This is a beginning single-digit addition lesson
Subject: Math
Grade: 1
Title – Addition
Objectives:
1) The student will be able to define terms (total number, add, addition, answer) of addition that help them solve the problem.
2) The student will be able to add simple addition problems correctly.
Materials:
Teacher Materials:
15 Cookies, 3 baskets, marker, white board, worksheet copies, tablets for each student
Student Materials:
Introduction:
Teacher: Good Morning, boys and girls! I made some cookies last night. Do any of you like cookies?
Students: Yes, No
Teacher: I knew how much you like cookies, so I brought some to class with me.
Show students the bag of cookies
Teacher: There is only one problem! I know that we have five boys and eight girls in our class, but I don’t know how many cookies in total that I need so that I can give each one of you a cookie. How can I fix my problem?
Students: Allow responses, correct answer: Add
Transition:
Teacher: Today, we are going to learn how to add two numbers together to get one whole number.
Sequence of Activities:
Teacher: Okay! We have a cookie problem; we need to figure out the total number of student in our class so that we can have a cookie party. Do you have any suggestions about how we can find out the total number of students in our class?
Hesitate and then ask the next question.
Wait, what does total number mean? It means how many students we have in our class all together. We can find the total number of students in our class by adding the number of boys to the number of girls. When we add, we are putting two groups or numbers together to get one number. Let me give you an example. I have 2 apples in this basket and 2 apples in that basket.
Show students two baskets with apples in them.
How many apples do I have?
Students: 2 apples in this basket and 2 apples in that basket.
Teacher: What if I put all the apples in one basket and then I count them.
Put all apples in one basket and count as you place in the basket.
Now I have four apples all together. We just solved a problem using addition. When we add, we put two groups together to get one group. So how did we solve this problem?
Students: We added two groups together to make one group.
Teacher: Let us watch a short video on the smart board to learn more about adding numbers. I will then start the YouTube video (http://www.youtube.com/watch?v=WdgetoIrMJg)
Teacher: Now we can also write this problem using numbers and symbols like this 2 + 2 = 4. This is the same problem we just completed, but we are using numbers and symbols to illustrate the problem. We call this a number sentence and solve the problem the same way.
Now let’s see if someone can come up here and help me figure out this next problem.
Have a student volunteer to help with each part of the problem, use as many volunteers as time allows varying the problem for each student using the apples and then writing the problem using numbers and symbols.
Example: We have three apples in this basket; write a three and then a plus sign on the board and one apple in this basket so now write a one and an equal sign on the board. How many apples do we have in total? Have the student count while putting the apples in one basket. We have four apples total.
Teacher: The students will work in groups of two. The teacher will pass out the tablets and the students will click on the icon “Fresh Paint.”
The teacher will model how one student will demonstrate the problem with pictures and then the other student will demonstrate the problem using a number sentence. The next problem the students will switch jobs.
The teacher will then orally say a problem and have the students will draw or write the number sentence.
The teacher will repeat several times to allow for a visual assessment of all the students. At this time, the assessment will be visual as the teacher walks around the class monitoring their work offering help when needed.
Teacher: Wow, great job! Now let’s review what we have learned. What does total number mean?
Students: The total number of objects together in one group.
Teacher: Why do we use addition?
Students: To add two groups together to make one group.
Teacher: How do we find the answer to an addition problem?
Students: We add or count the object we are adding.
Teacher: What is a number sentence?
Students: Using numbers and symbols to show an addition problem.
The students will work individually practicing adding.
Teacher: Students lets practice adding. I am giving everyone a tablet. When you get your tablet please click on the icon for the “Math Practice Flashcards.” This game is not a race. It is to practice the process of adding. If you have any problems, raise your hand.
The assessment for this activity will be visual. I will walk around with my clip board watching the students play the game and assessing if they have the process of addition.
Teacher: You all have done a great job! But, we still have one problem to figure out! How many students are in our class? Let’s find the answer.
Teacher: We have five boys and eight girls, so we write the number sentence like this --5 + 8 =. Now let us have the five boys stand here and have the eight girls stand there--two groups. Now come together in one group and I will count you. Now count all the students in the one group to get the answer. We have thirteen students that want cookies in our classroom so 5 + 8 = 13. Now everyone will have a cookie as we get ready for the next activity.
Follow-up Activity:
Teacher: Now we will work with the tablets individually. We will be using the site “Kids Numbers and Math.” Everyone please click on the icon. On this site you will be practicing adding numbers. You may use the pictures to count. The number sentence will already be written.
For assessment, I will expect all of the students to get 9 out of 10 correct.
Conclusion:
Teacher: Wow, great job! Now let’s review what we have learned today. What does total number mean?
Students: The total number of objects together in one group.
Teacher: Why do we use addition?
Students: To add two groups together to make one group.
Teacher: How do we find the answer to an addition problem?
Students: We add or count the object we are adding.
Teacher: What is a number sentence?
Students: Using numbers and symbols to show an addition problem.
