Eureka Math

First Grade

Module 4

Lesson 8

At the request of elementary teachers, a team of Bethel & Sumner educators met as a committee to create Eureka slideshow presentations. These presentations are not meant as a script, nor are they required to be used. Please customize as needed. Thank you to the many educators who contributed to this project!

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Directions for customizing presentations are available on the next slide.

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Customize this Slideshow

Reflecting your Teaching Style and Learning Needs of Your Students

• When the Google Slides presentation is opened, it will look like Screen A.
• Click on the “pop-out” button in the upper right hand corner to change the view.
• The view now looks like Screen B.
• Within Google Slides (not Chrome), choose FILE.
• Choose MAKE A COPY and rename your presentation.
• Google Slides will open your renamed presentation.
• It is now editable & housed in MY DRIVE.

Screen B

Icons

Read, Draw, Write

Learning Target

Think Pair Share

Individual

Partner

Whole Class

Small Group Time

Small Group

Personal White Board

Problem Set

Manipulatives Needed

Fluency

Materials Needed

• S: 1 pack of numeral cards 0–10 per set of partners (Lesson 4 Fluency Template)
• S: Core Subtraction Fluency Review
• T: Comparison cards (Template)
• S: Comparison cards (Template), personal white board, ten-sticks and coins from personal math toolkit
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I can compare two numbers and tell the greatest and least between the two reading them from left to right.

Subtraction with Cards

Students combine their numeral cards and place them facedown between them. Each partner flips over two cards and subtracts the smaller number from the larger one. The partner with the smallest difference says a less than sentence and keeps the cards played by both players. If both players have the same difference, each partner flips two more cards, and the player with the smaller difference says a less than sentence and keeps all the cards. The player with the most cards at the end of the game wins.

Subtraction with Cards

Turn and Talk to your partner about who won this round?

Subtraction with Cards

5>1

Player A wins this round!

5-4=1

9-4=5

Core Subtraction Fluency Review

Students have 3 minutes to complete as many problems as they can.

Beep Counting by Ones and Tens (3 min.)

Say a series of four numbers, but replace one of the numbers with the word beep (e.g., 1, 2, 3, beep).

When signaled, students say the number that was replaced by the word beep in the sequence. Scaffold number sequences, beginning with easy sequences and moving to more complex ones. Choose sequences that count forward and backward by ones and tens within 40.

Beep Counting

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10, 11, 12, BEEP!

Beep Counting

Beep Counting

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13

Beep Counting

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20, 19, 18, BEEP!

Beep Counting

Beep Counting

Beep Counting

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17

Beep Counting

Beep Counting

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30, 29, 28, BEEP!

Beep Counting

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27

Beep Counting

Beep Counting

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0, 10, 20, BEEP!

Beep Counting

Beep Counting

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30

Beep Counting

Beep Counting

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1, 11, 21, BEEP!

Beep Counting

Beep Counting

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31

Beep Counting

Beep Counting

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40, 30, 20, BEEP!

Beep Counting

Beep Counting

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10

Beep Counting

Beep Counting

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39, 29, 19, BEEP!

Beep Counting

Beep Counting

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9

Application Problem

Anton picked 25 strawberries. He picked some more strawberries. Then, he had 35 strawberries.

a. Use a place value chart to show how many more strawberries Anton picked.

b. Write a statement comparing the two amounts of strawberries using one of these phrases: greater than, less than, or equal to.

Concept Development

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10, 11, 12, 13

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40, 30, 20, 10

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You said these numbers during beep counting. What is different about them?

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Concept Development

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10, 11, 12, 13

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40, 30, 20, 10

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Let’s use our math language to explain that. Who remembers the words we used yesterday when we were comparing two numbers?

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Greater than. Less than. Equal to.

Concept Development

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10, 11, 12, 13

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40, 30, 20, 10

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Are you saying that 10 is less than or greater than 11?

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less than

Concept Development

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10, 11, 12, 13

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40, 30, 20, 10

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What about the next numbers? 11 is …?

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less than

Concept Development

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10, 11, 12, 13

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40, 30, 20, 10

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Let’s say the whole sequence and use the comparison words as we compare each number in the set.

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Concept Development

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10, 11, 12, 13

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40, 30, 20, 10

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• When we compare numbers using words, we read from left to right, just like when we are reading a sentence in a book or when we are reading a number sentence.

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• 40, 30, 20, 10 is in a different order. Turn to your partner, and discuss which word we will use when comparing them. Remember, we start with 40.

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Concept Development

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10, 11, 12, 13

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40, 30, 20, 10

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• Let’s read the whole sequence, using greater than to compare the number pairs as we go.

Concept Development

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• Today, we are reading left to right when we compare numbers.
• Partner A (seated on the left), show 13 with your ten-sticks.
• Partner B, show 23 with your ten-sticks. Find the card with the comparison words that show how your number compares to your partner’s number, and put it below your ten-sticks.

Concept Development

13 23

I see these cards under your numbers.

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To read this from left to right, we would say 13 is…?

Less than 23

Concept Development

13 23

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Yes, less than. Let’s move the less than card between our numbers. We’ll read together.

Concept Development

15 19

Concept Development

21 19

Concept Development

3 tens 5 ones

2 tens 8 ones

Concept Development

21 31

Concept Development

18 9

Concept Development

38 12

Concept Development

27 19

Concept Development

Does anyone else notice something interesting about which card we have been using when we read the comparison from left to right?

Yes, we always use Partner A’s card!

Do we even need Partner B’s card to say our comparison sentence?

Concept Development

Now switch spots so that we can use Partner B’s card!

Concept Development

14 17

Concept Development

3 tens and 2 tens

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Concept Development

9 ones and 3 tens

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Concept Development

24 and 38

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Concept Development

34 and 28

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Which digit in each number did you look at first to compare them?

That’s right the tens place!

Concept Development

Why do we look at the tens place first when we compare two numbers?

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Turn and talk

Concept Development

29, 38, 7, 14, 24

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0 10 20 30 40

If I want to place these numbers into this set of numbers, in order, where would they go? Where would I put 29?

29

Concept Development

29, 38, 7, 14, 24

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0 10 20 30 40

Where would I put 38?

38

Concept Development

29, 38, 7, 14, 24

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40 38 30 20 10 0

Where does 29 go now?

29

Concept Development

29, 38, 7, 14, 24

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Now let’s go back to our original sequence we made, starting on the ...?

left

0 7 10 14 20 24 29 30 38 40

Concept Development

29, 38, 7, 14, 24

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40 30 20 10 0

What will we say when we are comparing the numbers in the second set?

Greater than!

Concept Development

29, 38, 7, 14, 24

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40 38 30 29 24 20 14 10 7 0

Problem Set

Problem Set

Debrief

• Look at Problem 2. Use math drawings, materials, or place value charts to prove your solution for 36 _______ 3 tens 6 ones.

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• How did Problem 3 help you solve Problem 4? What is the same about these two problems? What is different?

Debrief

• Rewrite your statement for the Application Problem using only numbers and the phrase greater than or less than to compare the two sets of strawberries. Start with Anton’s strawberries.

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• Share your solution to Problem 5 with your partner. Did you have the same solution? If your solutions were different, explain how they could both be correct.

Exit Ticket