Unit 1.3: Addition within 20
Different situations suggest different addition strategies, such as counting on, thinking about doubles, or making a ten. Different situations can result in the same sum. The expressions that represent situations with the same sum are equal. This relationship can be recorded with an equal sign.
Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License
Teacher-facing pages are green
Student-facing pages are white
notes for teachers are in the speaker notes
New Learning:
Re-engagement:
Suggested Lesson Sequence
Week 1 Sept. 28-Oct. 2
Students connect adding 0, 1, and 2 to counting on with a number line. They investigate the commutative property by changing the order of the addends to make the counting on easier.
Lesson 1: LS 1 Entry Task & Day 1 Seesaw Counting On (Spanish)
Lesson 2: LS 1 Day 2 & 3 Seesaw - Seagulls Story (Spanish)
Week 2 Oct. 5- 9
Students investigate and use the doubles and doubles +1 addition strategies as they work toward fluency in addition.
Lesson 3: LS 2 Double Scavenger Hunt Seesaw (Spanish)
Lesson 4: LS 2 Day 1 Doubles Seesaw (Spanish)
Lesson 5: LS 2 Day 2 & 3 Doubles +0, +1, +2 Seesaw (Spanish)
Week 3 Oct. 13-16
Lesson 6: LS 3 Day 1 - Seesaw 1.3 Lesson 6 (Spanish)
Lesson 7: LS 3 Day 3 Seesaw L7- Addition Strategies on the Number Line (Spanish)
Week 4 Oct. 19-23
Lesson 8: Re-engagement Revisit any of the lessons or concepts that students may need before the Milestone Task.
Milestone Task - 3-Read (IDA)
Seesaw Milestone On the Farm (Spanish)
Synchronous and Asynchronous Teaching Options:
| Launch | Explore | Summarize |
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Synchro-
nous (live)
Asynchronous (time-delayed)
Technology Resources
New Routine: Data Routine
Objective: The Data Routine has both social and a math objectives:
Social
Math
See the Data Routine slides for a description of how to incorporate this routine into your lessons.
Daily Routine: Number of Days in School
Objective: To build one-to-one correspondence, lay the foundation for an understanding of place value, and give students a concrete sense of the magnitude of numbers up to 180 and their relationship to the passage of time.
See the Number of Days in School (Spanish) slides for a description of how to incorporate this routine into your lessons.
Daily Routine: Counting Routine
Objective: To provide students opportunities to count forward and backwards by various whole numbers and decimals, developing an understanding of patterns in counting, addition and subtraction (and later multiplication) and place value.
See the Counting Routine slides for a description of how to incorporate this routine into your lessons.
Math Talks:Number Lines
Objective: Students develop deeper number sense and estimation skills by determining whether a number is closer to 0 or closer to 10 using a number line.
Description: These Math Talks are designed to encourage students to apply their knowledge of the number sequence, think about the relative distances between numbers, and strengthen their ability to anchor numbers to 0, 5, and 10.
Question:
Where should ___ be on the number line? Is __ closer to 0 or 10? How do you know?
Number Line Talks: | |
Suggested steps for locating 1 number:
I think it’s closer to ___ because_____. I think it belongs_____. | Adjusted steps for locating 2 numbers:
The numbers are close/not close to each other because_____. I think they belong______ . |
Focus possibilities for summary discussion: Ask the students what they notice about the two numbers. What is the same and what is different? |
¿Dónde debería ir el número 5 en la recta numérica?
¿Va mas cerca a 0 o a 10? ¿Porque?
Yo creo que va _________.
Yo creo que va más cerca a _____ porque _______.
Charla de matemáticas: Recta numérica
5
5
2
Charla de matemáticas: Recta numérica
¿Dónde debería ir el número 2 en la recta numérica?
¿Va a ir cerca o lejos del 5? ¿Por que?
Yo creo que va _________.
Los números si/no van cerca _____ porque _______.
¿Que es similar o diferente sobre los dos números?
11
Charla de matemáticas: Recta numérica
¿Dónde debería ir el número 11 en la recta numérica?
¿Va mas cerca a 0 o a 10? ¿Porque?
Yo creo que va _________.
Yo creo que va más cerca a _____ porque _______.
5
7
¿Dónde debería ir el número 7 en la recta numérica?
