Grade: ​1

Length of Time​: ~45 minutes

Standards:
Standard 1.OA.3
Apply properties of operations as strategies to add and subtract. For example: If 8 + 3 = 11 is
known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the
second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 =12. (Associative
property of addition.) First grade students need not use formal terms for these properties.
Standard 1.MP.4
Model with mathematics. Identify the mathematical elements of a situation and create a
mathematical model that shows the relationships among them. Identify important quantities in a
contextual situation, use mathematical models to show the relationships of those quantities,
analyze relationships, and draw conclusions. Models may be verbal, contextual, visual, symbolic,
or physical.

Vocabulary:
addends
order
Learning Objectives:
The students will be able to understand the mathematical vocabulary: addends, order..
The students will be able to create examples of a mathematical model that shows the relationship
between one equation and its ‘flipped’ form.
Prior Knowledge:
Students will have learned how to identify addition sentences.

Students can understand how manipulates can represent an addition sentence

Essential Question:
Why can you add addends in any order?

Modeling:
(10 mins)

Have 2 volunteers come up to the front of the class and stand in a line like a train they are the
“front” of the train, then invite 3 more students to line up behind them as the “caboose” of the
train. Ask the class how many students in all are in the train. Then ask the three caboose students
to trade places with the front of the train students and do a ‘switcheroo’. Have the class count to

17
see if the sum is the same as the equation before. Explain to the class this is called the
commutative property and we will be making our own trains with cubes.
Distribute cubes in two colors to each student. Tell students that the first part of a train made up
of 1 cube is on a track. Then 3 more cars are added to the train. Have children use the connecting
cubes in two colors to make a model of the train.
Ask, how many cubes make up the whole train?

Invite a volunteer to come to the board and write an addition sentence for the story: 1+3=4. Have
the students identify the addends 1 and 3 and circle them. Now ask students to turn the cube train
around to change the order of the addends and write the new addition sentence on the board.
3+1=4.

Teaching Phase:
(10 minutes)
Tell students that when you add the addends in any order the sum will stay the same, this is
called the commutative property.
Lets try another problem 2+3, have students build a train with 2 of one color cube in the front
and 3 of another color connected to the end of the train. Have them add up the cubes to find the
sum.
Ask students:
How did you use cubes to show 2+3?​ Have students hold up train models.
How did you find the answer?
How can you use the same cube train from 2+3 to show 3+2?
Have students say aloud both complete addition sentences: 2+3=5 and 3+2=5

Guided Practice:
(10 mins)
Have students use their cubes to model the addition sentences displayed on page 44 of their math
packet. Then they color the displayed cubes to match and write the sum.
Have students look for the commutative structure within 3 different equations and have them
circle the two that match when flipped.
Play math on the spot video and solve problem 6 and 7 as a class.
Have students describe how they will solve Exercises 8 and 9, if class seems to understand have
students complete last page of packet on their own.
Independent Phase:
(5-8 min)
Tell students they are going to play a game if there is extra time.

Closing/Extended Activity:
(8 minutes)
Students will play Bingo game with a partner. Explain and show on ELMO: when they get their
board they will pull out the sets of cards and put them face down in two stacks nearby. One child
will draw one card from each deck, and add the addends both ways possible to get the sum. The
other student will check their answer. Both students will then cover up the sum on their boards
with a counter. They will take turns drawing and filling up the board until they cover 3 spaces in
a row.

Assessment:

Pretest comprised of 4 addition problems:

The first exercise addends will only use numbers 1-4 and students will circle matching addition
sentences and write the sum.

The second exercise will involve drawing a picture of cubes to match the flipped addition
sentence.

The third exercise will use numbers 4-9 and students will circle matching addition sentences and
write the sum.

The last exercise will use numbers 5-9 and students will need to both flip and answer the
addition sentence given.

Accommodations:

EL Students:
Provide frequent opportunities for interaction and discussion.

Constantly use scaffolding strategies throughout the lesson.

Associate students’ background experiences throughout lesson.

Engage students fully in the assignment and activities.

Students with Special Needs:

If needed, verbally give directions for student or help student with 1:1 help.

Student can be given visual step by step directions.

Extra time would be given to finish the assignment if needed.

Reduce the amount of work from the normal assignment if needed.

DAP:

The lesson begins with an assessment of prior knowledge.

Assessment drives the design, is ongoing, aligned with the curriculum, and completed in the
context of authentic problem solving.

Instruction is scaffolded from the zad to the zpd.

Students from a wide range of abilities are able to participate successfully throughout.

Accommodations are made to include all students.

Students express their understanding through multiple methods; concepts are taught using
multiple techniques.