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Eureka Math

1st Grade

Module 3

Lesson 8

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

Chart with measuring rules (From L7)

Student

1 die per pair, 1 lunch bag of 2 new crayons, 10 linking cubes, and 10 centimeter cubes per pair, 20 small paper clips, 20 large paper clips 20 toothpicks, 20 centimeter cubes (last four items needed partway through Concept Development, for individual or pairs)

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I can understand and talk about why we need to use the same units when comparing measurements.

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Speed Writing

You need your personal white board.

You are going to count and write the numbers on your whiteboard for one minute.

Then we’ll erase our boards and try again.

Try to count even higher the second time!

Speed Writing (3 minutes)

Materials: (T) Timer (S) Personal white board

Note: Throughout the first two modules, students have been counting by ones, twos, fives, and tens, as well as the Say Ten way. Review of these counting patterns prepares students for Module 4 by strengthening their understanding of place value and their ability to add and subtract. Many students are familiar with skip-counting. Though skip-counting by twos, fives, and tens is not a Grade 1 standard, the teacher can incorporate these counting patterns, if appropriate.

Choose a counting pattern with which students need more practice. Students count on their boards by the chosen pattern for one minute. Tell them to erase their boards but to remember how high they counted. Then, give them another minute to try to count even higher.

NOTES ON MULTIPLE MEANS OF REPRESENTATION:

If there are students who are unable to count by the chosen pattern without numerical visual cues at this point in the year, use a tool such as a number line or a hundreds chart. Students can color the pattern on the number line or hundreds chart so that they have a visual representation as they count on their own.

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Race and Roll Addition

You will be working with a partner.

Start at 0.

Partners take turns rolling a die and then saying a number sentence by adding the number rolled to the total.

Keep rolling and saying number sentences until you get to EXACTLY 20.

Stand when you reach 20.

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Cold Call: Addition and Subtraction Within 20

I’m going to ask a question and then call on a student or a group of students to answer.

Let’s try it!

Cold Call: Addition and Subtraction Within 20 (3 minutes)

Note: This review fluency activity addresses the Grade 1 standard of adding and subtracting within 20 and practices including units when adding length.

In Cold Call, the teacher asks a question, pauses to provide think time, and then randomly calls on a student or group of students to answer. This game helps motivate all students to mentally solve the problem so they are ready if they are chosen to answer.

T: 4 centimeters + 2 centimeters is...? (Pause to provide think time.) Only students with pets answer. Ready?

S: (Only students with pets answer.) 6 centimeters.

T: 14 centimeters + 2 centimeters is...? (Pause to provide think time.) Only students without pets answer. Ready?

S: (Only students with no pets answer.) 16 centimeters.

Continue playing, practicing addition and subtraction within 20. As always, scaffold instruction by beginning with easy problems and slowly increasing the complexity.

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Application Problem

I have 2 crayons. Each crayon is 9 centimeter cubes long.

I also have a paintbrush. The paintbrush is the same length as 2 crayons.

How many centimeter cubes long is the paintbrush?

Use centimeter cubes to solve the problem. Then, draw a picture, and write a number sentence and a statement to answer the question.

Remember to use the RDW process.

Application Problem (5 minutes)

I have 2 crayons. Each crayon is 9 centimeter cubes long.

I also have a paintbrush. The paintbrush is the same length as 2 crayons. How many centimeter cubes long is the paintbrush? Use centimeter cubes to solve the problem. Then, draw a picture, and write a number sentence and a statement to answer the question.

Note: Students continue to use concrete materials to consider problem situations. Continue to encourage students to build each part of the story, using the cubes to think through what they know and to identify what they do not yet know. During the Student Debrief, students demonstrate their strategies for solving the problem. The example in the Teacher’s Guide shows one way in which students may solve this Application Problem. Some students may simply align the cubes and solve without drawing.

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Concept Development

Let’s meet together on the floor.

