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Students will be able to complete addition and subtraction problems.
- Tell students that today we're going to read Bears on Wheels.
- Tell them to watch for number words. Ask students to see if they can do the simple addition problems that come up while reading the book.
- Teach number names by creating a poster. Tell the class to repeat after you as you write the number and their names (i.e. 11, eleven) from 1-20.
- Seat students in a circle and practice counting forward and backward from 1-20 as you pass a ball or other item around the circle.
Explicit Instruction/Teacher modeling(10 minutes)
- Take out the gummy bears and give about 25 gummy bears to each student. They will use these gummy bears to add and subtract the bears in Bears on Wheels.
- Tell your students that they can eat these gummy bears later.
- Create an anchor chart that outlines the steps for the activity:
- 1) Listen to the story.
- 2) Use the gummy bears to show the bears in the story.
- 3) Use the gummy bears to solve math problems.
- 4) Eat the gummy bears!
- Tell students to estimate, or guess, how many gummy bears they have using the sentence frame, "I think I have ____ gummy bears." Tell them that later they will count their bears to check their estimate.
Guided Practice(15 minutes)
- Read Bears on Wheels. You can use this book to teach your students number words as well as addition and subtraction.
- You can have the students follow along with the story by adding up the number of gummy bears along with the bears on wheels.
- Ask them how many bears they have throughout the story.
- Allow students to count the number of bears in their home language (L1) if they do not know number names in English.
- Say different numbers sentences as the bears get on and off the wheels. Tell students to repeat after you, "____ plus ____ equals ____" as they add or subtract their own bears.
- Write the question, "How many gummy bears do you have?" on the board. Teach students that we say, "I have 10 gummy bears" and "She has 10 gummy bears."
- Tell students to share their total number of gummy bears with a partner. Choose a few volunteers to share how many gummy bears their partner has.
Independent working time(20 minutes)
- After the students understand the concept of addition and subtraction, have them work on math problems. They can use their gummy bears as counters.
- Pass out Gummy Math! and have students complete it independently.
- Show students how to use the gummy bears to solve an addition problem, for example 4 + 4 on the rug or document camera. Create two groups of four gummy bears each. Then, count the total number of gummy bears to solve the problem.
- Include examples of addition problems written both horizontally and vertically.
- Create a chart and label the parts of an addition number sentence. Point out that the equal sign in vertical addition problems is a straight line, and that the sum is written below that line.
- Advanced students can try two-digit addition and subtraction. Practice Subtraction: Color in Mr. Bear can be used.
- Struggling students would benefit from one-on-one support and single-digit addition problems. They can use the gummy bears as their counters. Once they've mastered single-digit addition, you can then move onto single-digit subtraction.
- Read Bears on Wheels again. However, before revealing the total sum of bears, have the student add them up and tell you the answer before you flip the page.
- Direct students to tell you the total number of bears using the sentence frame, "There are ____ bears." Have students use the word bank of number names for support.
- Allow students to share the total number of bears using a complete sentence with a partner before choosing a volunteer to share whole class.
Review and closing(10 minutes)
- Ask the students what addition and subtraction are. Ask them to give you examples of each.
- End the lesson by quizzing them with addition and subtraction questions.
- The students can eat the gummy bears after the lesson.
- Ask students how many gummy bears they have after they have eaten them. Remind students that the number zero means none, or nothing.
- Ask students to count their gummy bears as they eat them one by one. Reflect on their original estimate of the number of gummy bears. Have them share with a partner whether or not their estimate was correct using the sentence frame, "My estimate was/was not correct."