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TMCreated byMarilyn BurnsPLANNERLesson SummaryLesson 1 Lesson 2Students use use two-color counters to toStudents find find and and list list all pairs all pairs of ofgenerate pairs pairs of of addends that that make makeaddends that that make make 5 and 5 and then then play play5 and 5 and then then write write them them as as equations a game a game to practice to practice making making 5. 5.with with addition.Lesson 3 Lesson 4 Lesson 5Progress MonitoringStudents use use a a ten-frame and and the theStudents use use the the benchmark of 5 of 5Assessment ✓Progress Monitoringbenchmark of 5 of to 5 build to build numbers to to represent sums sums of 6 of to 610.to 10.Students demonstrate understandingand and find find sums sums to 10. to 10.of the of the objectives of Lessons of Lessons 1–4 1–4by by completing a a WorkSpace page pageindependently.Objectives • Identify • Identify pairs pairs of addends of addends that that make make 5. 5.MaterialsT Teacher Teacher Bag BagS Student Student Bag BagAll hands-on All hands-on manipulatives and and WorkSpacepages pages are provided are provided on the on the InteractiveWhiteboard Tools Tools CD-ROM. CD-ROM.Built-inDifferentiation• Introduce • Introduce key key math math vocabulary: add, add,addend, addend, addition, addition, equals, equals, equation, equation,plus, plus, and and sum. sum.• • WorkSpace pages pages 2, 64, 2, and 64, and 66 66• • two-color counters counters S T• plastic • plastic cups cups S T• chart • chart paper paperTeaching Number Senseby Susan Scharton,pages 62–71• Identify • Identify all possible all possible pairs pairs of addends of addendsthat that make make 5. 5.• Given • Given a number, a number, figure figure how how many many more moreto make to make 5. 5.• • Communicate ideas ideas with with key key math mathvocabulary: add, add, addend, addend, addition, addition,equals, equals, equation, equation, plus, plus, and and sum. sum.• • WorkSpace pages pages 2–5 2–5• • two-color counters counters S T• plastic • plastic cups cups S T• red • red and and yellow yellow whiteboard markers markersUsing Using a a hands-on color color counters—to represent various various pairs pairs of addends of addends that that make make 5 promotes 5 promotesmanipulative—two-Playing Playing a game a game in pairs in pairs to identify to identifypairs pairs of addends of addends with with the same the same sum sum helps helpscommunication and and mathematicalstudents students connect connect a concrete a concrete experiencelanguage among among students. students.with with a more a more abstract abstract experience of writing of writingequations.• Identify • Identify numbers numbers to 10 to using 10 using the thebenchmark of 5. of 5.• Use • Use the the benchmark of 5 of to 5 torepresent sums sums of 6 of to 610.to 10.• Use • Use the the benchmark of 5 of to 5 to representsums sums of 6 of to 610.to 10.• • Communicate ideas ideas with with key key math math • • Communicate ideas ideas with with key key math math • Identify • Identify pairs pairs of addends of addends with with sums sumsvocabulary: add, add, addend, addend, addition, addition,equals, equals, equation, equation, plus, plus, and and sum. sum.vocabulary: add, add, addend, addend, addition, addition,equals, equals, equation, equation, plus, plus, and and sum. sum.to 9. to 9.• • Communicate ideas ideas with with key key math mathvocabulary: add, add, addend, addend, addition, addition,equals, equals, equation, equation, plus, plus, and and sum. sum.• • WorkSpace pages pages 6 and 6 and 7 7• • ten-frames S T• • two-color counters counters S T• yellow • yellow crayons crayons• • WorkSpace page page 8 8• • ten-frames S T• • two-color counters counters S T• red • red and and yellow yellow number numbercubes cubes (0–5) (0–5) S T• Do • The Do The Math Math Community News NewsThe The visual visual representation of counters of counters Using Using manipulatives, such such as ason a on a ten-frame focuses focuses students students on onten-frames, helps helps students students use use the thethe the benchmarks of 5 of and 5 and 10 thus 10, thusbenchmark of 5 of to 5 name to name numbers numbersenabling enabling them them to to compose, decompose, without without counting counting by ones. by ones.and and add add numbers numbers flexibly. flexibly.TeacherSpace : Addition & SubtractionCD-ROM contains videos, professional articles,and reproducibles to support teaching theselessons.