Eureka Math
1st Grade
Module 4
Lesson 20
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
(S) Problem Set, highlighter
A Note About This Lesson
Note: During Lesson 20, the suggested delivery of instruction is an integration of student work on the Problem Set with guided instruction interspersed between each problem. Today, the unknown in each problem varies between a part and the total. The sequence of problems has been designed to support students in using the RDW process—particularly to keep track of information as they determine whether they are looking for a part or the total—and to use the visual representation of the information to support calculations.
A Note About This Lesson
Suggested Delivery of Instruction for Solving Word Problems
1. Model the problem, calculate, and write a statement.
Choose two pairs of students who have been accurately solving the Application Problems from Topic D and using simple shapes in a straight line when drawing. Invite these two pairs of students to work on chart paper while the others work independently or in pairs at their seats. Vary the selected students as the problems become more complex.
Review the following questions before beginning the first problem:
Can you draw something?
What can you draw?
What can you tell from looking at your drawing?
As students work, circulate. Reread Problem 1, and reiterate the questions above. After a maximum of two minutes, have the pairs of students share their labeled diagrams. Give the students two to three minutes to finish work on that question, sharing their work and thinking with a peer. All should write their equations and statements of the answer.
A Note About This Lesson
2. Assess the solution for reasonableness.
Give students one to two minutes to assess and explain the reasonableness of their solution. For about one minute, have the demonstrating students receive and respond to feedback and questions from their peers.
A Note About This Lesson
3. As a class, notice the ways the drawing depicts the story and the solution.
Ask questions to help students recognize how each part of their drawing matches the story and solution. This helps students begin to see how the same process can help them solve varying word problems. Keep at least one chart paper sample of each solution for reference later in the lesson.
I can recognize and make use of part–whole relationships within tape diagrams when solving a variety of problem types.
Application Problem
There is no Application Problem for today’s lesson.
Beep Counting by Ones and Tens
I will say a series of four numbers, but replace one of the numbers with the word “beep” (e.g., “1, 2, 3, beep”). When signaled, you say the number that was replaced by the word “beep” in the sequence.
Number Bond Addition and Subtraction
I will write a number bond for a number between 0 and 10, with a missing part or whole. You write two addition and two subtraction sentences with a box for the missing number in each equation. They then solve for the missing number.
Example:
Number Bond Addition and Subtraction
I will write a number bond for a number between 0 and 10, with a missing part or whole. You write an addition and a subtraction sentence with a box for the missing number in each equation. Then, then solve for the missing number.
Example:
Addition and Subtraction with Cards
Let’s play addition and subtraction with cards!
Concept Development
Concept Development
11
Concept Development
11
Concept Development
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8
Concept Development
11
Concept Development
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16
Concept Development
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Concept Development
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13
Concept Development
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Concept Development
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Concept Development
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Concept Development
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Debrief
How are Problems 3 and 4 alike? How are they different? How did your drawings help you to solve each problem?
Debrief
In which problems could making ten help you? Explain your thinking.
Debrief
Look at Problem 2 and Problem 3. What is similar, and what is different between the two problems? What do you notice about the size of the rectangles around each part in Problem 2? What do you notice in Problem 3?
Debrief
Look at Problem 6. How did you solve this problem? What did you draw first? Next? Did anyone do it a different way?
Debrief
Using a highlighter, underline the question in each problem. Highlight the part of the tape diagram that shows the answer to the question. What do you notice?
Debrief
Some people only write numbers and not circles inside the parts of a tape diagram. Why do we draw the circles sometimes? Why do we just use numbers at times?
Exit Ticket