Daily Lesson Overview

DO NOT EDIT--Changes must be made through “File info” DO NOT
CorrectionKey=A Correcti
NEW YORK CITY

IMPLEMENTATION AND PLANNING
I M P L E M E N TAT I O N A N D P
LANNING GUIDE Go Math! Overview
GO Math! lessons are designed to fully facilitate conceptual development, as
students work from introduction to mastery of each content standard listed in
the Common Core. Throughout the lessons, students will use manipulatives,
GUIDE
models, quick pictures, and symbols as they apply Mathematical Practices to

build understanding. Students are expected to actively engage in reasoning
1562670
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1 • PG
EDITION
during instruction, so they are prepared to transition from concept or skills
5/15/13 4:23 PM
comprehension to solving problems in contextual situations.
1 2
ENGAGE 3 4
Found at the beginning of each lesson, the purpose of the Engage section is to provide
an opportunity for the teacher to establish a common conceptual foundation before
approaching the lesson content. Here, students recall and apply prior knowledge and use
prerequisite skills to participate in a short discussion or to complete a short activity.
The Access Prior Knowledge activity

typically takes less than 5 minutes, and
is not intended to be instructional. The LESSON 1.1 CC.1.OA.1 Use additio
value of this activity lies in focusing putting together, taking
with a symbol for the un
students’ attention on concepts and skills
that will motivate them to approach
the new content of the lesson with
vigor. You can use evidence of students’
1 ENGAGE
Name
understanding and approaches to Access Prior Knowledge Have volunteers act
Algebra
learning to decide how deeply to discuss out this adding to problem. Essential Qu
the concept presented here. Students There are 4 children writing on the board. show adding
found lacking in these prerequisite Then 3 more children come.
skills could benefit from intervention or
remediation. • How many children are writing on the
board? 4
Draw to s
• How many more children come? 3
Write how
• How many children are there? 7
Children
1 2 3 AND
TEACH 4 TALK
Teach and Talk contains the core instruction for the lesson, in which conceptual
development is key. Here, students are expected to represent, record, solve, and explain as GO Animated
they build an understanding of the lesson concept or skill. 2 TEACH and TALK
Online
Math Models
The instruction is scaffolded and guided in a way that encourages students to apply
Mathematical Practices as they solve a new type of problem, or a familiar problem in a
Listen and Draw c
new way. It is very important that students continually apply Mathematical Practices as
Read theand
they learn new concepts. Students will encounter unfamiliar following
abstract problem
problems aloud.
for
which they have the content knowledge to solve, andThere are 3toladybugs
the ability effectivelyon a leaf. 2 more
apply
Mathematical Practices will be essential to successfullyladybugs jointhose
approaching them. How many ladybugs
problems.
are there?
The problems in this section are typically contextual. Teachers can use the scaffolding in
• What do
the Student Edition and Teacher Edition to guide instruction. Theyou know? 3 ladybugs,
contextualization 2 more ladybugs
of the
problems also allow teachers to use students prior real-world
• What do experience
you need as to
much asout?
find prior how many
mathematical experience as they think about how to approach the problem.
ladybugs there are
© Houghton Mifflin Harcourt Publishing Company
• How many ladybugs are on the leaf at the

Math Tal
beginning of the problem? 3 Draw the three and then
ladybugs on the leaf. are 5 lad
NYC2 Planning Guide • How many more ladybugs join them? 2
• How can you show two more ladybugs on
the leaf? I can draw two more ladybugs on the leaf.
1_MNYCEIG221970_OVOV.indd 2 Have children draw two ladybugs on the leaf. 5/17/13 9:22 AM
Tell children that their drawings do not have Chapter 1

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
Program Overview
Read the problem with the

class. Then give students a LESSON 1.1 CC.1.OA.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 M
few minutes to think about with a symbol for the unknown number to represent the problem.
how they will progress toward 1 ENGAGE Lesson 1.1

Name M
a solution. This enables Access Prior Knowledge Have volunteers act
out this adding to problem.
Algebra • Use Pictures to Add To COMMON CORE STANDARD CC.1.OA.1
Represent and solve problems involving
Essential Question How do pictures
students to immediately invest
addition and subtraction.
There are 4 children writing on the board. show adding to?
Then 3 more children come.

