Addition-+Introduction

**Addition Introduction** **Pretest:** Teacher reads the questions to the students. Can be given whole class.

**TEKS:**


 * 1.3A Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences
 * Continue reinforcing all of the Place Value TEKS

**Core Components:**
 * Uses 5-frames and 10-frames
 * Use math racks and magnetic ten frames
 * Builds and compares sets of 10’s or 1’s (Build 22, 34, 57)
 * Uses Base 10 Blocks to create groups of tens and ones.
 * Uses Base 10 Blocks to solve real world problem solving situations
 * Uses terms greater than, less than and equal to in identifying numbers and objects
 * Count on and back one, two, or three from any number, from 4 to 9
 * Uses terms such as one more than and two less than.
 * Composes and decomposes numbers, such as 9 is a set of 6 and a set of 3 or it could be thought of as a set of 8 and a set of 1, or a set of 4 and a set of 5.
 * <span style="font-family: 'Comic Sans MS',cursive;">Instantly recognizes sets of objects (such as dots) in patterned arrangements and tell how many without counting
 * <span style="background-color: #ffff00; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 110%;">Explores a variety of CGI problem types.
 * <span style="font-family: 'Comic Sans MS',cursive;">instantly recognize sets of objects (such as dots) in patterned arrangements and to tell how many without counting
 * <span style="font-family: 'Comic Sans MS',cursive;">Uses a 100 chart and colors to show patterns including 2's/5's/10's

<span style="font-family: 'Comic Sans MS',cursive;">**Vocabulary: **outside, inside, whole, ten frame, five frame, in all, part, double, sum, addition sentence, plus, equal, add, more, join, addend, order

<span style="font-family: 'Comic Sans MS',cursive;">**Whole Group Mini Lesson:** <span style="background-color: #ff0000; font-family: 'Comic Sans MS',cursive;">**Required:** <span style="font-family: 'Comic Sans MS',cursive;"> Numbers in a Flash - Spatial relationships/Subitizing. Use this lesson and its assessment tools to assess the students’ ability to subitize and to determine how

<span style="font-family: 'Comic Sans MS',cursive;">much practice to provide to consolidate this skill. (A modification to this lesson could be to use dice or dominoes under the document camera. This will help the students subitizing skills)


 * <span style="font-family: 'Comic Sans MS',cursive;"> Let’s Frame It – Visual imagery for the ten-frame and conceptual understanding of relationships between the numbers 1-10 and the anchor numbers of 5 and 10.
 * <span style="font-family: 'Comic Sans MS',cursive;">Call out numbers and have students show the number using their fingers. Have students visualize their hands with five fingers each. They understand they must use all the fingers on one hand before moving to the second. To show 7, they would need all five fingers on their left hand and two more on their right hand. Just as on the ten-frame, they must fill the top five spaces before adding two more on the second row. Begin by explaining how a ten-frame mat is constructed.Each box must be filled in sequential order moving from left to right, beginning with the top row. For example: The number 7 is modeled by filling all five boxes of the top row and then the first two boxes in the second row. You should have your students practice making numbers using only one ten-frame until your students can model the numbers quickly.
 * <span style="font-family: 'Comic Sans MS',cursive;">Students challenge each other with the flash cards. Cards should be self-correcting so that students are working independently in this center




 * <span style="font-family: 'Comic Sans MS',cursive;">Demonstrate addition using students in front of the class. This 5E has some good word problem ideas.[[file:5E addition word problems.pdf]]
 * <span style="font-family: 'Comic Sans MS',cursive;">Students use concrete objects with story mats to act out and solve oral addition and subtraction story problems created by the teacher or by the students. Students then use number and symbol cards to form addition or subtraction sentences, or write their own number sentences, to represent the stories that they have acted out on the story mats. For example, provide each student with a blue construction paper story mat, a small container of goldfish crackers, number cards, and symbol cards (+, -, =). Students solve the following problem: There were 6 fish in the ocean. A whale ate 3 of the fish. How many fish are in the ocean now?

