Addition: Vocabulary Introduction
Lesson 1 of 10
Objective: SWBAT use appropriate mathematical language to explain their reasoning.
Rev Them Up
This is the first lesson in a series of lesson on addition. It will begin with this lesson teaching addition vocabulary and moving forward with lessons on part-part-whole, counting on, Commutative Property, etc. Students will use these terms while studying and learning addition. There are multiple strategies I want my students to use to add numbers, such as drawing pictures or using their fingers (1.OA.A.1). No matter which strategy is used, our students need the same common vocabulary to know what the different parts of the problem are called and to describe what they are doing to complete a task. Another important concept is for my students to develop an understanding of the equals sign and how and why we use it. This lesson incorporates labeling the different parts of an addition equation and a discussing the meanings of the different parts, including the equals sign (1.OA.D.7).
They need to have discussions about math and learn to listen to their classmates' ideas. The core standards for first grade require students to use new vocabulary in real-life settings. What could be a better way than to have discussions with their classmates about math! First graders can become more math proficient by using vocabulary that clearly expresses their thoughts and actions (MP6).
In addition, students need to learn the vocabulary to be able to describe and communicate their reasoning they use to create the models they will be building (MP3 and MP6).
I will write 2+1=3 on the board and ask: Students what do you know about what I wrote on the chalkboard?
This is an open-ended discussion, and I want to find out:
- Do any students know how to read the problem (ex. two plus one equals three)?
- Do any students know what the symbols stand for?
- Do any students know what the plus means (joining numbers together)?
- Do any students know what the equals means (whatever is on one side must be the same quantity on the other side)?
Whole Group Interaction
I will be using the Addition Key Words Slideshow to introduce addition vocabulary to my students. The slideshow provides visuals for them to look at while we discuss the meaning of the different terms.
I will use the slideshow to discuss and share the following information:
- the numbers that are added together are called addends
- the plus sign helps us understand what operation is being performed in the equation
- another term for addition is join
- an addition sentence usually states a problem (addends or parts) and answer (whole or sum)
- the equals sign tells us that the two sides of the problem add up to the same quantity
I will load the slideshow on my Smart Board and have them assist me in completing each problem.
I have several ways to conduct group discussions. For today's discussion I will be using my pick sticks. Pick sticks are Popsicle sticks that have their names written on them. I prep these at the beginning of the year and use them for different activities. Today, I can use them by picking a stick from a cup to ask questions and continue until everyone has an opportunity to participate.
Students will use the Addition Vocabulary Worksheet for practice. Print and copy for each student. I will be walking around the room and assisting my struggling students with this activity. I have some students who struggle with decoding, and I know I will have to support them with reading the problems in the worksheet. If I have numerous students who need help, I will gather them together at our group table and help them.
Students will have to label the parts of the addition sentences: addends/parts, sums/wholes, and signs (plus/minus, equals). The most important piece I believe will be to label the plus and equals sign correctly. These are commonly confused by our little ones and an important skill necessary for addition (1.OA.D.7). Students must be able to form an addition sentence correctly with the plus and equals sign in the correct spot. Check out the picture of my student's completed work.
My students learned several new vocabulary words today, and I want to assess what stuck and see what I will need to revisit in upcoming lessons.
Students would you please turn to your neighbor and tell your neighbor 3 things that you learned today.
I will walk around and listen to these conversations and take notes on my clipboards of anything extraordinary.