Overview

Module 4: Place Value, Comparison, Addition and Subtraction to 40

Module 4 builds upon Module 2’s work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40.

Topic B: Comparison of Pairs of Two-Digit Numbers

Topic C: Addition and Subtraction of Tens

Topic D: Addition of Tens or Ones to a Two-Digit Number

Topic E: Varied Problem Types Within 20

Topic F: Addition of Tens and Ones to a Two-Digit Number

Advanced Preparation:

- Linking Cubes
- 4 Rekenrek Bracelet & additional 5 red and 5 white beads
- Dimes and Pennies
- Enlarged Dimes and Pennies for Display

Module 5: Identifying, Composing, and Partitioning Shapes

Throughout the year, students have explored part–whole relationships in many ways, such as their work number bonds, tape diagrams, and the relationship between addition and subtraction. In Module 5, consider part–whole relationships through a geometric lens.

Topic B: Part–Whole Relationships Within Composite Shapes

Topic C: Halves and Quarters of Rectangles and Circles

Topic D: Application of Halves to Tell Time

Advanced Preparation:

- Coffee Straws *See Note in Lesson 1*
- Three Dimensional Shapes
- Real World Examples of Three Dimensional Shapes *See Note in Lesson 3*
- Pattern Blocks
- Large Instructional Clock (w/gears)

Module Tip Sheet for Parents

These documents provide parents an opportunity to see what their children are learning in the current module including:

- Standards
- Key vocabulary
- Example Problems
- Pictorial Models
- Ideas for how to can help children at home
- Coherence of learning with past and future modules

For guides in Spanish, go here.

Week 1: February 5

Notes:

Lesson 1

Take note of students counting methods as they discuss and decide how to count a collection of linking cubes. Guide students to recognize that organizing and counting objects as tens and ones is an efficient method for counting.

Lesson 2

Prioritize providing students multiple opportunities pulling apart Hide Zero cards to determine the two parts, modeling with their linking cubes, and describing the number as tens and extra ones as described in the lesson, before introducing a place value chart. Doing so helps to ensure that the transition into the use of the place value chart is an easy one. Additionally, MP.7, look for and make use of structure, is highlighted as students use their linking cubes and place value charts to represent numbers. Students should recognize that the place value chart helps to see numbers taken apart into tens and ones.

Lesson 3

MP.6, attend to precision, is highlighted in the Concept Development as students use their magic sticks to explore two-digit numbers as tens and ones, as well as just ones. Support students as they use counting strategies to check their thinking, alternating between counting all and counting by tens then counting on from a ten.

Lesson 4

The partner game Combine Tens and Ones gives students more practice interpreting two-digit numbers as addition sentences and 'more than' statements that combine tens and ones. Once this game has been introduced to students, it can be continued as a center activity for the remainder of Topic A.

Week 2: February 12

Assessment:

Biweekly #1

*Lesson 7 Exit Ticket

Standards Addressed in Week's Lessons

Topic A

1.NBT.1

1.NBT.2

1.NBT.5

Topic B

1.NBT.3

1.NBT.2

Notes:

Lesson 5

MP. 6, attend to precision, is highlighted in the Concept Development as students talk about what they noticed about changes to the digits on the place value chart when 1 or 10 were added or taken away. Make sure students are accurate as they use quick tens and ones to show 1 more, 10 more and 1 less or 10 less.

Lesson 6

MP.7, look for and make use of structure, is highlighted in the Concept Development as students use dimes and pennies as representations of tens and ones. Consider continuing to model numbers using linking cubes during the first sequence of problems to help students connect the use of dimes and pennies to using the ten stick and ones.

Lesson 7

Use linking cubes along with the place value chart so that students can see the comparisons with manipulatives. As the lesson progresses, help students begin to use their understanding of place value to compare numerals. The partner game, Comparison with Cards, can be used as a center activity once it has been introduced to students. *Use the exit ticket to assess students' ability to compare quantities.

Lesson 8

In the Problem Set, students are asked to order numbers from least to greatest. Introduce and define the terms least and greatest at the start of the lesson when students are describing the sequence of numbers from the Beep Counting fluency activity. Use the terms again toward the end of the lesson as you lead students to order and compare numbers individually and within a set.