¿Va a ir cerca o lejos del 5? ¿Por que?
Yo creo que va _________.
Los números si/no van cerca _____ porque _______.
¿Que es similar o diferente sobre los dos números?
Charla de matemáticas: Recta numérica
Lesson 1:LS 1 Day 1
Whole Class or Groups: Launch
Independent work: Explore Seesaw Counting On(Spanish)
Whole Class or Groups: Summarize
Normas matemáticas
18
Los errores son regalos que promueven el debate.
Las respuestas son importantes pero no representan las Matemáticas.
Hablemos de lo que cada uno piensa.
Haz preguntas hasta que las ideas tengan sentido.
Haz uso de múltiples estrategias y múltiples representaciones.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
INICIAR |
1 |
15 + 2 =
15 + 1 =
16
15 + 0 =
LAUNCH |
1 |
Fijate y preguntate
15 + 0 = 15
15 + 2 = 17
15 + 1 = 16
INICIAR |
1 |
EXPLORAR |
2 |
RESUMIR |
3 |
11 + 0 = ?
11 + 1 = ?
11 + 2 = ?
Contando
Lesson 2: LS 1 Day 2 & 3
Whole Class or Groups: Launch:
Independent work: Seesaw - Seagulls Story(Spanish)
Whole Class or Groups: Summarize:
Core Math to Emphasize: Changing the order of the addends (commutative property) can be used to make counting on easier. The number line can be used to demonstrate it.
24
Normas matemáticas
24
Los errores son regalos que promueven el debate.
Las respuestas son importantes pero no representan las Matemáticas.
Hablemos de lo que cada uno piensa.
Haz preguntas hasta que las ideas tengan sentido.
Haz uso de múltiples estrategias y múltiples representaciones.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH |
1 |
¿Es igual o diferente?
2 + 9 = 11 9 + 2 = 11
INICIAR |
1 |
Contando
13
LAUNCH |
1 |
INICIAR |
1 |
LAUNCH |
1 |
2 de las gaviotas eran cafés y 6 eran blancas
INICIAR |
1 |
2 de las gaviotas eran cafés y 6 eran blancas.
¿Cuantas gaviotas cafés y blancas hay?
EXPLORAR |
2 |
2 de las gaviotas eran cafés y 6 eran blancas.
¿Cuantas gaviotas cafés y blancas hay?
2 + 6 = 8
RESUMIR |
3 |
2 de las gaviotas eran cafés y 6 eran blancas.
¿Cuantas gaviotas cafés y blancas hay?
6 + 2 = 8
RESUMIR |
3 |
¿Que es igual? ¿Que es diferente?
2 + 6 = 8
6 + 2 = 8
RESUMIR |
3 |
Estrategias para sumar
RESUMIR |
3 |
Estrategias para sumar
Contar
Cambiar el orden
Lesson 3: LS 2 Day 1
Whole Class or Groups: Launch
Independent work: Explore Doubles Scavenger Hunt Seesaw(Spanish)
Explore the concept that when something has two sets, we call it a double. Student find real world examples from their life.
Whole Class or Groups: Summarize
Core Math to Emphasize: Doubles tend to be more easily learned addition combinations, the recognition of which can help build procedural fluency. Doubles addition can be represented with a tape diagram.
34
Normas matemáticas
34
Los errores son regalos que promueven el debate.
Las respuestas son importantes pero no representan las Matemáticas.
Hablemos de lo que cada uno piensa.
Haz preguntas hasta que las ideas tengan sentido.
Haz uso de múltiples estrategias y múltiples representaciones.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH |
1 |
INICIAR |
1 |
LAUNCH |
1 |
¿Donde hay dobles en estas fotos?
¿Cuántos hay en cada mitad?
INICIAR |
1 |
LAUNCH |
1 |
INICIAR |
1 |
¿Donde hay dobles en estas fotos?
¿Cuántos hay en cada mitad?
Busqueda de dobles...
Busca cosas en tu casa o vecindario que están en dobles.
EXPLORAR |
2 |
RESUMIR |
3 |
6 6
12
RESUMIR |
3 |
Lesson 4: LS 2 Day 1
Whole Class or Groups: Launch
Independent work: Explore Doubles Seesaw (Spanish)
Students explore doubles with linking cubes and see the relationship between a number bond and a tape diagram.
