| TITLE:
Introducing Addition
(Variation of activity 7.1 in Chapter
7 of Math Text) |
| CONTENT
AREAS:
Math Addition |
| GRADE
LEVEL:
1st Grade |
| MATERIALS
NEEDED:
·
Combining Board handout for
each student
·
Math Box for every two students
with plastic counting bears, paper clips, poker chips, polished stones,
beans, plastic lady bugs, etc
·
5 small teddy bears
·
7 pencils
·
4 books |
| KEY
CONCEPTS:
Addition |
| EALR'S
(Make the connections clear and specific):
1.1 Use objects and combining board to demonstrate understanding
of whole numbers.
Show understanding of whole number operations.
Identify, compare, and order whole numbers.
Use mental arithmetic, pencil and paper as
appropriate to task involving whole numbers. |
| GOALS
(Remember the difference between goals and objectives):
Students will demonstrate addition by joining
objects contained in two or more sets. |
| OBJECTIVES:
Students will understand addition by
making up stories about two sets of objects and representing them on
the combining board to find the total of both sets.
|
| PROCEDURES:
(Label each step in the process: Activating Prior Knowledge, Disequilibration,
Elaboration, Crystallization)
- Introduction/Preassessment ( Activating
Prior Knowledge)
- Begin with a story about some teddy bears:
“I like to collect teddy bears. I recently went looking for them
at garage sales. I found these two at one house (show 2 animals),
and these 3 at another house (show 3 teddy bears). How many did
I find?
- Ask students to tell how they determined
the answer. “I counted.” “I counted 2 more, beginning a 3.” “I just
looked and knew.”
- Repeat similar type of stories with pencils
and books.
- Introduce the concept of addition: Addition
is the action of joining two or more sets or groups.”
- Activity (Disequilibrium, Elaboration)
- Divide class into pairs. Give each pair a
box with the objects, and give each student a combining board handout.
- Tell the students to take turns telling stories
about the objects in their box. One student makes up the story.
The other puts the objects into the top rectangles. Then moves the
objects down and tells the total. They can write a number sentence
for each story.
- Have students come back together as a group
and share some of the stories. Use overhead to model their stories.
- Closure (Disequilibrium, Elaboration)
- Can anyone tell me what addition means?
- Accept their versions, but summarize with:
“Addition is the action of joining two or more sets.”
|
- POST-ASSESSMENT
(Crystallization)
- While students are working in pairs, I will
circulate with a class list and mark “understands concept” or “needs
more work.”
|