Chapter 8 Unit Plan

Grade 1
Critical Area: Number and Operations in Base Ten
Chapter Essential Question:
How can you add and subtract two-digit numbers?
Chapter 8: Two-Digit Addition and Subtraction 14 Days
Grade 1 Common Core State Standards:

Add and subtract within 20
CC.1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction
within 10. Use strategies such as counting on; making ten; decomposing a number leading to a
Lesson Essential Questions:
What strategies can you use to add and

subtract?
How can you add tens?

How can you subtract tens?
Use place value understanding and properties of operations to add and subtract.
CC.1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and
adding a two-digit 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
ones or tens?
used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones;
How can models help you add ones or tens to a

How can making a ten help you add a two-digit
number and a one-digit number?
How can you model tens and ones to help you add
two-digit numbers?
easier or known sums.
How can you use a hundred chart to count on by
two-digit number?
ten; using the relationship between addition and subtraction; and creating equivalent but
How can drawing a picture help you explain how to

solve an addition problem?
What different ways can you use to add and
subtract?
and sometimes it is necessary to compose a ten.

Use place value understanding and properties of operations to add and subtract.
CC.1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 1090, 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.
Grade 1 Mathematical Practices:

CC.K-12.MP.1 Make sense of problems and persevere in solving them.
CC.K-12.MP.3 Construct viable arguments and critique the reasoning of others.
Grade 1
Lesson: Chapter 8: Introduce the Chapter

Objective: Review vocabulary and assess prior knowledge
Vocabulary: add, subtract, sum, difference
Materials: Neighborhood Sums, cubes, counters, spinners
Standards:
Introduce the Chapter:
Look at p. 313.
There are 4 boxes of oranges on a table. Each box holds 10 oranges. How many oranges are there?
What are some ways you can use an orange?
What are some parts of an orange?
Assessing Prior Knowledge: Have students complete p. 314 on their own
Vocabulary Builder: Have students complete the activities on p. 315 with the whole class.
Review the following with children
You can add to find how many in a group.
You can subtract to find how many are left.
You can find the sum for 8 + 7.
You can find the difference for 8 -7.
Game: Neighborhood Sums on p. 316
Differentiated Practice:
Intervention For students who miss
On Level For students who correctly
the Show What You Know problems
Tier 2: Strategic Intervention Skills 10
and 15
answer the quick check problems

Neighborhood Sums
Enrichment For students who answer

the on your own problems correctly
and finish early
Read Garden Party from the Centers
Kit
Or play Operation Math on iPads
If students have trouble with Add and

Subtract
Tier 3: Intensive Intervention Skill 38
and User Guide Activity 8
Grade 1
Assessment: Show What Your Know p. 314

Homework: School-Home Letter
Lesson: 8.1 Add and Subtract within 20
Objective: Add and subtract within 20
Vocabulary:
Materials: MathBoards, two-color counters, connecting cubes, Workmat 8
Standards: CC.1.OA.6
Daily Routines: Using MathBoards
Problem of the Day Basic Facts Write two related subtraction facts for 9 + 3 = 12
Engage: Using MathBoards
Name as many addition and subtraction facts as you can
How can you find a sum or a difference if you do not know it right away?
Review different strategies such as make a model, doubles, doubles plus 1, doubles minus 1, make a ten, think addition to
subtract, related facts
Teach and Talk: Using iTools, connecting cubes, two-color counters, Workmat 8
Page 317: Choose and model a strategy to solve the addition fact. Then draw to show your work.
Which objects did you use to model the addition? Why?
What did you draw to show your work?
How did you decide which strategy to use?
Model and Draw
Page 318: Work through the model and answer the question
Which number in the subtraction fact is the sum in the related addition fact?
Which number is an addend in the related addition fact for 14 6?
6 plus which number equals 14?
What is another way to find the difference? Explain.
Practice: using MathBoards
Use exercises 17 and 18 for the quick check.

