Curriculum Tie:


Summary: This activity is designed to teach students to use manipulatives to
solve addition problems while recognizing the symbols of addition and
equal value (i.e., add, “and,” plus, +, sum, equals, =, same as).
Main Curriculum Tie: Mathematics Grade 1 Strand: OPERATIONS AND ALGEBRAIC THINKING (1.OA) Standard 1.OA.5 Relate counting to addition and subtraction. For example, by counting on 2 to add 2. Materials:
For the class:
 Mission Addition
 Overhead projector and
overhead markers
 Overhead
manipulatives—
counting beans or clear
overhead manipulatives
 A bag of small dried
beans
For each student:
Additional Resources
Books
 Mission Addition, by Loreen Leedy; ISBN 0823414124
 Quack and Count, by Keith Baker; ISBN 0152050256
 M&M’s Counting Book, by Barbara Barbieri McGrath; ISBN
0881068535
 Hershey’s Kisses Addition Book, by Jerry Pallotta;
ISBN 0439241791
 Spunky Monkey on Parade, by Stuart J. Murphy; ISBN 0064467279
Attachments
Web Sites
Background For Teachers: This activity is designed to teach students to use manipulatives to
solve addition problems while recognizing the symbols of addition and
equal value (i.e., add, “and,” plus, +, sum, equals, =, same as).
Students
will be able to recognize that the equal sign indicates a relationship in
which the quantities on each side of an equation are equal. They will
also be able to change the order of addends and still come up with the
same sum. Identify students who need accommodations and extensions
before beginning this lesson. This activity should be taught after many
handson activities, but before you introduce the concept with paper and
pencil.
Intended Learning Outcomes: 5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form. Instructional Procedures: Invitation to Learn
Draw an equal sign and an addition sign on the board and ask
students to identify what each symbol represents and what they mean.
Read Mission Addition to the class. As the book is read, discuss the
math symbols (+ and =). While reading pages 6 and 7, discuss how the
animals used objects placed above the numerals to add. Continue reading
the book.
Instructional Procedures
 Refer back to pages 6 and 7 of Mission Addition.
Remind the children of how the animals used actual objects to solve the
addition problems. Write an addition problem on the overhead.
Use overhead manipulatives to solve the problem and write the
answer. Write a different addition problem on the overhead and
ask for a volunteer to demonstrate how to solve the problem with
manipulatives. Explain that on each side of the equal sign there is
the exact same amount of manipulatives. Make sure the students
are aware that the equal sign means we have the same amount of
objects on each side.
 Tell students that they will solve addition problems
using 2colored counting beans.
 Give each student a cup with a specific
number of 2colored
counting beans inside, for example, 4, 5, or 6. The number of
beans in the cup depends on the desired sum. Have students
shake their cup, covering it with their hand, and empty the
counting beans onto their desks. Have students reveal how many "red" and "white" beans
they have. Do a "museum" walk
around
the classroom to see all of the different combinations of that sum
on each person’s desk. (A "museum' walk is where every student
walks around the classroom to see what their peers have done
with the items on their desks.)
 The next day, pass out Numeral Cards for
students to use in
creating the number sentences that were made using the 2color
bean counters.
 Demonstrate writing a number sentence with a student’s
sample
on the Add It Up worksheet. You may want to make an overhead
copy of the worksheet to complete with the students. This
activity demonstrates that changing the order of addends does not
change the sum.
 Give each student the Bean Addition worksheet and a small
cup
containing 44 beans. Instruct students to glue the correct amount
of beans above each numeral and write the answer after the equal
symbol.
 After the students have completed their sheets, have volunteers
go
up to the board and demonstrate how they solved one of the
problems. Students write the addition problem and draw the
amount of beans that they have represented on their paper. Then
explain how they arrived at their answer and record the sum after
the equation. After beans dry, allow several students to share.
End the lesson by collecting the papers and using them as a
means of informal assessment.
Extensions:
 This lesson may be integrated
with any of the seed lessons from
the 2003 Elementary CORE Academy, which includes Standard I
(1115 and 112: Seed Exploration tubs) and Standard III
(131, 133, and 1315).
 Students who are struggling with this lesson may
need additional
practice with matching number to set. If necessary, allow these
students to write the numbers one through ten on a sheet of paper
and glue that amount of beans on their sheets in order to link the
actual amounts with the numerals.
 The activity with the 2colored counting
beans may be put into a
math center. Students pick the number of beans they want to use
for their sum and then come up with all of the different
combinations of math facts for that sum.
 Place a deck of cards in a center
for students to choose one card
and make all the combinations of that number.
 Read the book Quack and Count and make a “Ways to make
Number Facts” book.
 Using dominoes, students record facts showing that
the order of
addends does not change the sum in a math journal. Copy the
domino and then turn it around to copy the related fact.
Family Connections
Have students find objects such
as noodles, cereal, or other
objects around the house and teach family members the addend
rule. Have each student share an example using objects from
home with the class the next day.
Assessment Plan:
 Have each student demonstrate one addition problem using
manipulatives and explain what the “=” sign and “+” sign
mean.
 Use the Bean Addition worksheet as an informal assessment.
 Let students
use the 2color bean counters, cubes, or other
manipulatives to demonstrate an addition sentence.
Bibliography: Research Basis
National Research Council Mathematics Learning Study Committee. (2001). Adding
It Up:
Helping Children Learn Mathematics. Chapter 9, Teaching for Mathematical
Proficiency, Instruction as Interaction. ISBN 0309069955
This text focuses not just on what teachers do, but also on the
interactions among teachers and students around content. They view the
teaching and learning of mathematics as the product of interactions
among the teacher, the students, and the mathematics. Author: Utah LessonPlans
Created Date : Sep 20 2005 16:22 PM
