February 20, 2019
|
by Kerry McKee

EL Support Lesson

Addition Number Grab

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This lesson can be used as a pre-lesson for the Adding with M&M's lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Adding with M&M's lesson plan.
Academic

Students will be able to solve basic addition problems to 20.

Language

Students will be able to use sequencing words to explain the steps to add two numbers with sums within 20 using manipulatives and peer support.

(5 minutes)
  • Tell students the story problem, "Astrid loves to read! On Saturday she read six books. On Sunday she read seven more books. How many books did she read over the weekend?"
  • Quickly review the days of the week, and remind students that Saturday and Sunday are days of the weekend. These are days we don't have school.
  • Ask students to turn and talk to a partner to explain the problem in their own words.
  • Call on student volunteers to suggest strategies for solving the problem. Strategies can include drawing a rectangle for each book Astrid read, and then counting the total number of rectangles, using a number line, counting blocks, or writing an equation.
(5 minutes)
  • Point out that students will use addition to solve the story problem. To add means to find the total, or whole amount, of two or more parts. Explain that "whole" means total or how many all together (not "hole" as in a hole in the ground).
  • Create an anchor chart titled "Addition."
  • Show students six red connecting cubes. Count the cubes individually as you join them to form a tower. Say, "I know that Astrid read some books on Saturday, and more books on Sunday. These six cubes represent the six books she read on Saturday. Six is the first addend. An addend is a number that is added to another number, or a part of the whole."
  • Write "addend" on the anchor chart, and model writing a number sentence beginning with six.
  • Ask students to share their ideas about which math sign is used to show that we need to add, or combine, numbers.
  • Write plus sign on the anchor chart, and add a plus sign to the equation. Tell students to form a plus sign with their arms and repeat after you, "addition, plus sign, more."
  • Show students seven blue connecting cubes. Count them and make a second tower. Say, "These cubes represent the number of books that Astrid read on Sunday. This number will be the second addend, or part, of my number sentence."
  • Read aloud the number sentence, 6 + 7.
  • Say, "Now I want to know how many cubes I have all together." Model joining the two towers and counting the total.
  • Write equal sign on the anchor chart, and define it as a math symbol that shows us that the amounts on either side of it are the same. Have students hold their arms parallel to one another as they repeat after you, "equal sign, the same."
  • Ask students what amount is the same as 6 + 7. Count the cubes to determine the total, and finish writing the equation 6 + 7 = 13.
  • Write sum with an arrow pointing to 13, and tell students that the sum is the total of the two numbers. Explain that this is different from the word "some" (as in I want some ice cream).
  • Think aloud, "I know that 6 + 7 = 13. I've shown with cubes that Astrid read 13 books over the weekend." Emphasize the irregular past tense verb "read."
(10 minutes)
  • Distribute personal whiteboards and dry erase markers to students. Select two 1–10 Number Cards, and tell students that you want to add the two numbers (e.g., nine and six).
  • Tell students to turn and talk to a partner to describe what to do first.
  • Call on student volunteers and record their ideas as they share the steps to add the numbers. Display a paragraph frame to guide the students. For example, "First, write the number ____. Next, write the ____ sign to add. Then, write the other number ____. Write the ____ sign. Last, write the sum, ____."
  • Model using the paragraph frame as you add 9 + 6. "First, write the number 9. Next, write the + sign to add. Then, write the number 6. Write the = sign. Last, write the sum, 15."
  • Model using cubes to show each part of the equation, nine and six. Count on from nine to find the total, 15. Instruct students to follow along and copy the number sentence on their whiteboards.
  • Give students a few more problems to solve with a partner on their whiteboards. Give students manipulatives such as cubes to model the problem as needed.
(10 minutes)
  • Model playing Addition Number Grab with a student.
  • Display the rules of the game:
    1. Each player chooses two cards from a stack of 1-10 Digit Cards.
    2. Each player finds the sum of both cards (using cubes if needed).
    3. The player with the greater, or larger, sum takes all four cards.
    4. If both players have the same sum, each player chooses two additional cards. The player with the greater sum takes all eight cards.
    5. Tell your partner the steps you followed to add the numbers after every turn.
    6. The player with the most cards at the end of the game wins!
  • Split students into partnerships. Distribute an assortment of 1-10 Digit Cards to each partnership, and instruct students to mix up the cards.

Beginning

  • If students do not know number names in English, allow them to name the numbers in their home language (L1).
  • Review the concept of addition using manipulatives and real-world context.

Advanced

  • Challenge students to explain how they know that their number sentences are correct.
  • Instruct students to explain the steps to add two parts to find a whole in their own words.
(3 minutes)
  • Rotate as students play the game to assess that they are able to accurately add and determine which player has the greater sum.
  • Ask students questions as they play. For example, "How do they know that they have added correctly? How do they know that the sum is ____? Which numbers are the addends, or parts, in the equation? How do they know which player won the round?"
(2 minutes)
  • Allow students time to count the total number of cards to determine the winner.
  • Give students the opportunity to reflect on the activity. Display the sentence frame, "I did/did not like playing Addition Number Grab because ____." Tell students to share their opinion, or what they thought, of the game with their partner.
  • Move the materials for the game to a center, and allow students further opportunity to practice addition to 20 by playing Addition Number Grab with a small group.

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