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K-5 Grado 1 Unit 2 Lesson 21

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•K-5 Math 6-8 Math 9-12 Math

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Kínder •Grado 1 Grado 2 Grado 3 Grado 4 Grado 5

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Unit 1 •Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

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Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19 Lesson 20 •Lesson 21 Lesson 22 Lesson 23

K-5
6-8
9-12

Kínder
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IM K-5 Math
IM 6-8 Math
IM 9-12 Math

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Lesson 21

Warm-up Activity 1 Activity 2 Activity 3 Student Section Summary

Unit 2, Lesson 21

Demos sentido a las ecuaciones

Grado 1

Warm-up

Conversación numérica: Formemos 10

Encuentra mentalmente el valor desconocido.

Activity 1

Retomemos “Revuelve y saca: Representa”

None

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Activity 2

Retomemos “Revuelve y saca: Cubre (hasta 10)”

None

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Activity 3

Conozcamos “Acertijos numéricos: Hasta 10”

None

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Student Section Summary

Aprendimos más sobre ecuaciones que muestran un total desconocido o un sumando desconocido.

Relacionamos ecuaciones con problemas-historia.

También escribimos ecuaciones que correspondían a problemas-historia.

Lin tiene 5 fichas de bingo en su cartón.
También tiene algunas fichas sobre la mesa.
En total tiene 9 fichas de bingo.
¿Cuántas fichas tiene Lin sobre la mesa?

y
Pensamos en cómo se relacionan la suma y la resta.

Usamos ambas para resolver un problema-historia.

9 estudiantes juegan bingo.
3 estudiantes usan fichas azules para cubrir sus cartones.
Los otros estudiantes usan fichas amarillas.
¿Cuántos estudiantes usan fichas amarillas?

Clare escribe .
Jada escribe .

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Standards Alignment

Building On

Addressing

1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

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1.OA.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

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1.OA.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

View Full Standard

1.OA.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.OA.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

View Full Standard

1.OA.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

View Full Standard

1.OA.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

View Full Standard

Building Toward

Standards Alignment

Building On

Addressing

1.OA.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.

View Full Standard

Building Toward