Intervention For students who miss the quick check problems
On Level For
Enrichment For
Grade 1
students who
students who answer
correctly answer the
the on your own
quick check problems
problems correctly
Tier 1: Using two-color counters, Addition Fact Cards
p. 319 On Your Own
and finish early

Blue Activity Card 16 or
Shuffle the cards and place them facedown. Select a card and write
the addition fact on the board.
Have students count on to find the sum. Have them make a group of
counters for the first number. How many counters do you need to
add? Add 1 counter at a time and count aloud.
Repeat
Reteach 8.1 worksheet
Problems
play Operation Math
Have students
complete 22, 23, and
43 first
If students still have trouble

Tier 2: Using two-color connecting cubes and Addition Fact Cards
Display an Addition Fact Card and write it on the board. Model the
addends using two colors of cubes.
I can make a ten to add. Hold up one color and ask how many more
cubes to I need to add to make a ten? Where do I get those cubes?
How many cubes do I have on the other train now? What is 10 +
_____. So, what is the original answer?
Repeat.
Problem Solving: page 320 Review problems 44-46 whole class
Summarize: What strategies can you use to add and subtract?
Assessment: Math Journal Write an addition and subtraction fact. Then write a strategy you could use to solve the fact.
Homework: Standards Practice 8.1
Lesson: 8.2 Hands On: Add Tens

Objective: Draw a model to add tens.
Vocabulary:
Grade 1
Materials: MathBoards, base-ten blocks, connecting cubes, Workmats 4 and 8

Standards: CC.1.NBT.4
Problem of the Day Basic Facts Add or subtract.
3 + 7 = _____
11 6 = _____
13 9 = _____
4 + 8 = _____
Vocabulary Builder Addends and Sums Show vocabulary cards for addend and sum and review the words. Present word
problems and have children write number sentences to solve
Roger has 9 goldfish. He gets 6 more. How many fish does Roger have?
Have a student write the number sentence. Have students raise one hand when you point to an addend and both hands
when you point to the sum.
How can you solve 1 + 7?

How did you find the sum?
What would be the sum of 1 ten + 7 tens? Explain.
Teach and Talk: Using Animated Math Models Skill 35 and base-ten blocks and connecting cubes and Workmats 4 and 8
Page 321 Barb has 20 pennies. Ed has 30 pennies. How many pennies do they have?
How can we model the problem with base-ten blocks or cubes?
How can we draw a picture to show how we solved the problem?
Encourage students to use tens instead of ones.
Kyle has 40 pennies. Kim has 50 pennies. How many pennies do they have?
How can you solve this problem without models?
Model and Draw:
Page 322 Work through the model.
How can you write 30 + 40 using only tens?
What can you draw for a quick picture of 30 + 40?
How can you find the sum of 30 + 40?
How can you use your quick picture to help you find the sum of 30 + 40?
Practice: Using MathBoards and / or base-ten blocks
Complete exercises 1 4 on your own and use 3 and 4 as the quick check.
Grade 1
In exercise 1, is the sum 6 or 60? Explain.

Tier 1: Using numeral cards 10, 20, 30, 40, 50, base-ten blocks
Show the 20 and 10 cards.

Have students model the numbers with base-ten blocks and draw a
quick picture.
How many tens are there in all?
Write 2 tens + 1 ten = 3 tens. Together, count by tens to show that
3 tens are 30.
Choose 2 new cards and repeat
Reteach 8.2 worksheet
On Level For
Enrichment For
students who
students who answer
the on your own
problems correctly and
P. 323 On Your Own
finish early
Blue Activity Card 14
Problems
and Operation Math
Have students
complete 5, 7 and 9
first
If students still have difficulty,

