CORE Math Standards Addressed in Unit 9

1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1 1.OA.2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 1.OA.6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ 3, 6 + 6 = _. 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. 1.G.1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size) ; build and draw shapes to possess defining attributes. 1.G.2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.1

Lesson 2 Math Journal Problem of the Day: Eight penguins were playing tag. A polar bear came along and now there are only three penguins. How many penguins did the polar bear get? Meeting time Parts of a calendar. Identify the month and year, add the date; discuss the pattern of the month. Practice writing the date. Graph the weather. Read the days of the week and months of the year. Today is Tomorrow will be Yesterday was Do the number of the day activity. (See Calendar Companion) Find 10 more, ten less, one more and one less. Express the number in base ten and expanded notation. Tally the number. Count using a hundreds chart. Write number on the Days of School number chart. Practice +2 flashcards. Practice left /right Practice skip counting by 10s Watch Mr. Harrys Secret Shapes video at http://www.youtube.com/user/HarryKindergarten#p/search/2/TkuKOso9cA8 This video reviews all the 2D shapes and asks students to find the shapes in the environment. Students will work with a partner to complete the 2D shapes review page. In this activity students will look at several 2D shapes. They will be asked to identify the shape, the number of sides and vertices and find this shape somewhere in the classroom.

Name: ________________________Unit 9 - Lesson 2 Todays date is _________________________________________________________

1. Steve has five pieces of candy. How many more pieces of candy does he need to buy to have 14 pieces of candy altogether?

Number sentence____________________________________________

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2. Look at the shapes below. Circle the vertices with a red crayon. Trace the
edges with a blue crayon. 3. Write two sentences to describe a triangle.

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4. Find the missing number in each number sentence below. 5 + ____ = 8
5. Practice writing the number.

9 - ____ = 5

_____ + 1 = 10

86//86////////////////////

Lesson 2 Independent Practice Fill in the missing numbers.

85

Write the answers.

5 + 1 = ____ 2 - 1 = ____ 3 - 1 = ____ 7 - 1 = ____ 6 + 1 = ____ 9 + 1 = ____ 1 + 1 = ____ 4 - 1 = ____ 1 - 1 = ____ 9 - 1 = ____ 5 + 1 = ____ 8 + 1 = ____
Write the expanded notation of each number.

85
_________________

40
_________________

39
_________________

Eight penguins were playing tag. A polar bear came along and now there are only three penguins. How many penguins did the polar bear get? Eight penguins were playing tag. A polar bear came along and now there are only three penguins. How many penguins did the polar bear get? Eight penguins were playing tag. A polar bear came along and now there are only three penguins. How many penguins did the polar bear get? Eight penguins were playing tag. A polar bear came along and now there are only three penguins. How many penguins did the polar bear get? Eight penguins were playing tag. A polar bear came along and now there are only three penguins. How many penguins did the polar bear get?