themselves in the problem- • How many children are writing on the
solving process. board? 4
Draw to show adding to.
• How many more children come? 3
Write how many there are.
• How many children are there? 7
Teachers can use the questions Children should draw 5 ladybugs to solve the problem. 2 cats and
in the Teacher Edition to help

Share and Show
students think critically about 2 TEACH and TALK Online GO Math Animated
Models
Write how many.
the models and problem- 1.
solving processes they are c Listen and Draw

Read the following problem aloud.
using. Students will apply There are 3 ladybugs on a leaf. 2 more
Mathematical Practices as they ladybugs join them. How many ladybugs
are there?
3 fi sh and
communicate why the models • What do you know? 3 ladybugs, 2 more ladybugs
CC.1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations
are appropriate,
putting together, taking apart, and comparing, and
with unknowns in how each
all positions, e.g., by using objects,
of adding
• What do youto,
drawings,
ladybugs
taking
need from,
to find
there areand equations
out? how many
5
Model and Draw
2.
ladybugs

with a symbol for the unknown number step in the the
to represent problem-solving
problem. • How many ladybugs are on the leaf at the
beginning of the problem? 3 Draw the three Math Talk: Possible answer: I drew 3 ladybugs
—
and then 2 more ladybugs joining them. There
process helps lead them to the ladybugs on the leaf. are 5 ladybugs.
• How many more ladybugs join them? 2
solution. Make sure students • How can you show two more ladybugs on FOR THE TEACHER • Read the following
How does your
drawing show 4 bees an
problem. Have children draw a picture to show
are actively recording on the the leaf? I can draw two more ladybugs on the leaf.
Lesson 1.1
the problem. There are 3 ladybugs on a leaf. the problem?
Explain.
MATHEMATICAL
Model and Draw

2 more ladybugs join them. How many PRACTICES
Have children draw two ladybugs on the leaf.

Name ladybugs are there?
Student Edition page. Tell children that their drawings do not have Chapter 1 13
thirteen 14 fourteen
Algebra • Use Pictures to Add To to be detailed.

COMMON CORE STANDARD They may want to draw circles
CC.1.OA.1
to represent the ladybugs.
Once
Essential Question How have worked Represent
students
do pictures and solve problems involving Untitled-5521 13 3/18/2011 3:09:41 AM Untitled-5521 14
• How many ladybugs are on the leaf now? 5 Standards Practice 2.1
1.1 Reteach 1.1
addition and subtraction. Common Core
show adding to? Have children write the sum on their page.
through the example, Then have children say the solution in a
Name
Algebra • Use Pictures to Add To

Lesson 1.1
COMMON CORE STANDARD CC.1.OA.1
Lesson Check
TEST
PREP
Name
COMMON CORE STANDA
L
R
Algebra • Use Pictures to

Represent and solve problems involving Represent and solve prob
complete sentence: There are 5 ladybugs on

(CC.1.OA.1)
they can engage in a short

addition and subtraction. addition and subtraction
1. How many birds are there?

Write how many.
Add To
the leaf. 1.
discussion around Math Talk. Use Math Talk to focus on children’s

understanding of using pictures to add to. 2 birds and 6 more birds — birds 3 cows and 2 more cows 5
5 horses and 3 more horses 8
— horses
—
By communicating their
4 6 8 9
2. l l l l Draw circles around the animals added to the
group. Write how many.
Spiral Review
understanding
Draw to show adding to. of essential
(CC.1.OA.1)
1.
2. How many goats are there? (Lesson 1.1)
3 dogs and 2 more dogs 5
— dogs 2 goats and 4 more goats — goats
3. 2 6 8 10
Write how manyconcepts,

there are.teachers can gauge l l l l 3 cats and 4 more cats —
7
3. How many rabbits are there? (Lesson 1.1) 2.