Week 3: February 19

Assessment:

Mid-Module Assessment

Administer after Lesson 12

Standards Addressed in Week's Lessons

Topic B

1.NBT.3

1.NBT.2

Topic C

1.NBT.4

1.NBT.6

Standards Assessed

Mid-Module

1.NBT.1

1.NBT.2

1.NBT.3

1.NBT.4

1.NBT.5

1.NBT.6

Notes:

Lessons 9 & 10 Combine

Lessons 9 & 10 share an objective and focus standards and have been combined as a pacing consideration. Teach all components of Lesson 9, ending the Concept Development just before introducing the partner game, Compare It. Continue with Lesson 10 Concept Development to introduce the math symbols >, =, and < to compare pairs of two-digit numbers. If time permits, teach the partner game, Compare It from lesson 9. Play with small group of students who need additional support, while more proficient students play with their partners. Assign Lesson 10 Problem Set and Exit Ticket.

Lesson 11

MP.7, look for and make use of structure, is highlighted in the Concept Development as students are guided to consider how knowing basic facts can help to solve addition and subtraction of multiples of 10. Help students to recognize that the numerals remain the same while the unit changes.

Lesson 12

It may be necessary to explicitly connect coin drawings to quick ten drawings so that students start to see the relationship between the two. Displaying a chart that shows the quick ten and coin relationship may benefit some students. If students really struggle with relating dimes and pennies to place value, reserve this method of representation for more proficient students.

Week 4: February 26

Notes:

NOTE: Students should keep all Application Problems from Topic D, Lessons 13-18, in a folder to use during the Debriefs in Topic E.

Lesson 13

As students use linking cubes to represent addition problems, they see that sometimes a new ten can be made. Guide students to notice how the new ten is represented with the linking cubes, with their quick ten drawings and with digits in their place value charts.

Lesson 14

MP.5, use appropriate tools strategically, is highlighted in the Concept Development as students are invited to use the arrow notation to reach the next ten or the number bond notation to represent how they are breaking apart the second addend to make the ten. Allow students to continue to use linking cubes to represent their addition problems until they are ready to transition into a more abstract representation.

Lesson 15

MP.7, look for and make use of structure, is highlighted in the Concept Development as students notice how knowledge of smaller addition problems can help with solving larger ones. Using the concrete model alongside the written method allows students to relate the two and to explain their reasoning.

Lessons 16

MP.6, attend to precision, is briefly highlighted in the Concept Development as students compare problems adding ones or tens to the same addend. Encourage students to carefully consider whether they are adding ones or tens and accurately represent this using linking cubes and in their quick ten drawings. *Use this exit ticket to assess students ability to solve addition by adding like units.

Lesson 17 Omit

Students continue working with addition of like units and making ten as a strategy for addition. They use quick tens and number bonds as methods for representing their work. Consider assigning the Problem Set as additional practice.

Standards Addressed in Week's Lessons

Topic D

1.NBT.4

Week 5: March 5

Notes:

Lesson 18

MP.3, construct viable arguments and critique the reasoning of others, is highlighted in the Concept Development as students share and critique strategies for adding two-digit numbers. Guide students to think about the efficiency of the strategies used in the work samples. Consider instructing students to solve the problems in the Problem Set on their own before analyzing the student work samples.

Lesson 19

Guide students to draw and box the two parts and then include the numeral label within the box to produce tape diagrams. Prioritize, "What are the important parts of our tape diagram?" from the Student Debrief to invite students to share their understanding of this new representation. Students should keep their Problem Sets in a folder, along with the Application Problems from Lessons 13–18.

Lesson 20

Use the Suggested Delivery of Instruction for Solving Word Problems to help students to keep track of information as they determine whether they are looking for a part or the total—and to use the visual representation of the information to solve. Students should keep their Problem Sets in a folder, along with the Application Problems from Lessons 13–18.

Lesson 21

Continue to use the suggested delivery of instruction for solving word problems as students recognize and make use of part–whole relationships within tape diagrams when solving a variety of problem types. Students should keep their Problem Sets in a folder, along with the Application Problems from Lessons 13–18.

Week 6: March 12

Module

Topic

Notes:

Lesson 22 Omit

This lesson has been omitted as a pacing consideration. Students use their Application Problems from Lessons 13-18 and Problem Sets from 19-21 to write their own word problems based on given tape diagrams. If pacing is not an issue, proceed with the lesson as described.

Lesson 23

MP.7, look for and make use of structure, is highlighted as students are asked to explain how two-digit numbers can be represented in different combinations of tens and ones. Working with this concept supports student understanding in the next lessons when they add pairs such as 14 + 16 and initially make 2 tens and 10 ones.

Lessons 24 & 25 Combine

Lessons 24 & 25 share an objective and focus standards and have been combined as a pacing consideration. Teach all components of Lesson 24. Guide students to use linking cubes, quick ten drawings, and number bonds to model how they add sets of two-digit numbers, where the ones digits produce a sum less than or equal to 10. Assign Problem Set and Exit Ticket from Lesson 24. Utilize the three sets of problems that have been provided in Lesson 25 for students who are ready to extend their double-digit addition skills.

