Lesson 18
Patterns in Addition
Warm-up: How Many Do You See: More Double 10-frames (10 minutes)
Narrative
Launch
- Groups of 2
- “How many do you see? How do you see them?”
- Flash the image.
- 30 seconds: quiet think time
Activity
- Display the image.
- “Discuss your thinking with your partner.”
- 1 minute: partner discussion
- Record responses.
- Repeat for each image.
Student Facing
How many do you see?
How do you see them?
Student Response
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Activity Synthesis
- “What do these images have in common?” (You can take some dots from one 10-frame and add them to the other. None of the 10-frames are full.)
- “The first image shows \(9 + 5\), but if we share one yellow with the top 10-frame we could write \(10 + 4\).”
- Write \(9 + 5 = 10 + 4\).
- “What expressions could we write for the second image?” (\(3 + 9 = 2 + 10\))
Activity 1: Expression Match (10 minutes)
Narrative
The purpose of this activity is for students to use what they know about making a ten to identify which addition expressions are equivalent to \(10 + n\) expressions. Students should have access to double 10-frames and connecting cubes or two-color counters.
The Compare Stage 2 Addition Cards will be used again in a later lesson.
Required Materials
Materials to Gather
Materials to Copy
- Compare Stage 2 Addition Cards to 20
Required Preparation
- Create a set of Compare Stage 2 Addition Cards to 20 from the blackline master for each group of 3.
Launch
- Groups of 3
- Give each group a set of cards and access to double 10-frames and connecting cubes or two-color counters.
Activity
- Read the task statement.
- 8 minutes: small-group work
Student Facing
- Take out all the expression cards that have the number 10.
- Mix up the rest of the cards.
- Pick a card.
- Place the card under the expression with 10 that it is equal to.
Student Response
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Activity Synthesis
- “We are going to create a poster and do a Gallery Walk.”
Activity 2: Compare and Connect: Gallery Walk (15 minutes)
Narrative
The purpose of this activity is for students to create a poster to show all the expressions equivalent to their assigned \(10 + n\) expression. Before the activity, assign each group an expression for which they will make a poster. Then, students get into new groups of three and each group visits three posters. Students consider what patterns they notice between the expressions on the poster. Students may notice there is a relationship between the addends of equivalent expressions. For example, when one addend decreases by 1, the other addend in the sum increases by 1 (MP7).
This activity uses MLR7 Compare and Connect. Advances: Representing, Conversing
Supports accessibility for: Language, Conceptual Processing
Required Materials
Materials to Gather
Launch
- Groups of 3
- Give each group tools for creating a visual display.
- Assign each group an expression.
Activity
- “Create a visual display that shows the expressions equal to the expression with 10 I assigned you.”
- 3 minutes: small group work
- 7 minutes: gallery walk
- During the gallery walk, consider asking:
- “What do you notice about the expressions on the poster?”
- “What patterns do you notice?”
- “Are the patterns the same across all of the posters?”
Activity Synthesis
- Display posters for \(10 + 1\), \(10 + 3\), and \(10 + 5\).
- “What patterns did you notice as you went from poster to poster?” (I saw that there was an expression with 9 on every poster. For example, \(10 + 3\) is equivalent to \(9 + 4\). This is because I can take 1 from the 4 and give it to the 9.) To amplify student language and illustrate connections, follow along and point to the relevant parts of the displays as students speak.
- Record responses as equations (for example, \(10 + 3 = 9 + 4\)).
- Record \(10 + 3 = 9 + 4\). “Is the same pattern on other posters?” (Yes, it happened on \(10 + 2\). If I have \(9 + 3\), I can take one from the 3 and give it to the 9. Then I have \(10 + 1\).)
Activity 3: Centers: Choice Time (15 minutes)
Narrative
The purpose of this activity is for students to choose from activities that offer practice adding and subtracting within 10. Students choose from any stage of previously introduced centers.
- Shake and Spill
- Compare
- Number Puzzles
Required Materials
Materials to Gather
Required Preparation
- Gather materials from previous centers:
- Shake and Spill, Stages 3–5
- Compare, Stage 1
- Number Puzzles, Stages 1 and 2
Launch
- Groups of 2
- “Now you are going to choose from centers we have already learned.”
- Display the center choices in the student book.
- “Think about what you would like to do.”
- 30 seconds: quiet think time
Activity
- Invite students to work at the center of their choice.
- 10 minutes: center work time
Student Facing
Choose a center.
Shake and Spill
Compare
Number Puzzles
Activity Synthesis
- Display nine red counters and cover five yellow counters with a cup.
- “We are playing with 14 counters. How many yellow counters are under the cup? How do you know?”
Lesson Synthesis
Lesson Synthesis
Display a double 10-frame with eight counters on the top frame and four on the bottom, and \(8 + 4 = 10 + 3\).
“Today we matched addition expressions to equivalent expressions with a 10. Is this equation true or false? How do you know?” (It’s false, because if I move two counters to the top 10-frame then it shows \(10 + 2\).)
Cool-down: Unit 3, Section C Checkpoint (0 minutes)
Cool-Down
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