ALEX Lesson Plan

     

Where Oh Where Has My Addend Gone?

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  This lesson provided by:  
Author:Summer Payne
System: Mobile County
School: Pearl Haskew Elementary
The event this resource created for:CCRS
  General Lesson Information  
Lesson Plan ID: 33147

Title:

Where Oh Where Has My Addend Gone?

Overview/Annotation:

Students will use number bonds and counters as a strategy for finding the missing addend. Students will become aware of the relationship between addition and subtraction. They will also use counting as it is related to addition and subtraction.

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

 Associated Standards and Objectives 
Content Standard(s):
Mathematics
MA2019 (2019)
Grade: 1
3. Apply properties of operations as strategies to add and subtract.

Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known (commutative property of addition).
To add 2 + 6 + 4, the second and third numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (associative property of addition).
When adding 0 to a number, the result is the same number (identity property of zero for addition).
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use informal language of properties to justify their sums and differences ("I already figured out that 8 + 3 = 11, and 3 + 8 is just the turn around of that so it must be 11, too.").
Teacher 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.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.3.1: Define addition and subtraction.
M.1.3.2: Recognize properties of operations.
M.1.3.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
M.1.3.4: Apply signs +, -, = to actions of joining and separating sets. M 1.3.5: Identify fact families to ten.
M.1.3.6: Recognize the value of zero.

Prior Knowledge Skills:
  • Decompose numbers up to 5 using objects or drawings.
  • Compose numbers up to 5 using objects or drawings.
  • Count backward from 5.
  • Count forward to 5.
  • Write numerals from 0 to 10.
  • Represent a given numeral 1 to 10 with objects or drawings.
  • Count forward from a given number 1 to 10.
  • Model joining sets of objects to total 10.
  • Identify plus, minus, and equal signs.
  • Match numerals to objects or drawings.
  • Identify numerals 1 to 10.
  • Count 0 to 10.
  • Add and subtract numbers within 20 using objects, pictures and fingers.
  • Understand key words in addition and subtraction word problems.
    Examples: all together, how many more, how many are left, in all.
  • Represent numbers with objects or drawings.
  • Separate sets with nine or fewer objects.
  • Combine objects to form sets up to nine.
  • Count items in a set up to twenty.
  • Establish one-to-one correspondence between numbers and objects.
  • Using counting, find one less than a number 2 through 20.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.3 Demonstrate "putting together" two sets of objects to solve the problem.


Mathematics
MA2019 (2019)
Grade: 1
4. Explain subtraction as an unknown-addend problem.

Example: subtracting 10 - 8 by finding the number that makes 10 when added to 8
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use a pictorial or physical model to explain the connection between subtraction and addition.
Teacher Vocabulary:
  • Addend
Knowledge:
Students know:
  • The relationship between addition and subtraction.
  • how to explain subtraction as an unknown addend.
Skills:
Students are able to:
  • use symbols such as blanks, boxes, or letters to represent unknown quantities in equations.
  • Communicate the connections between subtraction and addition.
  • Use the inverse relationship between addition and subtraction to find differences.
  • Choose and apply addition and subtraction strategies to accurately determine sums and differences within 20.
Understanding:
Students understand that:
  • addition and subtraction have an inverse relationship that can be used to solve problems.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.4.1: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
M.1.4.2: Identify fact families to ten.
M.1.4.3: Recall basic addition facts to ten.
M.1.4.4: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

Prior Knowledge Skills:
  • Decompose numbers up to 5 using objects or drawings.
  • Compose numbers up to 5 using objects or drawings.
  • Count backward from 5.
  • Count forward to 5.
  • Add and subtract numbers within 20 using objects, pictures and fingers.
  • Pair "taking away" with subtraction.
  • Take a smaller set out of a larger set.
  • Pair putting together with adding.
  • Combine two sets to make a larger set up to twenty.
  • Separate from a larger group to make 2 smaller groups.
  • Count items in a set up to twenty.
  • Establish one-to-one correspondence between numbers and objects.
  • Understand one less than a number 2 through 20.
  • Understand one more than a number 1 through 20.
  • Rote count to 20.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.3 Demonstrate "putting together" two sets of objects to solve the problem.


