Lessson 1 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Lesson 1 Ob
bjective: SSolve word proble
ems with three add
dends, tw
wo of which make ten
n. Sugggested Lesson Structu
ure FFluency Practtice 
A
Application Prroblem 
C
Concept Deve
elopment 
SStudent Debriief 
(10 minutes) (
(5 minutes) (
(35 minutes) (
(10 minutes) (
(60 minutes) (
TTotal Time Flu
uency Pracctice (10 m
minutes)  Sp
parkle: The SSay Ten and R
Regular Way 1
1.NBT.2
(3 minutes)  Taake Out 1 1.O
OA.5 (2 minutes)  Eq
qual Number Pairs for Ten
n 1.OA.6 (5 minutes) Spaarkle: The SSay Ten and
d Regular W
Way (3 minu
utes) Notee: Say Ten co
ounting reinfo
orces place vaalue and prep
pares studentts to add ten and some on
nes. Count from 10 to
o 20, alternating between the regular and the Say Teen way (e.g., 10, ten 1, 12,, ten 3, 14, ten within the teenn sequence, cconsider coun
nting the regu
ular 5). If students arre still building fluency with counting w
wayy or the Say Te
en way witho
out alternating. If time perrmits, try couunting back, to
oo. Stud
dents stand in
n a circle. Introduce the co
ounting patte
ern, start num
mber, and end
d number: "TToday we will coun
nt the Say Ten way from 1
10 to 20". You
u may adjust the number range to fit th
he size of you
ur class. Befo
ore the game, practicce the counting sequence as a group an
nd say, "Sparkkle!" after thee ending num
mber is said ud: "Let’s praactice by coun
nting from 10
0 to 15. Ten, ten 1, 12, ten 3, 14, ten 5, SSparkle!" alou
Begin the game. Students cou
unt around th
he circle, each
h student sayying one number in the cou
unting sequ
uence. After the ending number is said
d, the next stu
udent says, "SSparkle!" and
d the followin
ng player sits. Begin again with the starrt number and continue co
ounting in thee same directtion around th
he circle until onlyy one player is standing. Lesson 1
1: Date: © 20144 Common Core, Inc. Som
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oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
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A.4
Lessson 1 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
10
Students keep cou
unting around the circcle. Ten 1 12
2
This player sttarts
10 Ten 3
This player sits Sparkle! Ten 5 14 Takke Out 1 (2 minutes) Notee: This activitty supports flluency with d
decomposing numbers wit hin 10. This sskill is critical for using thee upco
oming Level 3
3 addition strategy of makke ten. Students need to f luently get 1 out of the second addend
d wheen adding to 9
9. T: T: S: T: S: Take out 1 on my signal. For exam
mple, if I say 5
5, you say 1 aand 4. 3. 1 and 2.. 10. 1 and 9.. Continue with alll numbers witthin 10. Equ
ual Numberr Pairs for T
Ten (5 minu
utes) Matterials: (S) 5‐ggroup cards 0
0 through 10 with two 5 caards, one "=" card, and two "+" cards per set of partn
ners (Fluencyy Template) Notee: This activitty builds fluency with parttners to ten and promotess an understanding of equaality. Assign students p
partners of eq
qual ability. SStudents arrange 5‐group cards from 0 to 10, including the extra 5, en them. Write 4 numberrs on the boarrd (e.g., 5, 9, 1, or 5). Parttners take thee and place the "="" card betwee
e two equivaleent expressio
ons, (e.g., 9 + 1 = 5 + 5). 5‐grroup cards thaat match the numbers written to make
Sugggested seque
