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K-5 Grado 1 Unit 3 Lesson 10

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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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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 Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28

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

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Lesson 10

Warm-up Activity 1 Activity 2

Unit 3, Lesson 10

Suma y resta con una decena

Grado 1

Warm-up

Conversación numérica: Una decena y algunas unidades

Encuentra mentalmente el valor de cada expresión.

Activity 1

Problemas-historia con una decena

students with comic books and hats

Kiran colecciona gorras de béisbol.
Tiene 5.
Recibe algunas más.
Ahora tiene 15.
¿Cuántas gorras de béisbol recibió?
Muestra cómo pensaste. Usa dibujos, números o palabras.

Ecuación:

Ecuación:
Priya colecciona cómics.
Ella recibe 3 cómics nuevos.
Ahora tiene 13.
¿Cuántos cómics tenía al principio?
Muestra cómo pensaste. Usa dibujos, números o palabras.

Ecuación:

Ecuación:

Activity 2

Ecuaciones relacionadas

Mai intenta encontrar el número desconocido en .

Dice: “Puedo usar como ayuda lo que sé sobre 10 y algunas unidades”.

¿Qué quiere decir Mai?

En cada caso, encuentra el número que hace que la ecuación sea verdadera.
Muestra cómo pensaste. Usa dibujos, números o palabras.

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Standards Alignment

Building On

Addressing

1.NBT.2.b

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

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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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Building Toward

Standards Alignment

Building On

Addressing

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 with a symbol for the unknown number to represent the problem.

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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

Building Toward

Standards Alignment

Building On

Addressing

1.NBT.2.b

The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

View Full Standard

1.OA.4

Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.

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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 = _.

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Building Toward