February 13, 2017 C.C. & State Standard( ‘K.OA.A.2 Understanding addition as putting together and adding ta. Objective(s}: The students will be able to solve addition problems with number partners and switch the order the number partners are placed in the equation. ‘Student Friendly Objective(s): Today we are going to ge over number partners again, We are ‘going to use tiles to make the partners and change the order of the number partners. Assessment: The students will make number partners in centers by using tiles. They will also be able to switch the order of the number partners. Key Vocabulary: Number partners, addition, break-apart, equals. Anticipatory Set: With your hands, show the students number partners for $ with 2 and 3. Ask them what number partner it equals. Change numbers on the hands. Ask the students what the Humber partners equal. Say” Wait! They are the same? How?” Recall Prior Knowledge: We have learned 2 lot about making number partners. Tell the students that you think they forgot how to make number parmers. Have them show you how to make number partners for 9 and 7 on their hands. Input/Modeling: On the board draw 6 dots. Write the number 6 above the dots. Create a number Partner for it by putting a line between 2 dots and 4, Write 2 and 4 under the set of partners. Write the equation 2+4=6. Tell the students that that is the number partner that ison the board. Telll the students that we are going to switch the order of the partners, but the numbers won't change. Erase the line the breaks the numbers apart and place it between 4 and 2. Write the equation 4+26. Tell them that when we add numbers it doesn't matter what order they are in as long as they are theSame two numbers they will equal the same number. Put 4 on the board and separate them by 2s. tell the students because it is two 2s the order cannot change because they are double numbers sinee they are the sume there is only one way to show this problem with these numbers. ‘Check for Understunding/Guided Practice: On the bourd draw 3 dots. Ask the students haw many dots are on the board. Write 3 above the dots. Pick one student to come up to make a line between the numbers to separate them into number partners. Ask the students what number Partners did they make, Write the numbers on the board and put it into an equation. Erase the line and ask another student to come up and puta line between the numbers to change their order. Write the equation for those numbers also and pei out to the children that the numbers stay the same. Do this activity with other numbers. Closure: When we are adding numbers, as long as the 2 numbers that we are adding stay the same, it doesn’t matter what order they are in. Independent Practice: At centers, have the students uses their number tiles to create number partners, One: partner will have dots on the tiles and the other will be placed face down to show the different partners. The students will practice switching the order of the same number partners. Differentiated Instruetion/Accommodations: While the students are at centers, review the lesson with the lower groups and assist them with thei spendent practice. Reflection: The \eShenu wen Veal weit tedey F set Cor Sxremerie,, for ee Student's \dewior Vine Weve Setters Suppectes £ do, F only Called On Students teas laised treiy bands pdter do — Ser axour 2 minutes, Fue longer had Werroms Bent Stuy Onething that TL Med +o Wilf om, tg EMfading re An Studers™ becouse trey Jon's elver amewers oF ae, dere the laige group Yee, Tan Can on Mew Ly -me Mvefe t pe) Amey KNOW, fo “they Mowe Berl Catmsseet