ence: 5, 9, 1, 5; 0, 1, 9, 10; 2, 5, 5, 8; 2, 3, 7, 8; 4, 1, 99, 6; 3, 4, 6, 7. Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.5
Lessson 1 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Ap
pplication P
Problem ((5 minutess) John
n, Emma, and
d Alice each had 10 raisins. John ate 3 rraisins, Emm
ma ate 4 raisins, and Alice ate 5 raisins. How many rraisins do tthey each havve now? Writte a number b
bond and a number senttence for each.
Notee: This problem was chosen as an appllication of the
e culm
minating subtraction work from Module
e 1. All three subttraction sente
ences and number bonds ffocus on parttners to ten which are fou
undational to
o the first lessson of Module
e 2.
Co
oncept Devvelopmentt (35 minu
utes) Matterials: (T) Bin
n, three different kinds of blocks/pattern blocks, 18 inch length o
of string tied to form a loo
op (S) Th
hree differentt kinds of patttern blocks (1
10 of each shaape, e.g., trap
pezoid, trianggle, and squarre blocks), personal w
white board Have students sitt in a semicirccle at the mee
eting area with their persoonal white bo
oards. T: The firstt grade classrrooms each have these spe
ecial bins withh different tyypes of blockss in them. Lett’s figure out how manyy we have! (LLay out 9 trian
ngle blocks in a 5‐group co
onfiguration.) How many e have? triangle blocks do we
S: 9 triangle blocks! ock and 4 trap
pezoid blocks. Ask studentts to state thee quantity of each group.)) T: (Lay outt 1 square blo
We need to figure ou
ut how many there are altogether. Hel p me write th
he expression
n. S: T: T: S: 9 + 1 + 4
4 = ___. (Write tthis on the bo
oard.) Talk to yyour partner. What are so
ome ways we could add thhese blocks to
ogether? (As stud
dents discuss, the teacher circulates and
d selects studdents to sharee.) We could start with the larger number and co
ount on.  W
We could add
d the groups ttogether by ccounting them
m all. T: True! A
Also, I wonderr if we can maake ten since it is such a frriendly numbeer. Talk with your partnerr. Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.6
Lessson 1 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
S: (Discusss.) 9 and 1. 
 The 9 triangles and the 1 square. T: Let’s check to be sure
e your idea iss true! (Selecct a student, oone who mayy particularly benefit from proving this to be tru
d 9 and 1 make ten? ue, to move th
he 1 to the 9 in order to m
make ten.) Did
S: Yes! T: (Place th
he square blo
ock back in itss original posiition.) I’m gooing to make tthe 9 and 1 o
one group to show th
his is 10. (Placce string arou
und the 9 and
d 1. Circle 9 aand 1 in the equation.) Wee have 10 (gesture
e to the 10) and 4 more (ge
esture to the 4). How manny blocks? S: We have 14 blocks! 14 to complette the equatio
on.) T: (Write 1
T: Talk witth your partne
er. Write the
e new number sentencce explaining w
what we just did, starting with 10, on your personal white board. S: (Discusss and write 10
0 + 4 = 14.) T: Good! N
Now it’s yourr turn. Assign partners aand hand out blocks. The ffollowing is a udents work w
with a sugggested sequence of storiess to tell as stu
parttner to repressent each pro
oblem on theiir personal white boards. Studentss should put ttheir boards n
next to one another ssion, make a larger board. Toget
ther, they wr
rite the expre
to m
circlle 10, and solve for the unknown. 


