*Write the number of dots. Find 1 or 2 groups that make finding the total number of dots easier!
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1 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint *Write the number of dots. Find or groups that make finding the total number of dots easier! 0 0 Lesson : Analyze and describe embedded numbers (to ) using -groups and number bonds. : //.A.
2 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint *Write the number of dots. Find or groups that make finding the total number of dots easier! 0 0 Lesson : Analyze and describe embedded numbers (to ) using -groups and number bonds. : //.A.
3 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number Bond Dash! Directions: Do as many as you can in 0 seconds. Write the amount you finished here: Lesson : Reason about embedded numbers in varied configurations using number bonds. : //.A.
4 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint A *Write the number that is more. Number correct: 0 0 Lesson : Represent put together situations with number bonds. Count on from one embedded number or part to totals of and and generate all addition expressions for each total. : //.B.
5 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint B *Write the number that is more. Number correct: 0 0 Lesson : Represent put together situations with number bonds. Count on from one embedded number or part to totals of and and generate all addition expressions for each total. : //.B.
6 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Shake Those Disks! - 0 Kelly Spinks Lesson : Represent put together situations with number bonds. Count on from one embedded number or part to totals of and and generate all addition expressions for each total. : //.B.
7 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number Bond Dash! Directions: Do as many as you can in 0 seconds. Write the amount you finished here: Kelly Spinks Lesson : Represent put together situations with number bonds. Count on from one embedded number or part to totals of and and generate all addition expressions for each total. : //.B.
8 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number Bond Dash! Directions: Do as many as you can in 0 seconds. Write the amount you finished here: Kelly Spinks 0 Lesson : Represent put together with number bonds. : //.B.
9 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Shake Those Disks! - 0 Kelly Spinks Lesson : Represent put together situations with number bonds. Count on from one embedded number or part to totals of and and generate all expressions for each total. : //.B.
10 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number Bond Dash! Directions: Do as many as you can in 0 seconds. Write the amount you finished here: Kelly Spinks 0 Lesson : Represent put together situations with number bonds. Count on from one embedded number or part to totals of and and generate all expressions for each total. : //.B.
11 Lesson Sprint NYS COMMON CORE MATHEMATICS CURRICULUM Number Bond Dash! Directions: Do as many as you can in 0 seconds. Write the amount you finished here: Kelly Spinks 0 Lesson : Represent all the number pairs of as number bond diagrams from a given scenario and generate all expressions equal to. : //.B.
12 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number Bond Dash! Directions: Do as many as you can in 0 seconds. Write the amount you finished here: Kelly Spinks Lesson : Solve add to with result unknown and put together with result unknown math stories by drawing, writing equations, and making statements of the solution. : //.C.
13 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Target Practice Directions: Choose a target number between and and write it in the middle of the circle on the top of the page. Roll a die. Write the number rolled in the circle at the end one of the arrows. Then, make a bull s-eye by writing the number needed to make your target in the other circle. Target Number: Lesson : Solve put together with result unknown math stories by drawing and using -group cards. : //.C.0
14 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint A *Count on to add. Number correct: Lesson : Count on up to more using numeral and -group cards and fingers to track the change. : //.D.
15 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint B *Count and write the number. Number correct: Lesson : Count on up to more using numeral and -group cards and fingers to track the change. : //.D.
16 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Shake Those Disks! - 0 Kelly Spinks Lesson : Count on to find the unknown part in missing addend equations such as + _ =. Answer, How many more to make,,,, and? : //.D.
17 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number correct: *Count On to Add Lesson : Represent the same story scenario with addends repositioned (the commutative property). : //.E.
18 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number correct: *Count On to Add Lesson : Represent the same story scenario with addends repositioned (the commutative property). : //.E.
19 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint A *Write the number that is less Number correct: Lesson : Solve take from with result unknown math stories with math drawings, true number sentences and statements, using horizontal marks to cross off what is taken away. : //.H.
20 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint B *Write the number that is less Number correct: Lesson : Solve take from with result unknown math stories with math drawings, true number sentences and statements, using horizontal marks to cross off what is taken away. : //.H.
21 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint A Add. + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = 0 + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = 0 + = + = + = 0 + = + = + = + = + = + = Bill Davidson # Correct Lesson : Model 0 less and less pictorially and as subtraction number sentences. : //.I.
22 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint B Improvement # Correct Add. + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = 0 + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = + = 0 + = + = + = 0 + = + = + = + = + = + = Bill Davidson Lesson : Model 0 less and less pictorially and as subtraction number sentences. : //.I.
23 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint A Number correct: *Write the missing number from each subtraction sentence. Pay attention to the = sign. = = - 0 = = - 0 = = - = = - 0 = 0 = - 0 = = - 0 = = - 0 = - = = - 0 = 0 = - = 0 = = - 0 = = - 0 = - = = - 0 = = 0 = - Lesson : Model n-n and n-(n-) pictorially and as subtraction sentences. : //.I.
24 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint B Number correct: *Write the missing number from each subtraction sentence. Pay attention to the = sign. = = - = = - = = - 0 = = = 0 = = = - 0 = = - = - = = - = 0 = - = 0 = = - 0 = = - 0 = - 0 = = - 0 = = 0 = - Lesson : Model n-n and n-(n-) pictorially and as subtraction sentences. : //.I.0
25 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint A Write the missing number from each subtraction sentence. Pay attention to the = sign. = 0 = - = 0 = - 0 = 0 = - = 0 = - = 0 = - = = - = = - = - = = - = = - = 0 = 0 = - = 0 = - = - = 0 = - = = 0 = - Lesson : Relate subtraction facts involving fives and doubles to corresponding decomposition. : //.I.
26 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint B Write the missing number from each subtraction sentence. Pay attention to the = sign. = 0 = - = 0 = - = 0 = - 0 = 0 = - = 0 = - = = - = = - = - = = - = = - = 0 = 0 = - = 0 = - = - = 0 = - = = 0 = - Lesson : Relate subtraction facts involving fives and doubles to corresponding decomposition. : //.I.
27 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number correct: *Write the missing number from each subtraction sentence. Pay attention to the + and signs. + = = + = = + = = + = = = 0 = = = + 0 = - = = = - + = = - + = = - = = - = = - + = = - + = = - = 0 = - Lesson : Relate subtraction from nine to corresponding decompositions. : //.I.
28 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint Number correct: *Write the missing number from each number sentence. Pay attention to the + and signs. + = = + = = + = = + = = + + = 0 = + + = = + = - = = = = = = = - 0 = = - = = - + = = - + = = - = 0 = - Lesson : Relate subtraction from nine to corresponding decompositions. : //.I.0
29 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint A Number Correct and make is and and make is and and make is and and make is and and make 0 is and and make is and and make is and is and 0 is and is and more than is is and more than is is and is less than is and is less than is and less than is is and less than is is and 0 less than 0 is Lesson : Analyze the addition chart to create sets of related addition and subtraction facts. : //.J.
30 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Sprint B Number Correct and make is and and make is and and make is and and make is and and make 0 is and and make is and and make is and is and 0 is and is and more than is is and more than is is and is less than is and is less than is and less than is is and less than is is and 0 less than 0 is Lesson : Analyze the addition chart to create sets of related addition and subtraction facts. : //.J.
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