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 open this lesson with the When You Add with a Pirate music video. It's fun and engaging and the kids like to sing it and solve the story problems in it.
We review what addition is and demonstrate it with our body signs (to hands out and bringing them together as we say, "part, part, whole...that's addition!").
When we finish, we go over some flash cards of sums to 5 to help build fluency as required by the Common Core standards. The flashcards in the resources are to sums of 12. Cut and use the cards you need for this lesson.
I then show the kids the job they will be doing. I demonstrate how to do the job by cutting and placing five equations in the correct spots.
I use the document camera to model exactly what the children are going to do for this lesson. As they sit at the table with their learning partners, I have them cut, solve, and glue the equations in the correct spots while I do it under the doc cam.
They get antsy because they find the sort fun and want to get to it right away.
I remind them that it is very important to attend to precision (MP6) when working on this activity.
Sitting at the tables with their math learning partners, the kids cut, solve and past equation strips under their correct sums. I use the 0-12 addition flashcard sheets. I cut off the sums that equal 11 and 12 before I copy the equations for the kids to use.
They are to monitor each other as they work. They are also to compare where they are placing the equations and discuss any disagreements.
As they work, I roam the room supporting them in any way necessary. I also ask open-ended questions that require them to explain their thinking in order to make the conceptual understanding of solving addition equations concrete.
Teams that are struggling come and sit with me on the floor and I guide them through more of the activity until they seem to have a firm grasp and then I let them go back to working independently.
Some kids may not get completely finished during the 30 minute time frame (most will) and that's okay. Check their progress based on what they did get done. They can finish at a later time or take it home to finish as homework for further practice (most of my kids like this option).
We gather back on the floor to discuss the activity and what they learned. Some of the kids point out connections in the patterns in the equations such as any number plus one is the next number.
They begin to build fluency in facts adding one.
Other patterns emerge such as 4 + 1 = 5 and 3 + 2 = 5. One young lady explained that 1 was taken off the 4 and put with the 1 on the other side and that's how they got 3 + 2 = 5.
I drew a diagram on a poster paper as she explained. Many of the kids could understand what she was trying to explain and began to chime in.
At the end of our closure, I have the helper of the day pass out the exit tickets.
Since the goal of this lesson is to get the kids to become somewhat fluent in adding sums to 10, the exit ticket for this lesson is a piece of paper that is divided in half with a number on each side and two lines below each number. (I've included a template, just insert the number of your choice before copying.)
The students are asked to write in two addition equations that equal the given number at the top of each column.
I model how the tickets are to be completed under the doc cam and then have my helper of the day pass them out.
The tickets are collected and placed into three piles:
Meets - no errors
Approaches - one incorrect
Falls Far Behind - two or more incorrect
The Meets continue with future lessons as planned and are provided enrichment activities such as color by number addition pages.
The Approaching children are met with one-at-a-time, because one incorrect response usually is a simple case of miscalculation and I want to give them a chance to check all their answers. Many of them catch their error and correct on their own.
The Falls Far Behind kids are placed in a small group for further guided practice in addition. They are provided manipulatives while working with equations. I monitor their progress very closely.