Grade 1 Lesson: 5-­‐3 Reference to English Addition: Doubles Plus 2 Math Standard(s): 1.0A.1, 1.0A.6, 1.0A.7, & 1.0A.8 Domain: Operations and Algebraic Thinking Content Objective(s): Language Objective(s): Students will master addition facts where the addends are 2 Students will say the numbers 1-­‐20 while adding doubles plus 2. apart. I can say the numbers 1-­‐20 while adding double plus 2. I can add facts where addends are 2 apart Essential Understanding: Academic Vocabulary: Basic addition facts that are near doubles can be found using a Listen: doubles plus 2, addend, addition, plus, equals, number related doubles fact. sentence, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,15, 16, 17,18, 19, 20 Read: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,15, 16, 17,18, 19, 20, addition, doubles plus 2 Write: Speak: 1, 2, 3, 4, 5, 6, 7, 8 9, 10, 11, 12, 13, 14,15, 16, 17,18, 19, 20, addition, plus, equals, doubles plus 2 Materials: Language and Word Wall: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,15, 16, 17,18, 19, 20 • Connecting Cubes (16 blue and 2 yellow per child) addition, plus, equals, doubles plus 2 • Whiteboards and dry erase markers • Guided Practice page 172-­‐173 • Problem Solving page 174 Lesson: Doubles Plus 2 Instructional Time: 40 minutes Opening: (2 minutes) T: “You have learned how to use doubles facts find doubles-­‐plus-­‐1 facts. Today you will learn how to use doubles facts to find doubles-­‐plus-­‐2 facts.” •Draw bowls on the whiteboard. T: “You want to share your crackers with a friend. You put the crackers in 2 bowls. One bowl has 2 more crackers than the other. What could you do to have the same number of crackers in each bowl?” S: will say “take 1 cracker from the bowl with more crackers and put it in the bowl with fewer crackers. Introduction to New Material (Direct Instruction): (6 minutes) T: “Ken and Sue go to the beach to look for seashells. They each find 5 seashells.” •Distribute the connecting cubes, whiteboards, and dry erase markers to the students. T: “How many seashells did Ken find?” S: will say “5.” T: “I want you to connect 5 blue cubes to show the number of shells that Ken found.” •The teacher will connect 5 blue cubes to make a tower. •The students will connect 5 blue cubes to make a tower. T: “How many seashells did Sue find?” S: will say “5.” T: “I want you to connect 5 blue cubes to show the number of shells that Sue found.” •The teacher will connect 5 blue cubes to make a tower. •The students will connect 5 blue cubes to make a tower. T: “These two towers will have the same number of cubes in them if they show a double.” •Hold up the first tower with 5 cubes and the second tower with 5 cubes next to each other. T: “Do these 2 towers have the same number of cubes?” S: will say “yes.” T: “My first tower has 5 cubes and my second tower has 5 cubes. What is a number sentence matches these two towers?” S: will say “5 + 5 = 10.” •The teacher will write the number sentence on the whiteboard. •The students will record the number sentence on their whiteboards. T: “What are the two addends in this addition sentence?” S: will say “5 and 5.” T: “Is this a double?” S: will say “yes”. T: “If Ken finds 2 more seashells, how could you find how many seashells there are in all?” Pr
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E S: will say “add 2 more cubes to Ken’s tower.” T: “I am going to add 2 yellow cubes to Ken’s tower. These two yellow cubes show the extra seashells that Ken found.” •The teacher will add 2 more yellow cubes to Ken’s tower. •The students will add 2 more yellow cubes to Ken’s tower. T: “How many cubes are in this second tower now?” S: will say “7”. T: “Can we write a number sentence to match these cubes?” S: will say “yes.” T: “What is the addition sentence that matches these cubes?” S: will say “5 + 7 = 12.” •The teacher will write the number sentence on the whiteboard. •The students will record the number sentence on their whiteboards. T: “What are the two addends in this addition sentence?” S: will say “5 and 7.” T: “Is this a double-­‐plus-­‐2 fact?” S: will say “yes”. Guided Practice: (15 minutes) Use the modeling cycle: Teacher Does: T: “We are going to make-­‐up some more stories about Sue and Ken