5
student knowledge and

3
4 cats and 1 more cat — cats
5 rabbits and 1 more rabbit — rabbits
2 4 5 6
2 cats and 1 more cat

l l l l
2 bees and 2 more bees 4
students can deepening

to solve thetheir

—
Children should draw 5 ladybugs problem. There are 2 rabbits. 5 rabbits join
4. How many ducks are there? (Lesson 1.1)
5 ducks and 4 more ducks — ducks

3.
—
understanding. It is this deeper
them. How many rabbits are there now? 9 8 5 1
7 rabbits
There are _ l l l l
6
5 dogs and 1 more dog —
understanding that will allow

Chapter 1 three P3 P4 four Reteach R1
13 Chapter 1 Untitled-1550 3 4/3/2011 11:37:44 PM Untitled-1550 4 4/3/2011 11:37:45 PM Untitled-491 1
students to transition from the

contextual to the abstract.
Share and Show
Untitled-505 13 5/9/2011 11:13:16 PM
Write how many.

As teachers transition to instruction that is less scaffolded, you may find it helpful to
reference the COMMON ERRORS box shown in your Teacher Edition. This provides 1. a
quick an immediate intervention opportunity for students who are making errors that are
typically to a certain concept or skill.
3 fi sh and 1 more fi sh 4
—
2.
5 ladybugs
—
Math Talk: Possible answer: I drew 3 ladybugs
and then 2 more ladybugs joining them. There
are 5 ladybugs.
Overview NYC3
How does your
FOR THE TEACHER • Read the following
problem. Have children draw a picture to show
drawing show 4 bees and 4 more bees
the problem. There are 3 ladybugs on a leaf. the problem? MATHEMATICAL
2 more ladybugs join them. How many Explain. PRACTICES
1_MNYCEIG221970_OVOV.indd 3
ladybugs are there? 5/17/13 9:25 AM
Chapter 1 thirteen 13 14 fourteen

Go Math! Overview
1 2 3 4
PRACTICE
Instruction is complete, and students are ready to practice what they have learned.
Teachers can assess student understanding of lesson content through Share and Show.
Intended as guided practice, this part of the lesson begins with a bridge problem (Exercise 1).
The bridge problem connects to the models used in the lesson, and provides scaffolding to help
students as they begin to formalize recording. Give students a minute to work through the
bridge problem, before discussing the problem and its solution.
The next few exercise are skill based, and are important both as practice and as a diagnostic
tool. There are two checked items in this section, which represent the lesson concepts students
should have mastered. Have students complete this section on their own. Students who
did not answer the checked items correctly because of a conceptual misunderstanding may
require additional instructional support. The Quick Check box in the Teacher Edition provides
suggestions for Differentiated Instruction, to help all of your students master the lesson
concepts and skills.
Own Your Own exercises can be completed in class or at home. Although these exercises are
intended for independent practice, you may choose to work through some problems as a class.
You can make these decisions based on the depth of understanding among your students, as
well as the types of problem-solving skills your students need to further develop.
Before students fully engage themselves in the independent practice, you may want to prompt
a quick class discussion around the topic in Go Deeper. This is yet another opportunity for
students to apply the lesson concept in a new way, so they can deepen their understanding.
MATHEMATICAL
PRACTICES Model • Reason • Make Sense
Name
c On Your Own • Independent Practice On Your Own PROBLEM SOLVING

If children answered Exercises 1 and 2
Write how many.
correctly, assign Exercises 3–5. Color the birds to sh
3. Check children’s work. Children s
Problem Exercise 5 requires children
to use higher order thinking skills as they
draw two groups to show 9. Tell children to
first draw one group of worms. Then children
should draw the second group of worms.
Children may use the number of worms in
the first group to count up to 9 to draw the
number of worms in the second group. Ask 2 butterflies and 4 more butterflies 6
— butterflies
volunteers to explain the strategies they used.
4.
Go Deeper MATHEMATICAL
PRACTICES
To extend their thinking, have children

create their own adding to problems for
the rest of the class to solve. Have volunteers
take turns drawing pictures on the board. 6. There are 3 red birds. Som
Invite the volunteer to call on classmates to join them. How many blue
4 ladybugs and 3 more ladybugs 7
find the solution. Discuss the methods used — ladybugs 2 blue birds.
to solve each problem by asking: There are —
• How did you find how many there are?
5. Draw one way to show 9 worms.
• What is a different way to solve the problem? Check children’s work. Possible answers: 0, 9; 1, 8; 2, 7; 3, 6; 4, 5; 7. Test Prep How many
or reverse order.
• How do the pictures help you solve 2 bees and 5 more
the problem?
3 5
l l
— worms and — more worms 9 worms TAKE HOME ACTIVITY • Have your
toys to show 3 animals. Then add to
Ask how many animals there are. Re
animals with totals up to 10.
COMMON CORE
Chapter 1 • Lesson 1 fi fteen 15 16 sixteen
PROFESSIONAL
DEVELOPMENT Math Talk in Action Untitled-5521 15 3/18/2011 3:09:44 AM Untitled-5521 16
NYC4 Planning Guide

t
ren
COMMON CORE
f fe
PROFESSIONAL
DEVELOPMENT Math Talk in Action Di
1_MNYCEIG221970_OVOV.indd 4
Discuss with children using pictures to find how many in Exercise 4. Tony: I counted all the ladybugs in both pictures. 5/17/13 9:28 AM
1, 2, 3, 4, 5, 6, 7 ladybugs.
Teacher: Look at the ladybugs in Exercise 4. How are the Dif
CorrectionKey=A
Program Overview
2 3 4 SUMMARIZE
This section brings closure to the lesson and provides an objective review of the concept
presented in the lesson. Based on how you organize your class time, you may choose to
Summarize before students go home and complete homework, or you may choose to
Summarize at the beginning of the next class, before beginning the next lesson.
Pose the Essential Question to the class. Students who have a deep understanding of the
lesson concept will be able to answer this question accurately and concisely using appropriate
math vocabulary, and will be able to justify their responses.
Have students record their understanding of the lesson concept by answering the Math
Journal question. You can have students save their Math Journal entries for their portfolios.
MATHEMATICAL
PRACTICES Model • Reason • Make Sense
PROBLEM SOLVING MATHEMATICAL

c Problem Solving PRACTICES
Have children read Exercise 6.

Color the birds to show how to solve.
Check children’s work. Children should color 3 red birds and 2 blue birds. Problem Children need to interpret
the picture to see that there are 5 birds. The
problem may be solved in different ways.
Encourage children to share their methods.
They can use drawings, manipulatives,
or guess and check to find an addition
expression for 5 in which one addend is 3.
d 4 more butterflies 6
— butterflies
Test Prep Coach
Test Prep Coach helps teachers to identify
common errors that children can make.
In Exercise 7, if children selected:
• 3, they subtracted the numbers.
6. There are 3 red birds. Some blue birds • 5, they did not understand the concept.
join them. How many blue birds are there? • 8, they added the numbers incorrectly.
d 3 more ladybugs 7
— ladybugs 2 blue birds.
There are —
ay to show 9 worms.
4 SUMMARIZE MATHEMATICAL
PRACTICES
Possible answers: 0, 9; 1, 8; 2, 7; 3, 6; 4, 5; 7. Test Prep How many bees?

2 bees and 5 more bees Essential Question
— bees
How do pictures show adding to? Possible

3 5 7 8 answer: I show how many there are in the first picture.
l l l l Then I show how many more in the second picture.
and — more worms 9 worms TAKE HOME ACTIVITY • Have your child use stuffed animals or other
toys to show 3 animals. Then add to the group showing 2 more animals.
Math Journal
Ask how many animals there are. Repeat for other combinations of
animals with totals up to 10. Use pictures and numbers to show 4 dogs
and 1 more dog. Then write how many dogs
fi fteen 15 16 sixteen
FOR MORE PRACTICE:
Standards Practice Book, pp. P3–P4
there are.
3/18/2011 3:09:44 AM Untitled-5521 16 3/18/2011 3:09:47 AM
ted Ins t ruc t ion

