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Title: Mission Addition with Subtraction Action
Description:
This lesson uses manipulatives, acting out situations, and verbal explanations along with technology to work on addition and subtraction with kindergarten students. Students will work in groups to practice different methods of adding and subtracting.
Standard(s): [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1]
Subject: Mathematics (K)
Title: Mission Addition with Subtraction Action
Description: This lesson uses manipulatives, acting out situations, and verbal explanations along with technology to work on addition and subtraction with kindergarten students. Students will work in groups to practice different methods of adding and subtracting.
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Title: Ice Fishing is for the Birds
Description:
In this lesson, students will represent addition sentences with pictorial representations. Students will also solve an addition problem by using cut out objects to represent the problem.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2]
Subject: Mathematics (K)
Title: Ice Fishing is for the Birds
Description: In this lesson, students will represent addition sentences with pictorial representations. Students will also solve an addition problem by using cut out objects to represent the problem.
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Title: "Calendar"
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Teachers will enjoy teaching this innovative calendar lesson which incorporates technology through the use of a PowerPoint presentation. Students will be actively engaged as well as entertained. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [TC2] (02) 5: Practice responsible use of technology systems and applications. [TC2] (02) 10: Design original works using digital tools.
Subject: Mathematics (K), or Technology Education (K  2)
Title: "Calendar"
Description: Teachers will enjoy teaching this innovative calendar lesson which incorporates technology through the use of a PowerPoint presentation. Students will be actively engaged as well as entertained. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Hundred Blocks Board
Description:
In this lesson students will practice adding, subtracting, and multiplying without regrouping using a hundred blocks board. Students will be given opportunities to identify and discuss different patterns that they discover and relate number patterns to visual patterns.
Standard(s): [TC2] (02) 6: Identify uses of technology systems in daily living. [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [1NBT6] [MA2013] (2) 4: Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. [2OA4] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (3) 9: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. [3OA9]
Subject: Mathematics (K  3), or Technology Education (K  2)
Title: Hundred Blocks Board
Description: In this lesson students will practice adding, subtracting, and multiplying without regrouping using a hundred blocks board. Students will be given opportunities to identify and discuss different patterns that they discover and relate number patterns to visual patterns.
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Title: Subtraction Fun!
Description:
The students will be introduced to the concept of subtraction. They will use different manipulatives to practice this concept. The students will also learn to recognize the minus sign.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2]
Subject: Mathematics (K)
Title: Subtraction Fun!
Description: The students will be introduced to the concept of subtraction. They will use different manipulatives to practice this concept. The students will also learn to recognize the minus sign.
Thinkfinity Lesson Plans
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Title: Building Sets of 13 and 14
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In this lesson, one of a multipart unit from Illuminations, students explore sets of 13 and 14. They construct and identify sets of size 13 and size 14. They then compare sets to sets of size 13 and size 14, record the number in the sets, and decompose a set of 13 and a set of 14 in several ways.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Mathematics Title: Building Sets of 13 and 14
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of 13 and 14. They construct and identify sets of size 13 and size 14. They then compare sets to sets of size 13 and size 14, record the number in the sets, and decompose a set of 13 and a set of 14 in several ways. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Do It With Dominoes
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In this sixlesson unit from Illuminations, students explore the four models of addition (counting, sets, number line, and balanced equations) using dominoes. Students also learn about the order property, the relation between addition and subtraction, and the result of adding 0. Students engage in a variety of activities, including writing story problems in which the operation of addition is required, beginning to memorize addition facts, investigating properties of addition, and representing addition in pictures.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Mathematics Title: Do It With Dominoes
Description: In this sixlesson unit from Illuminations, students explore the four models of addition (counting, sets, number line, and balanced equations) using dominoes. Students also learn about the order property, the relation between addition and subtraction, and the result of adding 0. Students engage in a variety of activities, including writing story problems in which the operation of addition is required, beginning to memorize addition facts, investigating properties of addition, and representing addition in pictures. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Comparing Sets
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In this lesson, one of a multipart unit from Illuminations, a children s book sets the stage for encouraging students to review counting back. Students write subtraction problems and model them with cubes. They then compare sets and record differences in the form of a table. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 17: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Language Arts,Mathematics Title: Comparing Sets
Description: In this lesson, one of a multipart unit from Illuminations, a children s book sets the stage for encouraging students to review counting back. Students write subtraction problems and model them with cubes. They then compare sets and record differences in the form of a table. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Hopping Backward to Solve Problems
Description:
In this lesson, one of a multipart unit from Illuminations, students determine differences using the number line to compare lengths. At the end of the lesson, the students use reasoning and problemsolving to predict differences and answer puzzles involving subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1]
Subject: Mathematics Title: Hopping Backward to Solve Problems
Description: In this lesson, one of a multipart unit from Illuminations, students determine differences using the number line to compare lengths. At the end of the lesson, the students use reasoning and problemsolving to predict differences and answer puzzles involving subtraction. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: How Many More Fish?
