OA-Work+with+addition+&+subtraction+equations

1.OA.7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. 1.OA.8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. //For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ – 3, 6 + 6 = _.// || ===‍**Anchor Standard/Mathematical Practice(s)**=== 1.SE.1.1 Use technology hardware and software responsibly. 1.SE.1.2 Explain why safety is important when using the Internet. || ===‍ Revised Bloom's Level of thinking: === Understanding- addition, subtraction and strategies to add and subtract, equality Applying- knowledge already learned to determine equality ||
 * ===**Common Core Standards**===
 * MP.2. Reason abtractly and quantitatively.**
 * MP.3. Construct viable arguments and critique the reasoning of others.**
 * MP.6. Attend to precision.**
 * MP.7. Look for and make use of structure.** ||
 * ===‍**Information Technology Standard**===

‍**I can...**
= explain what the equal sign means. = = = = show or explain if equations are true or false. =

‍**Sample Assessments**
===‍**Differentiation: create fact family houses. Use Mad Minutes to build fluency with facts. Review related facts. Model relationships with counters. pop cubes using part- part- whole chart.**===

‍**Enrichment: independent investigation using number balance**

 * games:**

‍**Instructional Resources: number balance, investigations**
[] Vocabulary

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Musical Chairs and Dancing Bears by Joanne Rocklin Ten Little Mice by Joyce Dunbar The Hershey Kiss Subtraction Book by Jerry Pallotta T he M & M’s Subtraction Book by Barbara Barbieri McGrath Subtraction Action by Loreen Leedy
 * Books:**

‍**Notes and Additional Information**
In order to determine whether an equation is true or false, First Grade students must first understand the meaning of the equal sign. This is developed as students in Kindergarten and First Grade solve numerous joining and separating situations with mathematical tools, rather than symbols. Once the concepts of joining, separating, and “the same amount/quantity as” are developed concretely, First Graders are ready to connect these experiences to the corresponding symbols (+, -, =). Thus, students learn that the equal sign does not mean “the answer comes next”, but that the symbol signifies an equivalent relationship that the left side ‘has the same value as’ the right side of the equation. When students understand that an equation needs to “balance”, with equal quantities on both sides of the equal sign, they understand various representations of equations, such as: • an operation on the left side of the equal sign and the answer on the right side (5 + 8 = 13) • an operation on the right side of the equal sign and the answer on the left side (13 = 5 + 8) • numbers on both sides of the equal sign (6 = 6) • operations on both sides of the equal sign (5 + 2 = 4 + 3). Once students understand the meaning of the equal sign, they are able to determine if an equation is true (9 = 9) or false (9 = 8).

First Graders use their understanding of and strategies related to addition and subtraction as described in 1.OA.4 and 1.OA.6 to solve equations with an unknown. Rather than symbols, the unknown symbols are boxes or pictures.