Lessons 26 & 27 Combine

Lessons 26 & 27 share an objective and focus standards and have been combined as a pacing consideration. Teach all components of Lesson 26. Guide students to alternate between adding on the ten first and making the next ten in order to solve addition of two-digit numbers. Assign Problem Set and Exit Ticket from Lesson 26. Utilize the three sets of problems that have been provided in Lesson 27 for students to practice and gain accuracy and efficiency when adding a pair of double-digit numbers during small group instruction.

Lessons 28

During the Concept Development, encourage students to use their number bonds and the arrow way to solve the problems. Allow students who need to represent problems concretely to have access to linking cubes. *Use this lesson exit ticket to assess students ability to apply strategies to solve two-digit addition problems.

Lesson 29 Omit

This lesson has been omitted as a pacing consideration. Just as in Lesson 28, three sets of problems are provided for practice so that students gain accuracy and efficiency when adding a pair of double-digit numbers. Use the problems as additional practice for fast finishers or as a center task.

Assessment:

Biweekly #3

*Lesson 28 Exit Ticket

Standards Addressed in Week's Lessons

Topic F

1.NBT.4

1.NBT.2

Week 7: March 19

Module

Notes:

Lesson 1

Guide students to use precise language as they describe each of the shapes they create. Encourage them to think about the number of straight sides, the number of corners, and the length of the sides. Acknowledge students who provide the name of shapes, then gently remind them to focus on the shape's defining attributes.

Lesson 2

Encourage students to continue to use the defining attributes as well as the names of the shape as students play the partner game, Make the Shape.

Lesson 3

MP.7, look for and make use of structure, is highlighted in the Concept Development as students discern between a rectangular prism and a cube. Support students as they explore the defining attributes of three-dimensional shapes.

Lesson 4

Guide students' exploration of creating composite shapes. Discuss the composite shapes, pointing out the part-whole relationship.

Assessment:

End of Module Assessment

Administer after Lesson 29

Standards Addressed in Week's Lessons

Topic A

1.G.1

Topic B

1.G.2

Standards Assessed

End-of-Module Assessment

1.OA.1

1.NBT.1

1.NBT.2

1.NBT.3

1.NBT.4

1.NBT.5

1.NBT.6

Week 8: April 2

Module

Notes:

Lesson 5

MP.1, make sense of problems and persevere in solving them, is highlighted in the Concept Development as students are asked to use their tangram pieces to recompose the original square. Consider allowing students time to work with a partner or providing a visual of the original square for students to reference.

Lesson 6

Instruct students to use precise language as they create and hide composite shapes and describe the shape to a partner using attributes and positional words.

Lesson 7

Guide students' exploration of composite shapes that have been made from equal parts, parts that are the same size and those made from non-equal parts.

Lessons 8 & 9 Combine

Lessons 8 & 9 share an objective and focus standards and have been combined as a pacing consideration. Teach all components of Lesson 8. Use some of the dialogue from Lesson 9 Concept Development to invite students to compare the number of equal parts in relation to the size of the parts and to recognize that as an object is partitioned into more pieces, the pieces get smaller. Assign Lesson 8 Problem Set and Exit Ticket.

Standards Addressed in Week's Lessons

Topic B

1.G.2

Topic C

1.G.3

Week 9: April 9

Assessment:

End of Module Assessment

Administer after Lesson 13

Standards Addressed in Week's Lessons

Topic D

1.G.3

Standards Assessed

End-of-Module

Assessment

1.MD.3

1.G.1

1.G.2

1.G.3

Notes:

Lesson 10

Support students as they count and color the parts on a partitioned circle to form a paper clock. Introduce clock hands to students and explain how as each minute goes by the hands move. Teach students to use the position of the hands to tell time to the hour on both analog and digital clocks.

Lessons 11

Teach students the position of the hands on the clock when it's half past the hour. Provide students with lots of practice telling time to the half hour alternating between using the phrase, "half-past __ o'clock" and "__:30"

Lessons 12 & 13 Combine

Lessons 12 & 13 share and objective and focus standards and have been combined as a pacing consideration. Teach all components of Lesson 12. Choose the sequence that is most appropriate for your students from the four that are included in the lesson. It may be helpful to embed language about the position of the hands as students are asked to tell and write time to the hour and half hour. During the Student Debrief, consider engaging students in a brief discussion about a variety of analog and digital clock faces (Lesson 13 template) helping them to identify what parts clocks must include in order to tell the time.