# Shake & Spill Number Bond Work Mat

Created ByLucky Ones

Subject

Grade Levels

Resource Type

File Type

PDF (168 KB|2 pages)

Standards

CCSSMP7

CCSSMP6

CCSS1.OA.D.8

CCSS1.OA.D.7

CCSS1.OA.C.6

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- Product Description
- Standards

Use in whole group, small group, or centers.

Print on colored card-stock, laminate or place in a clear plastic sleeve. Students use dry erase markers.

Students will shake a container of red/yellow counters* and spill onto their work mat into the largest circle. Students will separate the counters by color into the smaller circles, and write the correct numbers in the number sentence.

*Can be used with any kind of manipulative.

Log in to see state-specific standards (only available in the US).

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ 8 equals the well remembered 7 Γ 5 + 7 Γ 3, in preparation for learning about the distributive property. In the expression π₯Β² + 9π₯ + 14, older students can see the 14 as 2 Γ 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 β 3(π₯ β π¦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π₯ and π¦.

CCSSMP6

Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

CCSS1.OA.D.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = β― - 3, 6 + 6 = β―.

CCSS1.OA.D.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

CCSS1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

Total Pages

2 pages

Answer Key

N/A

Teaching Duration

N/A

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