<span style="font-family: 'Comic Sans MS',cursive;">Focus on CGI problem solving. Introduce the CGI rubric.When spending time modeling the CGI problems, use base ten blocks and place value vocabulary. It is very important to model and share strategies. Show student examples each day. Be sure to show several different strategies for each problem/solution. <span style="font-family: 'Comic Sans MS',cursive;">CGI Problem Solving Criteria to Match rubric-
 * <span style="font-family: 'Comic Sans MS',cursive;">Operation
 * <span style="font-family: 'Comic Sans MS',cursive;">Underline question
 * <span style="font-family: 'Comic Sans MS',cursive;">Circle important information
 * <span style="font-family: 'Comic Sans MS',cursive;">Number sentence
 * <span style="font-family: 'Comic Sans MS',cursive;">Draw a picture/representation
 * <span style="font-family: 'Comic Sans MS',cursive;">Explain why/how in words
 * <span style="font-family: 'Comic Sans MS',cursive;">Correct answer with label

<span style="font-family: 'Comic Sans MS',cursive;">**Questioning:**
 * <span style="font-family: 'Comic Sans MS',cursive;">How many things are in this set (displaying a set of items or a collection of dots)?
 * <span style="font-family: 'Comic Sans MS',cursive;">Display sets of 4-9 items or dots and add one or two more (or remove one or two) and ask how many there are.
 * <span style="font-family: 'Comic Sans MS',cursive;">How many different combinations for a particular number can you make using two parts (using manipulatives)?
 * <span style="font-family: 'Comic Sans MS',cursive;">How many dots did you see? How did you see them? (Flash dot cards)
 * <span style="font-family: 'Comic Sans MS',cursive;">Explain how you figured out the answer to this word problem.
 * <span style="font-family: 'Comic Sans MS',cursive;">What can you tell us about (your number) looking at your frame? (using five-frames and ten-frames)
 * <span style="font-family: 'Comic Sans MS',cursive;">Show me what you are thinking (using manipulatives)

<span style="font-family: 'Comic Sans MS',cursive;">**Math Stations/Independent Activities:**

<span style="font-family: 'Comic Sans MS',cursive;">**__Teaching Student-Centered Mathematics: Grades K-3, John A. Van de Walle__**

<span style="font-family: 'Comic Sans MS',cursive;">__Counting On and Counting Back__
 * <span style="font-family: 'Comic Sans MS',cursive;">One and Two More, One and Two Less - Discussion on pp. 44-45 and Figure 2.5 on p. 44
 * <span style="font-family: 'Comic Sans MS',cursive;">One-Less-Than Dominoes, Activity 2.10, p. 44
 * <span style="font-family: 'Comic Sans MS',cursive;">Make a Two-More-Than Set, Activity 2.11, p. 45
 * <span style="font-family: 'Comic Sans MS',cursive;">A Calculator Two-More-Than Machine, Activity 2.12, p. 45

<span style="font-family: 'Comic Sans MS',cursive;">__Five-Frame and Ten-Frame:__
 * <span style="font-family: 'Comic Sans MS',cursive;">Anchoring Numbers to 5 and 10,” Discussion on pp. 45-46
 * <span style="font-family: 'Comic Sans MS',cursive;">Five-Frame Tell-About, Activity 2.13, p. 46 and Figures 2.6 and 2.7
 * <span style="font-family: 'Comic Sans MS',cursive;">Crazy Mixed-Up Numbers, Activity 2.14, pp. 46-47
 * <span style="font-family: 'Comic Sans MS',cursive;">Ten-Frame Flash Cards, Activity 2.15, p. 4

