

Chapter 1Kinds of EnergyDevelop Vocabulary1. Write the definition using your own words.

energy:

solar panel:

Develop Concepts2. What are two kinds of energy you see on the pages? How is

this energy collected?

3. What are some advantages of making electricity in the ways shown? What are some of the problems?

Use with ScienceFusion pages 130–131.

Possible answers: Advantages: Solar panels and wind farms use energy

from the sun and wind, so there is a lot of energy available, with no

waste. Problems: These forms of energy collection don’t work when it

is not sunny or breezy. Wind farms use a lot of land, and solar panels

require a lot of space.

Energy is something that provides power to things we use.

A solar panel is a flat rectangular object with a surface that captures

energy as the sun shines on it and changes it to electricity.

Possible answers: water, wind, and solar; the water falling over the

dam and the wind both make a turbine spin, which makes electricity;

energy is collected as the sun shines on the panels.


© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

92 ninety-two

4. Eric saw 4 wind turbines turning and 3 wind turbines not turning. How many wind turbines did he see? Draw to show your work. Write the addition sentence.

5. Sarah has 6 solar panels on her house. Amy has 3 solar panels on her house. How many solar panels are on both houses? Draw to show your work. Write the sum.

Summarize6. Look at the list of ideas we made about dams, wind farms,

and solar panels. Have any of your ideas about them changed? Explain.

Do the Math!

Check children’s work.

Check children’s work.

solar panels

Possible answer: I understand more about how they work now and their

advantages and problems.

9


Personal Math Trainer

FOR MORE PRACTICE GO TO THE

© H

ough

ton

Miff

lin H

arco

urt P

ublis

hing

Com

pany

18 eighteen

Lesson Check (1.OA.A.1)

1. How many birds are there?

Write the number.

2 birds and 6 more birds 8 — birds

2. How many horses are there?

Write the number. 6 — horses

3. How many rabbits are there?

Write the number. 6 — rabbits

4. How many dogs are there?

Write the number. 9 — dogs

Spiral Review (1.OA.A.1)

DO NOT EDIT--Changes must be made through “File info”CorrectionKey=B

1_MNLESE295469_C01P01.indd 18 10/11/14 4:06 AM

Lesson 1.1 18

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.

DO NOT EDIT--Changes must be made through “File info” CorrectionKey=C

correctionkey=d lesson 1.1 algebra • use pictures to add to · daily routines common core daily...

Documents