Whole Class or Groups: Summarize
Core Math to Emphasize: Doubles tend to be more easily learned addition combinations, the recognition of which can help build procedural fluency. Doubles addition can be represented with a tape diagram.
42
Normas matemáticas
42
Los errores son regalos que promueven el debate.
Las respuestas son importantes pero no representan las Matemáticas.
Hablemos de lo que cada uno piensa.
Haz preguntas hasta que las ideas tengan sentido.
Haz uso de múltiples estrategias y múltiples representaciones.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH |
1 |
INICIAR |
1 |
6 6
6 + 6 = 12
LAUNCH |
1 |
INICIAR |
1 |
LAUNCH |
1 |
12
INICIAR |
1 |
LAUNCH |
1 |
12
6
6
6 + 6 = 12
INICIAR |
1 |
Dobles en SeeSaw
Construye
Usa un enlace numerico
Usa un diagrama de cinta
EXPLORAR |
2 |
¿Que es igual? ¿Que es diferente?
RESUMIR |
3 |
RESUMIR |
3 |
Dobles
1 + 1 | 2 |
2 + 2 | 4 |
3 + 3 | 6 |
4 + 4 | 8 |
5 + 5 | 10 |
6 + 6 | 12 |
¿Que patrones observas?
RESUMIR |
3 |
Lesson 5: LS 2 Day 2 & 3
Whole Class or Groups: Launch:
Independent work: Explore: Doubles +0, +1, +2 Seesaw(Spanish)
Whole Class or Groups: Summarize:
Core Math to Emphasize: Counting on can be combined with recognizing doubles to solve doubles +1 and doubles + 2 situations. These relationships can be represented with a tape diagram.
52
Normas matemáticas
52
Los errores son regalos que promueven el debate.
Las respuestas son importantes pero no representan las Matemáticas.
Hablemos de lo que cada uno piensa.
Haz preguntas hasta que las ideas tengan sentido.
Haz uso de múltiples estrategias y múltiples representaciones.
SAN FRANCISCO UNIFIED SCHOOL DISTRICT
LAUNCH |
1 |
Fijate y preguntate
6 + 6 + 0 = 12
6 + 6 + 2 = 14
6 + 6 + 1 = 13
INICIAR |
1 |
6 6
12
6 6 + 1
13
INICIAR |
1 |
LAUNCH |
1 |
13
6
6 + 1
¿Que es igual? ¿Que es diferente?
INICIAR |
1 |
__
__+__
__
3 | 6 | 5 | 1 | 4 | 2 |
EXPLORAR |
2 |
3
3+2
8
3 | 6 | 5 | 1 | 4 | 2 |
EXPLORAR |
2 |
RESUMIR |
3 |
Estrategias para sumar
Contar
Cambiar el orden
Pensar en dobles
Pensar en dobles + 1
¿Que observas sobre sumar dos?
RESUMIR |
3 |
Lesson 6: LS 3 Day 1
Whole Class or Groups: Launch: Math Talk - How many dots do you see? How do you see them?
Independent work: Explore:
Seesaw 1.3 Lesson 6 (Spanish) - 1. Use the number cards and the dots to fill the 10 Frames. 2. Find the sum and record your equation. 3. Use the microphone to record your strategy.
Whole Class or Groups: Summarize Have two to three students show how they broke apart one of their numbers to make a ten. Record the way they broke apart their number and created a new 10 on the Double 10 Frame and the Number Bond. Highlight Making a 10 strategy on the anchor chart.
Core Math to Emphasize: When adding two numbers creates a sum greater than ten, it is possible to decompose one of the numbers to change the problem into 10 and some more. A ten frame can be used to demonstrate the process.
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INICIAR |
1 |
Charla matematica
+
___ + ___ + ___ = ___
+
___ + ___ + ___ = ___
EXPLORAR |
2 |
RESUMIR |
3 |
___ + ___ + ___ = ___
RESUMIR |
3 |
Addition Strategies
Cambiar el orden
Pensar en dobles
Pensar en dobles + 1
Haz diez
RESUMIR |
3 |
Lesson 7: LS 3 Day 3
Whole Class or Groups: Launch: Notice and Wonder
Independent work: Explore: Number Lines 0 to 20 BLM
Seesaw L7- Addition Strategies on the Number Line (Spanish)
Drag the circles and arrows on the number line to solve the expression.
