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# Ashley Boyd 1

Introduction
Length of Lesson 75 min
VA Standards of Learning 2.5.a The student will demonstrate fluency with addition
facts for sums to 20 or less and the corresponding subtraction facts
Context This is the first lesson in addition. This class and the next will strictly focus on
Global Themes This is the beginning of manipulating numbers.

## Objective Formative Assessment Summative

Assessment
Students will: At the teacher station I will The clip it station will
Demonstrate fluency look for students allow students to
with addition understanding or fluency of demonstrate their
facts for sums to 20 or what adding concrete knowledge and
less objects to one another looks processes of adding
like and their corresponding numbers. I will look for
addition sentences. I will students use of
sign is located in the the correct answer for
sentence. Students should those algorithms.
be able to circle the
appropriate symbol. I will
also ask which part of the
sentence is the sum.
Students should circle the
number after the equals
sign.

The Mission of Addition by Brian Cleary
Magnetic pictures from The Mission of Addition
Tens frames
A hula-hoop
Blocks
Toy dinosaurs
Markers
Paper clips
White boards
Dry erase markers
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Dice
Markers for connect four
Ping-Pong balls
Clothes pins

## Teaching and Learning Sequence

TIME TEACHER ACTIONS STUDENT ACTIONS
Introduction/Anticipatory Set
10 min Clap to gain students attention. Mimic clapping sequence.
Invite students to the reading rug. Turn attention to the front.
Tell students you will read a book Listen and volunteer.
Tell students to raise their hand if pictures on the board.
board.
Brian Cleary.
After each page, allow a volunteer
to find the objects being counted
to complete the algorithm.
After the book and the pictorial
representations are complete, tell
for a mini lesson before stations.

Lesson Development
Mini- Tell students to get out their math Get out math notebooks.
Lesson notebooks to record a few notes. Write notes.
20 min Tell students to write addition in Raise hands if they have
the heading and to listen and something to contribute.
record whatever is written on the Ask any questions they may have.
board. Go to their first station.
what symbol we use to add two
numbers.
Listen for: a plus sign, a cross, etc.
Write an example (5+3).
Circle the plus sign.
Using a tens frame, show how to
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solve 5+3.
Using a bunch of markers, show
how to solve 5+3.
Ask students what is 5+3 based
on the tens frame and the markers
representation.
Listen for 8.
Write out 5+3=8.
Tell students the number you get
from adding is called the sum.
Ask students what the sum or
Circle the 8 and label it as sum.
Model and label two more addition
sentences.
Ask if there are any questions.
s Tell students they can bring their
40 min journal to each station for support.
Tell students to go to designated
stations, with their predetermined
groups.

## Station 1 Teacher Station

Tell students they will work
together to add to a certain
number of items I put in the
hula-hoop to make a particular
sum.
Give each student a white
board and a dry erase marker.
Present 3 toy dinosaurs in the
hula-hoop.
appropriate number of toy
dinosaurs from the bucket
outside of the hula-hoop to find
the sum of 7.
Listen/look for: 4 dinosaurs.
Model how to write this
boards (3+4=7).
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## means and if they can

represent the sentence in a
tens frame
Model how to use a tens frame
to solve the problem.
Using markers, paperclips, and
blocks repeat this sequence
Check each white board and
assist when needed.
Erase boards when time is up.

## Station 2 Connect Four

Students will pair off in their
station group.
numbers rolled to play connect
four.
Play until time is up.
Clean up when time is up.

## Station 3 Adding Fun Machine

Students will freely explore
Using Ping-Pong balls, students
sentences
( __ + __ = __ ) to glue into their
math notebooks.
One student will write a
number in a blank and count
out the corresponding number
of Ping-Pong balls.
Another student will do the
same.
They will drop the
corresponding balls into the
generator and then count the
sum (what is in the basket) and
record.
Students will complete 5
Clean up and glue sentences in
math notebooks when
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## Station 4 Clip it Addition

Using the clip it addition cards,
students will clip the correct
sum.
Students may draw to complete
the algorithms.
Once an answer is reached for
to record the sentences on a
piece of paper and include the
drawings they might have
used.
Unclip all cards and clean up
center when time is up or 5
algorithms are complete.

Closure
5 min Clap to gain students attention. Mimic clapping sequence.
Ask students what they learned Turn attention to the front.
today. Raise hands to share what they
Ask students if they struggled with learned.
anything, if so what. Raise hands to share if they are
Ask students to pass forward their struggling with something.
clip it addition work. Turn in work from the clip it
Tell students it will not be graded, station.
but it will be used to guide next
times instruction.

References
http://luckytobeinfirst.com/2014/10/math-mania.html

Lesson Organizer
Prior Knowledge and NEW Instructional Content
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Prior Knowledge
Students know how to solve single step picture problems and instant recognition of the amount in a set
of objects.
Students know the operation symbols of + and -.
Students know how to estimate.

New Content
Using pictorial and concrete objects to create addition sentences.

## Instructional Modifications to Instructional Modifications to

Main Events of Instruction
ASSIST Students CHALLENGE Students