This is an early dismissal day lesson. We have 12:30 dismissal days once a month for P.D. I hated to not have any math today, so I shortened up my lesson to get in some independent practice. I am sure you also have those days where you just have time for a quick lesson - I hope this lesson helps for those kinds of days! Students need practice with their facts. In first grade, one of the CCSS is directly related to facts. Students are to add within 20, demonstrating fluency. It's a perfect topic for a shorter lesson.
To start, students will be given an addition equation on a flashcard. It will have the addends and the sum on it.
The students are to find their partner, who has a card that somehow relates to their card (doubles and doubles +1). I do not plan to give much guidance. I want them to grapple with their mathematical knowledge to figure out who their partner might be. In this activity, I encourage students to express their reasoning to their potential partners to explain why they think they are a match or why the disagree that they are not a match. This provides students with an opportunity to engage in MP3, in which students need to construct viable arguments and critique the reasoning of others.
To set this up, I have students sitting at the carpet. I will remind them of the last time we did an activity like this, "who remembers how we partnered up?" (missing addends with equations)
Then, I will let them know that this time they all have equations. So they need to think about who their partner could be and then why that person is their partner.
Next I'll have them move around and look for their partner. When they think they have a match, they are to sit down together at the carpet.
When everyone has a partner we will go around the circle and share out who are partner is and why they are partners. Once again, I encourage students to communicate precisely about mathematics (MP6).
Back at the carpet we will go around the circle and share out who are partner is and why they should be partners. This is the critical portion of this lesson. I want students to see the connection between a double and a doubles +1 fact. If 5+5=10, then 5+6 must equal 11, because the six is one larger than the five. CCSS have the expectation that first graders will be able to demonstrate fluency with sums to 20. I want students to make the connection between doubles and doubles +1, through this discussion. It is more powerful for them to make the connection with their peers then for me to tell them the connection.
My role is to guide students through the discussion. For example, the students that have 6+6=12 and 6+7=13.
I'll ask, "Why are you partners?"
If they say, " because I know 6+6=12, 6+7 must equal 13, because it is one more." I'm going to reinforce the doubles +1, by charting this on the board with two columns, doubles and doubles +1.
If they are not sure, then I'll write their equations side by side and ask the group what they think.
I will make sure to call on a group that I know can explain their thinking, this way we start off with the correct modeling. We will go through this process for all the groups. During this portion of the activity I am reinforcing the facts and the strategy used to solve them. Students are thinking about fact fluency which is supporting the CCSS.
During this sections students are using a worksheet that has an addend listed. They are to use it in a doubles equation and then turn that equation into a doubles +1 equation. The equations will go from 2+2 all the way to 12+12. They are in random order. The students can use any of our math tools if needed. We know that students need to use math tools appropriately. I find it important to state to the students that the tools are available.
We will do the first one together at the carpet. I want to make sure the directions are clear. Then I'll pass out the papers and they will do the rest on their own.
This is an independent/on your own activity.