Subject: Math
Grade: 1
Title – Addition
Objectives:
1) The student will be able to define terms (total number, add, addition, answer) of addition that help them solve the problem.
2) The student will be able to add simple addition problems correctly.
Materials:
Teacher Materials:
15 Cookies, 3 baskets, marker, white board, worksheet copies, tablets for each student
Student Materials:
Introduction:
Teacher: Good Morning, boys and girls! I made some cookies last night. Do any of you like cookies?
Students: Yes, No
Teacher: I knew how much you like cookies, so I brought some to class with me.
Show students the bag of cookies
Teacher: There is only one problem! I know that we have five boys and eight girls in our class, but I don’t know how many cookies in total that I need so that I can give each one of you a cookie. How can I fix my problem?
Students: Allow responses, correct answer: Add
Transition:
Teacher: Today, we are going to learn how to add two numbers together to get one whole number.
Sequence of Activities:
Teacher: Okay! We have a cookie problem; we need to figure out the total number of student in our class so that we can have a cookie party. Do you have any suggestions about how we can find out the total number of students in our class?
Hesitate and then ask the next question.
Wait, what does total number mean? It means how many students we have in our class all together. We can find the total number of students in our class by adding the number of boys to the number of girls. When we add, we are putting two groups or numbers together to get one number. Let me give you an example. I have 2 apples in this basket and 2 apples in that basket.
Show students two baskets with apples in them.
How many apples do I have?
Students: 2 apples in this basket and 2 apples in that basket.
Teacher: What if I put all the apples in one basket and then I count them.
Put all apples in one basket and count as you place in the basket.
Now I have four apples all together. We just solved a problem using addition. When we add, we put two groups together to get one group. So how did we solve this problem?
Students: We added two groups together to make one group.
Teacher: Let us watch a short video on the smart board to learn more about adding numbers. I will then start the YouTube video (http://www.youtube.com/watch?v=WdgetoIrMJg)
Teacher: Now we can also write this problem using numbers and symbols like this 2 + 2 = 4. This is the same problem we just completed, but we are using numbers and symbols to illustrate the problem. We call this a number sentence and solve the problem the same way.
Now let’s see if someone can come up here and help me figure out this next problem.
Have a student volunteer to help with each part of the problem, use as many volunteers as time allows varying the problem for each student using the apples and then writing the problem using numbers and symbols.
Example: We have three apples in this basket; write a three and then a plus sign on the board and one apple in this basket so now write a one and an equal sign on the board. How many apples do we have in total? Have the student count while putting the apples in one basket. We have four apples total.
Teacher: The students will work in groups of two. The teacher will pass out the tablets and the students will click on the icon “Fresh Paint.”
The teacher will model how one student will demonstrate the problem with pictures and then the other student will demonstrate the problem using a number sentence. The next problem the students will switch jobs.
The teacher will then orally say a problem and have the students will draw or write the number sentence.
The teacher will repeat several times to allow for a visual assessment of all the students. At this time, the assessment will be visual as the teacher walks around the class monitoring their work offering help when needed.
Teacher: Wow, great job! Now let’s review what we have learned. What does total number mean?
Students: The total number of objects together in one group.
Teacher: Why do we use addition?
Students: To add two groups together to make one group.
Teacher: How do we find the answer to an addition problem?
Students: We add or count the object we are adding.
Teacher: What is a number sentence?
Students: Using numbers and symbols to show an addition problem.
The students will work individually practicing adding.
Teacher: Students lets practice adding. I am giving everyone a tablet. When you get your tablet please click on the icon for the “Math Practice Flashcards.” This game is not a race. It is to practice the process of adding. If you have any problems, raise your hand.
The assessment for this activity will be visual. I will walk around with my clip board watching the students play the game and assessing if they have the process of addition.
Teacher: You all have done a great job! But, we still have one problem to figure out! How many students are in our class? Let’s find the answer.
Teacher: We have five boys and eight girls, so we write the number sentence like this --5 + 8 =. Now let us have the five boys stand here and have the eight girls stand there--two groups. Now come together in one group and I will count you. Now count all the students in the one group to get the answer. We have thirteen students that want cookies in our classroom so 5 + 8 = 13. Now everyone will have a cookie as we get ready for the next activity.
Follow-up Activity:
Teacher: Now we will work with the tablets individually. We will be using the site “Kids Numbers and Math.” Everyone please click on the icon. On this site you will be practicing adding numbers. You may use the pictures to count. The number sentence will already be written.
For assessment, I will expect all of the students to get 9 out of 10 correct.
Conclusion:
Teacher: Wow, great job! Now let’s review what we have learned today. What does total number mean?
Students: The total number of objects together in one group.
Teacher: Why do we use addition?
Students: To add two groups together to make one group.
Teacher: How do we find the answer to an addition problem?
Students: We add or count the object we are adding.
Teacher: What is a number sentence?
Students: Using numbers and symbols to show an addition problem.