r ent i a INDE
PEN
f fe DE
Di NT
AC
TI
V
IT
IE
Differentiated Centers Kit

S
Activities Literature Games

Sum Sentences The Class Party Addition Bingo Animated Math
Children Children Children Models
complete read the practice
iTools
orange book and one-digit
Activity learn to read addition and HMH Mega Math
Card 3 addition and Games review basic Soar to Success Math
by reviewing the concept subtraction facts to 8.
of addition and modeling number sentences. e Student Edition
addition sentences.
Lesson 1.1 16
Overview NYC5
Untitled-505 16 5/9/2011 11:13:38 PM
1_MNYCEIG221970_OV.indd 5 5/17/13 6:57 PM

I M P L E M E N TAT I O N A N D P
LANNING GUIDE Go Math! Enhanced Lesson
Overview
NEW YORK CITY
IMPLEMENTATION AND PLANNING
As described in the Overview, GO Math! lessons are designed to fully facilitate conceptual
development. The teaching suggestions and scripting in the following lesson provides
GUIDE
an enhanced step-by-step guide to teaching Common Core concepts and skills while
integrating the Common Core’s mathematical practices.
1562670
www.hmhschool.com
1 • PG
EDITION
Throughout the lessons, the teaching suggestions in the Teacher Edition and in the
accompanying Roadmaps will offer a consistent approach to instruction. Through these
5/15/13 4:23 PM
instructional companions, you will be able to incorporate Common Core instruction,

complimented with questioning designed to engage in use of math practices.
1 2
ENGAGE 3 4
The purpose of the Engage section is to provide an opportunity for you to establish a common
conceptual foundation before approaching the lesson content. Here, your students will recall
and apply prior knowledge and use prerequisite skills to participate in a short activity.
The Access Prior Knowledge activity using base-10 blocks will typically takes less than 5
minutes. The intent is to focus your students’ attention on place value concepts and skills.
You can use evidence of students’ understanding to decide how deeply to discuss the concept
presented here – the chapter-opening Show What You Know quiz will assist in determining if
and for how long you will need to spend on this activity.
1 2 3 AND
TEACH 4 TALK
Teach and Talk contains the core instruction for the lesson, in which conceptual development
is key. Here, students are expected to represent, record, solve, and explain as they build an
understanding of the lesson concept.
The instruction in the Teacher Edition is scaffolded and guided in a way that encourages
students explore base 10 relationships. The initial questioning is designed to help ground
students in a familiar number system – time. It is your choice to engage students in approach.
However, the approach has the value of allowing for students to apply Mathematical Practices
as they solve this next step in understanding number relationships.
Read the problem with the class. Then give students a few minutes to think about how they
will progress toward a solution. This enables students to immediately invest themselves in the
problem-solving process.
As it is very important that students continually apply Mathematical Practices as they learn
new concepts, questioning steeped in the practices helps to deepen conceptual understanding.
These questions found in the Teacher Edition wrap and in the Roadmap for this lesson will
allow you to seamlessly build in the practices.
NYC6 Planning Guide
1_MNYCEIG221970_LL.indd 6 5/17/13 9:10 AM

CorrectionKey=A
Program Overview
You can use the questions in the Teacher Edition to help students think critically about
the base-10 model they are using. Students will apply Mathematical Practices as they
communicate why the models are appropriate. Make sure students are actively recording
on the Student Edition page.
Once students have worked through the example and the Value of a Digit activity, they
can engage in a short discussion around Math Talk question. Supporting the use of this
activity are additional questions and scaffolding designed to draw out student thinking.
By communicating their understanding of this essential concept, you can gauge student
knowledge and their understanding.
As you transition to instruction that is less scaffolded, you may find it helpful to reference
the COMMON ERRORS box shown in your Teacher Edition. This provides a quick and
immediate intervention opportunity for students who are making errors that are typically
to a certain concept or skill.
CorrectionKey=A
Lesson 1.8
Addition to 10 they drew so that the point is sufficiently