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In this sevenlesson unit, from Illuminations, students focus on comparative subtraction. Students use fishshaped crackers to explore all five meanings for the operations of subtraction (counting, sets, number line, balance, and inverse of addition). In these lessons, students use reasoning, represent subtraction in objects and pictures, and record subtraction in both vertical notation and equations.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4]
Subject: Mathematics Title: How Many More Fish?
Description: In this sevenlesson unit, from Illuminations, students focus on comparative subtraction. Students use fishshaped crackers to explore all five meanings for the operations of subtraction (counting, sets, number line, balance, and inverse of addition). In these lessons, students use reasoning, represent subtraction in objects and pictures, and record subtraction in both vertical notation and equations. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Taking Away Sets
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This lesson, one of a multipart unit from Illuminations, encourages students to explore another model for subtraction, the familiar set model. Reading one of the many books that feature subtraction sets the stage for this lesson in which the students write story problems, find differences using sets, and present results in a table. In the discussion of the table, they focus on the effects of subtracting all and subtracting 0.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5]
Subject: Mathematics Title: Taking Away Sets
Description: This lesson, one of a multipart unit from Illuminations, encourages students to explore another model for subtraction, the familiar set model. Reading one of the many books that feature subtraction sets the stage for this lesson in which the students write story problems, find differences using sets, and present results in a table. In the discussion of the table, they focus on the effects of subtracting all and subtracting 0. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Let's Learn Those Facts: Looking Back and Moving Forward
Description:
In this lesson, one of a multipart unit from Illuminations, students display their knowledge of properties of objects for sorting and creating patterns. They also demonstrate an understanding of commutativity and model addition and subtraction of whole numbers using different representations.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 11: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5]
Subject: Mathematics Title: Let's Learn Those Facts: Looking Back and Moving Forward
Description: In this lesson, one of a multipart unit from Illuminations, students display their knowledge of properties of objects for sorting and creating patterns. They also demonstrate an understanding of commutativity and model addition and subtraction of whole numbers using different representations. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Counting to Find Sums
Description:
This lesson, one of a multipart unit from Illuminations, focuses on the counting model for addition and begins with reading a counting book. Students model the numbers with counters as the book is read. Then they count the spots on each side of a domino and write in vertical and horizontal format the sums suggested by dominoes. Finally, the students illustrate a domino and record a sum it represents for their portfolio. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [ELA] (1) 4: Read with comprehension a variety of firstgrade narrative and informational texts, including recalling information and retelling a story with beginning, middle, and end. [ELA] (1) 12: Collect information from print and nonprint resources to investigate a teacher or
studentselected topic. [ELA] (1) 13: Listen for meaning in conversations and discussions, including looking at the speaker without interrupting. [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6]
Subject: Mathematics Title: Counting to Find Sums
Description: This lesson, one of a multipart unit from Illuminations, focuses on the counting model for addition and begins with reading a counting book. Students model the numbers with counters as the book is read. Then they count the spots on each side of a domino and write in vertical and horizontal format the sums suggested by dominoes. Finally, the students illustrate a domino and record a sum it represents for their portfolio. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Block Pounds
Description:
In this lesson, from Illuminations, students explore the use of variables as unknowns as they solve for the weights of objects using information presented in pictures. They also model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 11: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 4: Understand subtraction as an unknownaddend problem. [1OA4] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 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). [1OA6] [MA2013] (1) 14: Subtract multiples of 10 in the range 1090 from multiples of 10 in the range 1090 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. [1NBT6] [MA2013] (2) 2: Fluently add and subtract within 20 using mental strategies. (See standard 6, Grade 1, for a list of mental strategies.) By end of Grade 2, know from memory all sums of two onedigit numbers. [2OA2] [MA2013] (2) 3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. [2OA3] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Mathematics Title: Block Pounds
Description: In this lesson, from Illuminations, students explore the use of variables as unknowns as they solve for the weights of objects using information presented in pictures. They also model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Multiple Patterns
Description:
In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (3) 10: Use place value understanding to round whole numbers to the nearest 10 or 100. [3NBT1]
Subject: Mathematics Title: Multiple Patterns
Description: In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Giant Story Problems: Reading Comprehension through Math ProblemSolving
Description:
Students create posters using images, text, and mathematical equations to represent a story problem.
