This lesson is a foundation piece to build strong math practices. Students will build on previous practiced skills to be able to represent a problem and reason quantitatively. Students will be using objects (counters) to represent the addends they are working with and putting together to solve word problems. The counters will help students transition from concrete thought to later abstract though and solving using numeral symbols and mental math (MP2). Also, the work mat will provide them with a place to practice writing their number sentences correctly and fluently.
You will want to be organized and ready before the lesson begins. I keep small baskets in my room that were purchased at a local Dollar Tree (4 for a $1) to toss supplies in and then place one at each group for easy access. This way they do not have to store extra materials in their desks or get up and roam the room to grab what is needed. I counted out how many counters were needed for each group beforehand and made sure each basket had the right amount. You can also assign a group leader to go to a designated area in the room and grab the baskets to bring back to the group. Here are the baskets ready to go with the necessary counters.
Now that my materials are prepped and ready I want to get my students brains warmed up and thinking about math. I will review with them the numbers we learned can be added together to equal 7. I will ask them to take 7 crayons out of their desk and have them use them as concrete manipulatives.
Students, pick up 1 crayon; how many more crayons do we need to add to it to equal 7? (You will need 6 more.) What would the number sentence look like? (1+6=7)
I will list the equations on the board until we have created every combination.
This lesson is a very concrete method for students to analyze items and manipulate them to form addition sentences. This is an important process for them to participate in to help them understand word problems in later lessons. Also, they will be able to connect to their prior knowledge and be better able to develop mental pictures of items joining together to solve word problems.
I made copies of the work mat for all my students and laminated them. My students use dry-erase markers for our phonics lessons, so we have enough for everyone. If you do not have any, you could try sending out a wish list to your parents or your local Parent Teacher Association. Another great place for donations, if you are a Title I building, is to check the Feed the Children website and see if they have a teacher supply store in your area.
I will have my group leader gather their counter baskets and their dry-erase markers. I will load my virtual tool program, open up the ten-frame work mat and switch my pointer on the computer screen over to using red or yellow counters.
This whole group interaction will assist students in solving word problems through joining. Today's lesson will begin to show them different numbers can be added together to equal 8.
My opening statement to my students will be: We can add different parts together to get 8 as our answer. Let's discover what the addends for 8 are.
I will start with no yellow counters and list a zero on my number sentence part of the work mat. Then we will count up to eight while laying red counters on the mat to show 0+8=8. After this problem we clean our mat and continue with mats that have 1 yellow and 7 red counters. I will ask my students to assist me in writing the addition sentence that matches what they just built (1+7=8). Watch my video of engaged students building their own problems on their work mat.
Next to my Smart Board I have a chalk board and I will also write a list of the problems we make, so they can continue to see what we have made when we clean our work mats off. Go to the resources section to view a picture of our list of problems. If you do not have a place for such a thing, I would create a large poster as you work through the lesson for the students to refer to.
Next, we will build 2+6=8, 4+4=8,5+3=8, 6+2=8. A lesson will be coming up for you to directly teach them the Commutative Property of Addition, but I would point out the two problems to them now that they helped you build showing 2+6=8 and 6+2=8. This will help build a foundation to the future lesson.
This lesson gave my students so many extra tempting things on their desk. It is difficult to catch everyone's attention when little hands are grabbing and playing with multiple items, so I use a management tool that serves two purposes. I ask my students to place their hands on their heads when they have completed a task.
First, by doing this, I know when everyone is finished. If I have most of the class with hands on their heads, I know who to go to and assist.
Second, by doing this, it stops little hands from roaming and issues from occurring.
When I have my students do this, I do not allow it to continue for an excessive amount of time. Once the first person has placed their hands on their head, I stay aware of how much time has passed. If it has been 45 seconds to a minute and there are a few students who have not finished up, I offer my faster students another simple activity to work on (ex. complete a new problem, show their own problem, etc.), and I walk around and help the slower finishers.
Use the Making 8 Workbook for independent practice. Create enough copies for each student, cut and staple together.
I will work the first page with them to help them identify where to draw each part of the story problem, create their number sentence and fill in their answers at the bottom. To get an idea look at this completed work.
After the first page, I will read the problem, but they will need to complete their picture and number sentence on their own. I will assist them in completing the sentence at the bottom of each page.
Some students may need extra assistance while completing their page because of the multiple steps.
Here is a picture of student work in which one of my students made errors in completing the sentence. Many of my students are not strong readers yet and when I assisted this student in correcting the sentence I found that the students' decoding and comprehension skills, not the student's math understanding, was the reason for the mistakes.
The workbook was great to use instead of a standard worksheet because there was only one problem to focus on for each page. Students were able to focus on one problem at a time and use their drawing strategy to reach an answer. However, as I said I did have some students get lost and confused when completing the sentence. One of my goals this year in my math instruction is to create a stronger connection for my students between reading, writing, and numerals. I added the sentence to this activity to have them describe in words what they were doing and create a match with the CCSS. They cannot master a skill unless they are practicing it, so I am glad they had this opportunity.
By the end of our lesson we will have an anchor chart created on the chalkboard that will summarize all the math facts we have discovered today.
Students I want you to pick a partner from your group and you will take turns asking each other a math fact from the board and your partner must answer it. If it is your turn to answer a math fact you need to make sure your back is to the board.
This activity will begin to build fluency in solving math addition facts and give my students some fun time with a friend.