Grade 1 Lesson: 5-­‐9 Reference to English Word Problems with Three Addends Math Standard(s): 1.0A.2 & 1.0A.3 Domain: Operations and Algebraic Thinking Content Objective(s): Language Objective(s): Students will solve word problems that call for addition of three Students will say the numbers 1-­‐20 while solving word problems whole numbers whose sum is less than or equal to 20. with three addends. I can solve word problems with three addends. I can say the numbers 1-­‐20 while solving word problems with three addends. Essential Understanding: Academic Vocabulary: Numbers can be grouped in different ways to solve word Listen: addend, addition, plus, equals, number sentence, 1, 2, 3, problems with three addends. 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 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 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 addition, plus, equals • Whiteboards and dry erase markers • Guided Practice page 196-­‐197 • Problem Solving page 198 Lesson: Word Problems with Three Addends Instructional Time: 45 minutes Opening: (3 minutes) T: “You have learned addition strategies to help you add. Today you will solve story problems that use three addends. You can use your strategies to help you group the addends to make your addition easier.” •Write the following on the whiteboard: make ten, add doubles, doubles plus 1, doubles plus 2, change the order of addends, and group numbers. T: “We have learned the following addition strategies: make ten, add doubles, doubles plus 1, double plus 2, change the order of addends, and group numbers. I have the addition problem 7 + 3.” •Write the problem 7 + 3 on the whiteboard. T: “Which of the addition strategies would I use to solve this problem?” S: will say “make 10.” T: “I have the addition problem 8 + 8.” •Write the problem 8 + 8 on the whiteboard. T: “Which of the addition strategies would I use to solve this problem?” S: will say “add doubles.” T: “I have the addition problem 5 + 7.” •Write the problem 5 + 7 on the whiteboard. T: “Which of the addition strategies would I use to solve this problem?” S: will say “doubles plus 2” T: “I have the addition problem 4 + 1.” •Write the problem 4 + 1 on the whiteboard. T: “Which of the addition strategies would I use to solve this problem?” S: will say “doubles plus 1.” Introduction to New Material (Direct Instruction): (10 minutes) •Distribute connecting cubes to the students. •Write the following problem on the board and read it aloud. T: “Jack and his friends collect key chains. Jack has 4 key chains in his backpack. One of his friends has 2 key chains and another of his friends has 8 key chains. How many key chains do the three friends have in all?” •Draw three large squares on the whiteboard. T: “We want to find how many key chains the friends have in all. We know Jack has 4 key chains, so we write 4 as one of the addends.” •Write the following under the three squares on the board: ____ + ____ + ____ = ____. •Write the number 4 on the first line in the number sentence. T: “We know that Jack’s friend has 2 key chains, so we write the 2 as one of the addends.” •Write the number 2 on the first line in the number sentence. T: “We know that Jack’s other friend has 8 key chains, so we write the 8 as one of the addends.” Pr
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E •Write the number 8 on the first line in the number sentence. T: “The number sentence says 4 + 2 + 8 = ____. Let’s look at one way to solve this problem. We are going to circle the numbers 4 and 2.” •The teacher circles the numbers 4 and 2 in the number sentence written on the whiteboard. T: “We are going to add the circled numbers first. The first circled number is 4 and the second circled number is 2. What does 4 + 2 equal?” S: will say “6.” T: “The sum is 6. So, write a little number 6 above the two circled numbers.” •The student will write a little number 6 above the two circled numbers. T: “What does 6 + 8 equal?” S: will say “14.” T: “The sum of all three numbers is 14. So, write the number 14 on the line after the equals sign.” •The student will write the number 14 on the line. T: “Now we are going to look at the second way to solve this addition problem. This time we are going to circle the numbers 2 and 8. What does 2 + 8 equal?” S: will say “10.” T: “The sum is 10. So, write a little number 10 above the two circled numbers.” •The student will write a little number 10 above the two circled numbers. T: “What does 4 + 10 equal?” S: will say “14.” T: “The sum of all three numbers is 14. So, write the number 14 on the line after the equals sign.” •The student will write the number 14 on the line. T: “Was it easier to solve this problem the first way that we did it or the second way that we did it?” S: will say “the second one.” T: “Why?” S: will say “it was easier to add 2 and 8 together to make ten and then add 4 more.” T: “It was easier for most of you to 2 + 8 and the 10 + 4. But did we get the same sum either way we solve the problem?” S: will say “yes.” Guided Practice: (15 minutes) Use the modeling cycle: Teacher Does: •Draw three large squares on the whiteboard. T: “We are going to do some more addition problems where we have three addends. For this activity I am going roll this die. The number I roll on the die will tell me the number that I need to write in the box on the whiteboard. So, I will be rolling the die three times to get three numbers to go in the three boxes. I am going to roll the die. It landed on ____.” •Teacher will roll the die. T: “Since I rolled a ____, then I am going to write the number ____ in the first box.” •Write the number ____ in the first box. T: “Now I am going to roll the die to find my second addend.” •Teacher will roll the die. T: “I rolled a ____, so I am going to write the number ____ in the second box.” •Write the number ____ in the second box. T: “Now I am going to roll the die to find my third addend.” •Teacher will roll the die. T: “I rolled a ____, so I am going to write the number ____ in the third box.” •Write the number ____ in the third box. T: “I rolled the numbers ____, ____, and ____. So, I am going to use the numbers ____, ____, and ____ for this problem.” •Write the following under the three squares on the board: ____ + ____ + ____ = ____. T: “I am going to write the number ____ in the first box on the first line in the addition problem. I am going to write the number ____ in the second box on the second line in the addition problem. I am going to write the number ____ in the third box on the third line in the addition problem.” •The teacher will write the three addends in the addition problem on the whiteboard. T: “I am going to circle the first two numbers that I want to add together. The first number circled is ____ and the second number circled is ____. What does ____ + ____ equal?” S: will say “____.” T: “The sum is ____. So, I am going to write a little number ____ above the two circled numbers.” •Write the sum of the first two addends above the circled numbers. T: “I added the first two numbers together to get the sum. The sum was ____. Now I can add the third number. What is the number in the third box?” S: will say “____.” T: “What does ____ + ____ equal? S: will say “____.” 