# 1 materials Objective Teaching the Lesson

```Objective
To provide experience revisiting the relationship
1
materials
Teaching the Lesson
Key Activities
Children learn to use the Addition/Subtraction Facts Table to solve subtraction problems.
ⵧ Math Journal 2, p. 118 and inside
front cover
䉬
Key Concepts and Skills
• Use the Addition/Subtraction Facts Table to find sums and differences.
[Operations and Computation Goal 2]
[Patterns, Functions, and Algebra Goal 3]
ⵧ Transparency (Math Masters,
p. 324; optional)
ⵧ Number-Grid Poster
ⵧ slate
Ongoing Assessment: Recognizing Student Achievement Use journal page 118.
[Operations and Computation Goal 2]
2
materials
Ongoing Learning & Practice
Children practice and maintain skills through Math Boxes and Home Link activities.
3
materials
Differentiation Options
ENRICHMENT
Children find patterns in the
ⵧ Math Journal 2, p. 119 and inside
front cover
ⵧ Home Link Master (Math Masters,
p. 175)
ⵧ number cards 0–9 (4 of each; from
the Everything Math Deck, if
available)
EXTRA PRACTICE
Children play Penny Plate to review counting
up to determine the total amount.
ⵧ Teaching Master (Math Masters,
p. 176)
ⵧ paper plate
ⵧ 10–20 pennies
Technology
Assessment Management System
Journal page 118
See the iTLG.
Lesson 6䉬 5
559
Getting Started
Mental Math and
Reflexes
Math Message
Use the table on the inside
front cover of your journal to solve:
Do choral counts by 25s. Begin at 0 and
count to 100. Point to the numbers on the
Number-Grid Poster as children count.
Discuss the pattern.
67
Follow-Up
䉬
Remind children to practice
with their Fact Triangles at home.
13 6 Links to the Future
This is the first time children are introduced
to counts by 25s. Children will continue
to practice counts by 25s throughout
first grade. Counting by 25s to 1,000 is a
1 Teaching the Lesson
䉴 Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
(Math Journal 2, inside front cover)
Have children share solution strategies. They have not used the
Addition/Subtraction Facts Table to solve subtraction problems
before, so children may not have figured out how to do it. Some
children may have found the answers with the help of the table,
but are not able to describe what they did.
Use the transparency of the Addition/Subtraction Facts Table
(Math Masters, page 324), as you model 6 7 and 13 – 6.
Children follow along on the table on the inside front cover of
their journals.
●
To find the sum of 6 and 7, use a large piece of paper with an
arrow drawn in the corner. Cover the Facts Table so that the
6 row and the 7 column are visible at the bottom and right
edges of the paper. The arrow will point to the answer, 13.
●
To find the answer to 13 6, keep the sheet of paper in place.
Ask yourself: “6 plus what number is 13?” To find the number,
move along the 6 row to 13. Then go up the sheet to the
number in the top row, 7. To check that 7 is the correct answer,
use the table to find 6 plus 7 is 13.
Student Page
Date
LESSON
6 5
䉬
Time
Using the Addition/Subtraction Facts Table 2
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1. 5 6 11
2. 11 5 6
3. 8 4 12
4. 12 4 8
5. 7 8 15
6. 15 8 7
7. 9 9 18
8. 18 9 9
9. 9 7 16
10. 16 9 7
Math Journal 2, p. 118
560
9
Unit 6 Developing Fact Power

WHOLE-CLASS
ACTIVITY
Facts Table to Solve Subtraction
Problems
(Math Journal 2, p. 118)
Pose a few subtraction problems. Ask children to use the table to
find the answers, even if they know the facts. Have them check
Use the transparency of the table to model the solution to each
problem. When you think that children are comfortable using the
table to solve subtraction problems, have them complete journal
page 118.
