Lesson Plan:

Addition: Over in a Flash

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Subject
Standards
July 22, 2015
by Ginger Bruster

Learning Objectives

Students will be able to find two numbers that equal a certain sum.

Lesson

Introduction (5 minutes)

  • Start the lesson by having students in the class take turns finding the sum, or the answer to an addition problem, of numbers on addition flashcards.
  • Tell students that next they will see the sum of an addition problem on an index card, and that they will need to come up with two numbers that, when added together, equal that sum.

Explicit Instruction/Teacher Modeling (5 minutes)

  • Split the class up into teams of four or five students.
  • Hold up an index card with a number on it so that all students can see it.
  • Have one student from each team try and come up with two numbers that would add together to make the number on the card.

Guided Practice/Interactive Modeling (10 minutes)

  • Assign one person to keep score for the whole class, whether it be yourself or a student.
  • The person who says a correct combination first gets awarded a point for their team. The team with the most points at the end of the game wins.
  • Play the game until you have gone through all of the index cards.

Independent Working Time (10 minutes)

  • Split students into pairs.
  • Divide the stack of cards up into equal piles, one pile for each partner pair.
  • Have students take turns coming up with different number combinations for the sums on the index cards.
  • The pair who goes through the whole stack correctly first wins.

Extend

Differentiation

  • Enrichment: Have students come up with a combination of 3 numbers that add up to the sum on the index card, or have students come up with subtraction problems to equal the number on the index card.
  • Support: Have students use a number line, a number chart, or blocks to physically see the numbers they are adding to make the sum.

Technology Integration

  • Students could get additional practice by playing Brainzy games.

Review

Assessment (5 minutes)

  • Observe students' answers in the games, and take note of any students who appear to be struggling and in need of more practice.

Review and Closing (5 minutes)

  • Have the class come back together as a whole and review some of the math problems they came up with.

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