Mathematics
MA2019 (2019)
Grade: 1
5. Relate counting to addition and subtraction.

Example: counting on 2 to add 2
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Use modeling strategies (number paths, counting objects) to justify solutions (both counting on and counting back) and to show the relationship between counting, addition, and subtraction.
Teacher Vocabulary:
  • Number paths
Knowledge:
Students know:
  • how to count on or count back from a given number within 20.
Skills:
Students are able to:
  • Explain counting strategies for addition and subtraction.
Understanding:
Students understand that:
  • counting patterns can be used to find solutions in addition and subtraction situations.
  • A variety of models and tools can be used to communicate justifications for mathematical ideas and solutions.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.1.5.1: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.
M.1.5.2: Count forward and backward from a given number.
M.1.5.3: Count to 20 by ones.

Prior Knowledge Skills:
  • Mimic counting backwards from 5 to 0 by ones.
  • Count to 50 by ones.
  • Count to 50 by tens.
  • Count to 20 by ones.
  • Count to 10 by ones.
  • Mimic counting by tens.
  • Mimic counting by ones.
  • Add and subtract numbers within 20 using objects, pictures and fingers.
  • Pair "taking away" with subtraction.
  • Take a smaller set out of a larger set.
  • Pair putting together with adding.
  • Combine two sets to make a larger set up to twenty.
  • Separate from a larger group to make 2 smaller groups.
  • Count items in a set up to twenty.
  • Establish one-to-one correspondence between numbers and objects.
  • Understand one less than a number 2 through 20.
  • Understand one more than a number 1 through 20.
  • Rote count to 20.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.1.5 Use manipulatives or visual representations to indicate the number that results when adding one more. Apply knowledge of "one less" to subtract one from a number.


Mathematics
MA2019 (2019)
Grade: 1
8. Solve for the unknown whole number in various positions in an addition or subtraction equation, relating three whole numbers that would make it true.

Example: determining the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? - 3, and 6 + 6 = ?
Unpacked Content
Evidence Of Student Attainment:
Students:
  • Solve single operation addition/subtraction equations containing a single unknown.
Teacher Vocabulary:
  • Equation
  • Knowledge:
    Students know:
    • Strategies for solving simple addition or subtraction equations with one unknown.
    Skills:
    Students are able to:
    • solve simple addition and subtraction equations.
    • Justify and explain their thinking.
    Understanding:
    Students understand that:
    • equalities contain expressions that name the same amount on each side of the equal sign, even with quantities unknown.
    Diverse Learning Needs:
    Essential Skills:
    Learning Objectives:
    M.1.8.1: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
    M.1.8.2: Identify fact families as a relationship between addition and subtraction.
    M.1.8.3: Recall basic addition and subtraction facts to ten.
    M.1.8.4: Identify plus, minus, and equal signs.
    M.1.8.5: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds, acting out situations, verbal explanations, expressions, or equations.

    Prior Knowledge Skills:
    • Add numbers 1-9 to ten to create teen numbers using manipulatives or place value blocks.
    • Count objects up to 10.
    • Write numerals from 0 to 10.
    • Represent a given numeral 1 to 10 with objects or drawings.
    • Count forward from a given number 1 to 10.
    • Model joining sets of objects to total 10.
    • Match numerals to objects or drawings.
    • Identify numerals 1 to 10.
    • Count from 0 to 10.
    • Add and subtract numbers within 20 using objects, pictures and fingers.
    • Understand true, false, same (equal).
    • Take a smaller set out of a larger set.
    • Combine two sets to make a larger set up to twenty.
    • Count items in a set up to twenty.
    • Establish one-to-one correspondence between numbers and objects.
    • Understand one less than a number 2 through 20.
    • Understand one more than a number 1 through 20.
    • Understand positional terms with equal signs.

