• 03/18/15   |   Adjusted: 08/15/18   |   1 file

Author: YouCubed

• Description
• Files

Mathematically:

• Addresses standards: 1.OA.C.6 and MP.5
• Uses the relationship between addition and subtraction to help students develop fluency with addition facts for standard 1.OA.C.6
• Builds on students' understanding of decomposing numbers in different ways
• Includes the use of tools (e.g., concrete models) to reinforce the conceptual understanding that anchors fluency (MP.5)
• Part of a carefully considered progression toward fluency and memory with single-digit sums

In the classroom:

• Allows teachers to choose targeted sums to tailor practice based on student need
• Builds fluency in an engaging way
• Offers multiple opportunities for students to practice their facts to ensure fluency

This task was designed to include specific features that support access for all students and align to best practice for English Language Learner (ELL) instruction. Go here to learn more about the research behind these supports. This lesson aligns to ELL best practice in the following ways:

• Provides opportunities for students to practice and refine their use of mathematical language.
• Allows for whole class, small group, and paired discussion for the purpose of practicing with mathematical concepts and language.
• Includes a mathematical routine that reflects best practices to supporting ELLs in accessing mathematical concepts.
• Provides opportunities to support students in connecting mathematical language with mathematical representations.

• Making the Shifts

How does this task exemplify the instructional Shifts required by CCSSM?

 Focus Belongs to the major work of first grade Coherence Develops fluencies that students will rely on in subsequent grades as they progress to full fluency with multi-digit addition and subtraction using the standard algorithm Rigor Conceptual Understanding: secondary in this set of tasks Procedural Skill and Fluency: primary in this set of tasks Application: not targeted in this set of tasks

How Many Are Hiding

In this class activity, students find the missing number to complete a number sentence while also seeing different representations made by other students.

Material:

• 10 or more snap cubes /objects per player
• a cup for each player

• In this activity each child has the same number of cubes and a cup.
• They take turns hiding some of their cubes in the cup and showing the leftovers.
• Other children work out the answer to the question “How many are hiding,” and say the full number combination.

Example: I have 10 cubes and I decide to hide 4 in my cup. My group can see that I only have 6 cubes. Students should be able to say that I’m hiding 4 cubes and that 6 and 4 make 10.

Snap It

Students work together to make different number combinations for a given number.

Material

• 10 or more snap cubes per student