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Mathematics Grade 1
Strand: OPERATIONS AND ALGEBRAIC THINKING (1.OA) Standard 1.OA.5
Mathematics Grade 1
Strand: OPERATIONS AND ALGEBRAIC THINKING (1.OA) Standard 1.OA.1
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).
For the class:
For each student:
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 hands-on activities, but before you introduce the concept with paper and pencil.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
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.
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.
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.