Student Page
Date
Ongoing Assessment:
Recognizing Student Achievement
Journal
Page 118

Time
LESSON
65
䉬
Math Boxes
1. Subtract.
42
4
2
6
60
6
5
11
33
5
6
11
11
6
5
11
5
6
51
Use the addition problems on journal page 118 to assess children’s ability to
are making adequate progress if they are able to solve the addition problems
correctly. Some children may be able to use the table to solve the subtraction
problems, as well.
2. Write the fact family.
0
[Operations and Computation Goal 2]
NOTE Some children may find it difficult to use the Facts Table when solving
subtraction facts. Children may use other strategies to solve the problems and/or
to check their answers. However, since the goal of this lesson is to learn to use
the table, children should be encouraged to turn to it for answers they don’t know.
Keep in mind that this is the first exposure to using a Facts Table to solve
subtraction problems.
2 Ongoing Learning & Practice
4. Draw lines to match the
shapes that look alike.
Start at 31.
Column A
Count up 19.
You end at
50
31 19 50
Column B
.
Math Journal 2, p. 119
PARTNER
ACTIVITY
(Math Journal 2, inside front cover)
detailed instructions, see Lesson 6-1.
䉴 Math Boxes 6 5
䉬
INDEPENDENT
ACTIVITY
(Math Journal 2, p. 119)
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 6-7. The skills in Problem 4 preview
Unit 7 content.
Writing/Reasoning Have children draw, write, or
verbalize an answer to the following question: What is a
fact family? A reasonable answer should include a
discussion of four related number models.
One child’s work in response to the Writing/Reasoning prompt
Lesson 6䉬 5
561
Name
Date
65
䉬
䉬
Fact Routines Practice
INDEPENDENT
ACTIVITY
(Math Masters, p. 175)
Family
Note
This Home Link reviews some of the work children have been doing in recent lessons. Note
that children are now working with subtraction facts as they are related to addition facts.
Encourage your child to include some subtraction “names” in the name-collection box in
Problem 2. An example of a subtraction name for 14 is 16 2.
Write the 3 numbers for the domino. Use the numbers
to write the fact family.
9
9
3
1. Numbers:
Fact family:
3
,
12
12
12
,
3
9
2. Write as many names as
9
3
do not belong.
3 Differentiation Options
20
////\ ////\\ ////
10 10
10 4
////\ ////\\
5 5 5
77
2 10
24 4
15 1
20 0
Practice
3
9
3. Cross out the names that
you can for 14.
14
12
12
previous lessons. Children record a fact family for a
domino, fill in a name-collection box, and cross out names
that do not belong in a second name-collection box.
ENRICHMENT
䉴 Coloring Patterns in the
4. Use | and • to show the number 52.
INDEPENDENT
ACTIVITY
15–30 Min
Facts Table
|||||••
(Math Masters, p. 176)
Math Masters, p. 175
To further explore the addition and subtraction facts table, have
children identify and describe patterns they see in the table.
Children complete Math Masters, page 176 by coloring patterns
with crayons and then finding one of their own patterns.
Encourage children to color lightly since some of the patterns
overlap. Have children describe their patterns verbally after
coloring them.
EXTRA PRACTICE
䉴 Playing Penny Plate
Teaching Master
Name
LESSON
65
䉬
Date
Coloring Patterns in the Fact Table
PARTNER
ACTIVITY
5–15 Min
Children play Penny Plate to review how to count up to find the
total amount. Encourage children to state, “I can see 6 pennies.
Six plus what number is 12?” Then children count up from 7 to
12 to determine that there are 6 pennies under the plate.
There are patterns in the Addition/Subtraction Facts Table.
Follow the directions to color some patterns in the table.
Patterns colored in green will vary.
,
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1. Color the 0 facts blue.
2. Color the 1 facts yellow.
3. Color the doubles facts orange.
4. Color the sums of 10 facts red.
5. Find a new pattern. Color the new pattern green.
6. Describe the green pattern.
Math Masters, p. 176
562
Unit 6 Developing Fact Power
In Lesson 6-7, children will complete their sets of Fact Triangles
by including the triangles found on Math Journal 2, Activity
Sheets 11 and 12.
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