A Class Book of Addition
Lesson 7 of 11
Objective: SWBAT represent a simple addition story problem by drawing a picture.
Each day we begin our math block with an interactive online calendar followed by counting songs and videos.
We do calendar on Starfall every afternoon. This website has free reading and math resources for primary teachers. It also has a “more” option that requires paying a yearly fee. The calendar use is free. A detailed description of Daily Calendar math is included in the resources.
Counting with online sources: Today we did counting practice to reinforce the counting skills. We watched two to three number recognition 0-10 videos (one to two minutes each) because some of my students students were still struggling with identifying numbers correctly in random order. We watched "Shawn the Train" and counted objects with him to refresh our memories on how to count objects to ten and to reinforce one to one counting. Since we have started the second quarter of the school year, we added to today's counting practice: counting to 20 forward and back, counting by tens to 100 and counting to 100 by ones to get a jump on our end of the year goals.
I read the book, Counting Bears, to my class. Any addition counting book would work. I chose to use this book because it was provided in my math teacher's kit and the children enjoy it. As I read the story, I think aloud the math I encounter on each page.
"I can see the math in this picture. I see 3 tiger (I touch and count them) in this truck and 2 tigers in this truck. I wonder how many tigers there are altogether (1, 2, 3, 4, 5). There are five altogether. That means 3+2=(is the same as)5."
I repeat this step with each page. By the middle of the book, the kids are doing it with me which is fine.
"I like how each page and each problem has a picture that shows exactly what the story says. I also like how the illustrator makes the pictures so clear. I can tell exactly what each animal is and how many there are. I think we should try to draw some of our own stories on whiteboards and see if we can show addition in a picture." This leads to the guided practice.
In this section of the lesson, we practice drawing addition problems on whiteboards using pictures. I provide the first two problems and I let students volunteer to provide the rest.
I tell them that we are practicing so we can make a class story problem addition so we can share it with other classes.
I read a story problem to the class and they draw dots to represent the objects. I have them use dots because waiting for them to draw each item is too time consuming. I tell them that they will get to draw a story problem when we are done with the guided practice part so to hold their artistic skills for then.
After the represent with dots and solve each story problem, I have the kids record the number sentence underneath the dot representation.
During independent practice, students come up with a story problem of their own and share with the class when their name is pulled from the name stick can.
Me: Now I am going to give you one minute of think time to come up with a story problem of your own. The combination of numbers you use have to be the same as 10 or less.That means when I count all my animals together, I can't have more than 10. Ready to think? I set the timer for one minute.
Once the one minute of think time is over, I call on my first student by drawing a name from the name can.
Bayro: I have 7 sharks and my mom got me 1 more.
Me: How many sharks do you have now, Bayro?
Bayro: I have 8.
Me: Great job Bayro. How are you going to draw that on your paper for our class book?
Bayro: I am going to draw two trucks and put 7 sharks in one truck and 1 shark on the other truck.
Me: Great ideas. I can't wait to see your page of the book.
I continue in this manner until all the students have shared or until I run out of time (or if I see the kids get the idea and are getting antsy. When that happens, I have them turn to their floor partner and share their idea with them).
Me: Everyone is going to draw their story problem now. My helper will pass out the paper and you may start drawing, but you may NOT color it until I have checked your math and your drawings.
The exit ticket for this lesson is for the student to "professionally" color their story problem and record the corresponding number sentence at the bottom of the page. I do not require them to write out the words to their story this early in the year (November/early December).
Any pages not colored neatly or having inaccurate math is returned to the student for corrections or to re-do the job if it is not fixable. Revision is more critical than correction - when we revise we learn.