ALEX Resources

Narrow Results:
Lesson Plans (2) A detailed description of the instruction for teaching one or more concepts or skills. Learning Activities (4) Building blocks of a lesson plan that include before, during, and after strategies to actively engage students in learning a concept or skill. Classroom Resources (2)


ALEX Lesson Plans  
   View Standards     Standard(s): [MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
[MA2019] (1) 8 :
8. Solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true.

Example: determining the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, and 6 + 6 = ?
[MA2019] (1) 13 :
13. Add within 100, using concrete models or drawings and strategies based on place value.

a. Add a two-digit number and a one-digit number.

b. Add a two-digit number and a multiple of 10.

c. Demonstrate that in adding two-digit numbers, tens are added to tens, ones are added to ones, and sometimes it is necessary to compose a ten.

d. Relate the strategy for adding a two-digit number and a one-digit number to a written method and explain the reasoning used.
Subject: Mathematics (1)
Title: Let's Throw Paper!! Addition Game
Description:

Students will throw addition problems or answers (on paper) across the classroom and find the matching problem or answer! Students will use mental math to compute the matching answer. Students will quietly walk around the classroom to find the person with the matching paper. Let’s throw math around!

This is a College- and Career-Ready Standards showcase lesson plan.




   View Standards     Standard(s): [MA2019] (1) 3 :
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: Adding with the Associative Property
Description:

Students will learn ways to add using the associative property of addition. Students will view a PowerPoint presentation to introduce associative property of addition.




ALEX Learning Activities  
   View Standards     Standard(s): [MA2019] (1) 1 :
1. Use addition and subtraction to solve word problems within 20 by using concrete objects, drawings, and equations with a symbol for the unknown number to represent the problem.

a. Add to with change unknown to solve word problems within 20.

b. Take from with change unknown to solve word problems within 20.

c. Put together/take apart with addend unknown to solve word problems within 20.

d. Compare quantities, with difference unknown, bigger unknown, and smaller unknown while solving word problems within 20.
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: What Is the Difference?
Description:

This learning activity is a teacher-led introduction to solving word problems involving situations of taking from and comparing. The read-aloud and the activity will provide opportunities to review subtraction. Also, it will provide opportunities for a rich discussion about solving story problems. The students will use different strategies including drawings, objects, and equations to learn how to solve story problems. It is helpful to share students' responses to increase understanding of solving story problems.

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [MA2019] (1) 8 :
8. Solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true.

Example: determining the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, and 6 + 6 = ?
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: We Finally Snapped to Making Numbers
Description:

This learning activity will provide online practice with composing and decomposing numbers. The students will use strategies learned to determine the unknown whole number in an addition or subtraction equation relating three whole numbers. This is a helpful tool to measure the students' application of skills and help build number sense and increase fluency.

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [MA2019] (1) 5 :
5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: Getting Ready to Snap...Making Numbers
Description:

This learning activity is a teacher-led introduction to composing numbers and to building number sense foundation.  It will provide students with a visual using literature.  It will provide opportunities for a rich discussion about making numbers and provide time to introduce mathematical vocabulary.  The discussion and recording of events from the book will help demonstrate ways to compose numbers in different ways.  It is helpful to use this before playing interactive games that help with composing and decomposing numbers.  

This activity results from the ALEX Resource Development Summit.




   View Standards     Standard(s): [MA2019] (1) 8 :
8. Solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true.

Example: determining the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, and 6 + 6 = ?
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: Snap to It... Making Numbers
Description:

This learning activity is a fun and interactive game. It will develop number sense by composing and decomposing numbers as well as building a foundation for place value skills. It can be used in whole group and small group instruction.  Before this game, the students will need to know strategies for making numbers in different ways. After the students are comfortable with this game, it can be varied by playing it with breaking into three parts. Students will have the opportunity to use several of the mathematical practices. This task allows the teacher to assess students' mathematical understanding.

This activity results from the ALEX Resource Development Summit.




ALEX Learning Activities: 4

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ALEX Classroom Resources  
   View Standards     Standard(s): [MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Mathematics (1)
Title: Relate Addition & Subtraction StudyJam
URL: https://studyjams.scholastic.com/studyjams/jams/math/addition-subtraction/relate-add-and-sub.htm
Description:

The classroom resource provides a video that explains that inverse operations are pairs of mathematical operations, like addition and subtraction, that can undo each other. The video also introduces fact families. After utilizing this resource, the students can complete the short quiz to assess their understanding



   View Standards     Standard(s): [DLIT] (0) 12 :
6) Recognize ways in which computing devices make certain tasks easier.

Examples: Communication, doctor's visits/medical records, maps and directions.

[DLIT] (1) 16 :
10) Identify an appropriate tool to complete a task when given guidance and support.

Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.

[DLIT] (2) 20 :
14) Collect, create, and organize data in a digital chart or graph.

[MA2019] (0) 8 :
8. Represent addition and subtraction up to 10 with concrete objects, fingers, pennies, mental images, drawings, claps or other sounds, acting out situations, verbal explanations, expressions, or equations.
[MA2019] (0) 10 :
10. Decompose numbers less than or equal to 10 into pairs of smaller numbers in more than one way, by using concrete objects or drawings, and record each decomposition by a drawing or equation.

Example: 5 = 2 + 3 and 5 = 4 + 1
[MA2019] (1) 6 :
6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13
Subject: Digital Literacy and Computer Science (K - 2), Mathematics (K - 1)
Title: Model It Up in Google Sheets
URL: https://docs.google.com/document/d/1Bul_XP7GVsJEBJ9WzcGwIXkxRdqEgRS3ajQwyRDn9_Y/edit
Description:

In this learning experience designed for littles (grades Pre-K through 2nd), Christine Pinto, Kindergarten teacher and co-author of Google Apps for Littles,  uses Google Sheets templates to help her students learn basic addition and give them early exposure to equations. Students can "make five", "make ten", "make twenty", following the colors in the Google Sheets cells.

The kids make their models by using single digit numbers according to the color key to color the cells. First, they fill in the blank cells with a color by typing the number that corresponds to the color. For example, they could fill three boxes with green, two with orange. Then they add their equation to the yellow box to show how it makes 5 (3 (green) plus 2 (orange) equals five). Then they check their answer in the blue box following the example.

Learning Outcomes :



ALEX Classroom Resources: 2

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