Standard(s): [ELA] (0) 4: Use words that describe and represent reallife objects and actions. [ELA] (2) 4: Demonstrate comprehension of secondgrade reading materials across the curriculum, including drawing simple conclusions, classifying ideas and things, identifying sequence, and retelling directions and information from informational and functional reading materials. [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. [1OA2] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9] [ELA2013] (1) 29: Participate in shared research and writing projects (e.g., explore a number of "howto" books on a given topic and use them to write a sequence of instructions). [W.1.7] [ELA2013] (2) 27: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]
Subject: Language Arts Title: Giant Story Problems: Reading Comprehension through Math ProblemSolving
Description: Students create posters using images, text, and mathematical equations to represent a story problem. Thinkfinity Partner: ReadWriteThink Grade Span: 1,2
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Title: Sum Search
Description:
In this lesson, one of a multipart unit from Illuminations, students practice addition facts in a concentrationgame format using dominoes. Then, they generate sums to given numbers using a calculator and record them on a hundred board and look for patterns. Later, they record their current level of additionfact mastery on an addition table.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5]
Subject: Mathematics Title: Sum Search
Description: In this lesson, one of a multipart unit from Illuminations, students practice addition facts in a concentrationgame format using dominoes. Then, they generate sums to given numbers using a calculator and record them on a hundred board and look for patterns. Later, they record their current level of additionfact mastery on an addition table. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Lost Buttons
Description:
In this lesson, one of a multipart unit from Illuminations, students investigate subtraction more directly, beginning with the easier take away mode. They model take away subtraction with buttons and write subtraction sentences. They also work with the additive identity (0) as an addend and as a difference and find missing addends.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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. [1OA2] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (2) 9: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. [2NBT5] [MA2013] (2) 11: Add and subtract within 1000 using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. [2NBT7] [MA2013] (2) 18: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem. [2MD5]
Subject: Language Arts,Mathematics Title: Lost Buttons
Description: In this lesson, one of a multipart unit from Illuminations, students investigate subtraction more directly, beginning with the easier take away mode. They model take away subtraction with buttons and write subtraction sentences. They also work with the additive identity (0) as an addend and as a difference and find missing addends. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Comparing Connecting Cubes
Description:
In this sevenlesson unit from Illuminations, students use connecting cubes to explore the five models of subtraction (counting, sets, number line, balanced equations, and inverse of addition). The lessons focus on the comparative mode of subtraction. Students explore the relationship between addition and subtraction, write story problems in which comparison is required, and practice the subtraction facts. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1]
Subject: Mathematics Title: Comparing Connecting Cubes
Description: In this sevenlesson unit from Illuminations, students use connecting cubes to explore the five models of subtraction (counting, sets, number line, balanced equations, and inverse of addition). The lessons focus on the comparative mode of subtraction. Students explore the relationship between addition and subtraction, write story problems in which comparison is required, and practice the subtraction facts. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Where Will I Land?
Description:
In this lesson, one of a multipart unit from Illuminations, students find differences using the number line, a continuous model for subtraction. Students are encouraged to predict differences and to compose puzzles involving subtraction. This lesson provides rich experiences in reasoning and problem solving.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Mathematics Title: Where Will I Land?
