Step-by-Step Procedure
1. Introduce the vocabulary for addition. Emphasize that everyone is going to be an expert on adding because everyone will use common addition vocabulary and everyone will follow the same procedures to solve for addition. Inform the children that becoming experts will require lots of practice too. Present SMART Board Addition Lesson Notebook - Slide 2 and 3. These 2 slides can be used as a review for the following day. You can change the cards around so that it will have a new appearance.
2. Tell the children that they have to know that the 'act of putting things together' is "adding. When things are put together, people are very curious to find out how many there are in all. Make a big show of putting things together and say, "I am adding one more book to this pile. I wonder how many books there are now?" Then, have the children try it out by using the items in their pencil boxes and use the same motions and sentences as you did. Continue with the vocabulary lesson and let everyone verbalize the targeted words. Bring up SMART Board Addition Lesson Slide 4. Allow children to work on this slide and as a group, read the completed sentence: addend plus addend equals the sum.
3. Next, bring up the SMART Board Number Lines. Notebook. Go through all the slides to show that number lines can be made with anything and that the numbers know where they 'live' and they know their next door neighbors, The "Befores" and the "Afters." Show the children where the numbers 'live'. Ask the children, "Do you believe a number (3), for example, knows where it lives?" Tell the children that (3), will always be where it is now on the number line.
4. Group Participation: Inform the children that you need 10 volunteers to prove that numbers know where they live if they happen to get 'jumbled' up by us. Then inform the 10 volunteers that each of them will receive a card with a number on it and they will collaboratively create a living number line for the class.
Given that the "living number line" has assembled correctly in sequence, pose this question to the class, "Did number (3) know where to go?" Ask questions of the volunteers. "How did you know to place your number where you are now?" You might want to continue this activity with another group until everyone has had a chance to prove and to be part of the "living number line".
Review: Have the children tell you what they learned about numbers. Encourage every child to own a knowledge, a fact, and be prepared to share. They can say, "I know 8 is before 9." Etc.
5. Bring up the SMART Board Number Lines. Have the children vote on their favorite number line and then work with that number line for the following introduction.
6. Tell them that when we use the numbers to solve our problems, we must be 'polite' and offer them 'seats.' Tell the students that numbers simply like to have 'seats' when they work for us. These 'seats' when placed next to plus signs are now called addends. Inform the children that when numbers are placed with plus signs along with equal signs, they have a special group name called number sentences.
7. Next, ask the children, "Why is there a need for number sentences?" Create a blank page on the SMART Board Addition Lesson and write their responses. Save the page and go back to it at a later date to clarify any existing misconceptions some children might still have.
8.Bring up Slide 5 - SMART Board Addition Lesson . Encourage the children to tell you what they see by using numbers to describe groups of things that are alike. Model a sentence for them. Make sure to model a think aloud, "What do I want to know about these 2 groups of things?" Inform the children that when people want to find out about things, they seek answers by asking questions. Encourage the kids to help you formulate the perfect question so that you can proceed to solve the problem. Go to Slide 6. Read the word problems and the children will be amazed that they created similar number sentences as are on the SMART Board.
Continue going through the slides as a group or bring up individual children to the SMART Board. (These slides can be reused for Reteaching or for Assessing). By having children answer the question-in-the-box which are placed in most of the slides on the Smart Board Addition Lesson, they will get into the habit of using the addition vocabulary, too.
9. Bring up Slide 7.There is a set of dice and "seats" on this slide and on each preceding slide. You can clone as many pages as you need. As you click on the dice (roll), have the children call out the (addends) numbers and write down the number in their "seats."
Next, tell them that you now have two addends and a plus sign. Ask them to help you to identify the bigger addend. When they have identified the bigger addend, tell them that it has earned a ring or circle. Drag a circle over to the bigger addend and then tell the children that the second number needs some attention too. "Let's give it dots. How many dots would this number need to have?" Drag however many dots you need over to the second addend. Have the children say the circled number's name and ask them what number comes next as you point to one of the dots. Continue this until all the dots are counted. Tell the children that they have solved the number sentence for addition and found the sum without counting on their fingers. Visit Slide 8 - SMART Board Addition Lesson. Here is scene with a number line and a number sentence. Model the above steps.
Start bringing children up to the SMART Board, one at a time, and encourage them to talk out the problem like you did. It will take lots of encouragement to have children voice their steps, but well worth the effort in the long run.
