##
* *Reflection: Developing a Conceptual Understanding
"Kickin' Back" Retired Style - Section 2: Introduction to BINGO Add 1 or Subtract 1

This part of the today's lesson offered an opportunity for a discussion of the idea of adding one and subtracting one from a number. I have attached four videos that demonstrate three different things. The first two are examples of students not only understanding the idea of +1 but also the ability to articulate it their peers. The third video represents a student who is unclear of what it means to add 1 to a number and doesn't offer a rationale explanation. I have included this, because it alerted me during the introduction, that I need to touch base with her before she starts the game (I went to her group first during center time). The fourth video is of a student explaining what it means to subtract 1 from a number. Although he is less than enthusiastic to share, I realized that he understood it and pushed him to share his thinking.

It is important that, in your introduction of this game, the students have a general understanding of adding and subtracting 1 from a number. I related it to the past few days of using the number line for the Start At, Stop At activity.

*Developing a Conceptual Understanding: Reflection on Introduction to Add 1 or Subtract 1 Bingo*

# "Kickin' Back" Retired Style

Lesson 4 of 7

## Objective: The students will be able to fluently of add or subtract 1 using single digit numbers.

### Thomas Young

## Big Idea: What better way to take it easy then to play America's favorite retiree game BINGO! The students will work with the idea of adding one and subtracting one from numbers 1-10.

#### Warm Up

*5 min*

I will start the lesson with a few rounds of Start At, Stop At (this was introduced in the last lesson of Unit 1, entitled *Start Up, Stop At*). I will continue to use 1 as the start at number and then draw a number from the envelope for the stop at number. I want the students to continue to develop the idea of numbers being closer or farther distance from one (CCSS.Math.Content.1.NBT.A.1).

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Materials: A set of number cards (4 copies for each set), An Add 1 Subtract 1 Game Board.

I start this lesson by gathering the students on the carpet. I explain that we are going to learn a new game today called Add 1, Subtract 1 BINGO. I let them know that teams of two will share one game board and that they will be working together to try and cover one row or column of the game board (with chips), I also talk to them about covering 6 spaces horizontally.

I then explain that to start the game you shuffle your deck of number cards and then draw one card from the top of the deck. You and your partner then decide wether you will add 1 to your number or subtract 1 from your number (CCSS.Math.Content.1.OA.C.5 & CCSS.Math.Content.1.OA.C.6). You must agree and can talk about your reason before you decide to do it. You then cover your answer on the game board with a bingo chip. I will then play a sample round with the class, getting them to guide me through the appropriate steps. Play a few round until you feel that most of the kids get it. You can help those who are struggling with the idea as the others are playing.

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#### Playing the Game

*30 min*

I then team the students in teams of two. If I have an odd amount I will make one team of three. I would rather have a team of three instead of a player playing solo because a solo player will not get to hear other students' ideas on why 1 should be added or subtracted (**CCSS.Math.Practice.MP7)** The students are demonstrating a use of the +1 or -1 structure by demonstrating and understanding that a number is simply one more or one less.

While the students are playing, I will be going from group to group using the check sheet to look for the following information (See photo in resources section):

*Can a student add 1 to any number and is it fluent?

*Can a student subtract 1 to any number and is it fluent?

*Can a student add any number to 1 (this will be asked orally as I sit with each team)?

*How do students decide of they should add or subtract?

Checklist Note: Two check marks indicate correctness with fluency, One check mark indicates correctness with hesitation, and x indicates an inability to demonstrate the skill at this time.

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#### Session Wrap Up

*15 min*

Gather the students back on the carpet and face the Smart Board and easel. Let the students know that we are going to play a few rounds of Bingo together. Take this opportunity to write each equation that is used (i.e. 4+1=5 or 4-1=3). **Only model horizontal equations. I will not introduce vertical equations until students truly have an understanding of the tens and ones place. I will also ask for strategies that people are using and for the reason why they want to add 1 or subtract 1 (CCSS.Math.Content.1.OA.C.6 & **CCSS.Math.Practice.MP2**). MP2 is evident when the students are reasoning about their strategy why they would add or subtract 1.

#### Resources

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#### Continued Practice

*5 min*

Students complete Add1 or Subtract 1 work sheet. While students are working on this, I want to help anyone who is struggling. This is the first attempt with the symbols of +,-, and = and I don't want frustration to build.

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
- UNIT 8: Non Standard Measuring
- UNIT 9: Shapes Within Shapes
- UNIT 10: Working with Numbers, Operations, and Story Problems
- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing