Background

Information

CCSSM: 1.OA.5 & 1.OA.6

Curriculum & Lesson: EDM 3.6

Multiple Mathematical Capabilities:

Models
Drawing
Equations
Number line


Suggested Norms:

Only talk to group members
Ask 3 before me
Only you can touch your card and write your
number/letter

Suggested Roles:

Question Master
Materials Manager
Motivator

Launch & Wrap Up

Suggestions for launching the task:

Explaining the roles
o Question Master after children have exhausted the
ask 3 before me rule and still cannot find the answer
to their question, the question master is in charge of
raising his/her hand and asking the teacher.
o Materials Manage this child is in charge of obtaining
and passing out materials as well as gathering
materials at the end and making sure theyre properly
taken care of.
o Motivator this child(ren) in this role are responsible
for encouraging the rest of the group. This role says
phrases like great thinking and thats okay, try
another strategy.
Explain how to find the numbers/letters on the key
o There are three rounds for this project. One round per
line of the secret message each round has its own set
of addition/subtraction problems ALL round use the
SAME number line
o Each child will receive a card with an
addition/subtraction problem on it. The child is
responsible for that one equation and writing its
answer on the secret message paper
When the children have successfully finished
their equations for the round and have written
the correct letters in the secret message, they
will receive the next set of addition/subtraction
cards to solve in order to unveil the next line of
the message.
o Number Line each group will receive a number line.
Each number on the number line corresponds to a
specific letter. Once the child solves his/her math
equation, find the answer on the number line and write
its corresponding letter on the secret message paper.
o Break children into groups of 5 and assign the question

Group and Individual Accountability

Group Product:

The completed secret code

Individual Product:

Showing how each individual person found the answer to their
addition/subtraction problem

master and materials manager. All other students have

the role of cheerleader.
Reviewing the skills needed for the task and a reminder that
not everyone will have them but someone in the group will
have at least one.
o All children should know their math facts (addition and
subtraction) through 10 in order to complete this
project.

Suggestions for wrapping up the task:

Choose children to come up and explain their strategy to the class so
you can highlight the many different ways that can be used to complete
addition/subtraction problems.
Suggested Support Interventions

Teacher checkpoints when they receive each new set of cards
Roles
Give manipulatives when needed
Color coding
How groups are constructed and whos in them
Allowing children to use their own strategy

 _______________ _______________ _______________ _______________ _______________

10-5=____ 9-1=____ 9+8=____ 9+9=____ 12+7____

_______________ _______________ _______________ _______________ _______________

2+4=____ 11+6=____ 5-5=____ 4-1=____ 4+0=____

_______________ _______________ _______________ _______________ _______________

11+6=____ 4+10=____ 2-0=____ 15-5=____ 12+6=____

Pink Cards

10-5=____
2+4=____
11+6=____

Yellow Cards

9+8=____
5-5=____
2-0=____

Green Cards

9-1=____
11+6=____
4+10=____

Orange Cards

9+9=____
4-1=____
15-5=____

Purple Cards

12+7____
4+0=____
12+6=____

 A B C D E F G H I J K L M N O P Q R S T U

A B C D E F G H I J K L M N O P Q R S T U

Motivator

Question Master

Materials Manager