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K-5 Grade 1 Unit 6 Lesson 11

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•K-5 Math 6-8 Math 9-12 Math

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Lesson 11

Warm-up Activity 1 Activity 2

Unit 6, Lesson 11

How Long Are Our Shoes?

Grade 1

Warm-up

What do you notice?

What do you wonder?

Outline of a shoe. Inside from toe to heel, 9 connecting cubes in a tower.

Activity 1

My teacher's shoe is cubes long.

My shoe is cubes long.

My partner’s shoe is cubes long.

Solve these problems about the length of your group’s shoes.
Show your thinking using drawings, numbers, words, or equations.

What is the length of your shoe and your partner’s shoe together?
Whose shoe is longer, yours or your partner’s?

How much longer?
Whose shoe is shorter, your teacher’s shoe or your shoe?

How much shorter?

Activity 2

Show your thinking using drawings, numbers, words, or equations.

Clare’s shoe is 9 cubes long.
Han’s shoe is 7 cubes long.
How many cubes long are their shoes together?
Kiran’s shoe is 7 cubes long.
His older brother’s shoe is 9 cubes long.
His younger brother’s shoe is 4 cubes long.
What is the total length of their shoes?
Diego’s shoe is 8 cubes long.
His father’s shoe is 13 cubes long.
How many cubes longer is his father’s shoe than his shoe?
Jada’s shoe is 8 cubes long.
She put her shoe together with Elena’s shoe.
Together the shoes are 17 cubes long.
How long is Elena’s shoe?

Standards Alignment

Building On

Addressing

1.MD.2

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

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Building Toward

Standards Alignment

Building On

Addressing

1.MD.2

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

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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.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.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.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.

View Full Standard

1.OA.2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

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.

View Full Standard

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