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).
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.
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.
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.
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.