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Title: How Many Times Did You Add That?
Description:
After watching the video clip of the Hershey's plant, students will use grid paper to investigate multiplication as repeated addition.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [T1] P&P (2) 5: Explain the relationship between the production and distribution processes. [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) 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) 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] (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) 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) 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) 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) 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] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (4) 6: Recognize that in a multidigit whole number, a digit in one place represents ten times what it represents in the place to its right. [4NBT1]
Subject: Mathematics (1  4), or Social Studies (2)
Title: How Many Times Did You Add That?
Description: After watching the video clip of the Hershey's plant, students will use grid paper to investigate multiplication as repeated addition.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: Multiplication Facts, Facts, Facts and Some Reese's Pieces for Snack!!
Description:
This lesson teaches the basic math multiplication facts in a fun way so that students will want to remember them. Knowledge of all multiplication facts will help with learning subsequent skills in longer multiplication, division, fractions, etc.
Standard(s): [TC2] (35) 8: Collect information from a variety of digital sources. [TC2] (35) 6: Describe social and ethical behaviors related to technology use. [TC2] (35) 5: Practice safe use of technology systems and applications. [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) 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) 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) 10: Understand that the two digits of a twodigit number represent amounts of tens and ones. Understand the following as special cases: [1NBT2] [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) 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] (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] (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) 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) 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) 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) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2] [MA2013] (2) 7: Read and write numbers to 1000 using baseten numerals, number names, and expanded form. [2NBT3] [MA2013] (2) 8: Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons. [2NBT4] [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) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [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) 12: Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. [2NBT8] [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] [MA2013] (3) 1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. [3OA1] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5]
Subject: Mathematics (1  3), or Technology Education (3  5)
Title: Multiplication Facts, Facts, Facts and Some Reese's Pieces for Snack!!
Description: This lesson teaches the basic math multiplication facts in a fun way so that students will want to remember them. Knowledge of all multiplication facts will help with learning subsequent skills in longer multiplication, division, fractions, etc.
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Title: What To Buy?
Description:
During this lesson students get to experience shopping through a slide show. They have to choose an item and then place the correct amount of money beside the item they wish to purchase. Students also practice counting money via the Internet.
Standard(s): [TC2] (02) 1: Identify basic parts of various technology systems. [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 3: Demonstrate correct posture and finger placement while using a technology system. [TC2] (02) 4: Identify safe use of technology systems and applications. [TC2] (02) 5: Practice responsible use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [TC2] (02) 10: Design original works using digital tools. [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) 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) 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) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [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) 12: Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. [2NBT8] [MA2013] (2) 20: Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. [2MD7] [MA2013] (2) 21: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. [2MD8]
Subject: Mathematics (2), or Technology Education (K  2)
Title: What To Buy?
Description: During this lesson students get to experience shopping through a slide show. They have to choose an item and then place the correct amount of money beside the item they wish to purchase. Students also practice counting money via the Internet.
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Title: Math in Everyday Life
Description:
In this lesson students will solve word problems involving time and money, focusing on addition, subtraction, multiplication, and fractions. The students will also work with a partner to make up their own word problems and then gain practice solving word problems using various Internet sites.
Standard(s): [TC2] (35) 2: Use various technology applications, including word processing and multimedia software. [TC2] (35) 8: Collect information from a variety of digital sources. [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) 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]
Subject: Mathematics (2), or Technology Education (3  5)
Title: Math in Everyday Life
Description: In this lesson students will solve word problems involving time and money, focusing on addition, subtraction, multiplication, and fractions. The students will also work with a partner to make up their own word problems and then gain practice solving word problems using various Internet sites.
Thinkfinity Lesson Plans
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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: Building Sets of 17 and 18
Description:
In this lesson, one of a multipart unit from Illuminations, students explore sets of up to18. They construct sets up to 18, write the numerals 17 and 18, and model 17 and 18 with bean sticks, cubes, and ten frames.
