7 - 3 = ? and prompt the students to use counters to 1.1C solve the problem. Select tools, including real objects, manipulatives, paper and pencil, and technology as Answer: 7 3 = 4 – appropriate, and techniques, including mental math, estimation, and number Use concrete objects to create subtraction sense as problem situations with differences from 10 and appropriate, write the corresponding number sentence. to solve problems Use tools such as a Part/Part/Whole mat and concrete objects such as counters to create subtraction problems. Example: Provide the students with 10 linking Prompt the students to use the 10 linking cubes to create a subtraction problem situation and write the corresponding number sentence. E Create and use Possible Answer: to organize, had 10 tennis balls in a basket. He threw 6 “Manuel record, and tennis balls over the fence. How many tennis balls does communicate Manuel have left in his basket?” mathematical The student places 10 linking cubes in the “whole” ideas. section of the Part/Part/Whole mat. .
1.1C Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems E Create and use to organize, record, and communicate mathematical ideas. . 7 - 3 = ? and prompt the students to use counters to solve the problem. Answer: 7 – 3 = 4 Use concrete objects to create subtraction problem situations with differences from 10 and write the corresponding number sentence. Use tools such as a Part/Part/Whole mat and concrete objects such as counters to create subtraction problems. Example: Provide the students with 10 linking Prompt the students to use the 10 linking cubes to create a subtraction problem situation and write the corresponding number sentence. Possible Answer: “Manuel had 10 tennis balls in a basket. He threw 6 tennis balls over the fence. How many tennis balls does Manuel have left in his basket?” The student places 10 linking cubes in the “whole” section of the Part/Part/Whole mat.
1st%20Grade%20Math%202nd%20Six%20Weeks%202012-2013.docx