Students will be able to add one more or 10 more using pictures to represent quantities.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Write the following problem on the board: "Sara collects seashells. She has 10 seashells in her collection already. Then, she goes to the beach and finds 4 more seashells. How many seashells are in her collection now?"
Think aloud about the problem. Remind students that she started with 10, and then found more shells, so students should add to find the total number.
Allow students think time, and then choose a few students to share a solution. Ask students how they solved the problem. For example, did students count on from 10 using the number line, or have the fact memorized?
Draw a picture to represent the story problem.
Emphasize "four more" as you read the problem.
Tell students to turn and talk to a partner to share a strategy for solving the problem. List ideas for solving the problem (i.e., draw a picture or count on the number line) on the board.
Prompt students to explain how they know Sara has 14 seashells using the sentence stem, "I know she has ________ seashells because ________."