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### Overview

Students will learn ways to add using the associative property of addition. Students will view a PowerPoint presentation to introduce associative property of addition.

## UP:MA19.1.3

### Vocabulary

• Commutative property of addition
• Associative property of addition
• Identity property of zero for addition

### Knowledge

Students know:
• addition and subtraction strategies.
• how to form an equation.
• li>how the commutative property works.

### Skills

Students are able to:
• Strategically apply properties of addition in order to find sums.

### Understanding

Students understand that:
• the order in which addends are joined doesn't change the sum.
• numbers may be composed or decomposed in a variety of ways.

## UP:MA19.1.6

• Fluency

### Knowledge

Students know:
• Strategies for finding sums and differences within 20.

### Skills

Students are able to:
• Use addition and subtraction strategies.

### Understanding

Students understand that:
• Addition and subtraction strategies can be used to compute sums and differences, and how.

### Primary Learning Objectives

Students will solve 3 addend addition problems by using the associative property.

### Additional Learning Objective(s)

1. Student will work in small cooperative groups of 2-4.
2. Students will respond to and create questions appropriate to the concept being taught.

### Procedures/Activities

The teacher will display key vocabulary for this lesson: addend, sum, and commutative property. Briefly, the teacher will display/read each vocabulary card and discuss their meanings. The cards will remain on display with their meaning out beside them on the board.

The teacher will review the commutative property of addition by using two-sided counters. The teacher will write a few addition problems on the board like 4+2=6 and 2+4=6.

Using the document camera, the teacher will model how to use the two-sided counters to solve the first set of problems.

With a partner, the student will use the two-sided counters to find the sum and flip the addends to show the commutative property with each problem. Each group will do 3-4 problems.

Bring the students back together and review the idea that commutative property means that the addends can be added in any order and the sum will still be the same. The teacher will also introduce the new vocabulary term to the list of math words.  The teacher will write the following on the board: (a+b)+c=a+(b+c).

To demonstrate this property, the teacher will ask for 6 volunteers.  The teacher will say (1+2)+3=6.  The teacher will group the volunteers like the problem. One student plus two students and then plus three more will equal six. Then she will ask the class what will happen if she groups those students differently.  The teacher will explain that, like the commutative property, the sum will remain the same even with the addends are changed.

The teacher will show an interactive flipchart. (See attached file. You will need ActivInspire Software to view the file.)  In this flipchart, the students will be interactive by solving and answering questions with virtual manipulatives (linking cubes).  Each letter in the associative property will be represented by a different color.  The letter a will be green, the letter b will be red, and the color c will be blue.

On the last slide of the flipchart, the teacher will have 3 problems for the student to solve.  The students will be grouped by 3's.  Each group will use bear counter in the colors green, red, and blue.  The groups will work together to solve the 3 problems by using the associative property.

In their math journals, the students will record their results from the 3 problems.

The teacher will display key vocabulary for this lesson: addend, sum, and commutative property. Briefly, the teacher will display/read each vocabulary card and discuss their meanings. The cards will remain on display with their meaning out beside them on the board.

The teacher will review the commutative property of addition by using two-sided counters. The teacher will write a few addition problems on the board like 4+2=6 and 2+4=6.

Using the document camera, the teacher will model how to use the two-sided counters to solve the first set of problems.

With a partner, the student will use the two-sided counters to find the sum and flip the addends to show the commutative property with each problem. Each group will do 3-4 problems.

Bring the students back together and review the idea that commutative property means that the addends can be added in any order and the sum will still be the same. The teacher will also introduce the new vocabulary term to the list of math words.  The teacher will write the following on the board: (a+b)+c=a+(b+c).

To demonstrate this property, the teacher will ask for 6 volunteers.  The teacher will say (1+2)+3=6.  The teacher will group the volunteers like the problem. One student plus two students and then plus three more will equal six. Then she will ask the class what will happen if she groups those students differently.  The teacher will explain that, like the commutative property, the sum will remain the same even with the addends are changed.

The teacher will show an interactive flipchart. (See attached file. You will need ActivInspire Software to view the file.)  In this flipchart, the students will be interactive by solving and answering questions with virtual manipulatives (linking cubes).  Each letter in the associative property will be represented by a different color.  The letter a will be green, the letter b will be red, and the color c will be blue.

On the last slide of the flipchart, the teacher will have 3 problems for the student to solve.  The students will be grouped by 3's.  Each group will use bear counter in the colors green, red, and blue.  The groups will work together to solve the 3 problems by using the associative property.

In their math journals, the students will record their results from the 3 problems.

### Assessment Strategies

1. Teacher observations
2. Math journal samples

### Acceleration

Students may also visit the following websites for additional work with this skill:

Have student solve problems that have 3 addends.

### Intervention

Work individually or in small groups to help those who have trouble with adding more than two numbers together. Also, try varying the type of manipulative. Try using bears, linking cubes, straws, marbles, drawings, etc.

### Total Duration

31 to 60 Minutes

### Background/Preparation

Students must have a general understanding of number sense and adding numbers or set objects. Students also must have previously mastered the commutative property of addition.

### Materials and Resources

1. Pencils and crayons

2. Two-sided counters

3. Math journals (one per child)

4. Dry-erase board and markers for teacher

5. Bear Counters (red, blue, & green)

6. Vocabulary cards (addend, sum, commutative property, & associative property)

### Technology Resources Needed

1. Computer
2. Internet access
3. Document camera
4. Projector and screen
5. Promethean Flipchart Viewer Software (if you are not a Promethean Board user.)