Eureka Math
First Grade
Module 1
Lesson 36
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!
Directions for customizing presentations are available on the next slide.
Customize this Slideshow
Reflecting your Teaching Style and Learning Needs of Your Students
Screen A
“pop-out”
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
Before students come to the meeting area for Concept Development, slip 4 white beads off of the demonstration pipe cleaner and place them in a pocket, out of view of the students. Have students bring materials to the meeting area and sit in a semicircle.
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I can relate subtraction from 10 to other facts.
Counting the Say Ten Way
Let’s count the Say Ten Way!
Get Ready!
5-Group Flash
Let’s practice saying the number I show you and the partner to 10.
Get Ready!
Number Bonds
of 10
Let’s practice partners of 10! You will put your numeral cards face down in front of you. One partner flips a card and adds that number of counters to the ten-frame. The other partner fills in the empty part of the ten-frame with the other color. Then fill in a number bond and write two number sentences to match!
Application Problem
There are 10 beads on the floor. There is the same number of red beads as white beads. A student picks up the white beads. How many beads are MP.1 still on the floor? Write a number bond, number sentence, and astatement to share your solution. Make a math drawing to show how you know.
Concept Development
Oh, no! My bracelet broke and is missing some of its beads.
Concept Development
How many beads are on my bracelet?
Concept Development
6 beads are on my bracelet. Wait, how many beads do you have on your bracelet?
Concept Development
Use one movement of beads to find out how many fell off my bracelet.
Concept Development
4 of my beads fell off!
Concept Development
Write a number sentence and number bond to show what just happened to my bracelet.
Concept Development
10 - 1
Now let’s work in partners. Partner A, use your beads to show Partner B the answer to this problem. Write the number sentence and number bond on your board.
Concept Development
10 - 1
How many beads are left?
Concept Development
10 - 1 = 9
9 beads are left!
Concept Development
10 - 9
Partner B, use your beads to show Partner A the answer to this problem. Write the number sentence and number bond on your board.
Concept Development
Look at your stretched out bracelets. Talk with your partner: What’s the same or different about them?
Concept Development
I heard these ideas!
They’re the same; mine is just facing the other way. When I flip my bracelet over, it’s exactly the same as my partner’s.
Concept Development
Look at your number bonds and equations. Talk with your partner: What’s the same or different about them?
Concept Development
I heard these ideas!
Our number bonds are the same. Our number sentences use the same numbers and always start with 10 as the whole.
Concept Development
10 – 7
Partner A, use your beads to show Partner B the answer to this problem. Write the number sentence and number bond on your board.
Concept Development
10 – 7
Partner B, use your bracelet to show Partner A the other subtraction sentence, which matches your number bond. Write the number sentence.
Concept Development
Let’s try more!
Concept Development
10 – 6
Partner B, use your beads to show Partner A the answer to this problem. Write the number sentence and number bond on your board.
Concept Development
10 – 6
Partner A, use your bracelet to show Partner B the other subtraction sentence, which matches your number bond. Write the number sentence.
Concept Development
You’ve been writing some wonderful number bonds, taking apart 10. Now, I’m going to show you a number bond that’s not quite finished.
Concept Development
What part goes with 4 to make 10?
Concept Development
6 goes with 4 to make 10! Now, write both subtraction sentences all by yourself.
Concept Development
Let’s try more!
Concept Development
What part goes with 2 to make 10?
Concept Development
8 goes with 2 to make 10! Now, write both subtraction sentences all by yourself.
Concept Development
Let’s try another!
Concept Development
What part goes with 7 to make 10?
Concept Development
3 goes with 7 to make 10! Now, write both subtraction sentences all by yourself.
Problem Set
Problem Set
Debrief
How are 5-groups and our bracelets the same in appearance? What can they help us do? How are they different?
Debrief
Which Problem Set problem(s) are similar to the Application Problem? How do you know? How did you solve them similarly or differently?
Debrief
Look at Problem 4 and Problem 6. How could Problem 4 help you solve Problem 6? What’s different about them?
Debrief
Why is there only one number sentence for Problem 5?
Debrief
Explain to your partner how you decided to solve Problem 7, Problem 8, Problem 9, and Problem 10. What helped you? How did you solve them differently or similarly?
Debrief
Explain to your partner how you decided to solve Problem 7, Problem 8, Problem 9, and Problem 10. What helped you? How did you solve them differently or similarly?
Debrief
Can we visualize rather than holding our bracelets or 5-groups?
Exit Ticket