##
* *Reflection:
"Kickin' Back" Retired Style - Section 3: Playing the Game

I am attaching a copy of the form I used to observe 6 of the students playing the game. Remember that two check marks indicates fluency with the answer and one check means hesitation or initial incorrect response with and eventual self correct.

*You will notice that the first student was fluent with adding or subtracting one to a number. However, when she was asked to add any number to 1, she had to stop and count with her fingers. From this observation, I need to help reinforce the idea that adding 1 or a number to 1 only changes that number by 1.

*Observation Thoughts*

*Observation Thoughts*

# "Kickin' Back" Retired Style

Lesson 4 of 7

## Objective: The students will be able to fluently of add or subtract 1 using single digit numbers.

### Thomas Young

## Big Idea: What better way to take it easy then to play America's favorite retiree game BINGO! The students will work with the idea of adding one and subtracting one from numbers 1-10.

#### Warm Up

*5 min*

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).

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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.

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#### Playing the Game

*30 min*

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.

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#### Session Wrap Up

*15 min*

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.

#### Resources

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#### Continued Practice

*5 min*

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.

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*I really like this lesson, when I saw it I decided I want to try it with my students .Thanks for a great lesson. | 3 months ago | Reply*

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- UNIT 1: Counting Quantities
- UNIT 2: Working with Numbers, Operations, and Story Problems
- UNIT 3: Counting & Comparing
- UNIT 4: Blending
- UNIT 5: Building Numbers
- UNIT 6: Shapes Within Shapes
- UNIT 7: Data and Analysis
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- UNIT 11: The Number 10 and the Addition and Subtraction Concept
- UNIT 12: The Ten Concept: Counting On and Off the Decade and Knowing 10 More/ 10 Less
- UNIT 13: Fraction Action Lessons
- UNIT 14: Counting by Groups
- UNIT 15: Complements of 10 and 20
- UNIT 16: Money!
- UNIT 17: Shapes, Blocks, and Attributes
- UNIT 18: Reviewing Data Collecting and Graphing