Description: In this lesson, one of a multipart unit from Illuminations, students find differences using the number line, a continuous model for subtraction. Students are encouraged to predict differences and to compose puzzles involving subtraction. This lesson provides rich experiences in reasoning and problem solving. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Hopping on the Number Line
Description:
In this lesson, one of a multipart unit from Illuminations, students generate sums using the '' number line'' model. This model highlights the measurement aspect of addition and is a distinctly different representation of the operation from the model presented in lesson one. The order property is also introduced. At the end of the lesson, students are encouraged to predict sums and to answer puzzles involving addition.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Mathematics Title: Hopping on the Number Line
Description: In this lesson, one of a multipart unit from Illuminations, students generate sums using the '' number line'' model. This model highlights the measurement aspect of addition and is a distinctly different representation of the operation from the model presented in lesson one. The order property is also introduced. At the end of the lesson, students are encouraged to predict sums and to answer puzzles involving addition. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Finding the Balance
Description:
In this lesson, one of a multipart unit from Illuminations, students explore another model of subtraction, the balance. Students also explore recording the modeled subtraction facts and the related addition facts in equation form.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7]
Subject: Mathematics Title: Finding the Balance
Description: In this lesson, one of a multipart unit from Illuminations, students explore another model of subtraction, the balance. Students also explore recording the modeled subtraction facts and the related addition facts in equation form. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Shirts Full of Buttons
Description:
In this lesson, one of a multipart unit from Illuminations, students explore subtraction in the comparative mode by answering questions such as How many more? and How many less? as they match sets of buttons. They also make and discuss bar graphs based on the number of buttons they are wearing.
Standard(s): [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: Mathematics Title: Shirts Full of Buttons
Description: In this lesson, one of a multipart unit from Illuminations, students explore subtraction in the comparative mode by answering questions such as How many more? and How many less? as they match sets of buttons. They also make and discuss bar graphs based on the number of buttons they are wearing. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Try for Five
Description:
In this lesson, one of a multipart unit from Illuminations, students explore the many ways to decompose numbers and then build on their knowledge of addition and subtraction to find missing addends. They also visit a Web site related to the food pyramid.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3] [MA2013] (1) 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). [1OA6] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Health,Mathematics Title: Try for Five
Description: In this lesson, one of a multipart unit from Illuminations, students explore the many ways to decompose numbers and then build on their knowledge of addition and subtraction to find missing addends. They also visit a Web site related to the food pyramid. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: How Many More Fish? Looking Back and Moving Forward
Description:
In this lesson, one of a multipart unit from Illuminations, students use the mathematical knowledge and skills developed in the previous lessons as they play games involving comparative subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 21: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. [2MD8]
Subject: Mathematics Title: How Many More Fish? Looking Back and Moving Forward
Description: In this lesson, one of a multipart unit from Illuminations, students use the mathematical knowledge and skills developed in the previous lessons as they play games involving comparative subtraction. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: More and More Buttons
Description:
In this lesson, one of a multipart unit from Illuminations, students use buttons to create, model, and record addition sentences. They also explore commutativity in addition contexts.
Standard(s): [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3]
Subject: Mathematics Title: More and More Buttons
Description: In this lesson, one of a multipart unit from Illuminations, students use buttons to create, model, and record addition sentences. They also explore commutativity in addition contexts. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Helping Ladybug Hide with Arrows and Angles
Description:
In this lesson, one of a multipart unit from Illuminations, students use a Java applet to hide a ladybug under a leaf. This requires experimentation, planning, and understanding of spatial relationships and visual memory.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 17: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional 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. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3]
Subject: Mathematics Title: Helping Ladybug Hide with Arrows and Angles
Description: In this lesson, one of a multipart unit from Illuminations, students use a Java applet to hide a ladybug under a leaf. This requires experimentation, planning, and understanding of spatial relationships and visual memory. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Begin with Buttons: Looking Back and Moving Forward
Description:
In this lesson, one of a multipart unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction.
