Grade 1 Mathematics Weeks 27–28: Teacher Guide and Answers
Suggested pacing: review 5 minutes, model 10 minutes, guided practice 10 minutes, independent work 10 minutes, feedback 5 minutes. Adapt to student needs.
Week 27: Missing numbers and equations
Day 131: Missing numbers and equations
Example: 15 + ___ = 23 Answer: 8. Count on from the known addend.
Practice 1: 17 + ___ = 27 Answer: 10.
Practice 2: 18 + ___ = 26 Answer: 8.
Practice 3: 15 + ___ = 24 Answer: 9.
Practice 4: 16 + ___ = 26 Answer: 10.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 132: Missing numbers and equations
Example: 16 + ___ = 25 Answer: 9. Count on from the known addend.
Practice 1: 18 + ___ = 26 Answer: 8.
Practice 2: 15 + ___ = 24 Answer: 9.
Practice 3: 16 + ___ = 26 Answer: 10.
Practice 4: 17 + ___ = 25 Answer: 8.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 133: Missing numbers and equations
Example: 17 + ___ = 27 Answer: 10. Count on from the known addend.
Practice 1: 15 + ___ = 24 Answer: 9.
Practice 2: 16 + ___ = 26 Answer: 10.
Practice 3: 17 + ___ = 25 Answer: 8.
Practice 4: 18 + ___ = 27 Answer: 9.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 134: Missing numbers and equations
Example: 18 + ___ = 26 Answer: 8. Count on from the known addend.
Practice 1: 16 + ___ = 26 Answer: 10.
Practice 2: 17 + ___ = 25 Answer: 8.
Practice 3: 18 + ___ = 27 Answer: 9.
Practice 4: 15 + ___ = 25 Answer: 10.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 135: Missing numbers and equations
Example: 15 + ___ = 24 Answer: 9. Count on from the known addend.
Practice 1: 17 + ___ = 25 Answer: 8.
Practice 2: 18 + ___ = 27 Answer: 9.
Practice 3: 15 + ___ = 25 Answer: 10.
Practice 4: 16 + ___ = 24 Answer: 8.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Week 28: Addition and subtraction word problems
Day 136: Addition and subtraction word problems
Example: 19 – 7 = ___ Answer: 12. Use a drawing or count back to subtract.
Practice 1: 21 – 9 = ___ Answer: 12.
Practice 2: 22 – 7 = ___ Answer: 15.
Practice 3: 19 – 8 = ___ Answer: 11.
Practice 4: 20 – 9 = ___ Answer: 11.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 137: Addition and subtraction word problems
Example: 20 – 8 = ___ Answer: 12. Use a drawing or count back to subtract.
Practice 1: 22 – 7 = ___ Answer: 15.
Practice 2: 19 – 8 = ___ Answer: 11.
Practice 3: 20 – 9 = ___ Answer: 11.
Practice 4: 21 – 7 = ___ Answer: 14.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 138: Addition and subtraction word problems
Example: 21 – 9 = ___ Answer: 12. Use a drawing or count back to subtract.
Practice 1: 19 – 8 = ___ Answer: 11.
Practice 2: 20 – 9 = ___ Answer: 11.
Practice 3: 21 – 7 = ___ Answer: 14.
Practice 4: 22 – 8 = ___ Answer: 14.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 139: Addition and subtraction word problems
Example: 22 – 7 = ___ Answer: 15. Use a drawing or count back to subtract.
Practice 1: 20 – 9 = ___ Answer: 11.
Practice 2: 21 – 7 = ___ Answer: 14.
Practice 3: 22 – 8 = ___ Answer: 14.
Practice 4: 19 – 9 = ___ Answer: 10.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Day 140: Addition and subtraction word problems
Example: 19 – 8 = ___ Answer: 11. Use a drawing or count back to subtract.
Practice 1: 21 – 7 = ___ Answer: 14.
Practice 2: 22 – 8 = ___ Answer: 14.
Practice 3: 19 – 9 = ___ Answer: 10.
Practice 4: 20 – 7 = ___ Answer: 13.
Ask the learner to explain the strategy. Use a new problem for independent checking rather than copying the model.
Assessment and progression
Use unfamiliar parallel questions to assess transfer. Record accuracy, strategy explanation, and independent work separately. Revisit skills that need reteaching. This material is locally developed, not a certification of full Alabama mathematics standards alignment.