# Finding Missing Parts of 10

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## Objective

SWBAT find missing parts of ten through drawing.

#### Big Idea

First graders love to draw and I want them to use their artistic abilities to illustrate word problems. Illustrations can help students identify the unknown parts of a problem.

## Rev Them Up

5 minutes

I will read Five Little Monkeys Go Shopping by Eileen Christelow to my class. This book provides first graders opportunities to solve equations in addition and subtraction.  It is an entertaining story about mama monkey taking her five monkeys shopping and they keep disappearing. I will have my students gather around the rocker for read aloud time.  I will pause after each page to guide my students through the problem the book presents. Check out the video in the resource section of me sharing part of the book with my class.

## Whole Group Interaction

10 minutes

Need: Students will need ten crayons each.

One of the objections to Common Core Standards concerning First Grade is the expectations are too high. I believe that if we expect much from our students and give them the necessary support, they will rise to meet high expectations. This activity not only correlates to the Common Core Standards, but is very manageable for my First Graders to accomplish. The Common Core Standards are rigorous to try and better prepare students for college and work success. This activity is a very simple procedure to complete subtraction problems, yet it meets two core strands in subtraction: 1.OA.A.1 and 1.OA.C.6. Students will be solving subtraction word problems by drawing and using strategies such as counting on. I want to provide this type of practice to increase their cognitive abilities in math and to make them think about why they are doing what they are doing, not just a rote memorization activity.

I will be doing several hands-on problems with my whole class using the most available manipulative they have...their crayons.  My students keep their crayons in their desk, so they are easily accessible. I will have them gather ten crayons in their hands and then proceed through several verbal problems.

• My students had 10 crayons. They placed 4 crayons on their name plate. How many are left in their hand? 6
• My students had 10 crayons. They placed  7 crayons on their name plate.  How many are left in their hand? 3
• My students had 10 crayons. They placed 2 crayons on their name plate.  How many are left in their hand? 8
• My students had 10 crayons. They placed 9 crayons on their name plate.  How many are left in their hand? 1
After giving students the problem, I ask them, first, to tell me what kind of problem it is (addition or subtraction) and how they know. Then I ask them to solve the problem using a strategy. They must explain their strategy to the class, not just tell the answer.

## Independent Practice

10 minutes

Need: Go to the resources and print the Subtraction Mini-Book.  Make a copy for every student and staple together.

My students need practice in reasoning abstractly and being able to express their quantitative reasoning (MP2). Their expressions through drawings are abstract ideas expressed through visual illustrations and symbols. I designed this activity to have them practice illustrating a word problem with an unknown part. It will be a challenge for them to think through, but a worthy activity to increase their cognitive reasoning in subtraction. It is worthy because it will add to their knowledge of solution options and ideas for solving problems.

I will be using the Subtraction Mini Book Printable for students to practice finding the missing parts of 10.  I will read each problem and give them time to illustrate the problem, solve and record their answer on the line. I will do the first problem with them by reading the problem aloud and drawing an illustration on the board. I will draw the illustration to show my students the individual parts and count up. For example, the problem says there are ten people at the beach, 8 are on the sand, how many are swimming? I will draw the 8 on the beach first, then I will have them help me count up to ten and draw how many that would be swimming. I will share with my students that math drawings can be way less detailed than illustrations in writing because it takes too much time away from the math if we make them super detailed. Go to the resource section and check out the video of the lesson.

I have covered multiple strategies in this lesson: using fingers, using illustrations, using concrete manipulatives (crayons), etc. These are explicitly encouraged strategies that help make the abstract word problems in the book and in your instruction more concrete for 1st graders.

## Closure

5 minutes

To help students synthesize their understanding, I pair them up and have them share their worksheets along with the strategies they used when solving their problems. Partners can use the time to express their mathematical thinking and check each other's work (MP3).