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Eureka Math

1st Grade

Module 1

Lesson 5

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.

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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 A

“pop-out”

Screen B

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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

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Materials Needed

Teacher

Number bond on white board
Chart to record decompositions of 7

Student

5-group cards (Template 1 - double sided), 7 children picture card (Template 2),
For Debrief - scissors, glue stick, sheet of blank paper

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I can show a put together situation with number bonds.

I can count on from one part to a total of 6 and 7.

I can write all of the addition expressions for a total.

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Math Finger Flash

(with Number Sentences)

I’m going to flash my fingers the Math Way for just a few seconds.Then I’m going to hide them.

When I give the signal, tell me how many fingers you saw.

Then say an addition sentence to make 5.

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Math Finger Flash

(with Number Sentences)

Now I’m going to show you numbers between 5 and 10.

When I give the signal, tell me how many fingers you saw.

Then say a 5 + ___ addition sentence for the number you saw.

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Shake Those Disks

Fluency purposes:

1. Maintenance - Staying sharp on previously learned skills.

2. Preparation - Targeted practice for the current lesson

3. Anticipation - Skills that ensure that students will be ready for the in-depth work of upcoming lessons

Shake Those Disks: 6 (7 minutes)

Materials: (S) Per set of partners: 6 disks (e.g., counters, two-color beans, or pennies), 1 shake those disks 6 board (Fluency Template 1)

Note: This activity addresses the core fluency objective for Grade 1 of adding and subtracting within 10.

Break students into partners. Give each set of partners 6 disks. Instruct them to take turns as the Shaker and the Recorder. The Shaker shakes the disks and tosses them on the table. The Recorder then records the roll on the Shake Those Disks board. (For example, if the Shaker rolls 4 red and 2 white, the Recorder puts an X on the graph above the 4 and 2 number bond.)

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Shake Those Disks

Take turns with your partner being the Shaker and the Recorder.

The Shaker shakes the disks and tosses them on the table.

The Recorder then records the roll on the Shake Those Disks board.

Fluency purposes:

1. Maintenance - Staying sharp on previously learned skills.

2. Preparation - Targeted practice for the current lesson

3. Anticipation - Skills that ensure that students will be ready for the in-depth work of upcoming lessons

Shake Those Disks: 6 (7 minutes)

Materials: (S) Per set of partners: 6 disks (e.g., counters, two-color beans, or pennies), 1 shake those disks 6 board (Fluency Template 1)

Note: This activity addresses the core fluency objective for Grade 1 of adding and subtracting within 10.

Break students into partners. Give each set of partners 6 disks. Instruct them to take turns as the Shaker and the Recorder. The Shaker shakes the disks and tosses them on the table. The Recorder then records the roll on the Shake Those Disks board. (For example, if the Shaker rolls 4 red and 2 yellow, the Recorder puts an X on the graph above the 4 and 2 number bond.)

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Number Bond Dash

Fluency purposes:

1. Maintenance - Staying sharp on previously learned skills.

2. Preparation - Targeted practice for the current lesson

3. Anticipation - Skills that ensure that students will be ready for the in-depth work of upcoming lessons

Number Bond Dash: 6 (5 minutes)

Materials: (T) Stopwatch or timer (S) Number bond dash 6 (Fluency Template 2), marker to correct work

Note: By using the same system, the Number Bond Dash, students focus on the mathematics, rather than figuring out the routine. Unlike most Number Bond Dashes, students will not have a chance to improve their scores on Day 2 during this round, as Topic B progresses through exploration of decompositions of 6, 7, 8, 9, and 10, giving students practice with a new number each day.

Distribute the Dash to students, face down. Instruct students to flip their papers when you say, “Go!” and complete as many number bonds as they can in 90 seconds. Assure them it is okay if they run out of time before they finish. Tell them if they finish, they can practice counting to 20 on the back of their papers, starting with the number 5. Change the counting sequence to meet the needs of students, in later lessons. As you choose a counting sequence, consider counting forward or back by different numbers. When counting forward, it is beneficial to change the starting number.

