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This lesson provided by:
Author: Mary Rease
System:Etowah County
School:Highland Elementary School
Lesson Plan ID: 33124
Title:

Number Carousel

Overview/Annotation:

First grade students will be able to use various strategies and their understanding of addition to make 10 and 17 in multiple ways. Lesson will help students use 2 or 3 different numbers to make 10 or use 2 or 3 different numbers to create numbers up to 20.

This is a College- and Career-Ready Standards showcase lesson plan.

Content Standard(s):
MA2013(1) 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [1-OA1]
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]
MA2013(1) 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1-OA5]
Local/National Standards:  
Primary Learning Objective(s):

Student will be able to make 10 by using his/her understanding of addition by adding 2 numbers.

Student will be able to make 10 by using his/her understanding of addition by adding 3 numbers.

Student will be able to make 17 by using his/her understanding of addition by adding 2 numbers.

Student will be able to make 17 by using his/her understanding of addition by adding 3 numbers.

Additional Learning Objective(s):

Students will use their knowledge of addition and number sense to read and solve word problems with an answer up to 20. Students will use various strategies, number sense, and their knowledge of addition to create numbers up to 20.

Approximate Duration of the Lesson: 0 to 30 Minutes
Materials and Equipment:

Materials Needed for Lesson:

  • Base 10 blocks and counters
  • Colored markers
  • Chart Paper
  • Dice
  • Calculators (enough for 1 group)
Technology Resources Needed:
Background/Preparation:

This lesson can be used as a formative assessment as well as a lesson. Students should be comfortable with addition and subtraction up to 20 as well as ready to work independently.

Procedures/Activities:

Before Lesson:  Show addition video, afterwards talk about stratieges you have used to add numbers.

1. Student engagement - Ask students to tell their shoulder partner two numbers that when added together equals 9.

2. Write the number 20 on the board. Ask students to write on their whiteboard or an index card any way that they want, to make 20. Walk around and help those that need assistance. After a few minutes, call out: “Who used the strategy 10 + 10?” having students raise their card or board. Continue to ask possibilities: 11 + 9, and have students who used 11 + 9 raise their card or white board. Keep going for 12 + 8, 13 + 7, 14 + 6, 15 + 5, 16 + 4, 17 + 3, 18 + 2, 19 + 1 and 20 + 0

3. Divide the class into groups of two, three, or four. Give each group a different colored marker. Tell the students they will have three minutes for each station (Give more or less time when needed). Students are to work together and show all their work. When you model each station, use various methods and pictures to solve problems.

**Have base 10 blocks or counters out if needed.

4. There will be stations and each station will have a problem. The students are to work together to solve each problem. All work is to be done and shown on the chart paper. Encourage students to use counters, tally marks, or base 10 blocks or sticks as they would in class.

Station 1
(Problem written on the top of the chart paper)

Use a strategy to write an addition problem that equals 11.

*If you have a struggling student start them here.

Station 2

Use a strategy to write an addition problem that equals 17.

Station 3

Use a strategy to solve the word problem.

Jane is planting a garden. She has 5 roses, 7 daisies, and 4 lilies. How many flowers does she have? Show your work.

**Extension - How many more does she need to buy to make 20?

Station 4

Use the number line to solve the problem
9 + 9.

**Make sure you draw a number line with at least 20 numbers.

***Extension - Use the number line to show three ways to make 18.

Station 5

Throw the dice three times and add up the numbers.

**Extension - Draw the dice faces you would need to add together to make 14.

Station 6

Add the numbers 4 + 3 + 5 + 2 by drawing a picture to solve the problem and check your work using a calculator.

The first time you use this type of lesson walk around the room and read, explain, and work each problem using the same colored marker (this way the students can look at your solution). Make sure you place the chart paper on the students' level and that you have an extra piece behind if needed.


Attachments:**Some files will display in a new window. Others will prompt you to download.
Assessment Strategies:

This is a formative assessment lesson in which the teacher can walk around and facilitate, assist, and challenge students as they work and use various strategies to solve addition problems.

Extension:

The lesson can be extended by using larger numbers or have the students create a set of addition flash cards with an answer of 20. 

 

Remediation:

Remediation is ongoing in this lesson. If you feel a student is struggling, ask them to work with a partner to solve the problem, or you can assist them as they work.

If the student is unable to work using numbers to make 20, ask the student to use numbers to create 10 or a number less than 10. 

Each area below is a direct link to general teaching strategies/classroom accommodations 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 Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior

Be sure to check the student's IEP for specific accommodations.
Variations Submitted by ALEX Users:
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Alabama Virtual Library

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The University of Alabama at Birmingham
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The Malone Family Foundation
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