h, Marcus putt 2 pepper slicces, 8 carrotss, and 6 At lunch
banana pieces on hiss tray. When he reached the ut, how manyy pieces of foo
od did he havve? checkou
Lena waas playing bassketball durin
ng recess. She
e made 4 jump sh
hots, 7 layups,, and 3 free throws. How many baskets did Lena makke? de buddies co
ome and visit our We had 5 upper grad
om with 3 mo
ore buddies fo
ollowing them
m. Soon classroo
after thaat, 5 more bu
uddies came tto our classro
oom. How maany total buddies came? NOTES ON MEANS MULTIPLE M
OF REPRESEENTATION: Facilitatte students’ disccovery of patterns and struucture in math b
by allowing for aa variety of responses to questions. For examplle, some studentts may use theirr pictoriaal representation
n and see 4 + 1 == 5 and theen use the 5 triangles embedded
d in the 9 too make a ten. NOTES ON MEANS MULTIPLE M
OF ACTION AND EXPRESSION
N: Having students act out number stories is a great way to provid
de math‐they‐
can‐seee. This may help
p your students who aree hearing impairred. It also providees visual and kinesthetic learnerrs an oppoortunity to engaage in the lesson
n using thheir preferred sttyle of learning.
Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.7
Lessson 1 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Pro
oblem Set (10 minutess) Stud
dents may wo
ork individually, in pairs, or in groups wheen completingg Problem Setts. For Proble
em Sets that inclu
ude word pro
oblems, it mayy be best to rread problems alou
ud, particularly early in the
e year. Students should do
o their personal be
est to complete the Proble
em Set within the allotted 10 m
minutes. Some problems d
do not specifyy a metthod for solving. This is an
n intentional rreduction of scafffolding that invokes MP.5, Use Approp
priate Tools Strategically. Stu
udents should
d solve these problems usiing Application Problems. the RDW approach used for A
For some classess, it may be ap
ppropriate to modify the assiggnment by sp
pecifying whicch problems sstudents shou
uld worrk on first. With this option, let the care
eful sequenciing of th
he Problem Set guide yourr selections so
o that problems conttinue to be sccaffolded. Baalance word p
problems with
h otheer problem tyypes to ensure a range of p
practice. Consider assignin
ng incomplete
e problems fo
or homeworkk or at another time d
during the day. Stu
udent Deb
brief (10 m
minutes) Lessson Objective
e: Solve word
d problems w
with three addends, two of which make tten. The Student Debrief is intende
ed to invite re
eflection and activve processingg of the total lesson experiience. Invitte students to
o review their solutions fo
or the Problem
m Set. They should
d check work by comparingg answers witth a parttner before go
oing over ansswers as a class. Look for miscconceptions o
or misundersttandings thatt can be addressed in the Debrief. Guiide students iin a convversation to d
debrief the Prroblem Set an
nd process the lesson. You may choose to use any co
ombination off the question
ns belo
ow to lead the
e discussion. 
Earlier, we had 9 triaangles, 1 squaare, and 4 e teacher nexxt trapezoid blocks on tthe floor. The
door has 4 triangles aand 10 squares in her bin of blocks. Does she havve more, less,, or the same
e numberr of blocks as we have? Ho
ow do you know? (Re‐create th
he configuration from the C
Concept Deveelopment if n
necessary.) Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.8
Lessson 1 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM



What similarities do you notice be
etween Problem 3 and Prooblem 4? How did
d the Applicattion Problem connect to to
oday’s lessonn? What ne
ew way or strrategy to add did we learn today? Talk with your paartner. (Makee ten.) Why is 10 such a friendly nu
umber? Exitt Ticket (3 m
minutes) Afteer the Student Debrief, insttruct studentts to complete
e the Exit Tickket. A review
w of their worrk will help yo
ou asseess the studen
nts’ understanding of the concepts thatt were presennted in the leesson today and plan moree effeectively for futture lessons. You may reaad the questio
ons aloud to tthe students.. Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
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2.A
A.9
Lesson
n 1 Problem Set 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Nam
me
Date
Rea
ad the matth story. Make
M
a simp
ple math drawing with
h labels. C
Circle 10 an
nd solve.
1. Bill went to
t the store. He boug
ght 1 apple
e, 9 bananaas, and 6 pe
ears. How many piece
es
of fruit diid he buy in
n all?
apple
banana
pears
10
1 + ___
9 + ___
___
_6 = __
__
10 + ___
_
= __
__
Bill bough
ht ____ pieces of fruit.
2. Maria getts some new
w toys for her birthd
day. She g
gets 4 dollss, 7 balls, a
and 3 game
es.
How many
y toys did she
s receive
e?
___ + ___ + ___
_
= __
__
10 + ___
_
= __
__
Maaria receive
ed ____ to
oys.
Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
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2.A
A.10
Lesson
n 1 Problem Set 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
3. Maddy goes to the pond
p
and ca
atches 8 bugs,
b
3 froggs, and 2 tadpoles. H
How many
animals diid she catc
ch altogeth
her?
___ + ___ + ___
_
= __
__
10 + ___
_
= __
__
Madd
dy caught _
____ anima
als.
4. Molly arriived at the
e party firsst with 4 re
ed balloonss. Kenny caame next w
with 2 gree
en
balloons. Dara came
e last with 6 blue ballloons. How
w many ballloons did these friends
bring?
___ + ___ + ___
_
= __
__
10 + ___
_
= __
__
There are _
____ balloo
ons.
Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
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2.A
A.11
Lesso
on 1 Exit TTicket 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Nam
me
Date
Rea
ad the matth story. Make
M
a simp
ple math drawing with
h labels. C
Circle 10 an
nd solve.
1. T
Toby has ic
ce cream money.
m
He has 2 dime
es. He find
ds 4 more d
dimes in hiis jacket and
8 more on the
t table. How many
y dimes doe
es Toby have?
___ + ___ + ___
_
= __
__
10 + ___
_
= __
__
Toby hass ____ dim
mes.
Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
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2.A
A.12
Lesso
on 1 Homeework 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Nam
me
Date
Rea
ad the matth story. Make
M
a simp
ple math drawing with
h labels. C
Circle 10 an
nd solve.
1. Chris boug
ght some trreats. He bought 5 granola
g
barrs, 6 boxess of raisinss, and 4
cookies. How
H many treats
t
did Chris
C
buy?
?
___ + ___ + ___
_
= __
__
10 + ___
_
= __
__
Chrris bought ____ trea
ats.
2. Cindy has 5 cats, 7 goldfish,
g
an
nd 5 dogs. How manyy pets doess she have in all?
___ + ___ + ___
_
= __
__
10 + ___
_
= __
__
Cindy ha
as ____ pe
ets.
Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
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2.A
A.13
Lesso
on 1 Homeework 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
3. Mary gets stickers at
a school fo
or good wo
ork. She goot 7 puffy stickers, 6 smelly
stickers, and
a 3 flat stickers.
s
How
H
many stickers
s
diid Mary gett at schooll altogethe
er?
___ + ___ + ___
_
= __
__
10 + ___
_
= __
__
M
Mary got _
____ stickers at scho
ool.
4. Jim sat att a table wiith 4 teach
hers and 9 children. H
How many people werre at the
table afte
er Jim sat down?
d
___ + ___ + ___
_
= __
__
___ + ___
_
= __
__
The
ere were ____
_
peopl e at the taable after Jim sat do
own.
Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.14
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Lesson 1 Flu
uency Tem
mplate 1••2

0
1
2
3
4
5
6
7
8
9 1
10
0 10
0
10
1 5
5

5‐group cards, firsst two pages double‐sided, laast page single
e‐sided Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.15
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
Lesson 1 Flu
uency Tem
mplate 1••2


5 grroup cards, firsst two pages double‐sided, laast page single‐sided Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.16
Lesson 1 Flu
uency Tem
mplate 1••2
NY
YS COMMON C
CORE MATHEM
MATICS CURRIC
CULUM
=
=
=

=
+
+
+
+
+
+
+
+

5 grroup cards, firsst two pages double‐sided, laast page single‐sided Lesson 1
1: Date: © 20144 Common Core, Inc. Som
me rights reserved. commo
oncore.org Solve wo
ord problems with
h three addends, t wo of which makee ten. 10/23/14 Thiss work is licensed underr a Creeative Commons Attributtion‐NonCommercial‐Sh
hareAlike 3.0 Unported LLicense.
2.A
A.17

SOP Coverage Analysis

Course Information - Media Group International