##
* *Reflection: Transitions
Treasure Addition! - Section 5: Closure

Transitions have to be planned, specific and practiced. I find that transitions can make or break a lesson. If the transitions are loose and kids have the opportunity to "run wild" or not maintain control of their behavior, a whole lesson can be lost.

On the other hand, transitions can be think time and beneficial. Posing a question to your students and then calling them to come to the floor QUIETLY while they think supports strong learning habits and prepares them for the closure. Treasure your transition time and make them a useful part of the day.

*Treasure Transitions*

*Transitions: Treasure Transitions*

# Treasure Addition!

Lesson 9 of 11

## Objective: SWBAT be the first to fill their treasure chest by solving addition problems to 5.

We complete our daily calendar and do our daily counting practice. It is critical that kinders be able to count to 100 by tens and ones by the end of the year. This aids the kids in moving to the conceptual understanding of tens and ones in counting and quantity beginning with the teen numbers in the second half of the kindergarten year (K.NBT.1).

Using an ActivBoard, we complete the calendar using Starfall.

Before I had an ActivBoard, I used a standard wall calendar and posters both self-made and store bought.

For the ActivBoard I use the following videos:

Counting to 20 and back

Count down from 20

Count by 10's to 100

Count by 1s to 100

I cycle through a variety of videos to keep it fresh and exciting for the kids. They look forward to calendar and counting every day!

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#### Direct Instruction

*10 min*

I start this lesson by reading portions of Teddy Bear Counting. I include the counting parts and the simple addition pieces. I use small sticky notes to mark which pages I will read to the kids.

I think aloud each page that I share with the kids with a concentration on the simple addition.

We then use the ActivBoard to watch and sing When You Add with a Pirate.

Then I demonstrate solving a few addition problems. *We chant our addition chant: Part, part, whole...That's addition!!*

I then have the kids give me verbal directions in how to solve a few simple addition problems so they can think through the process with me.

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#### Guided Instruction

*10 min*

I have the kids sit at their table. *Transition is me sending one table at a time to sit at their tables QUIETLY.* I have all materials prepared the day before in tubs so I just need to pass a tub to each table. The table captains of the day pass the materials out to each student.

*Each student needs:*

One treasure chest (can be made of wood, plastic or cardboard)**

20 gems

*Each table needs:*

One stack of addition problem cards

*Game Play:*

Player A goes first *(I have five kids at each table so I have players A-E). I choose who Player A is (high achiever who can model for others).*

Student A draws the top card off the pile and solves for the sum and places that many gems in the chest.

Player B goes.

The first person to have all their gems in the chest wins. They must draw a card that equals the total of the last gems they have. Example: Player A has 1 gem left. He would have to draw a 1+0 in order to win. (I purposely add several of these to the pile as they are the hardest to get)

First five rounds of play:

I guide the kids through the first five rounds of play step by step. If they appear to be ready for independent play by the end of the fifth round, I let them take over. If they look like they are still not sure of who goes next, then I guide them through a few more rounds.

**Four of my treasure chests are commercially made, the rest I made myself. You can order wood or plastic small (not mini) treasure chests from craft stores or Oriental Trading Company. The wood ones can be painted and decorated for fun.

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#### Independent practice

*15 min*

I let the kids play on their own for 15 to 20 minute. I wander the room and monitor behavior and look for indications that anyone may be struggling with the concept of addition. When I encounter that, I sit next to that child and coach them through the process. They use the gems to add. Most of them catch on quickly and begin to learn their addition facts 0-5 through game play.

I also randomly ask kids to explain how they solve the equation and to prove to me that their solution is correct (forces them to verbalize their mathematical thinking which solidifies their conceptual understanding of the skill). This is Mathematical Practice 3 - Construct viable arguments and critique the reasoning of others.

#### Resources

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#### Closure

*5 min*

We clean up our supplies, and I count down from 5 to 0 to signal that it is time to come and sit quietly on the floor.

I ask two questions. These questions are pretty standard in my room because the require thinking and are open-ended. Kids have to explain what they mean.

Questions:

*What did you learn from today's activity? (Answers must stay focused on the math)*

*Do you have any suggestions on how to make this game better or how we could use it in a different way?*

I take all suggestions seriously and I make changes to the game if the kids feel like it will benefit them. Sometimes the suggestions come later, during a different lesson, and they remember this activity and apply it to their suggestions then.

For instance, when we were learning subtraction, one of the kids said we should play this game using subtraction cards. Great idea!

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#### Exit Ticket

*5 min*

I have the kids complete a quick addition page with five problems on it.

As I collect the papers, I check for understanding and I sort them into three groups:

*Meets* (gets it, solves accurately with little or no problems)

*Approaches* (appears to have the concept, but is miscounting as some sums are incorrect)

*Falls Far Below* (lacks evidence of understanding and many errors are found)

I meet in a small group with the approaches kids to clean up the sloppy counting and provide them with addition opportunities for practicing the math skill correctly.

I meet individually or in teams of two with the FFB kids for reteaching. I also assign them a Rally Coach (peer model/tutor) to support them when they demonstrate a lack of understanding. I choose my medium-high achievers for this as the high achievers often get frustrated when Rally Coaching. They just don't have the patience for the struggling kids. The medium-high kids love to be "teacher" and it makes a good partnership.

*Note: There are two exit tickets on the pdf*

#### Resources

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- UNIT 1: Make it Count!
- UNIT 2: It All Adds Up!
- UNIT 3: Sorting & Classifying
- UNIT 4: Learning Numbers 11-19
- UNIT 5: Make It Count!
- UNIT 6: Count & Compare
- UNIT 7: Take it Away! (all about subtraction)
- UNIT 8: Know Those Shapes!
- UNIT 9: Subtraction, Subtraction...We all love subtraction!
- UNIT 10: What Makes 10?
- UNIT 11: Same As
- UNIT 12: What Makes 5?
- UNIT 13: How Does It All Measure Up?
- UNIT 14: Fact Families
- UNIT 15: Add It or Subtract It?

- LESSON 1: Story Problems: Act It Out
- LESSON 2: Story Problems: Draw & Do
- LESSON 3: Spin It Addition!
- LESSON 4: Here Are Your Signs + and -
- LESSON 5: The Domino Effect
- LESSON 6: Story Problems: Draw It
- LESSON 7: A Class Book of Addition
- LESSON 8: Flip & Add
- LESSON 9: Treasure Addition!
- LESSON 10: Building Adding & Subtracting Independence
- LESSON 11: Roll & Add