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K-5 Grado 1 Unit 3 Lesson 17

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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 Lesson 24 Lesson 25 Lesson 26 Lesson 27 Lesson 28

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

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Lesson 17

Warm-up Activity 1 Activity 2

Unit 3, Lesson 17

Formemos 10 para sumar

Grado 1

Warm-up

Cuántos ves: Tableros de 10 dobles

¿Cuántos ves?
¿Cómo lo sabes?, ¿qué ves?

Double ten frame. 9 red counters. 6 yellow counters.

Double ten frame. 7 red counters. 8 yellow counters.

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Activity 1

El juego de 9 más algo

Pon 9 fichas.
Toma una tarjeta de números y agrega esa cantidad de fichas.
Escribe una ecuación para representar las fichas.
¿Puedes escribir más de una?

Ecuaciones:

Ronda 1:

Ronda 2:

Ronda 3:

Ronda 4:

Ronda 5:

Activity 2

Las aves de Clare

Clare dibuja algunas aves.
Ella dibuja 3 aves en un nido y 9 aves volando.
¿Cuántas aves dibujó?
Muestra cómo pensaste. Usa dibujos, números o palabras.
Clare dibuja aves de clima cálido.
Ella dibuja 6 tucanes y 8 loros.
¿Cuántas aves dibujó?
Muestra cómo pensaste. Usa dibujos, números o palabras.
Clare dibuja aves de clima frío.
Ella dibuja 7 pingüinos y 5 búhos.
¿Cuántas aves dibujó?
Muestra cómo pensaste. Usa dibujos, números o palabras.

Girl draws a bird.

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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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Building Toward

Standards Alignment

Building On

Addressing

1.OA.3

Apply properties of operations as strategies to add and subtract.

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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.3

Apply properties of operations as strategies to add and subtract.

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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