## Recording Sums.m4v - Section 3: Center Time

# The Addition Rendition

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.

### Thomas Young

## 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.

*65 minutes*

### Thomas Young

#### Warm Up

*5 min*

Using the established Start At/Stop At Routine, play a few round using the classroom number line.

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I gather the students on the carpet and introduce a new version of Addition Bingo and Recording Sums.

*"We are going to play two familiar games today. They are called Addition Bingo and Recording Sums. Instead of using two dot cubes, you will use a 1-6 numbered cube and one dot cube. If I rolled these two cubes and rolled 4 dots and the number 2, How could I get the sum of the two dice?"*

I am introducing this variation because I want the students to move away from the counting all strategy to that of counting on. By having a number die, it will require the students to say that number and then count on the dots of the other die.

I will then ask students to share their strategies for finding the sum of the two numbers. I then show them the Recording Sums Resource Sheet (in the resource section) and model who to fill out the sheet. I want them to write the fact for the sum that they rolled (i.e. if a 4 + 3 was rolled the student would write 4 + 3 in the 7 column). I am asking them to do this so that I can check their work once their sheets are completed and to continue the use of standard notation.

**"I want to also review how to play Addition Bingo." Remember we will be using a dot die and a numbered die (both 1-6). I start by rolling the two die. I find the sum of the combination (I model with the use of the counting on strategy). Then I find that sum on the game board and cover it with a chip. Remember my goal is to get 5 in a vertical, horizontal. or diagonal line."**

The game board is also in this section's resource. You will need to make copies of both game boards for use during center time.

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#### Center Time

*30 min*

Students choose from the three activities that are listed below.

1. Recording Sums: Explained int he previous section.

2. Addition Bingo: Explained in the previous section.

3 Adding Dice Dots: Explained in the previous lesson. There are two new game boards that can be used for this game in the section resource.

The Core Standards expect students to relate counting to addition and subtraction (CCSS.Math.Content.1.OA.C.5), and add within 20, demonstrating fluency for addition within 10 while using strategies such as counting on and making ten (CCSS.Math.Content.1.OA.C.6). The above activities have the students focusing and practicing these specific goals. The continued practice through activities like the ones listed will eventually lead to the desired fluency.

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#### Session Wrap Up

*10 min*

I call the students to the carpet and ask them to sit in front of the white board. I want to see how the students do with their ability to combine sums and use the skill in a story problem scenario. This will also give me a chance to review the story problem process with them.

"Who can tell me what we do first when we are solving a story problem (Create a picture win our mind)? I want to use the steps that we have practiced (see above link) and solve the following problem. After you have solved it, I would like you to be ready to share how you solved the problem. In other words, what strategy did you use to get your answer?"

I have included a video clip (section resource) of student sharing (on the Smart Board) how she used her knowledge of 5+5 to solve 5+4.

*Ben and Ann were playing with cubes. Ben had 4 cubes and Ann had 5 cubes. The stacked all of their cubes together. How many cubes did they have stacked?*

#### Resources

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#### Continued Practice

*5 min*

I have the students continue their practice of complements of 10 by partnering up and rolling a 0-9 die. When they roll they say the numb they rolled and their partner states the complement of 10. For those kids who are secure in their complements of 10, I move them onto the complements of 20 (using a 1-20 die).

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Thank you very much for your great lesson. I am very excited to try out your ideas. This is my first year teaching first grade and I am always looking for new ideas.

| 3 years ago | Reply##### Similar Lessons

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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

- LESSON 1: Counting the Total
- LESSON 2: Finding the Hidden Addend
- LESSON 3: Combinations, Day 1
- LESSON 4: Combinations, Day 2
- LESSON 5: Addition With Dice Dot Patterns
- LESSON 6: The Addition Rendition
- LESSON 7: Counting From A Number
- LESSON 8: Story Problems Involving Addition
- LESSON 9: Addition and Subtraction Carnival
- LESSON 10: Addition and Subtraction Carnival Day 2
- LESSON 11: Assessing Counting