emphasized.
Common Core Standard CC.1.OA.6 • What are the two addends for this
Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making 10 problem? 2 and 4
(e.g., 8 1 6 5 8 1 2 1 4 = 10 1 4 5 14); decomposing a number • Write a number sentence to tell what
leading to a ten (e.g., 13 2 4 5 13 2 3 2 1 5 10 2 1 5 9); using
the relationship between addition and subtraction (e.g., knowing
happens in this problem. What addition
that 8 1 4 5 12, one knows 12 2 8 5 4); and creating equivalent sentence shows adding across? 2 1 4 5 6
but easier or known sums (e.g., adding 6 1 7 by creating the known • How can you write the same addition
equivalent 6 1 6 1 1 5 12 1 1 5 13).
problem in a way that goes up and down?
Lesson Objective Build fluency for addition Possible answer: I can write the addends in the top two
within 10. boxes and the sum below the line.
Essential Question Why are some addition facts • How do you show the equal sign when you
easy to add? add down? I show it with the line above the sum.
• Does the symbol for addition change if you
show the addends going across or up and
1 ENGAGE down? No, the plus sign is used for addition problems
whether the addends go across or up and down.
Assess Prior Knowledge Ask children Now read the following story aloud. Have
questions like the following one. Then have children draw a picture in the bottom
them come to the board to show examples. workspace and complete the addition
Discuss their responses. sentence two ways.
• If you know 4 1 3 5 7, what other fact do Christy has 3 stickers. Mike gives her 2 more
you know? Explain. Possible answer: 3 1 4 5 7; stickers. How many stickers does Christy have
I know that I can change the order of the addends and now?
get the same sum. • Do you have to draw stickers when you
draw the problem, or can you draw
GO something like circles or squares? I can draw
2 TEACH and TALK
iTools
Online
anything to stand for the addends in the story.
Use Math Talk to focus on children’s
c Listen and Draw understanding of adding in different ways.
Materials crayons • Look at the problem about Christy’s
Read the following problem aloud. stickers. What are the addends in the
There are 2 children in line for the slide. number sentence that goes across? 3 and 2
4 more children get in line. How many children • What are the addends in the number
are in line for the slide? sentence that goes up and down? 3 and 2
Have children draw a picture showing this Emphasize that when the same numbers
problem in the top workspace of their page. are added, they will get the same sum. The
Before completing the vertical and horizontal way the addends are written in the number
addition facts, ask children the following sentence does not change the sum.
questions.
• What did you draw for the picture? Possible
answers: 2 circles and 4 circles; a slide with 2 children
and 4 more children in line; 2 red lines and 4 blue lines.
Point out that children can feel free to use
anything they want to represent the parts
of the problem. Be sure that children hear
each others’ answers to the question of what
Chapter 1 1
1_MNYCETS221970_C01L08TE.indd 1 3/28/13 1:49 PM
Overview NYC7

Go Math! Enhanced Lesson Overview
1 2 3 4
PRACTICE
Instruction is complete, and students are ready to practice what they have learned.
You can assess student understanding of lesson content through Share and Show. Intended
as guided practice, this part of the lesson begins with a bridge problem (Exercise 1). The
bridge problem connects to the base-10 block models used in the lesson, and provides
scaffolding to help students answer the question. Give students a minute to work through
the bridge problem, before discussing the problem and its solution.
The next few exercise are skill based, and are important both as practice and as a diagnostic
tool. There are two checked items in this section (items 5 and 7), which represent the lesson
concepts students should have mastered. Students who did not answer the checked items
correctly because of a conceptual misunderstanding may require additional instructional
support. The Quick Check box in the Teacher Edition provides suggestions for Differentiated
Instruction, to help all of your students master the lesson concepts and skills.
CorrectionKey=A
Own Your Own exercises can be completed
in class or at home. Although these
exercises are intended for independent Model and Draw
MATHEMATICAL
PRACTICES
3
Work through the model and the pictures Quick Check Rt I

R
practice, you may choose to work through
2
31
with children Quick Check 2

1
Rt I
some problems as a class. You can make • What does the picture of butterflies show?
It shows 2 butterflies on a branch and 2 more
If
If
a child misses Exercises 3 and 4
butterflies flying to the branch.

these decisions based on the depth of • What addition problem can you write for Then Differentiate Instruction with
this picture? 2 1 2 5 4
understanding among your students, as well • What does the picture of the plants show?
• RtI Tier 1 Activity, p. 41B
• Reteach 1.8
as the types of problem-solving skills your
It shows a row of 4 plants in purple pots and a row of
3 plants in blue pots. Sour to Success Math 10.11, 10.12
students need to further develop. In this

3 PRACTICE
lesson, student reinforce the understanding COMMON ERRORS
COMMON ERRORS
Share and Show • Guided Practice
of place value – items 8 through 13. If In Exercises 1–4, children use the pictures to
Error Children may miscount the number of
objects in each picture.
write addition problems.
students performed well in the Share and Exercises 3 and 4 may be used for Quick Check.
Example For Exercise 1, children record the
addends as 4 and 3.
Show section you may choose to assign Have children use MathBoards to show the
solutions. Springboard to Learning Have children
identify the two groups of flowers. Then
these items as homework and, instead, Children will likely write the larger addend in
the boxes first because the pictures are drawn
have children count the first group by draw-
ing an X over each flower as they count it.
focus on the Problem Solving section of the in a way that would encourage them to draw
the larger number first. However, if children
Have children write the number of flowers in
the first box. Have children repeat the pro-
write the smaller number in the top addend
lesson. It is advisable to preview this section box, accept children’s answers as long as their
cess for he second group of flowers, writing
the number in the second box. Have children
addition is correct.
prior to instruction and select one or more count their Xs to check their sum.
items for in-class work and discussion. For

example, item 16, the H.O.T. (higher order
thinking) problem presents an opportunity
to provide for additional depth in concept
understanding and to build in mathematical
practices. Additionally, item 17 could be

selected as a means of developing whole
class discussions as well as building in
writing and communication skills.
Chapter 1 3
1_MNYCETS221970_C01L08TE.indd 3 3/28/13 1:49 PM
NYC8 Planning Guide

CorrectionKey=A
Program Overview
1 2 3 4 SUMMARIZE
This section brings closure to the lesson and provides an objective review of the concept
presented in the lesson. Based on how you organize your class time, you may choose
to Summarize before students go home and complete homework, or you may choose
to Summarize at the beginning of the next class, before beginning the next lesson.
Depending on your class and your lesson goals, you may choose to assign the Essential
Question or the Math Journal. Or you might decide to assign both.
As a class-concluding activity you can assign the Essential Question. Note that this is
the same Essential Question provided in the Student Edition. Those who have a deep
understanding of the lesson concept will be able to answer this question accurately and
concisely using appropriate math vocabulary, and will be able to justify their responses.
You can also have students record their understanding of the lesson concept by answering
the Math Journal question. You can have students save their Math Journal entries for their
CorrectionKey=A portfolios.
DO NOT EDIT--Changes must be made through “File info” DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=A
c On Your Own • Independent Practice Go Deeper

MATHEMATICAL
PRACTICES Problem Solving
MATHEMATICAL
PRACTICES 4 SUMMARIZE MATHEMATICAL
PRACTICES
If children answered Exercises 3 and 4 To extend their thinking, have children look For Exercise 24, children find each sum and
correctly, assign Exercises 5–23. back at Exercises 5–22 and determine whether color the picture according to the sums. Essential Question
Encourage children to work independently, each answer is reasonable. For each situation
below, have children explain how they would Problem Why are some addition facts easy to add?
but offer guidance if necessary. Possible answer: when addition facts have 0 as an addend,
know that their answer is wrong. Exercise 25 requires children to use higher
Tell children that when they are adding two I know the sum is the other number. If I know the sum of
• You got a sum of 10 for Exercise 6? The sum order thinking skills. The word or is inclusive one addition fact and I see another addition fact with the
numbers, they should start with the first one of the yellow and purple flowers. So, have
and then add the second to find the sum. should be smaller than 10 because you are adding only same addends in a different order, I know the sums are
two 2s. 10 seems too big. children add the numbers of purple and the same.
• What is the word used for the numbers you yellow flowers they colored in Exercise 24.
are adding? addends • You got a sum of 4 for Exercise 7? When add-
ing 0, the sum should be the number added to zero, so • In Exercise 24, what was the sum for Math Journal
• What is the word used for the number you it should be 3. flowers that you colored yellow? 7
get as an answer? sum Explain how knowing 1 1 7 helps you find
• You got a sum of 8 for Exercise 10? The sum • What was the sum for flowers that you the sum for 7 1 1.
• Look at Exercise 5. Would you get the same should be the number just after 8 because you are colored purple? 9
sum if the addends were written across? adding 1. 8 is not the right answers because you are Make sure that children do not use the
Yes; the answer would still be 3. starting with 8 and adding one more to it. numbers 7 and 9 as addends. Remind them
Explain that to answer Exercise 23, children Explain Exercise 23 requires children to that they should count the number of flowers
can write their answer on paper, or they can analyze the addition problem and identify with the sums of 7 and 9—the flowers that
state it orally. They may even draw a picture the error. Evaluating answers helps children they colored yellow or purple.
to show how Sam could find the sum. develop the skill of recognizing when an • In Exercise 25, should you add or subtract?
answer is reasonable. Then children use their add
knowledge of an experience with addition to
• What symbol goes in the second circle?
explain how Sam could find the correct sum.
equal sign
Test Prep Coach

Test Prep Coach helps teachers to identify
common errors that children can make.
In Exercise 26, if children selected:
• 1, they subtracted.
• 10 or 11, they added incorrectly.
Chapter 1 5 Chapter 1 7
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9 PM
Overview NYC9

Daily Lesson Overview

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NEW YORK CITY

models, quick pictures, and symbols as they apply Mathematical Practices to

comprehension to solving problems in contextual situations.

The Access Prior Knowledge activity

• How many ladybugs are on the leaf at the

Tell children that their drawings do not have Chapter 1

Read the problem with the

how they will progress toward 1 ENGAGE Lesson 1.1

Then 3 more children come.

in the Teacher Edition to help

solving processes they are c Listen and Draw

© Houghton Mifflin Harcourt Publishing Company

Model and Draw

Have children draw two ladybugs on the leaf.

Algebra • Use Pictures to Add To to be detailed.

Algebra • Use Pictures to Add To

Algebra • Use Pictures to

complete sentence: There are 5 ladybugs on

they can engage in a short

1. How many birds are there?

discussion around Math Talk. Use Math Talk to focus on children’s

Write how manyconcepts,

3. How many rabbits are there? (Lesson 1.1) 2.

student knowledge and

2 cats and 1 more cat

students can deepening

© Houghton Mifflin Harcourt Publishing Company

5 ducks and 4 more ducks — ducks

understanding that will allow

13 Chapter 1 Untitled-1550 3 4/3/2011 11:37:44 PM Untitled-1550 4 4/3/2011 11:37:45 PM Untitled-491 1

students to transition from the

Write how many.

Chapter 1 thirteen 13 14 fourteen

c On Your Own • Independent Practice On Your Own PROBLEM SOLVING

To extend their thinking, have children

© Houghton Mifflin Harcourt Publishing Company

NYC4 Planning Guide

PROBLEM SOLVING MATHEMATICAL

Have children read Exercise 6.

Possible answers: 0, 9; 1, 8; 2, 7; 3, 6; 4, 5; 7. Test Prep How many bees?

How do pictures show adding to? Possible

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ted Ins t ruc t ion

Differentiated Centers Kit

Activities Literature Games

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instructional companions, you will be able to incorporate Common Core instruction,

NYC6 Planning Guide

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Addition to 10 they drew so that the point is sufficiently

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1_MNYCEIG221970_LL.indd 7 5/17/13 9:11 AM

Go Math! Enhanced Lesson Overview

Work through the model and the pictures Quick Check Rt I

with children Quick Check 2

butterflies flying to the branch.

students need to further develop. In this

items for in-class work and discussion. For

practices. Additionally, item 17 could be

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NYC8 Planning Guide

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c On Your Own • Independent Practice Go Deeper