finding seashells. I have drawn 8 seashells on the whiteboard. Each seashell has a number on it from 3 to 10. The number on each seashell tells the number of seashells that Sue and Ken found at the beach. ” •Draw 8 seashells on the whiteboard. Write one number on each seashell. Place the following numbers on the seashell: 3, 4, 5, 6, 7, 8, 9, and 10. T: “This time I am going to choose the seashell with the number 4 on it. That means that Ken and Sue each found 4 seashells. Then Ken finds two more. We are going to use a double-­‐plus-­‐2 fact to show how many seashells they have now.” •Get out your 16 blue and 2 yellow counting cubes. T: “How many seashells did Ken find at first?” S: will say “4.” T: “Ken has 4 seashells. So, I am going to connect 4 blue cubes together to make a tower.” •Connect 4 blue cubes together to make a tower. T: “How many seashells did Sue find at first?” S: will say “4.” T: “Connect 4 blue cubes together to make a tower.” •Connect 4 blue cubes together to make a tower. T: “These two towers will have the same number of cubes in them if they show a double.” •Hold up the first tower with 4 cubes and the second tower with 4 cubes next to each other. T: “Do these 2 towers have the same number of cubes?” S: will say “yes.” T: “My first tower has 4 cubes and my second tower has 4 cubes. What is a number sentence matches these two towers?” S: will say “4 + 4 = 8.” •The teacher will write the number sentence on the whiteboard. •The students will record the number sentence on their whiteboards. T: “What are the two addends in this addition sentence?” S: will say “4 and 4.” T: “Is this a double?” S: will say “yes”. T: “Now, how many more seashells did Ken find?” S: will say “2.” T: “I am going to add 2 yellow cubes to Ken’s tower. This 2 yellow cubes show the extra seashells that Jim found.” •The teacher will connect 2 yellow cubes to Ken’s tower. •The students will connect 2 yellow cubes to Ken’s tower. T: “Can we write a number sentence to match this picture?” S: will say “yes.” T: “What is the addition sentence that matches this picture?” S: will say “4 + 6 = 10.” •The teacher will write the number sentence on the whiteboard. •The students will record the number sentence on their whiteboards. T: “What are the two addends in this addition sentence?” S: will say “4 and 6.” T: “Is this a double-­‐plus-­‐2 fact?” S: will say “yes”. Students Do with Teacher: T: “I need a student to help me.” •Pick a student to come up and demonstrate the activity with the teacher. T: “For this activity I am going to pick another seashell. This time I am going to pick the seashell with number 8 on it. That means that Ken and Sue each found 8 seashells. Then Ken finds 2 more. We are going to use a double-­‐plus-­‐2 fact to show how many seashells they have now.” •Get out your 16 blue and 2 yellow counting cubes. T: “How many seashells did Ken find at first?” S: will say “8” T: “Ken has 8 seashells. So, I am going to connect 8 blue cubes together to make a tower.” •Connect 8 blue cubes together to make a tower. T: “How many seashells did Sue find at first?” S: will say “8.” T: “I want you to connect 8 blue cubes together to make a tower.” •The student will connect 8 blue cubes together to make a tower. T: “Do these two towers have the same number of cubes in them?” •Place the first tower with 8 cubes next to the second tower with 8 cubes. T: “Do these 2 towers have the same number of cubes?” S: will say “yes.” T: “My first tower has 8 cubes and your tower has 8 cubes. What is a number sentence matches these two towers?” S: will say “8 + 8 = 16.” •The teacher will write the number sentence on the whiteboard. •The students will record the number sentence on their whiteboards. T: “What are the two addends in this addition sentence?” S: will say “8 and 8.” T: “Is this a double?” S: will say “yes”. T: “Now, how many more seashells did Ken find?” S: will say “2.” T: “I want you to add 2 yellow cubes to your towers. These 2 yellow cubes show the extra seashells that Ken found.” •The student will add 2 yellow counter to his/her tower. T: “Can we write a number sentence to match this picture?” S: will say “yes.” T: “What is the addition sentence that matches this picture?” S: will say “8 + 10 = 18.” •The