UNIT OF STUDY Engage NY
Module 1 Topic A
Lesson 1
ESSENTIAL How can we use number bonds to figure out the missing part?
QUESTION(S)
GUIDING What math work did we do today that you remember from last year?
QUESTION(S) What do you hope to get better at in math this year?
Do you have a favorite math fact and why?
Can you figure out the math goal of today’s lesson? What name would you give this lesson?
CCLS [Link].2: Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all
sums of two one-digit numbers.
OBJECTIVE/TEACHING Objective: Students will be able to represent decompositions of 10 with number bonds and addition or
POINT subtraction equations
Teaching Point: I can practice making ten and adding to ten.
CENTER AND SKILL Spheres & Cylinders Cones & Cubes
CENTER ACTIVITIES Student Choice for Center Student Choice for Center
Ten Frame Subtraction 1st Grade (pg. 94) Find Ten (pg. 96)
Make Ten Ver 1. (pg. 97-99) Making Ten Ver. 2 (pg. 100-102)
*Print Ten Frame Board (pg. 106) *Print Ten Frame Board (pg. 106)
FLUENCY Sprint: Add a Ten and Some Ones
TALK/PROBLEM OF Materials: S: Add Ten and Some Ones Sprint
THE DAY Note: See the Suggested Methods of Instructional Delivery in the Module Overview for clear instructions on
administering Sprints. This Sprint brings automaticity back with the ten plus sums, which are foundational for
the make a ten strategy and expanded form.
Say Ten as Ten Plus Facts
To segue to the upcoming Sprint, students say addition sentences for teen numbers when one addend is
10. Alternate between the regular way and the Say Ten way.
T: If I say ten 2, you say 10 + 2 = 12.
T: What do you say if I say thirteen?
S: 10 + 3 = 13.
I DO IT I’ll show you a number bond and how to figure out the missing part to
make 10. Draw a bond shown below.
Connection/Teach I have 5 and I need one more number to make 10. The missing number is 5
because 5 + 5 = 10. If I have a number like this 5 + 5 = 10, show how to
draw the number bond to show 5 + 5.
If I have a missing number, this is how you figure out the missing number.
___ + 2 = 10. I know that 10 is my whole. 2 is one part of the number bond
and I need to figure out the missing part of the number bond. I will count
from 2 using a math drawing or my fingers to get to 10. I need 8 more to
get to 10, so 8 + 2 = 10.
Continue with the following suggested sequence as one of the “parts”: 9, 7,
WE DO IT With your partner, take turns saying pairs to make 10. Partner A, you will go first for now.
Active Engagement Write a number bond with 10 as the whole and 3 as one of the parts. Ask students to help you figure out the
other “part” of the number bond.
Write a number bond with 10 as the whole and 7 as one of the parts. Ask students to help you figure out the
other “part” of the number bond.
Turn and Talk: What is similar about the two number bonds that we just figured out together? (S: They are
part of the same fact family. 3+7 = 10 and 7+3= 10. Adding the numbers gives us the same answer).
3, 6, 4, 1, 10, and 0.
YOU DO IT Students will solve a number bond 10 and 6 on their personal whiteboard, math notebook or post-it. They
Independent Practice will figure out the missing part.
MATERIALS Teacher Materials Student Materials
Whiteboard ⋅ Personal whiteboard
Dry-erase marker ⋅ Dry-erase marker
Vocabulary on display ⋅ Pencil
Number bond template ⋅ Eureka Green Workbook or Problem Set Lesson 1
⋅ Math Notebook (if needed)
⋅ Number bond template
VOCABULARY Number bonds
Part
Whole
Say ten
GROUPING/DIFFERENTIATION (with task)
Below Level On Level Enrichment
Module 1 Lesson 1 Problem Set Module 1 Lesson 1 Problem Set Module 1 Lesson 1 Problem Set.
#1a #1b #1 a, b #2
Students will solve the problem set with Students will solve the problem set with a Students will work independently to
teacher support and scaffolding tools such as partner and use scaffolding tools such as complete the problem set. If necessary,
either a chart, key, a checklist and either a chart, key, a checklist and students will choose to use available
manipulatives manipulatives scaffolding tools such as a chart, key,
checklist, and manipulatives
Students will complete Module 1 Lesson 1 Students will complete Module 1 Lesson 1 Students will complete Module 1 Lesson 1
Exit Ticket Exit Ticket Exit Ticket
ASSESSMENT • Partner Talk
• White boards up
• Standard based checklist
• Informal notes
• Exit tickets/Post its
REFLECTION