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) 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) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [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] [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) 6: Count within 1000; skipcount by 5s, 10s, and 100s. [2NBT2]
Subject: Mathematics Title: Building Sets of 17 and 18
Description: In this lesson, one of a multipart unit from Illuminations, students explore sets of up to18. They construct sets up to 18, write the numerals 17 and 18, and model 17 and 18 with bean sticks, cubes, and ten frames. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Fact Family Fun
Description:
In this lesson, one of a multipart unit from Illuminations, the relation of addition to subtraction is explored with fishshaped crackers. The students search for related addition and subtraction facts for a given number and investigate fact families when one addend or the difference is 0.
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) 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) 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] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [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]
Subject: Mathematics Title: Fact Family Fun
Description: In this lesson, one of a multipart unit from Illuminations, the relation of addition to subtraction is explored with fishshaped crackers. The students search for related addition and subtraction facts for a given number and investigate fact families when one addend or the difference is 0. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Links Away: Looking Back and Moving Forward
Description:
This lesson, one of a multipart unit from Illuminations, reviews the work of the previous lessons and suggests a framework for summative assessment. Students review the models for subtraction, use the properties of subtraction, and memorize subtraction facts. During this lesson, students use the mathematical knowledge and skills developed in the previous lessons to demonstrate understanding and ability to apply that knowledge to playing a new game.
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] (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] [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]
Subject: Mathematics Title: Links Away: Looking Back and Moving Forward
Description: This lesson, one of a multipart unit from Illuminations, reviews the work of the previous lessons and suggests a framework for summative assessment. Students review the models for subtraction, use the properties of subtraction, and memorize subtraction facts. During this lesson, students use the mathematical knowledge and skills developed in the previous lessons to demonstrate understanding and ability to apply that knowledge to playing a new game. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: How Many Left?
Description:
In this lesson, one of a multipart unit from Illuminations, students explore the familiar set model of subtraction. The students write story problems and find differences using sets, including subtracting all and subtracting zero. They record the differences in a chart. Communication is a major focus in this lesson.
Standard(s): [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) 12: Mentally add 10 or 100 to a given number 100 – 900, and mentally subtract 10 or 100 from a given number 100 – 900. [2NBT8]
Subject: Mathematics Title: How Many Left?
Description: In this lesson, one of a multipart unit from Illuminations, students explore the familiar set model of subtraction. The students write story problems and find differences using sets, including subtracting all and subtracting zero. They record the differences in a chart. Communication is a major focus in this lesson. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: The Product Game
Description:
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
Standard(s): [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) 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] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4]
The Product Game
http:///illumination...
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
Assessments
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Title: Add, Subtract, Multiply, Divide in a Flash
Description:
Students can practice and assess computation fluency in the four operations.
Standard(s): [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] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7]
Add, Subtract, Multiply, Divide in a Flash
http://www.mhschool....
Students can practice and assess computation fluency in the four operations.
Interactives/Games
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Title: Math Flashcards
Description:
This page provides an opportunity for students to interactively complete addition, subtraction, multiplication, or division problems.
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] (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) 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]
Math Flashcards
http://www.factmonst...
This page provides an opportunity for students to interactively complete addition, subtraction, multiplication, or division problems.
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Title: FunBrain  Math Baseball
Description:
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
Standard(s): [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) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [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) 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) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7] [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] [MA2013] (3) 12: Multiply onedigit whole numbers by multiples of 10 in the range 10  90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. [3NBT3] [MA2013] (4) 9: Fluently add and subtract multidigit whole numbers using the standard algorithm. [4NBT4] [MA2013] (4) 10: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT5] [MA2013] (4) 11: Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT6]
FunBrain  Math Baseball
http://www.funbrain....
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
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Title: Kakooma Addition
Description:
Addition puzzles where the student looks for one number that is the sum of 2 of the other numbers. Puzzles range from easy sets of 4 to complex sets of 9.
Standard(s): [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) 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]
Kakooma Addition
http://www.gregtangm...
Addition puzzles where the student looks for one number that is the sum of 2 of the other numbers. Puzzles range from easy sets of 4 to complex sets of 9.
