Guided Lessons

# Counting Dots

In this fast-paced lesson plan, students will practice their addition skills while working on their collaboration and listening abilities. It can be taught as a stand alone or support lesson for the Simple Addition to 10 lesson plan.
This lesson can be used as a pre-lesson for the Simple Addition to 10 lesson plan.

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This lesson can be used as a pre-lesson for the Simple Addition to 10 lesson plan.

Students will be able to solve addition problems within 10.

##### Language

Students will be able to explain how to solve addition equations using drawings or pictures.

(2 minutes)
• Gather the class together.
• Display two group of items (e.g., coins) and say, "I wonder how many I have in all."
• Ask, "What can I do to find out how many coins I have altogether?"
(10 minutes)
• Use a think aloud to model your problem solving process by saying something like, "First I should count each group. One, two, three. My first group has three coins. One, two, three, four. My second group has four coins. Next I can write the numbers down to keep track, 3 + 4 = ____ and then I can count them altogether to find my total."
• Point to the equation and say, "This is called a number sentence. It uses special math symbols to help us read and solve addition or problems to find out how many things there are in all."
• Using the vocabulary cards, introduce the parts of the number sentence by having students repeat the word after you and making each sign with their arms.
(5 minutes)
• Explain to the students that next they will practice making addition equations using a fun game!
• Model how to play the game with a student partner.
• Each partner rolls a die.
• Partner A counts out the number of dots on their dice and places the same number of dot stickers in the first box of their number sentence, then Partner B does the same using the second box.
• Both partners count the dots together to find the total number of dots, then Partner A writes the total in the last box.
• Repeat.
• Play 1–2 rounds as a whole class to check for understanding.
(10 minutes)
• Pair students with a partner and pass out materials to each pair.
• Send students to work independently.

Beginning

• Work with a small group of students in a teacher-led group to create and solve addition problems.
• Allow students to count in their home language (L1).

• Have students create addition equations with sums greater than 10 for a partner to solve.
• Encourage students to explain different problem-solving strategies to their peers.
(5 minutes)
• Circulate around the room to assess if students are able to create and solve addition equations.
• Observe student conversations and record ideas and discussions on a process chart (e.g., I think we should each count our items first, then count them altogether).
(5 minutes)
• Gather the class back together.
• Provide examples you noticed students using to solve their equations and to keep track while counting (number line, pointing to each dot).