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Eureka Math

1st Grade

Module 4

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.

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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

Fluency

Sprint Targeting Core Fluency: Missing Addends for Sums of Ten(s) (10 minutes)

Concept Development

Materials:

(S) Personal white board, 4 ten-sticks from the math tool kit (optional)

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I can add a pair of two-digit numbers with varied sums in the ones.

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Application Problem

Anton had some crayons in his desk. His teacher gave him 2 more. When he counted all of his crayons, he had 16 crayons.

How many crayons did Anton have in his desk originally?

Use the RDW process to solve the problem.

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Application Problem

Possible Models:

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Core Fluency Differentiated Practice Sets

Note: Throughout Topic F and for the remainder of the year, each day’s fluency activity includes an opportunity for review and mastery of the sums and differences with totals through 10 by means of the Core Fluency Practice Sets or Sprints. Five options are provided in this lesson for the Core Fluency Practice Set, with Sheet A being the simplest addition fluency of the grade and Sheet E being the most complex. Start all students on Sheet A. Keeping a record of student progress is suggested to move students to more complex sheets as they are ready.

Students complete as many problems as they can in 90 seconds. Reaching 100% accuracy and completion is recommended before moving students to the next level. Collect any Practice Sheet that has been completed within the 90 seconds, and check the answers. The next time Core Fluency Practice Sets are used, students who have successfully completed their set today can be provided with the next level.

For early finishers, assign a counting pattern and start number. Celebrate improvement as well as advancement. Students should be encouraged to compete with themselves rather than their peers. Interview students on practice strategies. Notify caring adults of each student’s progress.

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Fluency Practice

Coin Drop (3 minutes)

Materials: (T) 4 dimes, 10 pennies, can

I’m going to drop some of these coins in this jar. What is the value of this penny?

Listen carefully as I drop coins into my jar. Keep track of how many we have.

I’m going to take some out now. Now how many do we have in the jar?

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Fluency Practice

Coin Drop (3 minutes)

Materials: (T) 4 dimes, 10 pennies, can

Now I’m going to drop some of these coins in this jar. What is the value of this dime?

Listen carefully as I drop coins into my jar. Keep track of how much money we have in the jar.

I’m going to take some out now. Now how much money do we have in the jar?

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Fluency Practice

Make ten: 9 Up

When I say “up,” tell me how to get to ten from my number. 9 up.

You’ll say: 9 + 1 = 10.

Ok….8 up

6 up

4 up

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Fluency Practice

Make ten: 9 Up

Now I’m going to write an expression and you will still get me to ten.

9 + 3 = _____ (9 up)

1 2

If we add the 1 to make 10, how much is left to add?

Now let’s try: 9 + 5, 9 + 6, 9 + 9, and 9 + 8

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Fluency Practice

Addition Strategies Review (5 minutes)

Partner A show me 9 on your magic counting sticks.

Partner B, show me 6 (animated progression on clicks)

If I want to solve 9 + 6, how can I make a 10?

Take 1 from the 6, and add 1 to 9.

10 + 5 = 15

Let’s say our new addition sentence with the solution.

If we want to add 3 more to 15, should we make a ten?

No, we are already at 10

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Fluency Practice

Addition Strategies Review (5 minutes)

If we want to add 3 more to 15, should we make a ten?

No, we are already at 10

Should we add the 3 to the 10 or the 5?

The 5. 15 + 3 = 18

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Concept Development

Materials: (T) Chart paper (S) Personal white board, 4 ten-sticks from math toolkit (optional)

The time allotted for Lesson 28’s Concept Development is set aside to consolidate and solidify the learning that has occurred in Lessons 24–27. Three sets of problems have been provided for practice so students gain accuracy and efficiency when adding a pair of double-digit numbers.

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Concept Development

The teaching sequence from earlier lessons may be used to guide remedial instruction.

Students should be encouraged to use their number bonds and the arrow way to solve their problems while having full access to drawing materials and manipulatives (MP.5).

Note that Problems 11–15 involve sums greater than 40. This is intended to serve as a challenge set for advanced learners.

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Concept Development

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Concept Development

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Concept Development

These are tough ones...

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Problem Set

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Problem Set

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Debrief

Which method did you use the most to solve today’s addition problems? Explain the reason for your choice.

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Debrief

Share how you solved Problem 2(f). How can solving Problem 2(f) help you solve 2(h)?

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Debrief

A student says he solved Problem 1(f) by adding 2 tens and 13 ones. Is he correct? Explain his strategy for adding.

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Debrief

With your partner, share how you solved your Application Problem and act out each part of the story.

Explain how each part of your drawing or tape diagram represents different parts of the story.

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Exit Ticket