###### Sunnyvale

###### April 6, 2021, 10:45:00 PM

###### Tuesday

###### Level 3

## Ms. Hiral

### Target 1

###### Lesson Type:

Continuation

Number Operation

:

Fractional Numbers

Add coins to determine a given quantity (of currency).

###### Supporting targets:

###### 1:

Use currency symbols ($ and ₵) appropriately.

###### 2:

Group coins in a way that creates more “friendly” numbers to compute.

###### 3:

Develop strategies for counting currency (i.e., start with quarters, then dimes, etc.).

###### 4:

###### 5:

###### Grade:

1st

###### Vocabulary:

Dollar, Cent, Symbol, Group, Count, Money, Quarter, Dime, Nickel, Penny

Activities:

Students practiced writing dollar and cent symbols by writing amounts on whiteboards. Students skip counted by two, five, and ten using coins. Students practiced counting a set of coins starting from the greatest amount (Quarter) to the least (Penny).

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 2

###### Lesson Type:

###### Continuation

###### Number Operation

###### Fractional Numbers

###### Make equivalent values of money.

:

###### Supporting targets:

###### 1:

Determine how many quarters it takes to make a dollar.

###### 2:

Determine how many nickels it take to make a dollar.

###### 3:

Represent a given amount of money in different ways.

###### 4:

Show how different combinations of coins equal the same amount of money.

###### 5:

###### Grade:

1st

###### Vocabulary:

Dollar, Cent, Quarter, Nickel, Penny, Coins, Money, Combination, Equal, Same

Activities:

Students made a dollar using quarters, nickels, dimes, and pennies. Students were given an amount and made the amount in two different ways using coins. Students stated which coins they used and the number of coins used.

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

### Target 3

###### Lesson Type:

###### New

###### Number Operation

###### Computation

###### Add within 1,000 (regrouping limited to only one place-value).

:

###### Supporting targets:

###### 1:

Understand that when adding a multi-digit number, each place-value is being added individually to create the new sum (ones are added to ones, tens are added to tens, etc.)

###### 2:

Understand that when adding a multi-digit number, to solve start in the lowest place-value and go left.

###### 3:

Understand how to regroup based on place-value understandings (i.e., ten ones can be composed into one ten – ten tens can be composed into one hundred).

###### 4:

Understand that addition equations can be written both vertically and horizontally.

###### 5:

Understand that the same process is utilized to add three or more whole numbers that is used to add only two numbers.

###### Grade:

1st

###### Vocabulary:

Sum, Add, Regroup, Equation

Activities:

Students practiced adding double digit mumbers. Students practiced writing addition equations vertically and horizontally.

### Home Exploration