• • WorkSpace pages pages 9 and 9 and 10 10• • ten-frames S T• • two-color counters counters S TAssessing with with visual visual models models and andsymbolic representations allows allowsstudents students to show to show their their understandingwithout without having having to approach to approach the material the materialin an in an unfamiliar format. format.Lessons1–5The Benchmark of 5Addition & Subtraction Number CoreTeacher GuidePlanner: Lessons 1–54The Benchmark of 5DTM_NC_TG_001-005.indd 42/10/11 12:47 PMDTM_NC_TG_001-005.indd 52/16/11 4:14 PMAddition & Subtraction: Number CoreReduced Teacher Guide, pages 4–5
TMCreated byMarilyn BurnsLesson3 Using 5 as a benchmarkPrevious Lesson Students play agame finding pairs of addends that make 5.Lesson 3 Students use a ten-frameand the benchmark of 5 to build numbersand find sums to 10.Next Lesson Students use the benchmarkof 5 to represent sums of 6 to 10.Lesson SummaryStudents use a ten-frame and the benchmarkof 5 to build numbers and find sums to 10.Objectives• Identify numbers to 10 using the benchmarkof 5.• Communicate ideas with key math vocabulary:add, addend, addition, equals, equation, plus,and sum.Materials• WorkSpace pages 6 and 7• ten-frames S T• two-color counters S T• yellow crayons Teacher Bag Student BagInteractive Whiteboard ToolsWorkSpace pages and manipulatives for Lesson 3 areprovided on the Interactive Whiteboard Tools CD-ROM.Language DevelopmentKey Math VocabularyENGLISHaddaddendadditionequalsequationplussumAcademic VocabularyENGLISHrowCognates are shown in italics.SPANISHsumarsumandoadiciónes igual aecuaciónmássumaSPANISHfilawhoLe groupStep1Introduce the ten-frame.1 Introduce the lesson.We / have added numbers to make 5. Today we willbuild numbers to 10.2 Introduce the ten-frame.Show students a ten-frame.This / is called a ten-frame.Slide your finger across each row as you ask thefollowing questions.How / many rows are there in this frame? (2)How many boxes are in each row? (5)How many boxes are there in all? (10)I will show you how we place counters on the ten-frame.Place 5 two-color counters, one at a time, red side up, onthe ten-frame. Start at the top row with the box on thefar left. Have students count with you as you place eachcounter in the top row—1, 2, 3, 4, 5.When / the top row of the ten-frame is full, you knowthat there are 5 counters, so you don’t have to countthem one-by-one.3 Continue to place counters onthe ten-frame.I start / the next row by placing a red at the left.Continue placing the counters red side up one at atime from left to right until the ten-frame is filled.Have students count with you as you place eachcounter—6, 7, 8, 9, 10.How / many counters are on the ten-frame whenit’s full? (10)Remove the counters from the bottom row.How / many counters are there now? (5)If one row is full, we know there are 5 counters.If both rows are full, we know there are 10. Wedon’t have to count them one-by-one.Step2whole groupGuide students tobuild on from 5.1 Use the benchmark of 5 to buildnumbers on the ten-frame./I will place one more counter on the ten-frame.Place one counter yellow side up on theten-frame.Sweep your hand across the top row as you sayfive and then point to the one yellow as you saysix.Start / with 5 and count on 1 to get 6. I don’t haveto count the 5 because I know there are 5 countersin the top row.Place another counter yellow side up on theten-frame.How / many counters are on the ten-frame now? (7)Yes, there are 7 counters. I start with 5 and counton two more to get 7. Five…six, seven.Continue this process for 8 and 9 counters. Besure to count with students, sweeping your handacross the top row and then pointing as you counton: five…six, seven, eight and five…six, seven,eight, nine.Place the tenth counter on the ten-frame.How / many counters are on the ten-frame now? (10)Remember we don’t need to count one-by-onewhen the ten-frame is full.Addition & Subtraction Number CoreTeacher GuideLesson 3Continue14The Benchmark of 5Lesson 315DTM_NC_TG_014-017_L3.indd 142/9/11 12:52 PMDTM_NC_TG_014-017_L3.indd 152/9/11 12:52 PMAddition & Subtraction: Number CoreReduced Teacher Guide, pages 14–15
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