<span style="font-family: 'Comic Sans MS',cursive;">__Breaking Numbers Apart and Putting Them Together (Decomposing and Composing):__
 * <span style="font-family: 'Comic Sans MS',cursive;">“Basic Ingredients of Part-Part-Whole Activities” and “Part-Part-Whole Relationships,” Discussion on pp. 47-49 and Figure 2.9
 * <span style="font-family: 'Comic Sans MS',cursive;">Build It in Parts, Activity 2.16, pp 48-49 and Figure 2.8
 * <span style="font-family: 'Comic Sans MS',cursive;">Two out of Three, Activity 2.17, p. 50
 * <span style="font-family: 'Comic Sans MS',cursive;">Covered Parts, Activity 2.18, p. 50 and Figure 2.10
 * <span style="font-family: 'Comic Sans MS',cursive;">Missing-Part Cards, Activity 2.19, p.50 and Figure 2.10
 * <span style="font-family: 'Comic Sans MS',cursive;">I Wish I Had, Activity 2.20, p. 51
 * <span style="font-family: 'Comic Sans MS',cursive;">Calculator Parts of 8 Machine, Activity 2.21, p. 51-52

<span style="font-family: 'Comic Sans MS',cursive;">__Ten-frame Practice__-Students are given a stack of number cards labeled 1-10. Students are to select a number card (1-10) and build that number on a Ten-frame Mat.

<span style="font-family: 'Comic Sans MS',cursive;">__Domino Center-__ Students select a domino. Students record the domino and the corresponding addition fact onto notebook paper. Students solve the addition problem and submit their work for assessment. We have magnetic dominoes.

<span style="font-family: 'Comic Sans MS',cursive;">__Playing Card Addition-__ Students lay down one card each. The first student to say the sum of the two cards gets to keep the pair of cards. Students must justify their answers. Play continues until one player has all the cards.

<span style="font-family: 'Comic Sans MS',cursive;">**Literature Connections:**
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 12px;">//How Many, How Many, How Many//, by Rick Walton; ISBN 1-56402-656-6
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 12px;">//Ten Flashing Fireflies//, by Philemon Sturges; ISBN 1-55858-674-1
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 12px;">Beach Count is a story on Envision 3-0
 * <span style="font-family: 'Comic Sans MS',cursive;">Anno’s Counting House by M. Anno
 * <span style="font-family: 'Comic Sans MS',cursive;">Ten Black Dots by D. Crews
 * <span style="font-family: 'Comic Sans MS',cursive;">Two Ways to Count to Ten by R. Dee
 * <span style="font-family: 'Comic Sans MS',cursive;">Up to Ten and Down Again by L.C. Ernst
 * <span style="font-family: 'Comic Sans MS',cursive;">Feast for 10 by K. Falwell
 * <span style="font-family: 'Comic Sans MS',cursive;">Domino Addition by L. Long

<span style="font-family: 'Comic Sans MS',cursive;">**Technology Integration:** <span style="font-family: 'Comic Sans MS',cursive;">Envision Unit 3

<span style="font-family: 'Comic Sans MS',cursive;">**Common Assessment:**

<span style="font-family: 'Comic Sans MS',cursive;">Notes: <span style="font-family: 'Comic Sans MS',cursive;">Prior to learning thinking strategies for basic addition and subtraction facts, students need to have mastered the prerequisite skills. In this unit, students will consolidate prerequisite skills as a continuation of the math skills they began to develop in kindergarten. Students will practice and demonstrate their ability to subitize, or instantly recognize sets of objects (such as dots) in patterned arrangements and to tell how many without counting. Students will continue to develop their conceptual understanding of the relationships between the numbers 1-10 and the anchor numbers of 5 and 10 and will use five-frames and tenframes in problem solving. Students will count on and back two or three from any number, from 4 to 9, and will connect this with the concepts of “more than” and “less than.” Students will continue to develop their ability to conceptualize a number as being made up of two or more parts and their understanding of the part-part-whole model and related number relationships. They will also continue to explore a variety of CGI problems to develop an understanding of the operations of addition and subtraction.