B1 Mathematics · Term 1 Week 11: Number Operations (Addition, Subtraction, Multiplication and Division)

Lesson notes

Learning Objectives

Indicator: B1.1.2.2.1 - Use objects and pictorial models to solve word problems involving joining, separating and comparing sets within 20 and unknowns as any one of terms in problems such as 9 + 7 = [], 13 + [] = 19 and 14 - [] = 3.

By the end of the lesson, learners can:

Explain that the equals sign (=) means “is the same as” and not “the answer comes next”
Use counters, bottle tops, or drawings to act out joining, separating, and comparing word problems within 20
Find the unknown number in problems where the unknown appears in any position (9 + 7 = [], 13 + [] = 19, 14 - [] = 3) using objects and pictures
Record their solutions using the symbol = and a box or blank line for the unknown
Justify their answers by explaining how they used objects or pictures to find the unknown

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Number Operations (Addition, Subtraction, Multiplication and Division) (1.2)
Content standard: B1.1.2.2 - Demonstrate an understanding of the concept of equality
Indicator: B1.1.2.2.1 - Use objects and pictorial models to solve word problems involving joining, separating and comparing sets within 20 and unknowns as any one of terms in problems such as 9 +7 = [], 13 +[] =19 and 14-[]=3.
Suggested placement: Term 1, Week 11 (Week 11 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

exemplars - p.6
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 6
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Explaining that = means "the same as'
- Identifying if two quantities or groups of objects are equal or not and justifying answers
- Using the symbol = to record equal relationships (e.g., 3 = or + = )
- Representing a pictorial or concrete equality in symbolic form (e.g., represent + = as 3 + 2 = 5)
E.g. 2. Use a symbol ( ____ ) to represent the unknown in an addition or subtraction statement.

Figure from the b1 mathematics curriculum, printed page 6

 The "Using the symbol =" and "Representing a pictorial" bullets contain rows of small square counter pictures that the PDF text layer does not carry; the figure shows them. The square brackets in the indicator text are also drawn as boxes on the page.