Standard(s): [MA2013] (0) 1: Count to 100 by ones and by tens. [KCC1] [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 10: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). [KOA3] [MA2013] (0) 11: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5]
Subject: Mathematics Title: Begin with Buttons: Looking Back and Moving Forward
Description: In this lesson, one of a multipart unit from Illuminations, students review the work of the previous lessons through a variety of activity stations, one of which involves using an interactive Web site. Students model with buttons and record addition and subtraction. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Beverage Sharing and Serving
Description:
This lesson, one of a multipart unit from Illuminations, focuses on student organization, preparation, and presentation of some simple foods as a way to apply various mathematical concepts, with problemsolving techniques being a central theme. Students work with a nonstandard unit of measurement to determine the minimum amount of fruit drink needed to serve class members and then prepare and properly serve the beverage to each student.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 11: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. [KOA4] [MA2013] (4) 19: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; and hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. [4MD1] [MA2013] (5) 18: Convert among differentsized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, realworld problems. [5MD1]
Subject: Mathematics Title: Beverage Sharing and Serving
Description: This lesson, one of a multipart unit from Illuminations, focuses on student organization, preparation, and presentation of some simple foods as a way to apply various mathematical concepts, with problemsolving techniques being a central theme. Students work with a nonstandard unit of measurement to determine the minimum amount of fruit drink needed to serve class members and then prepare and properly serve the beverage to each student. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5
ALEX Podcasts
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Title: The Great Bear Race
Overview:
Racing Bears is a counting game.Â The math focus points are counting spaces and moving on a gameboard and thinking strategically about the moves on a gameboard. Standard(s):
[MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3]
The Great Bear Race Overview: Racing Bears is a counting game.Â The math focus points are counting spaces and moving on a gameboard and thinking strategically about the moves on a gameboard.
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Lesson Plans
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Title: Yummy Gummy Subtraction
Description:
This Web site gives a lesson plan using gummy bears to represent subtraction in simple math equations. Teachers can adapt the lesson to also include addition, multiplication or division.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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). [1OA6]
Yummy Gummy Subtraction
http://www.education...
This Web site gives a lesson plan using gummy bears to represent subtraction in simple math equations. Teachers can adapt the lesson to also include addition, multiplication or division.
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Title: Learning Addition and Subtraction
Description:
Lessons and videos on addition and subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4]
Learning Addition and Subtraction
http://www.gcflearnf...
Lessons and videos on addition and subtraction.
Podcasts
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Title: Learning Addition and Subtraction
Description:
Lessons and videos on addition and subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6] [MA2013] (1) 12: Add within 100, including adding a twodigit number and a onedigit number and adding a twodigit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method, and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. [1NBT4]
Learning Addition and Subtraction
http://www.gcflearnf...
Lessons and videos on addition and subtraction.
Interactives/Games
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Title: IXL Math  Addition Sentences
Description:
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
Standard(s): [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1]
IXL Math  Addition Sentences
http://www.ixl.com/m...
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
Learning Activities
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Title: Math: Addition and Subtraction
Description:
This is a lesson plan for helping students develop an awareness of addition and subtraction.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 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). [1OA6]
Math: Addition and Subtraction
https://college.live...
This is a lesson plan for helping students develop an awareness of addition and subtraction.
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Title: Sensational Subtraction Centers
Description:
This is a resource list for manipulative based centers that allow students to model and illustrate subtraction using numbers less than ten.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (1) 3: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) [1OA3]
Sensational Subtraction Centers
http://www.uen.org/L...
This is a resource list for manipulative based centers that allow students to model and illustrate subtraction using numbers less than ten.
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Title: IXL Math  Addition Sentences
Description:
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
Standard(s): [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1]
IXL Math  Addition Sentences
http://www.ixl.com/m...
This interactive web site asks students to identify the graphic that represents the specified addition number sentence, up to five.
Thinkfinity Learning Activities
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Title: Five Frame
Description:
This student interactive from Illuminations presents four games that help students develop counting and addition skills. Each of the games uses a frame of five.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 9: Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. [KOA2] [MA2013] (0) 11: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. [KOA4] [MA2013] (0) 12: Fluently add and subtract within 5. [KOA5]
Subject: Mathematics Title: Five Frame
Description: This student interactive from Illuminations presents four games that help students develop counting and addition skills. Each of the games uses a frame of five. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Electronic Abacus
Description:
This student interactive, from Illuminations, explores the use of an abacus model for representing numbers and for performing addition. Students can work through several different activities, all of which explore addition.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (1) 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. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (3) 11: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. [3NBT2]
Subject: Mathematics Title: Electronic Abacus
Description: This student interactive, from Illuminations, explores the use of an abacus model for representing numbers and for performing addition. Students can work through several different activities, all of which explore addition. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5

