Reflection: Checks for Understanding The Addition Rendition - Section 3: Center Time

 

As students are working with these activities, you should circulate and take note on how students combine the numbers they rolled.  I set up a piece of paper with each students name on the right side and then record the facts that they role and how they solve them.  This way I can get an idea for who each kid is solving his/her combinations.

While students are working, you will want to circulate and observe how students find combinations for each number.  Is it random or are they counting on from one number?  Are there any known facts that students have mastered?  How do students do with writing equations?  The CCSS want students to make sense of problems and persevere in solving them.  The expectation is that mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution (CCSS.Math.Practice.MP1).  In this case, the students are looking for a number to start with and then counting on from that number.   

  Observations
  Checks for Understanding: Observations
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The Addition Rendition

Unit 2: Working with Numbers, Operations, and Story Problems
Lesson 6 of 11

Objective: SWBAT combine quantities up to a some of 20 using a identified strategy. SWBAT use standard notation (+,-) to record combinations.

Big Idea: A plethora of addition activities is the underlying theme in this dramatic lesson in which students combine, count on, and record their thinking. This is the Addition Rendition.

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9 teachers like this lesson
Subject(s):
Math, Number Sense and Operations, Operations , addition, 1st Grade Math, Counting on, combinations, word problems
  65 minutes
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