Eureka Math
1st Grade
Module 1
Lesson 21
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
I can visualize and solve doubles and doubles plus 1 with 5-group cards.
Stand on Even Numbers
Students sit in a circle and count by ones, each student saying one number to count up. You will stand when you say an even number. We will continue around the circle until all students are standing. Then, continuing in the same direction around the circle, we’ll count backwards, beginning with the last number said and sitting on even numbers.
Target Practice: 8
Application Problem
Jordan is holding a container with 3 pencils. His teacher gives him 4 more pencils for the container. How many pencils will be in the container? Write a number bond, number sentence, and statement to show the solution.
Concept Development
Let’s count by twos using our fingers. Watch me first.
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Concept Development
Show me 1 and 1 with your pinkies like me.How many fingers are you holding up?
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Concept Development
What is the number sentence?
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Concept Development
1 + 1 = 2
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Concept Development
Show me 2 and 2 fingers, your pinkies and ring fingers. Say the number sentence to tell how many fingers you’re holding up.
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Concept Development
Let’s continue with 3 + 3, 4 + 4, 5 + 5, and back down to 1 + 1.
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Concept Development
What did you notice about the numbers we added each time?
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Concept Development
We added the same number two times.
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Concept Development
We call those doubles.
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Concept Development
We call those doubles.
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Concept Development
Now we’ll 2 minutes for you to work with a partner and practice making doubles number sentences. Partner A flashes doubles fingers; Partner B says the number sentence. Switch roles after 1 minute.
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Concept Development
Without counting all, tell how many dots there are.
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Concept Development
How did you know?
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Concept Development
They are doubles. Three and 3. That makes 6.
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Concept Development
Let’s continue with 2 + 2, 4 + 4, and 5 + 5.
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Concept Development
Without counting all, tell how many dots there are.
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Concept Development
How did you know so quickly? Turn and talk to your partner.
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Concept Development
One of you said you saw 3 and 3 plus another dot! Give thumbs up if you see 3 dots hiding inside these 4 dots.
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Concept Development
You used your doubles fact to help. Three plus 3, that’s....
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Concept Development
6!
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Concept Development
Plus another dot?
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Concept Development
7!
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Concept Development
How is 3 + 4 related to 3 + 3?
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Concept Development
It’s making doubles and adding 1 more.
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Concept Development
This is called doubles plus 1. Let’s see if we can find more doubles facts hiding inside another expression.
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Concept Development
This is called doubles plus 1. Let’s see if we can find more doubles facts hiding inside another expression.
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Concept Development
How would you solve 4 + 5 using what you learned in today’s lesson?
Turn and talk to your partner, and solve on your board.
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4
5
Concept Development
3 + __ = 6
What number is missing here? Talk with your partner to decide. Tell each other how you know.
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Concept Development
3 + __ = 6
What is the missing number in 3 + __ = 6?
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Concept Development
3.
How do you know?
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Concept Development
3 + __ = 7
What number is missing here? Discuss with your partner. Remember to use words or your boards to explain your thinking.
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Concept Development
What is the missing number in 3 + __ = 7?
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Concept Development
3 + __ = 7
4 is the missing number.
How could the last problem, 3 + 3 = 6, help you with this one?
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Concept Development
If you know 3+3 is 6,and you need to have 7,you know you need 1 more than last time, so now it’s 3 + 4.
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Problem Set
Problem Set
Debrief
T: See notes
Debrief
T: See notes
Debrief
Exit Ticket