Addition :)

Subject: First grade math Central Focus: Adding number within 20.

Common Core Objective: Date taught:

CCSS.MATH.CONTENT.1.NBT.C.4
Add within 100, including adding a two-digit number
and a one-digit number, and adding a two-digit number
and a multiple of 10, using concrete models or
drawings and strategies based on place value,
properties of operations, and/or the relationship between
addition and subtraction; relate the strategy to a written
method and explain the reasoning used. Understand that
in adding two-digit numbers, one adds tens and tens,
ones and ones; and sometimes it is necessary to compose
a ten.
Daily Lesson Objective:
Performance- Students will be able to solve one addition word problem on an exit ticket using
drawings.
Conditions- Students will work independently
Criteria- 8 0% on exit ticket, 8 out of 10 points on exit ticket.
Prerequisite knowledge and skills needed: Students should know what addition is, counting on and
counting all. They could understand that the last number counted represents the entire quantity. They should
also know how to find number that equal 10.

Activity Description of Activities and Setting Time
1. Engage Students will be engaged as they count themselves and become a 3 min.
living addition problem.
I will ask table one and table 2 to form a line at the door. I will then
ask the class to count with me. (This will be around 12 students
from 2 tables). I will write the total on the smartboard. Next, I will
count the number of students sitting down. I will write this number
down.
Guiding questions:
- What do I need to do with these numbers to find the total
number of students? (Good job. I need to add).

Class count with me. We know that we have 12 students standing
up so let's count on. Starting with 12. When I tap you stand up?
Okay so 13, 14, 15, 16, 17, 18. We have 18 students in our class
today. Students will return to their seats.
2. Explore Look at the problem in the board. Use your ten frames, counters, 5min.
(including solutions and paper, and pencil to solve this problem.
of major tasks) Explore Problem:
12 green Bee bucks and 6 red Bee bucks are on the table. How
many Bee bucks are on the table?
 Solution: 18. Students could use one ten frame and add to it. They
could use a number line and break up the 6 or they could use a
number sentence, depending on their level.

The students are seated in table groups.
Each child will have their own piece of paper, 3 ten frames,
counters, and a pencil.

Guiding questions:
- Will I add or subtract?
- What number will I start with?
- What am I trying to figure out?
3. Explain Students will participate in turn and talks. Teacher will guide the 7 min.
conversation.
Partner Questions:
Tell your partner what you did to solve this problem.
Explain to your partner why?

Students will then share out the different ways they solved the
problem to the class.
Guiding questions:
- How did you solve this problem? Can you draw it?
- Does anyone else have a different way?
The teacher will create a chart of the different methods based on
students response.

I will explain how you should start with the 12 and then add the 6
onto the 12. When students use the counters they should first
count out 12 counters while putting them on the ten frame. Then
the students should add 6 more counters to fill up the ten frames
and use a new one if they need to. I would explain that ten frames
always have 10 pieces so we could think I have one ten frames
 that's full and 8 left over. This would make 18, Using the ten
frames I could also talk about counting on as you add 6 more
pieces to the 12 counters. ( 13, 14, 15, 16, 17, 18,). Another way to
add 6 to 15 could be to break up the six to get an easier number on
a number line (3 + 3). I would start with 12 and add 3, which would
make 15, and then add another 3, which is 18. The next way is just
the equation way where the student writes what is done in the
number line.

Now lets try a problem together as a class
16 apples and 5 oranges are in the basket. How much food is in the
basket?
Guiding questions:
- What operation will we do?
- What number do we need to start with?
- Whats one way we could solve this problem?
- Whats another way we could solve this?

(How will you summarize the students exploratory work? How will
you facilitate a discussion about it? )
4. Elaborate/Extend Struggling Students- I will give students a problem with smaller
numbers and encourage them to count on. (Ex: 5 dogs and 4 cats
are in the house. How many animals are in the house? The
students would first build 5 dogs and then add on 4 cats using the
ten frames. Then they would count all or count on depending on
their level.
Students ready for a challenge- I will give students an addition
problem using bigger numbers. 19 apples and 20 oranges are in a
basket. How much food in the basket? I would encourage students
to use the ten frames in sets and find easier ways to solve it, like
counting by 10s.
5. Evaluate Exit ticket problem:
(assessment 16 blue balls and 7 green balls are on the table. How many balls
methods) are on the table?
1. Draw a picture.
2. Write an equation
3. Circle answer
4 point- correct answer
3 points- showing work
3 points- Using the correct operation.
Materials/Technology:
Ten- frames ( 3-4 for each student)
Counters
Paper and pencil
Presentation (for organizing problems)