Grade 1 Lesson: 5-­‐2 Reference to English Addition: Doubles Plus 1 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 1 Students will say the numbers 1-­‐20 while adding doubles plus 1. apart. I can say the numbers 1-­‐20 while adding double plus 1. I can add facts where addends are 1 apart Essential Understanding: Academic Vocabulary: Basic addition facts that are near doubles can be found using a Listen: doubles plus 1, 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 1 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 one 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 (20 red and 1 blue per pair) addition, plus, equals, doubles plus 1 • Whiteboards and dry erase markers • Guided Practice page 168-­‐169 • Problem Solving page 170 Lesson: Doubles Plus 1 Instructional Time: 40 minutes Opening: (2 minutes) T: “You have learned that knowing doubles facts helps you solve doubles facts to 20. Today you will learn that you can use doubles facts to find they sums of doubles plus 1 facts.” •Draw an egg carton on the whiteboard. T: “This egg carton has double rows of 6 eggs. It shows double 6.” •Write the following number sentence on the board: 6 + 6 = 12. T: “If you add one more egg, it is a near double.” •Draw an extra egg beside the carton. T: “Can you think of any other real-­‐world items that show doubles?” •Discuss student responses. T: “This shows a near-­‐double, or a double-­‐plus-­‐one, fact. What doubles-­‐plus-­‐one fact shows the number of eggs? Can you tell me a number sentence for this picture?” S: will say “6 + 7 = 13.” Introduction to New Material (Direct Instruction): (6 minutes) T: “Jen and Jim go strawberry picking. They each pick 5 strawberries. Then Jim picks one more. Use a double-­‐plus-­‐1 fact to show how many strawberries they have now.” •Distribute the connecting cubes, whiteboards, and dry erase markers to the students. T: “How many strawberries did Jen pick at first?” S: will say “5 strawberries.” T: “I will draw these 5 strawberries on the whiteboard. I want you to draw them on your whiteboard. Remember to draw a quick, simple picture.” •The teacher will draw 5 strawberries on their whiteboard. •The students will draw 5 strawberries on their whiteboards. T: “How many strawberries did Jim pick at first?” S: will say “5 strawberries.” T: “I will draw these 5 strawberries on the whiteboard. I want you to draw them on your whiteboard. Remember to draw a quick, simple picture.” •The teacher will draw 5 strawberries on their whiteboard. •The students will draw 5 strawberries on their whiteboards. T: “How many more strawberries did Jim pick?” S: will say “1 strawberry.” T: “I will draw 1 more strawberry with Jim’s pile of 5. I want you to draw it on your whiteboard.” •The teacher will draw 1 more strawberry on the whiteboard. Pr
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E •The students will draw 1 more strawberry on their whiteboards. 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 “5 + 6 = 11.” •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 6.” T: “Is this a double-­‐plus-­‐1 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 Jen and Jim picking strawberries. I have drawn 8 strawberries on the whiteboard. Each strawberry has a number on it from 3 to 10. The number on each strawberry tells the number of berries that Jim and Jen have picked. ” •Draw 8 strawberries on the whiteboard. Write one number on each strawberry. Place the following numbers on the strawberries: 3, 4, 5, 6, 7, 8, 9, and 10. T: “This time I am going to choose the strawberry with the number 4 on it. That means that Jim and Jen each pick 4 strawberries. Then Jim picks one more. We are going to use a double-­‐plus-­‐1 fact to show how many strawberries they have now.” •Get out your 20 red and 1 blue counting cubes. T: “How many strawberries did Jen pick at first?” S: will say “4 strawberries.” T: “Jen has 4 strawberries. So, I am going to connect 4 red cubes together to make a tower.” •Connect 4 red cubes together to make a tower. T: “How many strawberries did Jim pick at first?” S: will say “4 strawberries.” T: “Connect 4 red cubes together to make a tower.” •Connect 4 red 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 strawberries did Jim pick?” S: will say “1 strawberry.” T: “I am going to add 1 blue cube to one of my towers. This blue cube shows the extra strawberry that Jim picked.” •The teacher will draw 1 more strawberry on the whiteboard. •The students will draw 1 more strawberry on their whiteboards. 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 + 5 = 9.” •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 5.” T: “Is this a double-­‐plus-­‐1 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 strawberry. This time I am going to pick the strawberry with number 8 on it. That means that Jim and Jen each pick 8 strawberries. Then Jim picks one more. We are going to use a double-­‐plus-­‐1 fact to show how many strawberries they have now.” •Get out your 20 red and 1 blue counting cubes. T: “How many strawberries did Jen pick at first?” S: will say “8 strawberries.” T: “Jen has 8 strawberries. So, I am going to connect 8 red cubes together to make a tower.” •Connect 8 red cubes together to make a tower. T: “How many strawberries did Jim pick at first?” S: will say “8 strawberries.” T: “I want you to connect 8 red cubes together to make a tower.” •The student will connect 8 red 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 strawberries did Jim pick?” S: will say “1 strawberry.” T: “I want you to add 1 blue cube to your towers. This blue cube shows the extra strawberry that Jim picked.” •The student will add 1 blue 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 + 9 = 17.” •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 9.” T: “Is this a double-­‐plus-­‐1 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 strawberry they are going to use and connect the correct number of red cubes. Student #2 will then make a tower out of red cubes showing the number on the strawberry. Student #1 will then write a number sentence that matches the cubes. Student #2 will add one additional blue cube to the top of his/her tower. Finally, student #2 will write a number sentence that matches the cubes.” • Student #1 will decide which strawberry they are going to use and connect the correct number of red cubes. •Student #2 will then make a tower out of red cubes showing the number on the strawberry. •Student #1 will then write a number sentence that matches the cubes. •Student #2 will add one additional blue cube 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 strawberry. 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 168-­‐169. T: “How many purple cubes are in the first tower?” S: will say “5”. T: “Trace the number 5. How many purple cubes are in the second tower?” S: will say “5”. T: “Trace the number 5. How many blue cubes are there all together?” S: will say “10”. T: “The sum is 10. So, trace the number 10.” •Students will trace the number 10. 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: “How many blue cubes were added to the second tower of cubes?” S: will say “1.” T: “What is the addition sentence that matches this picture?” S: will say “5 + 6 = 11.” T: “What are the two addends in this addition sentence?” S: will say “5 and 6.” T: “Is this a double-­‐plus-­‐1 fact?” S: will say “yes”. T: “Now it is your turn to do problems #2, 3, 4, 5, 6, 7, 8, and 9. You will have 7 minutes, when I clap my hands come back to the carpet.” •Students will get to work finishing pages 168-­‐169. 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 10, 11, and 12 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 169. What does 9 + 9 equal?” S: will say “18”. T: “The sum is 18. Write the number 18.” •Students will write the number 18. T: “What are the two addends in this addition sentence?” S: will say “9 and 9.” T: “Is this a double?” S: will say “yes”. T: “What does 9 + 10 equal?” S: will say “19.” T: “The sum is 19. Write the number 19.” •Students will write the number 19. T: “What are the two addends in this addition sentence?” S: will say “9 and 10.” T: “Is this a double-­‐plus-­‐1 fact?” S: will say “yes”. T: “Great job today!” Assessment: Guided Practice