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 we are going to practice another addition problem with three addends. We are going to roll the die again this time to determine our three addends.” •Draw three large squares on the whiteboard. T: “I am going to roll the die. It landed on ____.” •Teacher will roll the die. T: “Since I rolled a ____, then I am going to write the number ____ in the first box.” •Write the number ____ in the first box. T: “Now I am going to roll the die to find my second addend.” •Teacher will roll the die. T: “I rolled a ____, so I am going to write the number ____ in the second box.” •Write the number ____ in the second box. T: “Now I am going to roll the die to find my third addend.” •Teacher will roll the die. T: “I rolled a ____, so I am going to write the number ____ in the third box.” •Write the number ____ in the third box. T: “The numbers in the boxes are ____, ____, and ____. So, we are going to use the numbers ____, ____, and ____ for this problem.” •Write the following under the three squares on the board: ____ + ____ + ____ = ____. T: “I am going to write the number ____ in the first box on the first line in the addition problem. I am going to write the number ____ in the second box on the second line in the addition problem. I am going to write the number ____ in the third box on the third line in the addition problem.” •The teacher will write the three addends in the addition problem on the whiteboard. T: “I am going to circle the first two numbers that I want to add together. The first number circled is ____ and the second number circled is ____. ____ + ____ = ____. So, I am going to write a little number ____ above the two circled numbers.” •Write the sum of the first two addends above the circled numbers. T: “I added the first two addends together to get the sum. The sum was ____. Now it is your turn to add the sum of the first two addends and the third number. What is the number in the third box?” S: will say “____.” T: “What does ____ + ____ equal? S: will say “____.” 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. Erase the board and draw three more large rectangles on the whiteboard. T: “You two are going to demonstrate this activity for us today. You two are going solve addition problems with three addends. Student #1 will roll the die three times to get the three addends. Student #1 will then write the number sentence and find the sum for two of the addends. Student #2 will use the sum from the first addition problem and the number in the third box to solve the next addition problem. Student #2 will write the sum for the addition problem.” • Student #1 will roll the die three times to get the three addends. •Student #1 will then write the number sentence and find the sum for two of the addends. •Student #2 will use the sum from the first addition problem and the number in the third box to solve the next addition problem. •Student #2 will write the sum for the addition problem. 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 come up and get your whiteboard, marker, and die. Then I want you to 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 choose the set of numbers you will be adding together. 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: (14 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 196-­‐197. T: “I am going to read question #1 aloud you. Tess collects shells. She has 7 pink shells, 3 black shells, and 4 white shells. How many shells does Tess have in all? So, what are the three addends we will be using for this addition problem?” S: will say “7, 3, and 4.” T: “7, 3, and 4 are the three addends for the addition problem. You need to write the numbers 7, 3, and 4 on the lines for problem number #1.” •Students will write the three addends for their addition problem. T: “Which two number should we added together first.” S: will say “7 and 3.” T: “What does 7 + 3 equal?” S: will say “10.” T: “The sum was 10. What does 10 + 4 equal?” S: will say “14”. T: “Yes, the sum is 14. Write the answer on your paper after the equal sign.” •The students will write the answer on their paper. T: “How many shells does Tessa have in all?” S: will say “14 shells.” T: “Now it is your turn to do problems #2, 3, 4, 5, and 6. You will have 5 minutes, when I clap my hands come back to the carpet.” •Students will get to work finishing pages 196-­‐197. 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 7, 8, and 9 on the problem solving page together. Closing: (3 minutes) •Collect the papers and bring the class together on the floor. T: “Let’s look at question #4 on page 197. Bo plants seeds. He plants 6 brown seeds, 4 white seeds, and 8 black seeds. How many seeds does he plant in all? So, what are the three addends we will be using for this addition problem?” S: will say “6, 4, and 8.” T: “6, 4, and 8 are the three addends for the addition problem. You need to write the numbers 6, 4, and 8 on the lines for problem number #4.” •Students will write the three addends for their addition problem. T: “Which two number should we added together first.” S: will say “6 and 4.” T: “What does 6 + 4 equal?” S: will say “10.” T: “The sum was 10. What does 10 + 8 equal?” S: will say “18”. T: “Yes, the sum is 18. Write the answer on your paper after the equal sign.” •The students will write the answer on their paper. T: “How many seeds does Bo plant in all?” S: will say “18 seeds.” T: “Great job today!” Assessment: Guided Practice