We’re going to switch to the document camera for this part of the lesson.

Concept Development (35 minutes)

Materials: (T) Chart with measuring rules (Lesson 7) (S) 1 lunch bag of 2 new crayons, 10 linking cubes, and 10 centimeter cubes per pair

Use your teacher’s guide for this portion. Page 3.C.17 for Version 2. Page 115 for Version 3. The text is copied below.

Gather students in the meeting area in a semicircle.

T: We have measured with many different tools so far. Who can name the different tools we have used to measure?

S: String. Strip of paper (or pipe cleaners). Centimeter cubes. Centimeter ruler. Small paper clips. Large paper clips.

Review the rules for measuring properly using the chart created in Lesson 7.

T: (Distribute a lunch bag with materials listed above to each pair of students.) Take the materials out of your bag. You and your partner are going to measure the new crayons with the other materials in your bag. Don’t forget about the rules for proper measuring!

T: The new crayon is how many cubes long? (Note: Do not tell students which cubes to use.)

S: Mine was 9 cubes long. Mine was 3 cubes long.

T: That’s interesting. These crayons are brand new, and they came from the same box, which means they should be the same size. (Match up the crayons.) And they are! Why are we getting different measurements?

Ask students if they measured properly by going over each rule, repeating the last rule twice to ensure that no one mixed the cubes to measure.

T: Why do we have different measurements? Talk with your partner.

S: We were measuring with different cubes. We didn’t mix them up, but I measured with smaller cubes, the centimeter cubes. My partner measured with bigger cubes, the linking cubes. We didn’t do anything wrong. We measured correctly. It’s just that our answers are different because we each used a different size cube to measure.

T: Great thinking! Even though you measured properly, it sounds like we need to add a rule for sharing and communicating about our measurements. When someone says, “My crayon is 3 cubes long,” and another person says, “No! It’s 9 cubes long,” this can become a frustrating conversation because they are both right! So, how can we help these two students?

S: They have to say, “My crayon is 3 linking cubes long,” or “My crayon is 9 centimeter cubes long.” We have to say what type of tool we used to measure!

T: Yes! We need to be precise when we communicate about which length unit we used to measure. Practice measuring more items and communicating their measurements precisely on your Problem Set.

Give each student, or pair of students, one set of the following measuring tools:

20 small paper clips 20 large paper clips 20 tooth picks 20 centimeter cubes

Ask students to measure the classroom objects with their assigned measuring tools. Remind students to write the word about if their measurement is not exactly a certain length unit long. Circulate and ask students about their measurements, encouraging them to use the length unit label as they share. (Note: The use of the word about was first introduced in Lesson 4. Remind students that if they are going to use this word, the appropriate way to use it is, for example, “My pretzel rod is about 18 centimeter cubes long.”)

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Problem Set

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Debrief

Check your work by comparing answers with your partner.

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Debrief

Compare your measurements to your partner’s (a student who used a different tool).

How are your answers different?

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Debrief

Why do we need a label, or a length unit, along with a number when we are writing our measurements?

Why can’t we use the number only?

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Debrief

How can it be true that when Student A says the glue stick is X paper clips long and Student B says it is Y centimeter cubes long, they are both correct?

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Debrief

Student A says she used 9 centimeter cubes to measure the crayon.

Student B says she used 3 small paper clips to measure the crayon.

Why do you think she needed so many more centimeter cubes to measure the crayon compared to using the small paper clips?

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Debrief

Pick three objects from your sheet.

Name your items in order from shortest to longest.

Name your items in order from longest to shortest.

Would the order change if you were using a different measuring tool to measure length?

Why or why not?

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Debrief

Look at the caterpillar on each page of your Problem Set from Lesson 7.

How do our measurements on each page relate to today’s lesson?

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Debrief

Look at your Application Problem.

How much longer is the paintbrush compared to one crayon?

Why is it important that you included the label centimeters or centimeter cubes after the number in your statement?

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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