Lesson 1

Number Sentences for Tile Designs

Est. Class Sessions: 2
X

Mathematical Standards

2.MD.B
Relate addition and subtraction to length. (2.MD.B.6)
2.OA.A
Represent and solve problems involving addition and subtraction. (2.OA.A.1)
2.NBT.A
Understand place value. (2.NBT.A.1)
2.NBT.B
Use place value understanding and properties of operations to add and subtract. (2.NBT.B.7)

Standards for Mathematical Practice

MP2.
Reason quantitatively.
MP4.
Model with mathematics.
MP6.
Attend to precision.
MP7.
Look for and make use of structure.
MP8.
Look for and express regularity in repeated reasoning.

Students make designs with square-inch tiles and write number sentences to describe them. This activity helps students see that the equal sign represents the relationship between two quantities. In this lesson they write number sentences that have more than one addend on each side of the equal sign
(e.g., 4 + 2 = 1 + 2 + 3). Students make connections between geometric and numerical representations of problems.

Content in this Lesson

  • Representing addition using tile designs and number sentences [E3].
  • Recognizing that the equal sign represents the relationship between two equal quantities [E4].
X

Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Books

 Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Student Pairs

assortment of colored square-inch tiles
crayons or colored pencils
desk number line (0–100)
20 connecting cubes

Materials for the Teacher

Display of What’s My Number Sentence (Student Activity Book) Pages 101–102
Display of Make Your Own Tile Design (Student Activity Book) Page 105
Unit 3 Assessment Record
Math Facts Class Record
class number line (0–130) or prepared Number Line Display Masters (Teacher Guide). See Materials Preparation.
tile designs. See Materials Preparation.
assortment of colored square-inch tiles
chart paper, optional

Materials Preparation

Triangle Flash Cards. Prepare copies of the Triangle Flash Cards on heavier paper or card stock. Have students cut apart each set and store them in an envelope. Provide each student with two sets, one to use at school and one to take home. Students will need these cards on an ongoing basis.

Prepare Number Line Display. Display a number line where it is easily accessible by both you and the students. Students should be able to see it and touch it with at least a pointer. Use the class number line (0–130) or prepare the Number Line Display Masters. This version can be assembled, laminated, and displayed on the board or on a bulletin board. It is also small enough so that it could be moved when it is not needed.

Create Tile Designs. On chart paper or other display, create the two designs with square-inch tiles shown in Figure 1.





Figure 1: Sample designs with number sentences

Content Note

Row and Columns. Use “row” to describe the horizontal line of tiles and “column” to describe the vertical line of tiles. Be careful to be consistent with this terminology.

Prepare Optional Targeted Practice. Copy additional sets of the Make Your Own Tile Design pages from the Student Activity Book to place in a learning center with an assortment of colored square-inch tiles.

Assessment in this Lesson

ASSESSMENT EXPECTATION ASSESSED
Tile Designs and Number Sentences
Student Activity Book
Pages 107–108
E3.
Represent addition and subtraction using multiple representations (e.g., stories, drawings, diagrams, counters, number sentences, number lines,
200 Chart).
E4.
Recognize that the equal sign represents the relationship between two equal quantities.
DPP Item A
Triangle Flash Cards: Group D
E10.
Demonstrate fluency with the addition facts with sums to ten in Group D
(3 + 3, 3 + 4, 4 + 4, 4 + 5).
E11.
Use math fact strategies to add (direct modeling, counting strategies, reasoning from known facts) for the facts in Group D (6 + 6, 6 + 7, 7 + 7,
7 + 8, 8 + 8, 10 + 9, 10 + 10).