Write the equations that show your addition strategy.
Students use a number line to add numbers using the make a ten strategy.
Whole Class or Groups: Summarize
True or False ? Expressions with equal sums are equal. Decomposing a number to make a ten can make the equality more easily visible.
Core Math to Emphasize: A number line can be used to move from counting all toward a more fluent process when using the decomposing to make a ten strategy. Independent work: Equal - Not Equal Student .S. .C.
INCIAR |
1 |
Fijate y preguntate...
INICIAR |
1 |
6 + 9 =
+1 +5
9 + 6 =
9 + 1 = 10
10 + 5 = 15
Cambia el orden
Haz diez
EXPLORAR |
2 |
¿Verdadero o falso?
9 + 4 = 6 + 7
RESUMIR |
3 |
¿Verdadero o falso?
6 + 8 = 7 + 9
RESUMIR |
3 |
Fall District Assessment Milestone Task Overview
SFUSD uses the District Assessments to support the continuous improvement work of the district. Reading Inventory (RI) is the District Assessment for reading, and two specific Math Milestone Tasks are the District Assessments for math. Aggregate student results are summarized to inform district planning and programs. Teachers use individual results to inform instruction. An individualized Student Report is uploaded to ParentVUE for families.
Ideally, assessments will encourage students to reflect on what they have learned, rather than to focus on scores, and the District Assessment is no exception. In keeping with the Graduate Profile, students are part of a community of learners who work toward graduating as critical, collaborative thinkers using multiple resources. This assessment is intended to be administered and scored as you would any other Milestone Task, after unit instruction is complete, and not treated as a high stakes assessment. The assessment should not alienate students, shift the focus away from learning towards a grade, or lead to racialized outcomes. You may administer the task whole class, in small groups, or a combination of both; in-person, online, synchronously or asynchronously.
District Assessment Milestone Task Guidance for Teachers
Before - Teacher |
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During |
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After (See last 2 slides for more information) |
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Milestone Task
Whole Class or Groups: Launch Synchronously with 3-Read Protocol
Independent work: Seesaw Milestone (Spanish), On the Farm (Chinese)
On the Farm BLM .S. .C., On the Farm Three Read BLM .S. .C. Number Lines 0 to 20 BLM, Ten and Double Ten Frames BLM
Whole Class or Groups: On the Farm Rubric Teacher, Suggested Answer Guide
Core Math to Emphasize: The situation will determine the best strategy to use for adding two numbers. Strategies to consider are counting on, using doubles, or decomposing to make a 10. Student Work Samples and Commentary for paper version are available.
Fijate y preguntate
LAUNCH |
1 |
INICIAR |
1 |
¿De que se trata el cuento?
Lectura #1
INICIAR |
1 |
¿Qué son las cantidades en este cuento?
Lectura #2
INICIAR |
1 |
Unidades | Cantidades |
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En la granja
La granjera Sue recogió los huevos que pusieron sus gallinas. La grajera Sue recogió 8 huevos el jueves y 7 huevos el viernes.
INICIAR |
1 |
Estrategias para sumar
Contar
Cambiar el orden
Pensar en dobles
Pensar en dobles + 1
EXPLORAR |
2 |
¿Cuantos huevos recogió en total?
En la granja
La granjera Sue recogió los huevos que pusieron sus gallinas. La grajera Sue recogió 8 huevos el jueves y 7 huevos el viernes.
Muestra tu pensamiento con un dibujo y una ecuación.
Parte 1
1 + 8 =
Muestra cómo lo sabes.
8 + 5 =
Muestra cómo lo sabes.
Parte 2
EXPLORAR |
2 |
On the Farm
Look for student’s current understanding of the core math: The situation will determine the best strategy to use for adding two numbers. Strategies to consider are counting on, using doubles, or decomposing to make a 10.
Use the Milestone task as formative assessment to determine potential areas for re-engagement during the next unit. On the Farm Rubric Teacher, Suggested Answer Guide, Student Work Samples and Commentary for paper version.
RESUMIR |
3 |
Fall District Assessment Milestone Task Guidance
Calibration and Scoring |
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Analysis and Re-Engagement |
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Fall District Assessment Milestone Task Guidance
Score Entry Into Illuminate |
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Resources |