This lesson is meant to lay a foundation to build strong math practices and assist your kids in using the number sense they have developed to transition to using numbers to represent a problem. Thus, today, students will be using objects (counters) to represent the addends they are working with and putting together to solve word problems (MP2). Also, the work mat will provide them with a place to practice writing their number sentences correctly and fluently.
You will want to be organized and ready before the lesson begins. I keep small baskets in my room that were purchased at a local Dollar Tree (4 for a $1) to toss supplies in and then place one at each group for easy access. This way they do not have to store extra materials in their desks or get up and roam the room to grab what is needed. I counted out how many counters were needed for each group beforehand and made sure each basket had the right amount. You can also assign a group leader to go to a designated area in the room and grab the baskets to bring back to the group. Check out the picture of my baskets ready to go with the necessary counters.
I will begin by holding up one finger on each hand to show them concretely how two parts can add up to a whole.
I have them do it with me by holding 1 finger on one hand, 2 fingers on the other, and pulling them together to count how many in all.
We do another example by holding up 2 fingers on one hand, 3 on the other, and pulling them together and count how many altogether.
This is just to get them thinking about joining numbers and our fingers are representing the numbers.
I will be using my Smart Board and virtual tools to walk my students through creating addition expressions that equal 6 and 7. My district purchased a math program that supplies virtual math tools that I can load on my Smart Board and use, but if you do not have access to any here is a great online virtual tool program that is easy and free to use.
I made copies of the work mat for all my students and laminated them. My students use dry-erase markers for our phonics lessons, so we have enough for everyone. If you do not have any, you could try sending out a wish list to your parents or your local Parent Teacher Association. Another great place for donations, if you are a Title I building, is to check the Feed the Children website and see if they have a teacher supply store in your area.
I will have my group leaders gather their counter baskets and their dry-erase markers. I will load my virtual tool program, open up the ten-frame work mat, and switch my pointer on the computer screen over to using red or yellow counters.
I begin by showing students how different numbers can be added together to equal 6, and, when that is complete, we will go through the different numbers that can be added together to equal 7. This lesson is a very concrete method for students to analyze items and manipulate them to form addition sentences. This is an important process for them to participate in to help them understand word problems in later lessons. Also, they will be able to connect to their prior knowledge and be better able to develop mental pictures of items joining together to solve word problems.
My opening statement to my students will be: We can add different parts together to get 6 as our answer. Let's discover what the addends for 6 are.
I will start with no yellow counters and list a zero on my number sentence part of the work mat. Then we will count up to six while laying red counters on the mat to show 0+6=6. After this problem, we clean our mat and place one yellow counter on my work mat and students will place one on their own mat to build 1+5=6.
Then, we will build the flip side of this number sentence: 5+1=6. Your mat will have 1 yellow counter and 5 red counters on the mat, and you will ask your students to assist you in writing the addition sentence that would match what they just built. Next to my Smart Board I have a chalk board and I will also write a list of the problems we make, so they can continue to see what we have made after we clean our work mats off. Watch my video of students helping me build the list and referring back to it during our interaction. If you do not have a place for such a list, I would create a large poster as you work through the lesson for the students to refer to.
Next, we will continue to build to 6 using different addends. You will build 2+4=6, 3+3=6, 4+2=6, along with their flipped versions. A lesson will be coming up for you to directly teach your students the Commutative Property of Addition, but I would point out the two problems to them now that they helped you build showing 2+4=6 and 4+2=6. This will help build a foundation to the future lesson.
Last, you will walk them through the same steps and build for 7. 0+7=7, 1+6=7, 2+5=7, 3+4=7, 4+3=7.
Use the Making 6 and 7 Workbook for independent practice. Create enough copies for each student, cut and staple together.
I will work the first page with them to help students identify where to draw each part of the story problem, create their number sentence and fill in their answers at the bottom. To see a work sample you can look at completed work here.
After the first page, I will read the problem, but they will need to complete their picture and number sentence on their own. I will assist them in completing the sentence at the bottom of each page. Watch the video of me assisting the class completing the sentence at the bottom.
Some students may need extra assistance while completing their page because of the multiple steps. See my video of assisting one student in following the procedures.
I do not want to end today's lesson without making a connection to fluency in solving addition facts. Developing fluency is very important for First Graders to develop in solving addition and subtraction facts. I want them to be very speedy before moving onto second grade. The problems we have created are now listed on the chalkboard and students can use these to drill each other to begin building fluency.
Students I will count to 3 and while I am counting you must pick a partner from your group. 1 ... 2 ... 3 ... Now I want you to find a place on the carpet to sit and you will take turns asking each other the math facts we formed on the chalkboard. One partner must sit with their bat to the board while the other one ask the question, then you can switch positions. You may start.