    Alabama Alternate Achievement Standards
    AAS Standard:
    M.AAS.1.7 Given three related whole numbers, construct a number sentence that is true, in relation to addition and subtraction.


    Local/National Standards:

     

    Primary Learning Objective(s):

    The students will solve missing addend problems using different strategies such as number bonds, counting on, and relating addition and subtraction facts. The students will relate counting to addition and subtraction. The students will solve real-world problems involving missing addends.

    Additional Learning Objective(s):

     
     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:

    task cards (attached- some cards are left blank for teacher use)

    number bond (attached)

    counters

    Technology Resources Needed:

    interactive whiteboard or digital projector (optional)

    interactive whiteboard file (attached) (optional)

     

    Background/Preparation:

    Students need knowledge of addition and subtraction. Also, this lesson uses a number bond, but students do not have to be familiar with it to complete this lesson. The lesson explains what a number bond is and how it can be used. It is just another strategy to show the relationship between addition and subtraction.

     

      Procedures/Activities: 

    Engagement/Motivation:

    Begin the lesson by saying, "I am planning a party for this weekend. I will have 10 guests. I need to buy party favors for my guests. I know that 4 of them are girls. I need to know how many boys to buy party favors for. Can you figure out how many boys will be at my party? Turn to your neighbor and talk about the question."

    After students have talked to their neighbor, say, "Today we are going to solve some problems using something called part-part-whole. Part-part-whole is the same thing as addition and subtraction. We are going to use a tool called a number bond to help us solve our problems."

     

    1. Show the number bond (attached) on the interactive whiteboard or draw one on the board or on chart paper. Show students that the circle that is by itself is where we put the whole number. The other two circles are the parts, or addends. Tell them that "addends are numbers that are being added in an addition sentence."

     

    2. Think about the problem we talked about earlier. What number do you think I would put in the top circle? What number is the whole number? Do you agree or disagree with that answer? Why? (Students should come to the conclusion that 10 will be in the top circle)

     

    3. What did I know from the problem? (Pause for student answers) We knew that I had 10 total guests and 4 of them were girls. Where do you think we should put the 4? (Allow student responses to determine the 4 should go in one of the part circles)

     

    4. Have a student add four counters to the interactive whiteboard display (if you are not using a board, you can use a piece of chart paper to draw your number bond and place the counters). 

     

    5. Look at our number bond. What are we missing? (Allow student responses)

     

    6. What are some ways that we could find that missing part? Students should share strategies such as counting on, using subtraction, relate the problem to addition facts, etc. Have a student count on using cubes to fill in the missing part on the number bond.  Ask: How could we write this as a number sentence? What would our number sentence look like? Does it matter in what order you write your number sentence? Can it be written like this  10=4 +6? Why?

     

    7. Have students work with a partner. Tell them they are going to work together to solve some word problems. Give each pair a number bond (attached) and some counters. Each pair will also receive a set of task cards with missing addend word problems.

     

    8. Have the students use the number bond and counters to solve the problems on their task cards (students can use other strategies if they do not need the manipulatives). Tell students to circle the number that was missing after they complete their number sentence.

     

    9. After students have completed the task cards, have everyone come to the carpet and lay out their cards. Compare and contrast the cards and have students share how they solved the problems.



    Attachments:
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      Assessment  

    Assessment Strategies

    Ask the following questions during wrap-up:

    Did anyone use a strategy other than the number bond? What was your strategy? Did it work every time?

    Looking at a number bond, what do notice about how addition and subtraction are related.

    Thinking about the problems you just solved, did all of the number sentences have to be written as addition problems? Could they have been written another way? Explain.

    What can you tell me about addends?

     

    Acceleration:

    Have students create their own real-world missing addend word problem.

     

     

    Intervention:

    http://www.ixl.com/math/grade-1/complete-the-addition-sentence

    20 free questions to review missing addends. Let students use number bonds and counters to solve the problems. Teacher will work with student individually or in a small group. If there is no access to Internet, the teacher can make up missing addend number sentences.


    View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.