Lesson 20 Objective: Solve take from with result unknown expressions and equations using the minus sign with no unknown. Suggested Lesson Structure Fluency Practice (12 minutes) Application Problem (5 minutes) Concept Development (25 minutes) Student Debrief (8 minutes) Total Time (50 minutes) Practice (12 minutes) Sprint: Cross 1 Out and Write How Many K.CC.4c (12 minutes) Sprint: Cross 1 Out and Write How Many (12 minutes) Materials: (S) 2 copies of the Cross 1 Out and Write How Many Sprint per student Note: This Sprint supports the learning of this topic, giving students experience with taking away and determining how many are left within the familiar context of 1 less. T: It’s time for a Sprint! (Briefly recall previous Sprint preparation activities, and distribute Sprints facedown.) Take out your pencil and one crayon, any color. For this Sprint, you are going to cross 1 out and write how many. (Demonstrate the first problem as needed.) Continue to follow the Sprint procedure as outlined in 3. Have students work on the Sprint for a second time (they will soon work on two different Sprints in a single day). Continue to emphasize that the goal is simply to do better than the first time and celebrate improvement. Problem (5 minutes) Materials: (S) Paper and pencil or personal white boards Draw the 5 monkeys from yesterday’s song on your paper. Decide how many monkeys were sensible and stayed on the bed, and cross off the monkeys who fell off and bumped their heads.
Lesson 20 Objective: Solve take from with result unknown expressions and equations using the minus sign with no unknown. Suggested Lesson Structure Practice (12 minutes) Problem (5 minutes) Development (25 minutes) Debrief (8 minutes) Total Time (50 minutes) Fluency Practice (12 minutes) Sprint: Cross 1 Out and Write How Many K.CC.4c (12 minutes) Sprint: Cross 1 Out and Write How Many (12 minutes) Materials: (S) 2 copies of the Cross 1 Out and Write How Many Sprint per student Note: This Sprint supports the learning of this topic, giving students experience with taking away and determining how many are left within the familiar context of 1 less. T: It’s time for a Sprint! (Briefly recall previous Sprint preparation activities, and distribute Sprints facedown.) Take out your pencil and one crayon, any color. For this Sprint, you are going to cross 1 out and write how many. (Demonstrate the first problem as needed.) Continue to follow the Sprint procedure as outlined in 3. Have students work on the Sprint for a second time (they will soon work on two different Sprints in a single day). Continue to emphasize that the goal is simply to do better than the first time and celebrate improvement. Application Problem (5 minutes) Materials: (S) Paper and pencil or personal white boards Draw the 5 monkeys from yesterday’s song on your paper. Decide how many monkeys were sensible and stayed on the bed, and cross off the monkeys who fell off and bumped their heads. Concept Student