BasicMathematics

Objectives/Goals:
thestudentisexpectedtomodelandcreateadditionandsubtractionproblem
situationswithconcreteobjectsandwritecorrespondingnumbersentences.

TEKSAddressed:
1(3)(A)Numberoperationsandquantitativereasoning.
Thestudents
recognizesandsolvesproblemsinadditionandsubtractionsituations.
Activities:
1.upandbackcounting:
lineupfivechildrenandfivechairsinfrontofthe
class.Asthewholeclasscountsfrom1to5thechildrensitdownoneatatime.
Whenthetargetnumber5isreacheditisrepeated.Thechildwhosaton5now
standsandthecountgoesbackto1.Asthecountgoesbackthechildrenstandup
oneatatimeandsoon1,2,3,4,5,5,4,3,2,1
2.friesonapizza:
agroupofchildrenwillworktogetherwithtwonumbers.
Childrentaskistoseehowmanydifferentcombinationforthosenumbersthey
canmakeusingtwoparts.Eachdifferentcombinationcanbedisplayedonapiece
ofpapertoreviewlater.
3.Subtractthefish:
Writeasubtractionsignandanequalsignontheboard
aboutthreefeetapart.Passoutthefishtothestudents.Explainthatyouaregoing
tocalloutasubtractionproblemandthethreestudentswiththenumberedfish
thatareusedintheproblemshouldcomeupandstandintheappropriatespots.
Example:#11fish#7fish=#4fish.Also,explainthatthisisbothanindividual
andagroupactivity.Beforeanyoneshoutsouttheanswerortriestohelp,the
personwhoisholdingthenumberedfishwiththecorrectanswerwillreceivea
fewsecondstotrytofigureitoutonhis/herown.Ifthatpersonneedshelp,you
willcallonastudentwhosehandisraisedtoanswertheproblem.Willhandouta
bagofgoldfishestohelpstudentsmodeltheproblem.
4.Shareacookie:
Thestudentswillworkingroups.Eachgroupwillgetabagof
cookiesandaadditionproblemstudentsneedtofigureouttheproblem.For
example:Mariahas10cookiesandRamongivesher6.HowmanydoesMaria
haveintotal?thenstudentswillusethecookiestomodeltheadditions.
5.onemorethanandtwomorethanwithdiceandspinners:
makeadie
labeled+1+2+1+2onemoreandtwomore.useanotherdieandlabelit
3,4,5,6,7,8.havethechildrenrollthediceandaftereachrollthechildrenshould
saythecompletefact:ex:fourandtwomoreissix

 6.bowlafact:
Thestudentswillworkingroupsofthreeorfour.Eachgroupwill
getahandoutwithcirclesplacedintriangularfashiontolooklikebowlingpins
withthefrontcirclelabeled1andthenextlabeledconsecutivelythrough10.

Each
groupwilltakethreediceandrollthemstudentswillusethethreedicetocome
upwithequationsthatresultinanswersthatareonthepins.forexample:ifyou
roll4,2,and3theycanget5by4x23theyreknockingdownthe#5pin.ifthey
canproduceequationstoknockoutallpinstheygetastrike.ifnotrollagainto
seeiftheycancontinueknockingtherestdowntogetaspare.

Assessment:
First,amissingpartdiagnosticinterviewwillbegiventostudent.Theteacherwillbegin
withanumbershebelievesthechildhasmasteredEx.5.Studentwillcountoutthat
manycounterintotheteacheropenhand.Theteacherwillcloseherhandaroundcounters
andconfirmthatthestudentknowshowmanyarehiddenthere.Thenthe,teacherwill
removedsomeandshowtheminthepalmoftheotherhand.Askthestudent,{How
manyarehidden?theteacherwillrepeatwithdifferentamountsremoved.Theteacher
willrecordonthestudentsrecordingsheet.
Afterstudentshavehadsomepracticewithadditionandsubtraction,theywillcreatetheir
ownsimpleproblems.Studentswillbedividedinsmallgroups.Theywillbeabletouse
fingers,books,pencil,andcrayons.Studentswillwritetheirproblemsonapieceof
paper.Theteacherwillgivethemafewtimetothinkofsomeproblemsandwalkaround
theroomtohelpwiththeirthinking.Later,thestudentswillshowtheirproblemstothe
class.

Materials:
Friesonapizzabox
Dice
Spinner
Paper
crayons
pencil
Laminatedfishnumbered120
Goldfishes
cookies
paperplates
Fishnumbered120
Goldfishes

Closure:
Theteacherwillreviewbasicmathconceptwithstudents(additionanddivision).Intheir
mathjournal,studentswilltellwithwordsorpictureshowtosolveanadditionand
subtractionproblem.