Topic+Three

= Topic Three: Five and Ten Relationships = Pacing (Duration of Unit):
 * ~ = Desired Results = ||
 * __**Transfer:**__

__ **Transfer:** __ 1. Makes sense of problems and persevere in solving them. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 6. Attend to precision. 7. Look for and make use of structure.
 * 2. Reason abstractly and quantitatively. **
 * 5. Use appropriate tools strategically. **
 * 8. Look for and express regularity in repeated reasoning. ** ||
 * __**Established Goals:**__


 * ** 1.OA.4 ** Understand subtraction as an unknown-addend problem. // For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. //
 * ** 1.OA.5 ** Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
 * **1.OA.6 ** Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use mental strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

__**Student "I Can" Statements:**__


 * I can use an addition fact to help me solve a subtraction problem.
 * I can count to help me add and subtract.
 * I can add facts within 20.
 * I can subtract facts within 20.

__**Prerequisite Standards:**__
 * **K.OA.2 ** Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
 * **K.OA.3 ** Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
 * **K.OA.5 ** Fluently add and subtract within 5.
 * **1.OA.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. ||
 * __**Big Ideas:**__

Numbers can be used for different purposes, and numbers can be classified and represented in different ways.
 * Number Uses, Classification, and Representation **

Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.
 * Equivalence **

There are multiple interpretations of addition, subtraction, multiplication, and division of rational numbers and each operation is related to other operations.
 * Operation Meanings & Relationships **

Mathematics content and practices can be applied to solve problems. || **__Essential Questions:__**
 * Practices, Processes, and Proficiencies **


 * How can numbers to 10 be shown using 5 and some more? ||
 * __**Students will know...**__


 * Numbers to 10 can be represented on a ten-frame using 5 and 10 as benchmarks.
 * The number 10 can be broken into parts of the whole in different ways.
 * A missing part of a whole can be found when the whole and the other part are known.
 * Some problems can be solved by recording and organizing data in a table and by finding and using numerical patterns in the table.

__**Vocabulary:**__

No new vocab for this unit || __**Students will be skilled at...**__


 * Using counters and a ten-frame to model numbers up to 10.
 * Learning to recognize numbers on a ten-frame, noting the relationship of those numbers to 5 and 10.
 * Showing 10 as two parts.
 * Using counters and part-part-whole mat to find missing parts of 10.
 * Making tables to solve problems. ||
 * ~ = Assessment Evidence = ||
 * **__Performance Assessment:__** || **__Other Evidence:__** ||
 * ~ = Learning Plan = ||
 * **__Learning Activities:__**


 * ** 3-1 ** Numbers to 10 can be represented on a ten-frame using 5 and 10 as benchmarks.
 * ** 3-2 ** Numbers to 10 can be represented on a ten-frame using 5 and 10 as benchmarks.
 * ** 3-3 ** The number 10 can be broken into parts of the whole in different ways.
 * ** 3-4 ** A missing part of a whole can be found when the whole and the other part are known.
 * ** 3-5 ** Some problems can be solved by recording and organizing data in a table and by finding and using numerical patterns in the table. ||
 * **__Resources:__**


 * Problem of the Month:**


 * Centers:**


 * SmartBoard Activities/Games:** ||