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Kelli Gilchrist

UNIT TOPIC: Solving basic addition and subtraction word problems using objects or representations.

Desired learning outcome(s): Children will understand basic addition using objects. They will understand how to find the number of items in a set by putting them together.

Essential question(s) from learning objective(s): How can I find the number of objects contained in two sets by putting the two sets together?

## Common Core/NC Essential Standard(s):

K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Students solve problems presented in a story format (context) with a specific emphasis on using objects or drawings to determine the solution. This objective builds upon their understanding of addition and subtraction from K.OA.1, to solve problems. Once again, numbers do not exceed 10.

Learner prior knowledge/learner background experiences: Students will know how to count the number of items in a set up to 9. Students will understand the concepts of more, less and same.

Materials and resources needed: Number cards 0 9, baskets of plastic fruit (enough for each math pair to have one, each basket should contain 10 pieces of fruit), 2 baskets of real fruit of various types (for Engage portion of the lesson, the sum of the two baskets of fruit should be no more than 10), math adding sheet template for each student, unifix or counting cubes.

Teaching strategies: Differentiation strategies should be infused throughout. Differentiate for content, product, and process. Strategies will include whole group instruction for modeling of the concept, pair work to explore the content. Introductory strategies Engage Show the students two baskets of fruit of various types. Ask the children if they see anything they like in the baskets. Explain to the children that these baskets of fruit belong to a friend and me. We had seen each others baskets and saw things we might like to share so we have decided to put our baskets together in order to see how many items we both have together. Main instructional strategies Explore Ask the students to turn to their thinking partners and discuss ways we could figure out how many pieces of fruit we would have all together. Tell them they are able to use their unifix or counting cubes from their personal math tubs to figure this out. Allow time for the students to explore the options for solving the problems with their partner. Walk around the room and observe the students as they are working (formative assessment of how much instruction will need to take place from here). Explain After about 10 minutes, have the children stop what they are doing. Ask if there are any volunteers to show what their group has come up with for finding out how many are in a set. Allow them to show their work using their cubes or by drawing on the board. Once