10. Bring up SMART Board Practice Lesson. Model for the children a couple of the problems, going through the steps and voicing the vocabulary that goes with solving the number sentence. Let the practice begin.
Material(s):
10 construction sheets numbered from 0 to 10.
Extensions
There are many times that children need more practice and time on task is very limited. Children can create their own materials to use at any time.
Set up a station with stamping implements, stickers, markers with various shaped-tips, shoe boxes and index cards. Directions are on the below supplied sheet for the index cards. One group of children can be the "stampers" and others can cut and glue. The groups should be rotated so all the children have a vested interest in the materials. A great resource for using shoe boxes for addition is Addition and Subtraction listed below.
As children get better with the concept of adding, you can have them work on computers. There are many websites for children with learning in mind. Show the children how it is played on the SMART Board and then they can play on a classroom computer. Here are a few:
http://www.abc.net.au/countusin/games/download.htm
http://www.funbrain.com/cgi-bin/nl.cgi?A1=s&A2=0
As a reward to the entire class for doing so well and working very hard, reward them with time on this entertaining game. The Dad frog is taking his 2 sons on a fishing trip. The directions are directly on the Smart Board Page.
Material(s):
Stamping station.docxLily Pad Addition Game.Notebook
Websites/Books
http://www.animationfactory.com
http://gallery.webfetti.com/webfetti/home.jhtml
http://www.abc.net.au/countusin/games/download.htm
http://www.funbrain.com/cgi-bin/nl.cgi?A1=s&A2=0
Shoe Box Learning Centers-Addition and Subtraction by Jacqueline Clarke (ISBN:0-439-53794-0). Published by Scholastic.
Description
This lesson relies heavily on the SMART Board to introduce the children to how an addition sentence is formulated and how to solve it. In addition to the primary SMART Board Addition Lesson, there is the SMART Board Addition Practice that offer practice opportunities.
As with any lesson, reviewing is a powerful tool and the SMART Board Addition Lesson will make short work of teacher preparation. You can slide or copy the vocabulary cards onto a new SMART Notebook page and it will look totally new and ready for review.
In the process of mastering the skill of adding, the children will need consistent reminders to be on the lookout for the larger addend in any number sentence.
A series of Primary number lines are also placed on the SMART Board by themselves so that any primary teacher can use it to enhance other math lessons. Each of the Notebook slides has its own Before and After number finder "slider."
Hint: Have all 3 SMART Board Lessons opened, but minimized in the bottom tool bar and with a quick click, bring up the one you need.
This lesson can be used as a foundation and the teacher should decide how many sessions are needed to teach the skills for adding.
Objectives
Students will use the number lines to learn how to count on.
Students will learn that a number sentence for addition is a sentence with numbers.
Students will know that a number sentence for addition has a plus sign and an equal sign.
Students will learn that the numbers in a number sentence for addition are known as addends.
When looking at a number sentence for addition, students will learn to target the larger addend, draw a circle around it and put however many dots on the second addend, then count on from the circled number.
Students will learn that the answer is called the sum.
Assessments
You can choose one number line from the various number lines on the SMART Board Number Lines, so that those students who need them can solve the addition number sentences.
By continuing to assess the children's understanding of the concept of adding, making sure to be consistent with the procedures, will give you definite ideas of which children need extra help. Pass out the test paper as your assessment.
Children can be assessed informally during learning center time and a quick notation on your part will be helpful so that the student is moved on or is given extra help.
addition -assessment.docx
Learning Center - Addition
Material(s):
Tri-board,
foam dice ( big and small ones),
little baskets to toss the dice in,
recycled paper for solving number sentences,
pencils,
laminated vocabulary words for addition,
number lines
Place real foam dice in the Learning Center. They can be purchase from Oriental Trading website. Children can go here when they are finished with their tasks and have shown you that they can be independent enough to carry on the objectives you placed on this activity. You should model this activity before the children can take over.
Toss the dice and read the numbers, e.g.," 5 plus 3.
Take one sheet from a stack of Xeroxed Toss-the-Dice-addition worksheets. Model your process out loud, "I will write 5 on the first "seat" and 3 on the second "seat". I know that 5 is the larger number so I will draw a circle around it just like a button on a calculator. I believe 5 is 5 and I know the next number after 5 is 6, so I will put a pencil dot on the first arm of the number 3. I will put a second dot for 7 on 3. I will put another dot for 8 on the 3. I will write 8 after the equal sign to show that this is the answer. I know that the answer to an addition problem is called the sum."
Now, it's their turn.
Toss-the-dice-addition.docx
