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Joining and Separating

# Joining and Separating

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Comprehensive Teacher's Guide Grades 1-2 Lesson 3-1
Comprehensive Teacher's Guide Grades 1-2 Lesson 3-1

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07/09/2013

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57
3-1
Joining and Separating
3-1
I
joining
and subtraction means
separating
.In this section,the initial explorations with single blocks exposechildren to these two actions and the relationship between them.Childrenthen broaden their understanding of these operations by modeling a varietyof story problems.
®
Exploring Joining and Separating
Have children sit in pairs with a work mat between them. Have one child put5 blocks on his or her side of the mat and the other child place 8 blocks onthe other side. Ask,
If you put these blocks together, how many will there be?
Most children will put the blocks together and count to find the number inall. Some children may count on from their own group of blocks. Encouragechildren to demonstrate their strategies. Through such demonstrations, childrenare exposed to other counting techniques and may choose to adopt those thatare more efficient.Have children represent what they did with the blocks. They may use drawings,stamps, numbers, or words. Children already familiar with addition and equalssigns may include them in their representations. Have children share andexplain their recordings. Eventually, all children should connect number sentences to actions with the blocks.Next have each pair place 12 blocks on the mat. Ask one child to remove 7 of them. Ask,
How many blocks are left?
When children find the answer, have them record what they did with theblocks, using drawings, stamps, numbers, number sentences, or words.
®
Making Connections
Have the children place 4 blocks on one side of the mat and 5 blocks on theother side. Once the children have combined the blocks and found the total ask,
If you took the 4 blocks away again, how many blocks would be left?
Focus
Joining and separating groups and recognizingthe connection between these two actions

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3-1 3-1
Repeat the process with different numbers until children can predict thenumber of blocks that would remain.Next have children put 10 blocks on the mat. Then ask one child to choosesome number of blocks to take away, and move those blocks to one side of themat. The other child moves the remaining blocks to the other side. Together,the children agree on how many blocks are on each side of the mat. Ask,
If you put your two piles back together, how many blocks will there be?
Repeat with different numbers until children can predict the number of rejoined blocks without actually moving and counting them. Encouragechildren to generalize this idea by asking,
How do you know it will be the same number?
®
Exploring Story Problems
Once the basic ideas of joining and separating are established, children shouldbe exposed to the normal variety of story problems in your curriculum. In thebeginning, however, provide problems specifically about the blocks. For example, have two children dramatize problems such as the following:
You have 7 blocks.Your friend has 5 blocks.How many blocks are there when you put your blocks together?You have 8 blocks.You give 3 of them to a friend.How many blocks do you have now?How many blocks will you have when your friendgives the blocks back to you?
In each case, once the number of blocks hasbeen established, have several children retellthe story of what was done with the blocks.Through such retellings, other children havethe opportunity to make the activity their own,and all of them repeatedly hear the languageassociated with joining or separating blocks. Encourage children to connect these actions torepresentations made with drawings, stamps, or number sentences. When appropriate, introduce a story problem with another context and havechildren use the blocks to represent the situation. Using the blocks to model
This child drew blocks and wrote numerals to represent a“joining”story problem.

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3-1 3-1
stories helps children focus on the actions in the problems. You can alsoencourage children to create their own problems. Throughout this unit,children need numerous opportunities to solve and pose story problems.Their own problems will have greater variety if they are exposed to diverseproblem situations and structures. Classroom events, important happenings intheir lives, and treasured literature all provide meaningful settings for children.
Practicing Key Ideas
Inside and Out
Draw a large circle on a heavy piece of paper.Have children place a group of singleblocks in the circle and count them.Nextchildren take away some of the blocks andput them outside the ring.Children countthe number of blocks
inside
and
out
andrepresent their findings.Then,childrenpredict how many blocks there will bewhen they put the “outside”blocks back inside the circle.Children can count tocheck their predictions.