Tier 2: Using connecting cubes
Prepare 10-cube trains ahead of time
Give one or two trains to each child.
Who has exactly 10 cubes? Have them stand up. How many cubes do
you have in all?
Who has exactly 20 cubes? Have them stand up. Count the cubes
by tens.
Pair children and have them add to figure out how many cubes they
have and share how they go their answer
Problem Solving: Page 324 Review number 10 whole class
Summarize: How can you add tens?
Assessment: Math Journal Choose an addition problem from the spider web. Draw a quick picture and write the number
Grade 1
sentence.
Lesson: 8.3 Hands On: Subtract Tens
Objective: Draw a model to subtract tens
Vocabulary:
Materials: MathBoards, connecting cubes, base-ten blocks, Workmats 3 and 8
Problem of the Day Basic Facts Solve. Circle the doubles fact.
9 + 0 = _____
9 9 = _____
9 + 9 = _____
Fluency Builder Subtraction Circle Write subtraction facts for fact triangles.
How can you solve 9 5?
How did you find the difference?
What would be the difference of 9 tens 5 tens? Explain.
Teach and Talk: Using Animated Math Models Skill 36 and connecting cubes, base-ten blocks, and Workmats 3 and 8
p.325 Tara has 30 seashells. 20 shells are big. The rest are small. How many small shells does she have?
How can we solve this problem? Encourage students to use tens instead of ones.
How can we show this with a drawing?
What subtraction sentence could you write to show your answer?
Sammy has 50 shells. He gives 30 shells to his friend. How many shells does Sammy have now?
How can we solve this problem without models?
How can you solve a simpler problem to help you solve this problem?
Model and Draw
p. 326 Work through the model
What can you draw to show the subtraction for 80 30?
How can you find the difference for 80 30?
What other ways can you use to solve 80 30?
Practice: Using MathBoards and base-ten blocks
Grade 1
Have students use base-ten blocks to show the difference and then draw quick pictures.
Use exercises 3 and 4 for quick check
In exercise 1, is the difference 4 or 40? Explain.
On Level For
students who
students who answer
the on your own
problems correctly and
Tier 1:Using base-ten blocks
p. 327 On Your Own
Remind children that when you subtract tens from tens, the number
of ones is always 0
Write these number sentences on the board.
o 30 20 = _____
o 70 30 = _____
o 40 10 = _____
Have children use tens to model and act out each problem, taking
away the correct number of tens.
Have children write each subtraction sentence after finding the
difference.
Reteach 8.3
Problems
If students still have trouble.

Prepare ten 10-cube trains.

Display five cube trains. How many cubes do I have in all? How do
you know?
Take away two cube trains. How many cubes did I take away? How
do you know?
How many cubes do I have left? How do you know?
Enrichment For
Have students
complete 7, 8 and 9
first
For exercise 9, have
children write 40 ____ = 10. Encourage
students to use
addition to find the
unknown part. Write a
related addition
sentence 10 + ____ =
40.
finish early
Blue Activity Card 14 or
Operation Math
Grade 1
Repeat with difference numbers of cube trains and record the

subtraction sentences.
Mid-Chapter Checkpoint:
p. 328
Summarize: How can you subtract tens?
Assessment: Math Journal Draw a picture to show how to solve 50 40.
Lesson: 8.4 Use a Hundred Chart to Add
Objective: Use a hundred chart to find sums.
Vocabulary:
Materials: MathBoards, Hundred Charts
Problem of the Day Number of the Day I am just before 9. I am just after 7. What number am I? Double me to get 16.
What number am I? What other riddles could we make up with an answer of 8?
Vocabulary Builder Tens and Ones Review the meaning of tens and ones. Write a two digit number on the board and
discuss which digit shows the number of ones and which shows the number of tens.
Write a two-digit number with 0 ones.
Write a two-digit number with the same number of ones and tens.
Write a two-digit number with 6 tens.
Write a two-digit number with 6 ones.
Is there only one answer? Why or why not?
Engage: Using Hundred Chart Incorporate the ELL activity from page 329B
As a group, count aloud from 1 to 100

What patterns do you see on the hundred chart?
Write 24 + 5 = _____
Color 24 on the Hundred Chart blue. Tell children you are going to count on to add. Color the square for 25 yellow and
say, 24 plus one more is 25. Continue using plus one more to color 26, 27, 28, and 29 yellow.
How many squares did we color yellow? How many did you add to 24? What is 24 + 5?
Grade 1
Repeat using 24 + 30 and using a plus 10 more pattern

Teach and Talk: Using Hundred Chart
p. 329 Alice picks 12 flowers. Then she picks 4 more flowers. How many flowers does Alice pick?
Use the hundred chart to solve.
Start at 12. Count on 4 spaces to the right. Where do you stop? How does using a hundred chart help you count on by
ones
Ella picks 10 strawberries. Then she picks 20 more strawberries. How many strawberries does Ella pick?
Start at 10. Move down the column 2 rows, or 2 tens. Where do you stop? How can the hundred chart help you count
on by tens?
Model and Draw:
p. 330 Work through the models

If you move across from 24 to 28 on the hundred chart, how many have you added to 24?
If you move down from 31 to 71 on the hundred chart, how many have you added to 31?
Practice
p. 330 How could you use the hundred chart to add 60 to 29? Use exercises 3 and 4for quick check.
On Level For
Enrichment For
students who correctly
students who answer
answer the quick
the on your own
check problems
problems correctly
Tier 1: Using Hundred Chart and a number cube labeled 2, 4, 6, 20, 30,
p. 331 On Your Own
and finish early

40
Problems
or Operation Math
Point to 51 on the hundred chart. Toss the cube to determine the

second addend. Write the addition sentence on the board.
Do you count on by tens or by ones to add? How many do we need
to count on? Why? Which direction do you move on the hundred
chart.
Have students count aloud as you move one space or row at a time.
Complete problems 8,
11, and 13 first.
Point out that 11 and 12
are written another
Grade 1
So, what is the sum?

Reteach 8.4
way. Have students

recall what they know
about the order of the
addends?
Tier 2: Using a hundred chart

Circle 14 on the hundred chart
What am I adding if I start at 14 and move right 4 squares? Write
the addition sentence on the board: 14 + 4 = 18
What happens if I move down 2 rows from 14?
Write the addition sentence eon the board. 14 + 20 = 34
Repeat.
Problem Solving: Page 332 Complete problems 14 and 15 together as a class.
Summarize: How can you use a hundred chart to count on by ones or tens?
Assessment: Math Journal Write a number sentence to add 6 ones to 21. Write a number sentence to add 6 tens to 21.
Lesson: 8.5 Hands On: Use Models to Add

Objective: Use concrete models to add ones or tens to a two-digit number
Vocabulary:
Materials: MathBoards, base-ten blocks
Daily Routines: Problem of the Day
Basic Facts Write the missing numbers.
17 ___ = 9
13 - ___ = 8 16 - ___ = 7
Engage: using iTools base-ten blocks
12 - ___ = 6 14 - ___ = 5 11 - ___ = 4
Have a student say a two-digit number and then have another student select the base-ten blocks to build that number.
Teach and Talk: using base-ten blocks and Animated Math Models Skill 37
p. 333 Remember that we added ones or tens to a two-digit number using a hundred chart. Today we will use and draw
base-ten blocks to add tens or ones to two-digit numbers.
Grade 1
Amir counts 14 cars as they go by. Then he counts 5 more cars. How many cars does Amir count?
Where is our addition sentence? How do the numbers in the problem match the addition sentence?
What can you draw to show the addends?
Can you combine all the ones to make another ten? Explain.
What do you write to solve the addition sentence?
Is there another strategy you could use to solve the problem?
How could you use subtraction to check your answer?
Model and Draw:
p. 334 Work through the models with children.
Look at 32 + 4. Do you need to add tens to find the sum? Why or Why not?
Look at 32 + 40. How does knowing the basic fact 3 + 4 = 7 help you find the sum?
Practice:
p. 334 Use problems 2 and 4 as the quick check
How does drawing help you find the sum?
On Level For
Enrichment For
students who answer
answer the quick
the on your own
check problems
problems correctly
Tier 1: Using base-ten blocks, Workmat 3
On Your Own problems
and finish early

Write 43 + 20 on the board. Tell children they will use base-ten

blocks to find the sum.
Model 43 using base-ten blocks
What number do you add to 43? How many tens are in 20? Add 2
tens to the workmat. How many tens are there now?
How many ones are there? What is 43 + 20?
Repeat with other addition problems
Reteach 8.5
on p. 335
or Operation Math
12, 15, and 16 FIRST
Grade 1

Prepare cube trains with 10 cubes
Sit in a circle. Display cubes to model 29 in the center of the
circle. How many cubes did I put out? How do you know?
How can you add 10 cubes?
How many cubes are there now? How do you know?
Repeat with other addition problems.
Problem Solving:
p. 326 Complete problems 17 19 with the whole class.

Summarize: How can models help you add ones or tens to a two-digit number?
Assessment: Math Journal Write a story problem about 40 apples and 17 pears
Lesson: 8.6 Hands On: Make Ten to Add
Objective: Make a ten to add a two-digit number and a one-digit number
Vocabulary:
Calendar Math Find the third Sunday of the month. Count on five days. What is the date?
Fluency Builder I Am Thinking of a Number I am thinking of a number that has fewer than 4 tens and more than 2 tens?
It has one more one than it has tens. Students should come up with possible answers for the first clue and then circle the
number that fits both clues.
Show a number with tens but no ones.
Show a number with ones but no tens.
Show a number with more ones than tens.
Show a number with more tens than ones.
Grade 1
(If students need a review of how to make a ten, complete reteach 8.6 instead of doing the teach and talk lesson.)
p. 337 Sally has 21 stickers in her sticker book. She gets 6 more stickers. How many stickers does Sally have now?
How can you show 21 and 6 using tens and ones?
How can the model help you add 21 and 6?
How can you draw to show the addition?
Does the number of tens change?
Does the number of ones change?
Model and Draw:
p. 338 Work through the models with children. Use base-ten blocks to model the process of grouping the ones to make a
ten.
How do you know how many ones to add to 37 to make a 10?
What is the sum?
Why does thinking about tens and ones help in solving the addition?
What is another way you could find 37 + 8?
Practice:
p. 338 Use problem 1 as the quick check
Write the following on the board: 17 + 5 = _______

Have children use cubes to model each addend, making a 10-cube
train when they can.
Refer to the modeled addend, 17. How many tens are there? How
many more cubes are needed to make another ten? Explain.
How can you use the group of 5 cubes to make another ten?
On Level For
Enrichment For
students who answer
answer the quick
the on your own
check problems
problems correctly
and finish early

Orange Activity Card
on p. 339
20 or Operation Math
Complete problems 2, 3,
5-6 and 7-9 FIRST
Remind students to
Grade 1
Did you change the total number of cubes? What is 20 + 2? What

is 17 + 5?
Reteach 8.6
show how they make a

ten.

Tier 2: Using connecting cubes and Workmat 8
Jackie has 18 stickers. Then she gets 7 more. How many stickers
does Jackie have now?
Show 18 red cubes in the ten frames. Show 7 blue cubes under the
ten frames. How do the cubes show the problem? Have children
recall the make a ten strategy. How many blue cubes can I move up
to fill the second ten frame?
Does Jackie have more than 20 stickers? How do you know?
How many stickers does Jackie have?
Problem Solving:

Summarize: How can making a ten help you add a two-digit number and a one-digit number?
Assessment: Math Journal Use words or pictures to explain how to solve 44 + 7.
Lesson: 8.7 Hands On: Use Place Value to Add
Objective: Use tens and ones to add two-digit numbers
Vocabulary:
Word of the Day ones Write a number that has 6 ones. Write a number that has no ones.
Fluency Builder Making Numbers Select a number of tens and a number of ones and create the number.
Create 57 with base-ten blocks and then share the tens and ones with a partner in some way.
Grade 1
How can we share the blocks?

If we put the tens and ones back together, what will the total be? Explain.
p. 341 Cameron has 30 shiny pennies and 25 dull pennies. How many pennies does Cameron have?
How can we model 30 on the mat?
What should we put in the Ones column? Explain.
How can we model 25?
How can Cameron add the tens and ones blocks to find the sum?
What is the sum? How do you know?
What is another way to show this problem?
Model and Draw:
p. 342 Work through the models with children.
How can you show the tens and ones for the numbers 35 and 38?
How do you find the sum?
How do you add 60 + 13?
Practice:
p. 342 Use problem 1 as the quick check
Tier 1: Using base-ten blocks and Workmat 4
Write 42 + 30 on the board. Help children use base-ten blocks to

model the addends on the Tens and Ones Mat
How do you show 42 as tens and ones? How do you show 30 as
tens and ones?
How many tens are on the workmat? How many ones are on the
workmat?
On Level For
Enrichment For
students who answer
answer the quick
the on your own
check problems
problems correctly
and finish early

Purple Activity Card 20
on p. 343
or Operation Math
Complete problems 2, 3,
5-6 and 7-8 FIRST
Grade 1
What is 42 + 30?
Repeat with different addends
Reteach 8.7
Tier 2: Using connecting cubes and a cup
Give students a cup of cubes and have them put the cubes into 10cube trains and extras.
How many cubes do you each have?
Write on the board: ____ + ______ = ______
How many tens are there? How many ones are there? What
number is ____ tens and _____ ones? What is ____ + _____?
Check by combining the cubes.
Repeat.
Problem Solving:

Summarize: How can you model tens and ones to help you add two-digit numbers?
Assessment: Math Journal Write and solve a story problem to add 12 and 18.
Lesson: 8.8 Problem Solving Addition Word Problems
Objective: Solve and explain two-digit addition word problems using the strategy draw a picture
Vocabulary:
Materials: MathBoards, base-ten blocks, connecting cubes, Hundred Chart
Calendar Math Find a date on the calendar that has more tens than ones. Find a date on the calendar that has 5 fewer tens
than ones.
Fluency Builder Basic Facts Within 10 Review basic addition facts
Grade 1
Practice using base-ten blocks to add two-digit numbers.

Teach and Talk: using base-ten blocks, connecting cubes, Hundred Chart, MathBoards
p. 345 Kelly gets 6 new toy cars. He already has 18 toy cars. How many does he have now?
How can you show how many toy cars Kelly already has?
How can you show how many new toy cars Kelly gets?
Draw quick pictures to show 18 and 6.
How many ones do you have after showing both numbers?
How many ones do you need to make a ten?
How does making another ten help you solve the problem more easily?
What is another way you could model the number of cars Kelly has?
Try Another Problem:
p. 346 Provide base-ten blocks, connecting cubes, and Hundred Charts for children
How do you need to find?
What information do you need to use?
How can you model the problem to find how many blueberries Aisha picked?
How does drawing a picture help you solve the problem?
Practice:
Tier 1: Using MathBoards
Tess collects shells. She has 28 shellls. She finds 5 more shells.
How many shells does Tess have now?
How can you show 28 shells on your MathBoard?
How can you show 5 shells?
Do you need to make a ten to add? How do you know?
On Level For
Enrichment For
students who answer
answer the quick
the on your own
check problems
problems correctly
and finish early

Orange Activity Card
on p. 348
20 or Operation Math
Grade 1
How many shells does Tess have now?

Reteach 8.8
There are 13 chairs in the classroom. There are 6 tables. How
many chairs and tables are there?
Show a 10-cube train and 3 cubes of one color and 6 cubes of
another color. What do these cubes stand for?
You can draw a picture to show the cubes. How does the picture
match the cubes?
How many tens are there? How many ones?
So, how many chairs and tables are there?
Problem Solving:
p. 348 Complete problems 8 and 9 with the whole class.

Summarize: How can drawing a picture help you explain how to solve an addition problem?
Assessment: Math Journal Draw a picture to show how to find 12 + 37.
Lesson: 8.9 Practice Addition and Subtraction
Objective: Add and subtract within 100, including continued practice with facts within 20.
Vocabulary:
Materials: MathBoards, base-ten blocks, connecting cubes, Hundred Chart
Standards: CC.1.NBT.4, CC.1.NBT.6, CC.1.OA.6
Basic Facts Which is true? Circle your answer. Which is false? Cross out your answer
11 5 = 6 0
2 + 7 = 12 - 7
Engage: using MathBoards and Base-Ten Blocks
Write the numbers 15, 50, and 51 on the board.

How can you show tens and ones in each number?
Grade 1
How are 15 and 51 alike?

How are 15 and 51 different?
Teach and Talk: using base-ten blocks, connecting cubes, Hundred Chart, and Animated Math Models Skills 35 38 if
needed for review
p. 349 The class collects paper bags for an art project. Ron brings 7 more bags than Ben. Ben brings 35 bags. How many
bags does Ron bring?
How can we model the problem?
How can our drawing show the addition?
What do you remember about making a ten? Why can you make another ten from the ones in our model?
Model and Draw:
p. 350 Work through the models with children. Discuss the different strategies used to add and subtract.
What way can you use to find 5 + 9?
What way can you use to find 50 30?
What way can you use to find 51 + 21?
How are these ways alike?
Practice:
Write the following on the board: 33 + 56 = _______

What is one way you can find the sum?
Have children model this strategy using connecting cubes. How
can you show the tens in 33 and 56?
How can you show the ones in 33 and 56?
On Level For
Enrichment For
students who answer
answer the quick
the on your own
check problems
problems correctly
and finish early

Purple Activity Card 20
on p. 339
or Operation Math

38, and 40 FIRST
Grade 1
What is 3 tens plus 5 tens? What is 3 ones plus 6 ones? So, what
is 33 + 56?
Repeat with other addition problems
Reteach 8.9

Tier 2: Using two-color counters and Workmat 8
15 + 8 = _____
Show 15 red counters in the ten frames. Show 8 yellow counters
under the ten frames. How do the counters show 15 + 8? Ccan I
make a ten to add? Why? How many yellow counters do I move up
to fill the second ten frame?
Model making a ten by moving the counters. How many tens are
there now? How many ones?
20 + 3 = _____. 20 + 3 is the same as 15 + 8. They have the same
sum. What is the sum?
Problem Solving:
p. 352 Complete problems 43-45 with the whole class.

Summarize: What different ways can you use to add and subtract?
Assessment: Math Journal Write two ways you could use to find 5 + 8.
Lesson: Chapter 8 Review / Test
Objective: How can you add and subtract two-digit numbers?
Vocabulary:
Materials: p. 353-356
Standards: CC.1.NBT.4, CC.1.NBT.6
Practice: Complete p. 353-356
What ways can you use tens and ones to add and subtract two-digit numbers?
How can making a ten help you add a two-digit number and a one-digit number?
Grade 1
On Level For
Enrichment For
students who answer
answer the quick
the on your own
check problems
problems correctly
Items 1, 7: Reteach 8.3
Play Neighborhood
and finish early

Play Neighborhood
Sums
Sums
Items 3-6: Reteach 8.4

Item 13: Reteach 8.7
Homework: Chapter 8 Review
Unit Reflections:

Chapter 8 Unit Plan

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Chapter 8 Unit Plan

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Grade 1

Critical Area: Number and Operations in Base Ten

Chapter Essential Question:

How can you add and subtract two-digit numbers?

Chapter 8: Two-Digit Addition and Subtraction 14 Days

Grade 1 Common Core State Standards:

Lesson Essential Questions:

What strategies can you use to add and

How can you add tens?

How can models help you add ones or tens to a

easier or known sums.

How can you use a hundred chart to count on by

How can drawing a picture help you explain how to

and sometimes it is necessary to compose a ten.

Grade 1 Mathematical Practices:

Chapter 8: Two-Digit Addition and Subtraction 14 Days

Lesson: Chapter 8: Introduce the Chapter

answer the quick check problems

Enrichment For students who answer

If students have trouble with Add and

Chapter 8: Two-Digit Addition and Subtraction 14 Days

Assessment: Show What Your Know p. 314

Use exercises 17 and 18 for the quick check.

Chapter 8: Two-Digit Addition and Subtraction 14 Days

students who answer

correctly answer the

the on your own

quick check problems

Tier 1: Using two-color counters, Addition Fact Cards

p. 319 On Your Own

and finish early

play Operation Math

If students still have trouble

Lesson: 8.2 Hands On: Add Tens

Chapter 8: Two-Digit Addition and Subtraction 14 Days

Materials: MathBoards, base-ten blocks, connecting cubes, Workmats 4 and 8

How can you solve 1 + 7?

Chapter 8: Two-Digit Addition and Subtraction 14 Days

In exercise 1, is the sum 6 or 60? Explain.

Show the 20 and 10 cards.

students who answer

correctly answer the

the on your own

quick check problems

problems correctly and

P. 323 On Your Own

and Operation Math

If students still have difficulty,

Chapter 8: Two-Digit Addition and Subtraction 14 Days

Chapter 8: Two-Digit Addition and Subtraction 14 Days

students who answer

correctly answer the

the on your own

quick check problems

problems correctly and

Tier 1:Using base-ten blocks

p. 327 On Your Own

If students still have trouble.

Prepare ten 10-cube trains.

Chapter 8: Two-Digit Addition and Subtraction 14 Days

Repeat with difference numbers of cube trains and record the

As a group, count aloud from 1 to 100

12 - _ = 6 14 - _ = 5 11 - ___ = 4