T: (Set the timer for 90 seconds.) On your mark, get set, GO! (Press start.)

T: (When the timer goes off, tell students to put down their pencils and grab a marker to correct their work.)

T: When you get an answer correct, put a check mark on the problem number. If you need to change your answer, just change it with your marker.

T: (Read the number bonds aloud, starting with Problem 1.) When you are finished checking all the problems, write the number you got correct in the star-like shape on top.

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Application Problem

Marcus had 6 pieces of candy. He decided to give some to his mother and keep some for himself.

Use pictures and numbers to show two ways that Marcus could have split up 6 pieces of his candy.

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Concept Development

I’m going to bring up a group of students.

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Concept Development

How many students do you see?

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Concept Development

Yes, 7!

Let’s record that in our number bond.

What does the 7 represent?

Concept Development

Yes, students with long hair.

Let’s label this part of our number bond long hair.

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Concept Development

Show 1 with your 5-group card using the dot side, and put it in front of you.

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Concept Development

Show 1 with your 5-group card using the dot side, and put it in front of you.

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Concept Development

If one student has long hair, what about the rest of these students?

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Concept Development

If one student has long hair, what about the rest of these students?

How many students have short hair?

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Concept Development

Yes, 6 have short hair.

Let’s write 6 in our number bond.

What does this 6 represent? How should I label this part of our number bond?

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Concept Development

Yes, 6 represents the number of students with short hair.

Let’s label that part of our number bond short hair.

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Concept Development

Show 6 with your 5-group card using the dot side, and put it in front of you.

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Concept Development

What’s the best strategy to find out how many students there are altogether?

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Concept Development

What’s the best strategy to find out how many students there are altogether?

Can we count on from 1?

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Concept Development

What’s the best strategy to find out how many students there are altogether?

Can we count on from 1?

Point with me to keep track as we count on from 1.

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Concept Development

Now, it’s your turn to count on.

Concept Development

Yes, 7 = 6 + 1.

.

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Concept Development

Let’s look for another difference in our group of kids.

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Problem Set

You are going use a student picture card and your 5-group cards.

Consider assigning students Must Do problems and May Do problems. Problem sets can also be differentiated by assigning different problems to different students, depending on their understanding of the concept of the lesson.

Items in the problems set move from less complex to more complex, and mirror the homework for that lesson.

Distribute the picture card with seven students in a classroom, the Problem Set, and 5-group cards for each student.

Similar to Lesson 4, students record all of the decompositions of 7 (in number bonds and as expressions) on their Problem Set as they use the 5-group cards to count on, just as they did during the Concept Development. Judge to determine whether students should complete this as whole group, in small groups, or independently.

Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students solve these problems using the RDW approach used for Application Problems.

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Debrief

Come to the meeting area with your Problem Set, scissors and glue.

Cut out your number bonds (in sections) from the sheet and place them in a number order that makes sense to you.

Be ready to talk to your partner about the order you chose.

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Debrief

Talk with your partner about how you put your number bonds of 7 in an order based on the numbers.

Does your way of ordering look the same as or different from your partner's?

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Debrief

Let’s write all of the number bonds of 7.

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Debrief

Now we are going to glue our number bonds iin order, starting with 7 and 0, on a blank sheet of paper.

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Debrief

􏰀Look at all the ways we made 7 in this poster.

What patterns do you see?

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Debrief

􏰀

Let’s revisit our poster for 6.

What do you see that is the same about our poster showing ways to make 6 and our poster showing ways to make 7?

What do you see that is different about our poster showing ways to make 6 and our poster showing ways to make 7?

Talk to your partner about what you noticed.

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Debrief

Turn to your partner and share what you learned in today’s lesson.

What did you get really good at today?

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Exit Ticket