Addition-+Counting+On

First Grade Home Page **Addition Counting On** Counting On Assessment from Origo (sent out in October 2013). Give Pre-assessment during the week of October 28.
 * Pretest: **


 * TEKS: **
 * 1.3A Model and create addition and subtraction problem situations with concrete objects and write corresponding number sentences.
 * 1.3B Use concrete and pictorial models to apply basic addition and subtraction facts (up to 9+9=18 and 18-9=9).
 * 1.5D Use patterns to develop strategies to solve basic addition and basic subtraction problems
 * 1.5E Identify patterns in related addition and subtraction sentences (fact families for sums to 18) such as 2 + 3 = 5, 3 + 2 = 5, 5 – 2 = 3, 5 – 3 = 2.

1.3A 1.3B
 * Core Components: **
 * Writes number sentences up to 18 which have an addend of 0, 1, or 2 (or 3, optional). (Focus in CGI )
 * Uses Base 10 Blocks to model addition and subtraction problem situations. (Focus in CGI)
 * Applies knowledge of basic Count On addition facts in problem solving situations.

1.5D 1.5E
 * Uses Count On strategy
 * Uses fact knowledge of sums to solve problems.
 * Uses a Counting On strategy to solve problems.
 * Models with counters or linking cubes. (CGI)
 * Models in problem solving situations. (CGI)
 * When given one fact, generates another addition fact, the turnaround, from that fact family. (CGI)

**Vocabulary:** addend, sum, count on, join, equals, addition sentence

Objective: Students will solve addition problems using the count on strategy and will write the corresponding number sentence.
 * Whole Group Mini Lesson: **

For the next two weeks, we will introduce the counting on. Follow the four stages of teaching the basic facts listed below. Also, you will find 5E lessons for each of the Count on topics. The 5e lesson take what the book says and puts in on one page. Week 1 Count On 1 pages 5 – 11 Count-On-1 Turnarounds pages 12 – 15
 * This is the systematic order to teach the counting on strategy according to ARRC/Origo- **



Week 2 Count On 2 pages 16 – 21 Count On 3 pages 22 – 26 (optional) Count On 0 pages 27 – 30


 * [[file:Addition Dot Cards.pdf]]You should have your own set of Origo dot cards.**

1. Introduce (Hands-on materials, stories, discussions, and visual aids are used to introduce the strategy.) 2. Reinforce (Activities that make links between concrete and symbolic representations of the facts. Students reflect on how the strategy or sub-strategy works and the numbers to which is applies.) 3. Practice (Games, strategy practice worksheets, and other activities to provide opportunities to apply and demonstrate knowledge of facts. Students should use mental computation only and try for fast recall.) 4. Extend (Students apply the strategy to larger numbers. Activities strengthen the students’ number sense.)
 * The four stages of teaching and learning for the basic facts thinking strategies are:**

**Questioning:**
 * What is an efficient way to join numbers?
 * How can we use concrete objects to model a number and counting on?
 * How can we record math thinking?
 * Why is it more efficient to count on from the larger number than to count on from the smaller number?
 * What if you add one more? Two more?
 * For which addends is the count on addition strategy efficient?
 * What is one more than 6? Two more than 8? etc.
 * How do you decide which operation or strategy can help you solve a problem?
 * What symbols do we use in math?
 * How can symbols be used to represent a problem?


 * Math Stations/Independent Activities: **


 * Origo Games: ( All of the math games are ready!!!!)
 *  Fill Five-Focuses on counting on one, two, or three
 *  Nearby Numbers-Focuses on Counting on/back by one or two
 * Domino Directions- This activity helps students see that addition and subtraction sentences can be written horizontally or vertically.
 * 1) Students take one domino at a time and write the addition or subtraction sentence vertically and horizontally.
 * 2) Students must draw the dots on the dominos to match their equations.
 * 3) To help identify the larger number for subtraction sentences, students circle the domino side with the most dots.
 * 4) The dots and addition and subtraction sentences are recorded on the// [|Domino Directions Addition] //

> A math journal may be used in place of the //Break the Tower Record Sheet.//
 * Break the Tower
 * 1) Give each student a specific number of Unifix® cubes and a // [|Break the Tower Record Sheet] //.
 * 2) Have the students put their cubes together to make a tower and place the tower behind their back. Either leave it whole or break it into two groups so there are cubes in each hand.
 * 3) Students count the number of cubes in each hand and write the equation on the //Break the Tower Record Sheet//.
 * 4) Students put the tower back together, place it behind their back, and break it again for a different equation.
 * 5) This is a great way for students to see all different number combinations that have the same answer.


 * Literature Connections: **


 * //How Many, How Many, How Many//, by Rick Walton; ISBN 1-56402-656-6
 * //Ten Flashing Fireflies//, by Philemon Sturges; ISBN 1-55858-674-1
 * Beach Count is a story on Envision 3-0

http://tvecalendarfun.wikispaces.com/1Addition
 * Technology Integration: **

[|http://www.crickweb.co.uk/ks2literacy.html#wordorder1a]
 * <span style="font-family: 'Comic Sans MS',cursive;">Envision Unit 3 **
 * <span style="font-family: 'Comic Sans MS',cursive;">Virtual Dice Link to do count on 1, count on 2 **

<span style="font-family: 'Comic Sans MS',cursive;">Divide paper into fourths. Verbally say the problems below. Students must write the number sentence and draw a representation of the problem. Do an example first. Grade the students out of 4. <span style="font-family: 'Comic Sans MS',cursive;">8+2 <span style="font-family: 'Comic Sans MS',cursive;">8+1 <span style="font-family: 'Comic Sans MS',cursive;">5+5 <span style="font-family: 'Comic Sans MS',cursive;">1+8
 * <span style="font-family: 'Comic Sans MS',cursive;">Common Assessment: **
 * <span style="font-family: 'Comic Sans MS',cursive;">Counting On Assessment from Origo **
 * <span style="font-family: 'Comic Sans MS',cursive;">Optional Quick Check **

Counting is a vital life skill and forms the basis of the Count On strategy, a strategy that is useful for more than half the number of basic facts that need to be mastered. In the third nine weeks, the Count On strategies will be further developed in Unit 3C for approximately two more weeks. This unit also develops the concept of “turnarounds,” which is the addition half of a fact family. Turnarounds reduce the number of basic addition facts to learn by nearly half, from 100 to 55.
 * <span style="font-family: 'Comic Sans MS',cursive;">Notes: **

Prerequisites: Solving word problems with addition situations orally and using concrete objects and pictorial models, recording corresponding number sentences for addition situations, the ability to count, the ability to count on two or three more from the numbers 4 to 9, visual recognition with the ten-frame and five-frame, and the ability to subitize.