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Title: Add, Subtract, Multiply, Divide in a Flash
Description:
Students can practice and assess computation fluency in the four operations.
Standard(s): [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] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7]
Add, Subtract, Multiply, Divide in a Flash
http://www.mhschool....
Students can practice and assess computation fluency in the four operations.
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Title: Balloon Invaders Practice Addition and Subtraction
Description:
Number Invaders are descending upon the friendly inhabitants of a distant planet. Help Trevor keep them a safe distance away. Students will need instant recall of basic addition and subtraction facts. Students choose addition or subtraction to practice; then, students choose a fact to practice.
Standard(s): [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) 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]
Balloon Invaders Practice Addition and Subtraction
http://www.mathplayg...
Number Invaders are descending upon the friendly inhabitants of a distant planet. Help Trevor keep them a safe distance away. Students will need instant recall of basic addition and subtraction facts. Students choose addition or subtraction to practice; then, students choose a fact to practice.
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Title: Math Flash Cards
Description:
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Standard(s): [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) 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) 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) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7]
Math Flash Cards
http://www.factmonst...
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Learning Activities
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Title: ABC Teach: Subtraction
Description:
This website has adaptable subtraction worksheets.
Standard(s): [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] [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) 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]
ABC Teach: Subtraction
http://www.abcteach....
This website has adaptable subtraction worksheets.
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Title: FunBrain  Math Baseball
Description:
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
Standard(s): [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) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [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) 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) 10: Add up to four twodigit numbers using strategies based on place value and properties of operations. [2NBT6] [MA2013] (3) 4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. [3OA4] [MA2013] (3) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7] [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] [MA2013] (3) 12: Multiply onedigit whole numbers by multiples of 10 in the range 10  90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. [3NBT3] [MA2013] (4) 9: Fluently add and subtract multidigit whole numbers using the standard algorithm. [4NBT4] [MA2013] (4) 10: Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT5] [MA2013] (4) 11: Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. [4NBT6]
FunBrain  Math Baseball
http://www.funbrain....
For this interactive game, FUNBRAIN gives the student a math problem. The student enters the answer to the problem and hits the "Swing" button. If the answer is correct, the student will get a hit. FUNBRAIN will decide if the hit is a single, double, triple, or home run based on the difficulty of the problem. If the answer is wrong, the student will get an out. The game is over after three outs. One or 2 players may play and problems are available for addition, subtraction, multiplication, division, or all of the above.
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Title: Balloon Invaders Practice Addition and Subtraction
Description:
Number Invaders are descending upon the friendly inhabitants of a distant planet. Help Trevor keep them a safe distance away. Students will need instant recall of basic addition and subtraction facts. Students choose addition or subtraction to practice; then, students choose a fact to practice.
Standard(s): [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) 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]
Balloon Invaders Practice Addition and Subtraction
http://www.mathplayg...
Number Invaders are descending upon the friendly inhabitants of a distant planet. Help Trevor keep them a safe distance away. Students will need instant recall of basic addition and subtraction facts. Students choose addition or subtraction to practice; then, students choose a fact to practice.
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Title: Math Flash Cards
Description:
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Standard(s): [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) 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) 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) 5: Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) [3OA5] [MA2013] (3) 7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. [3OA7]
Math Flash Cards
http://www.factmonst...
Math Flash Cards provide interactive flash cards for students to practice addition, subtraction, multiplication, and division at a variety of levels.
Teacher Tools
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Title: The Product Game
Description:
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
Standard(s): [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) 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] (4) 4: Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 is prime or composite. [4OA4]
The Product Game
http:///illumination...
In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors.
There are four lessons in this unit.
Thinkfinity Learning Activities
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Title: How Many Under the Shell?
Description:
This student interactive from Illuminations allows students to discover basic addition and subtraction facts. When Okta hides bubbles, students try to determine the number under the shell.
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) 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] [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]
Subject: Mathematics Title: How Many Under the Shell?
Description: This student interactive from Illuminations allows students to discover basic addition and subtraction facts. When Okta hides bubbles, students try to determine the number under the shell. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2

