|Lesson Plan ID:
Camp Add 'Em Up III
Camp Add 'Em Up is a series of lessons for first grade students. Students will use prior knowledge of friendly numbers (two number combinations that make a "10") and "adding on" as they master the ability to add three numbers. In this lesson, students will use manipulatives as they explore adding numbers to make sums up to 20. The Hundreds chart handout used in this lesson has English and Spanish number words which will accommodate students who wish to explore a second language or to aid Spanish ELL students.
|MA2013(1) ||2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. [1-OA2] |
|Primary Learning Objective(s):
- Students will demonstrate making addition sentences (combinations) using colored paper tiles. How many combinations can be used to make 10? 20?
- Students will use "adding on".
- Students will use "friendly number" combinations.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 0 to 30 Minutes|
|Materials and Equipment:
- Unifix cubes or other counting manipulatives.
- Hundreds chart (attached)
- Paper square manipulatives (attached)
- Number Line -one per child (attached)
- 3WholeNumbers (assessment handout)
|Technology Resources Needed:
- Demonstration video of adding 3 whole numbers.
- Document camera, digital projector, computer
- Computer sites are listed in procedures, extension, and remediation.
- Students will need a basic understanding of adding numbers 1-10.
- The teacher will provide each student with 20 Unifix cubes or paper squares (Handout attached) printed and available for students to use as manipulatives.
- Number Line (attached)
- Hundreds Chart (Handout attached)-optional
Step 1: The teacher will distribute manipulatives (20 paper squares or Unifix cubes).
Step 2: The teacher will introduce the lesson with the attached video on adding 3 whole numbers. Play the first time just to observe. Play a second time pausing the video and asking questions. Example: How can we represent the numbers we see? (Have students to demonstrate this on their tables using manipulatives and/or have a student demonstrate using the document camera.) When you think about this problem, what numbers would you combine first and why? Complete the problem one time. Say: "Can we add these numbers I more than one way?" Wait for answers. Say: Make a prediction. If we add these numbers in a different order, will we have the same answer as before? Why or Why not? Try this new combination of the same numbers at your seat. After everyone has had a chance to try the problem, ask for "thumbs up" on your chest if the answer was different. Ask for "thumbs up" sign on your chest if the answer was the same. The simple thumbs up is a quick way for the teacher to make a quick visual assessment to see who is understanding and who is not. (Demonstrate the actual solution as before using the document camera while students work the same problem at their seats.) Depending upon the level of understanding, the teacher will provide 2-3 more examples for the whole class.
Students who pre-tested with mastery of this skill will work on pages 3 & 4 or may move directly to the "extension" part of this lesson.
Students who are working on mastery will work on pages 1 & 2 of the attached 3WholeNumbers.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
Pre-assessment: Distribute 20 paper blocks (10 red, 10 yellow) or 20 Unifix cubes to each student. Have each student to make an addition problem using the paper blocks/cubes. As the teacher walks around the room, students will give their "answer".
Post Assessment: As students are working on problems from Handout: 3WholeNumbers, the teacher will ask for each student to explain a problem of their choice.
Challenge 1: Students will work in pairs to make combinations of 3 digits whose value is close to but not exceeding 20. Have students to write the problem on paper to determine possible combinations. Set a few rules to make the challenge exciting, but clear. As a class determine if 3 +7+4 and 4+3+7 will count as one solution or two.
Challenge 2: Students able to provide an example of and explain how to add three whole numbers whose total value equals 20 will then move on to adding three whole numbers whose total value equals 30. Students will write combinations on paper.
Challenge 3: Use "Number Line Bounce" to answer the word problem. (Students should be aware of the Acceptable Internet Use Policy).
Challenge 4: Have students design word problems which can be posted around the room. How will you design your problem? Will you use numbers, number words, tally marks, shapes of color, Roman numerals?
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: