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LEARNING PROGRESSION
PREREQUISITE SKILL
Learners can show ways to complete addition sentences with "and" and "is".
EXTENSION SKILL
- Students will be able to read addition models and identify the correct addition sentence that matches.
- Students will be able to demonstrate their understanding of addition by creating their own addition models.
DURATION
- Introduction (5 minutes)
- Instruction (15 minutes)
- Guided Practice (15 minutes)
- Independent Practice (15 minutes)
- Exit Card Formative Assessment (5 minutes)
- Closure (5 minutes)
MATERIALS
- Unifix cubes
- Container to hold the unifix cubes
- Whiteboard and markers
- Addition sentence cards
- Cube model cards
VOCABULARY
- Addition
- Plus sign (+)
- Equals sign (=)
- Cube model
TEACHING RESOURCES
CENTERS & TASK CARDS
No Centers or Task Cards Available
IEP GOAL WORKBOOKS
No Goals Available
WORKSHEET PACKS
No Worksheet Packs Available
5 AND 1 INTERVENTIONS
No Interventions Available
GAMES
No Games Available
ACTIVITIES
No Activities Available
LESSON INSTRUCTION
INTRODUCTION
- Display an addition sentence on the whiteboard, such as "3 + 2 = 5."
- Ask students to read the sentence aloud and explain what it means.
- Explain to students that they will be learning how to select a cube model that matches an addition sentence.
INSTRUCTION
- Show students an addition sentence card and a cube model card.
- Model how to read the addition sentence and count the cubes to find the answer.
- Demonstrate how to select the cube model that matches the addition sentence.
- Repeat with several examples.
GUIDED PRACTICE
- Provide each student with an addition sentence card and a container of unifix cubes.
- Instruct students to read the addition sentence and use the unifix cubes to find the answer.
- Ask students to select the cube model that matches the addition sentence and place it next to the card.
- Circulate around the room to provide support and guidance as needed.
INDEPENDENT PRACTICE
- Provide each student with a set of addition sentence cards and a set of cube model cards.
- Instruct students to match the addition sentence cards with the cube model cards.
- Encourage students to use the unifix cubes to count and find the answer before selecting the cube model card.
- Circulate around the room to provide support and guidance as needed.
HOMEWORK
- Ask students to create their own addition sentence and draw a cube model that matches.
- Encourage students to share their addition sentence and cube model with the class the next day.
Note: Homework should be optional and not graded. It is important to provide a balance between schoolwork and home life, and to ensure that students have enough time to rest and engage in other activities.
EXIT TICKET
- Provide each student with an addition sentence card and a container of unifix cubes.
- Instruct students to read the addition sentence and use the unifix cubes to find the answer.
- Ask students to select the cube model that matches the addition sentence and place it next to the card.
ASSESSMENT
- Ask students to share one addition sentence they matched with a cube model and explain how they found the answer.
CLOSURE
- Review with students what they learned about reading addition sentences and matching cube models.
- Encourage students to continue practicing with addition sentences and cube models.
EXTENSION
- Students can create their own addition sentences and cube model cards for a classmate to match.
- Students can use larger numbers to create addition sentences and cube models.
INTERVENTION
- Provide manipulatives or a number line for students who struggle with counting to help them find the answer.
- For students who need extra support, provide additional practice with simpler addition sentences and cube models.
VIDEOS
No Video Available
TEACHING TIPS
- Use a variety of manipulatives to help students visualize and understand addition.
- Encourage students to explain their thinking and reasoning when matching addition sentences to cube models.
- Provide opportunities for students to practice using addition in real-world scenarios, such as counting money or sharing items among friends.
STUDENT MISCONCEPTIONS
- Students may think that the plus sign (+) always means to add, rather than recognizing that it represents addition specifically.
- Students may struggle with the concept of counting on, where they start with the larger number and count up to find the sum.
- Students may incorrectly match addition sentences to cube models by simply counting the total number of cubes, rather than understanding the relationship between the two numbers being added.
STANDARD
Common Core Standard:
1.OA.B.3 - Apply properties of operations as strategies to add and subtract.2 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 two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
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