Eureka Math
First Grade
Module 1
Lesson 28
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
I can solve subtraction or take from number stories using the RDW way.
Group Counting
Beep Counting by Ones
Say a set of 3 numbers with the last number saying “beep” instead of the number. When signaled students say the “beep” number. (ex. 5, 6 beep,)
*See notes for suggested sequence.
Cold Counting
1 less
I’m going to say a number aloud.
Think about the number that is 1 less.
Get ready! I might call by student, by class or by groups of students.
Cold Counting
1 less
2
Cold Counting
1 less
1
Cold Counting
1 less
8
Cold Counting
1 less
7
Cold Counting
1 less
6
Cold Counting
1 less
5
Cold Counting
1 less
10
Cold Counting
1 less
9
Cold Counting
1 less
18
Cold Counting
1 less
17
Cold Counting
1 less
28
Cold Counting
1 less
27
Cold Counting
1 less
13
Cold Counting
1 less
12
Cold Counting
1 less
38
Cold Counting
1 less
37
Cold Counting
1 less
23
Cold Counting
1 less
22
Sprint: 1 less
Let’s do a Sprint!
Application Problem
Eight ducks are swimming in the pond. Four ducks fly away. How many ducks are still swimming in the pond? Write a number bond, number sentence, and statement. Draw a number path to prove your answer.
Concept Development
Welcome to another edition of Math Stories Theater!
You will be watching math stories and having a hand at solving them.
Concept Development
There were 6 children at the sleepover. (6 students come to the front and act out being at a sleepover.)
Two children got picked up.
How many children stayed?
Concept Development
Now, use simple math drawings to show how you know 4 children stayed.
Share with you partner how you solved the problem.
Concept Development
What did we start with?
What is the whole story?
Concept Development
Then, what happened?
When they were leaving I drew an imaginary line in front of them to show that they were leaving. Let’s show that with our drawing. What does the line remind you of?
Concept Development
Good! Write a number bond and number sentence that tells the sleepover story. Don’t forget to label your number bond.
Concept Development
Now lets have 2 students share their work!
Concept Development
Now lets do more story problems without any actors.
Erase your white boards.
Get ready and remember how to show crossing off to show the action of taking away.
Concept Development
There were 7 frogs on a log. 3 frogs jump off the log and swim away. How many frogs are still on the log?
Concept Development
There were 7 frogs on a log. 3 frogs jump off the log and swim away. How many frogs are still on the log?
Turn and share how you solved with a partner
Concept Development
There were 8 apples in a basket. Some kids ate 6 of the apples. How many apples are in the basket now?
Concept Development
There were 8 apples in a basket. Some kids ate 6 of the apples. How many apples are in the basket now?
Turn and share how you solved with a partner.
Concept Development
There were 9 flowers on a bush. 6 of the flowers were picked. How many flowers are still on the bush?
Concept Development
There were 9 flowers on a bush. 6 of the flowers were picked. How many flowers are still on the bush?
Turn and share how you solved with a partner.
Problem Set
Problem Set
Debrief
How are they different?
Does one seem more efficent than the other? Why?
Debrief
2. What do our drawings in a row remind us of?
Why would you draw our stories this way?
Debrief Cont.
3. Today, we all used drawings and number bonds to solve problems. Let’s look at Problem 3 together.
How many total cats did Kate see playing in the grass?
Debrief Cont.
3. Continued:
How did you draw those 8 cats?
Debrief Cont.
How many cats went to chase a mouse?
Debrief Cont.
I see your number bonds show that. I’m going to make this into a picture number bond and show that 3 cats chased a mouse.
Debrief Cont.
How many cats remained?
Debrief Cont.
Who can help me draw the other part of our picture number bond to show that 5 cats remained?
Debrief Cont.
These are the cats that...
Debrief Cont.
How is this number bond different from your number bond?
How is it the same?
Debrief Cont.
How is this number bond differnt from your math drawing?
How is it the same?
Debrief Cont.
Can we always show a math story using a picture number bond?
Does it only work for this story? (Try it out with Problem 4.)
Exit Ticket