It is hard to believe Thanksgiving only a week ago as the world around us immediately changes the focus to winter things (and I can’t say as though I am too upset with this as I love looking at my Christmas tree each night!) In my classroom, the centers change weekly but the objectives continue to be the drive behind our instruction.
CCSS.Math.Content.1.OA.B.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
CCSS.Math.Content.1.NBT.B.2a 10 can be thought of as a bundle of ten ones — called a “ten.”
CCSS.Math.Content.1.NBT.B.2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
CCSS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
My students are becoming quick with their addition facts. However, subtraction is still a challenge. I am trying to help my students to see subtraction as an unknown-addend problem. As a result, we are working hard with missing addend math problems. Students help Santa find the Christmas tree that completes the math problem. There is something about having “Santa” on cards that helps increase engagement with my little friends!
Checking for understanding is an important part of my math centers so that I can regroup students accordingly. Once students have helped match the missing addend problems, students then complete a missing addend printable. This helps hold my students accountable for their work center work as well helps me to drive my small group instruction.
|Students use manipulatives when needed to help solve the math problems.|
|I didn’t even realize that I captured this little friend’s shoes in the picture! How cute are they?|
|Wow, hard at work this group was able to get almost all of them matched!|