teacher will write the number sentence on the whiteboard. •The students will record the number sentence on their whiteboards. T: “What are the two addends in this addition sentence?” S: will say “8 and 10.” T: “Is this a double-­‐plus-­‐2 fact?” S: will say “yes”. T: “Great job! Thanks for helping me.” 2 Students Do: T: “I need 2 students to help me. Raise your hand if you want to help me with this activity.” •Teacher will choose 2 students. T: “You two are going to demonstrate this activity for us today. Student #1 will decide which seashell they are going to use and connect the correct number of blue cubes. Student #2 will then make a tower out of blue cubes showing the number on the seashells. Student #1 will then write a number sentence that matches the cubes. Student #2 will add two additional yellow cubes to the top of his/her tower. Finally, student #2 will write a number sentence that matches the cubes.” • Student #1 will decide which seashell they are going to use and connect the correct number of blue cubes. •Student #2 will then make a tower out of blue cubes showing the number on the seashells. •Student #1 will then write a number sentence that matches the cubes. •Student #2 will add two additional yellow cubes to the top of his/her tower. •Student #2 will write a number sentence that matches the cubes. T: “Thank you for helping. You two may go back to your seats. Now you all know how to do the activity. I am going to separate you into groups of two. When I say your name I want you to take your supplies and find a place to sit with your partner. You will have 5 minutes to do this activity with your partner. Make sure you are switching roles, so that you each have an opportunity to pick a seashell. When I clap my hands I want your attention on me.” •Teacher will walk around the classroom as the students do the activity and make sure they are on task. T: (Clap to get their attention.) “You have 10 seconds to put your supplies away and sit at the carpet. 10,9,8,7,6,5,4,3,2,1. Good, you all made it.” Independent Practice: (20 minutes) T: “Now it is your turn to do it on your own. Each of you will be given this worksheet. Let’s do the first problem together.” •Pass out guided practice page 172-­‐173. T: “How many yellow cubes are in the first tower?” S: will say “7”. T: “Trace the number 7. How many yellow cubes are in the second tower?” S: will say “7”. T: “Trace the number 7. How many yellow cubes are there all together?” S: will say “14”. T: “The sum is 14. So, trace the number 14.” •Students will trace the number 14. T: “What are the two addends in this addition sentence?” S: will say “7 and 7.” T: “Is this a double?” S: will say “yes”. T: “What does 6 + 8 equal?” S: will say “14.” T: “The sum is 14. Write 14 on your paper.” •Students will write a 14. T: “What are the two addends in this addition sentence?” S: will say “6 and 8.” T: “Is this a double-­‐plus-­‐2 fact?” S: will say “yes”. T: “Now it is your turn to do problems #2, 3, 4, 5, 6, 7, 8, 9, and 10. You will have 7 minutes, when I clap my hands come back to the carpet.” •Students will get to work finishing pages 172-­‐173. While the students are working independently the teacher will walk around the room asking students to answer questions and check for any misconceptions. •Teacher claps hands and students return to the carpet. Do problems 11, 12, and 13 on the problem solving page together. Closing: (2 minutes) •Collect the papers and bring the class together on the floor. T: “Let’s look at question #8 on page 173. How many green cubes are in the first tower? S: will say “6.” T: “Write a number 6 on the first line. How many green cubes are in the second tower? S: will say “6.” T: “What does 6 + 6 equal?” S: will say “12”. T: “The sum is 12. Write the number 12.” •Students will write the number 12. T: “What are the two addends in this addition sentence?” S: will say “6 and 6.” T: “Is this a double?” S: will say “yes”. T: “What does 7 + 5 equal?” S: will say “12”. T: “The sum is 12. Write 12 on your paper.” •Students will write a 12. T: “What are the two addends in this addition sentence?” S: will say “7 and 5.” T: “Is this a double-­‐plus-­‐2 fact?” S: will say “yes”. T: “Great job today!” Assessment: Guided Practice