Eureka Math
First Grade
Module 1
Lesson 29
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 solve subtraction or take from number stories using the RDW way.
Stand on Even Numbers
We will be sitting in a circle for this activity!
You’ll be counting by ones, one person at a time counting up. If you say a even number you need to stand up. We will continue until all students are standing. Last person to say an even number in the sequence is the winner.
If time we will play again.
Cold Call
I am going to say a number aloud. Think about the number that is 2 less. I’m going to call on students at random to answer as quickly as possible.
If I say your name you get to answer.
If I say whole class, everyone gets to answer.
If I say a group of students, then that group answers.
Get Ready!
Cold Call
3
Cold Call
2
Cold Call
8
Cold Call
6
Cold Call
9
Cold Call
7
Cold Call
10
Cold Call
8
Cold Call
18
Cold Call
8
Cold Call
ten 8
Cold Call
3
Cold Call
13
Subtraction with
Cards
Place cards face down between you and your partner.
Each partner flips over two cards and subtracts the smaller number from the larger number.
The partner with the smallest difference keeps the cards played by both players that round.
The player with the most cards at the end of the game wins.
Application Problem
Lucas has 9 pencils for school. He lends 4 of them to his friends. How many pencils does Lucas have left?
*Box the solution in your number sentence, and include a statement to answer the question.
*Be sure to draw your simple shapes in a straight line.
Concept Development
Welcome to another edition of Math Stories Theater!
Six children are at a sleepover. (Call on 6 students to act out story. Put them in a line.)
Four children are wearing black shoes. The rest are wearing white shoes.
How many children are wearing white shoes at the sleepover? Write a subtraction sentence to answer the question.
Concept Development
By lining up our actors in a straight row, we can easily see the sets of students. Let’s try another one.
It’s bedtime. Three children are in their sleeping bags. The rest are underneath their blankets. How many children are using blankets?
Turn and decide with a partner.
Concept Development
Let’s use the actors to see. These 3 have sleeping bags. That means these children have blankets. Three children are using blankets.
Let’s draw a simple math drawing to match this situation.
Concept Development
These circles represent our 6 children in the story. We know that 3 of them are using sleeping bags. I’m going to circle the first 3 of these, and then we should be able to see how many children are left using blankets. How many circles are left?
Concept Development
Draw a simple math drawing like mine to match the story. Write the subtraction sentence that goes with it.
Concept Development
Let’s solve more stories like the one we just did.
Fran’s mom baked 8 cupcakes. 6 of the cupcakes had chocolate frosting, and the rest had vanilla frosting.
How many cupcakes had vanilla frosting on them?
Don’t forget to have a simple math drawing and a number sentence.
Concept Development
There are 7 sneakers in a on the ground. 3 of the shoes have Velcro, and the rest with have shoe laces. How many sneakers have shoe laces?
Don’t forget to have a simple math drawing and a number sentence.
Concept Development
10 coats are hung up in the classroom. 7 of the coats have buttons, and the rest have zippers. How many coats have zippers on them?
Don’t forget to have a simple math drawing and a number sentence.
Concept Development
At recess there is 9 balls to play with. 3 of them are basketballs and the rest of them are soccer balls. How many soccer balls are out at recess?
Don’t forget to have a simple math drawing and a number sentence.
Problem Set
Problem Set
Debrief
In what way does making your drawing in a straight line help you solve the math problems?
Use Problem 3 to help you explain your thinking.
Turn and talk with your partner.
Debrief
Explain your choices for Problem 4 to a partner. Did you and your partner complete Problem 4 in the same way or in different ways? Can you both be right even if you have different numbers for the parts? Why?
Turn and talk with your partner.
Debrief
With your partner, come up with different ways to make Problem 4 true.
Debrief
How did the Application Problem connect to today’s lesson?
How is the strategy of crossing out in our math drawing similar to the strategy we used today? Why might we choose one strategy instead of another when solving story problems?
Debrief
Help students make a distinction between the take apart and take from stories, the two problem types using subtraction they have encountered thus far in the module.
When we used subtraction today, we didn’t cross off any parts of our drawings. What does it mean when we cross things off in our drawings? (Give an example)
Debrief
Continued from previous slide:
Why didn’t we cross things off today? (give an example)
Debrief
Another strategy for problems like the ones we had today is to draw the parts into a picture number bond. This number bond math drawing represents one of the problems in the Problem Set.
Which problem do you think this drawing represents?
How can you tell? Describe each part with your partner.
Debrief
Label each part:
The top row represents all of the books. The bottom row has 2 parts, with 1 part representing books on the top shelf and the other part representing the books on the bottom shelf
Exit Ticket