# How To Teach Addition to 5 With Addition Sentences and Model Matching

Updated: Feb 13

In this article, I will be showing you how to teach concrete model matching to addition sentences.

The lesson is segmented into the following five categories

Introduction

Guiding question

Teacher modeling

Independent practice

Assessment

*Hi, my name is Bran Hicks from Teach Tastic publishing where we write scaffolded and differentiated math intervention lessons for teachers just like you.*

## Introduction

**Review academic vocabulary: **First, start with reviewing academic vocabulary

addition sentence

addition model

concrete

**Discuss:** Start with three orange cubes and two blue cubes connected and an addition sentence of three and two equals five three plus two equals.

Display three orange cubes together on the table and two blue cubes linked together next to them shows students clearly they are connecting the two into one that’s the two and one is concept with the plus and equals now being represented right the corresponding addition sentence three plus two equals five a scrap piece of paper

Or if you like mine, you can do laminated sticky notes to have a more accessible __Templates Available Here__

The main point of the introduction is simply to show the students that a concrete model of four and one and four and one is matching that concrete model to the addition sentences.

The goal is to remove the concrete model eventually, so I displayed different colors for different variations three times on the tabletop.

## Guiding Question

Now you want to read the guiding question to the students: *How does an addition sentence show the same thing as a concrete model? *

Let the students talk and share about the previous knowledge of addition and the concept of putting two objects together to form a sum.

## Teacher Modeling

Now we've reached the point of the lesson where we will start teacher modeling. This is the process of “I say, they say, we show,” so it is good to practice and make it your own rather than read a cold script.

In the lesson plan, it is written out in the format:

say

show

listen

**Say:** There are two orange cubes and one blue cube together. What addition sentence would I be modeling?

**Listen:** Two plus one equals three.

**Say: **This addition model shows two cubes first, so the first number of our addition sentence would be, and then there is one cube so that would be our second number in our addition sentence, so I was a how that works.

**Show:** An addition model has two cubes, then three cubes say cubes to I have in all

**Listen:** five

**Show:** Break the model apart and separate by color

**Say:** How many cubes do I have in the first group?

**Listen:** Two

**Show:** How many cubes do I have in the second group?

**Listen:** Three

**Show:** Put the addition model back together, then write the addition sentence two plus three equals five on a piece of paper and place it next to the model. Point back and forth between the numbers and cubes so that the students are making connections from object to number representation.

**Say:** This addition model matches this addition sentence

**Say:** Here are two questions I want each of you to think about in the next part of this lesson

How many objects do I have in each group or color?

Does the addition sentence make sense when you count the cubes in the model?

## Independent Work Time

Read the worksheet instructions aloud, reminding the students that the highlighted words are vocabulary or instruction words. Then, ask the students to read the