ADD LEQ

Download Options:

PDF
Google Doc

Topic:

Subject:

Planning Step 1: Lesson Curriculum: What are the Learning Goals for this lesson?

Lesson Standards

Always include a writing standard.

K.OA.1: Represent addition and (subtraction) with objects, fingers, mental images, drawing, acting out situations, verbal explanations, expressions, or equations. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Students Will Be Able To… (Do)

  • Skills from standards including thinking (cognitive verbs).
  • This is not activities.
  • One or more goals should be Higher Order Thinking (Levels of Learning 3 or 4), and/or Reading Comprehension.
  • Sequence these goals in the order in which they should be learned.

Join sets
Explain what happens when sets are joined together
Draw sets using tally marks
Represent sets using numbers
Write a word problem
Solve a word problem

Students Will Know

Knowledge from standards such as vocabulary, facts, formulas.

Sets, numerals 1-10, words to represent numbers,

Lesson Essential Question

  • A question that communicates the Learning Goals.
  • Reflect the Higher Order Thinking and/or Reading Comprehension Learning Goal(s).

How do I represent what I add?

Planning Step 3: Lesson Instruction: How will students learn?

Activating Strategy

  • Plan this after you plan your Learning Activities. How will you introduce the Lesson Essential Question?
  • How will you draw attention to important vocabulary in the Lesson Essential Question?
  • How will you build/link background knowledge?
  • What prerequisite content might students need to know before the lesson?
  • >Which key vocabulary from the Learning Goals needs to be explicitly taught?
  • Are there other vocabulary words that you think need to be taught?
  • Which vocabulary strategy will you use?
  • Previewing:
    • Advance Organizer
    • Prerequisite Content
    • Vocabulary

Introduce the Lesson Essential Question. Highlight the word represent.
Today we will work on joining our sets, how we can show or represent the sets that we make by adding sets together. We will draw or represent sets, write sets, create word problems, and talk as we join our sets. Our essential question is how do we join sets, or how do we join a group of objects from one set or group, with another group or set? We will think about what happens to the sets that we join. We need to know how to join sets and be able to represent sets because we join sets all the time in our daily life. Sometimes the students in two classes get together for an event. The teachers need to know how many are in each class or set so that there are enough chairs.

Students are given a set of objects and they have to count them and then tell their partner how many objects they have.

Key Vocabulary (for explicit instruction):
set, represent

Vocabulary Strategy: 3-column grid
Description
Examples
Visual

Previewing (what, who, when):

Graphic Organizer

  • How will students store and organize information as they learn during this lesson?
  • Base the organizer on the Higher Order Thinking or Reading Comprehension in the Will Be Able To… (Do) Learning Goals.
  • Determine how the organizer will be previewed for struggling students.
  • Determine how the organizer will be scaffolded for struggling students.

Anchor Chart: Addition

Thinking questions:
1: What is the first set?
2: What is the second set?
3: When I join them how many do I have
in all?

Strategies:
Draw Sets
ooo ooooo oooooooo
Use numbers
3 5 8
Word problem
Mary has 3 oranges and Jill has 5 oranges. They put their oranges together. How many oranges do they have in all, do they have together.
5 ooooo + 3 ooo = 8

represent
draw, show
add
join, in all, altogether

This is to be completed as students move through the lesson.

Previewing (what, who, when): Addition
Whole group – Students draw a friendly
version of the anchor chart for their math
notebooks. Tell students that + means to add
or join together. What does + mean?

Scaffolding (what, who, when):
Number Cards (cards hooked on rings):

Learning Activity 1

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Demonstrate how to join sets. Give each student a cup of beans containing no more than 10 beans.
Students also have paper and pencil or white board and markers.
Model showing students what a set is. A set is a group of objects. Explain that you have a set of beans in one hand and another set of beans in your other hand. Be sure to count the beans in one hand and then the other hand. Finally put the two sets together. Ask students what they notice when you joined or added the two sets.
So, what did I do?
1: What is the first set?
2: What is the second set?
3: When I join them how many do I have in all?

Students then practice joining or adding beans and saying how many they have in each set and then saying how many they have when they join the two sets, how many they have in all. You want students to understand that you end up with a bigger number when you join or add two sets. Discuss how the number of the joined set is bigger than either of the two smaller sets.

Color Buddy:
Blues: What happens to our numbers when we join or add the beans altogether?

Call on students to share the number in their initial set and then how the number changed when they joined them.

Previewing (what, who, when):

Scaffolding (what, who, when): If students have only worked with numbers 1-5 then the cup would only have in 5 beans.

Assessment Prompt for Learning Activity 1

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Color Buddy:
Red: What happens when we join 2 sets?
Blue: What is another name for a set?

Learning Activity 2

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Explain to students that you can represent or show their sets by drawing them. Students could represent the numbers by tally marks, or by drawing the actual objects that they are working with, or however they chose.
We are going to use the same process:

1: What is the first set?
2: What is the second set?
3: When I join them how many do I have in all?

Next, we will draw our work. Model for students by representing or drawing one set, using tally marks, and then representing or drawing the other set using tally marks. Last join the sets and represent or show the new number using tally marks. One way to represent sets is use tally marks. Use the thinking steps to support students.

Check to be sure that the tally marks match the objects that were used in the sets. Make sure that you are using represent and show or draw together when modeling for students.
Students practice representing sets using tally marks. Model checking to make sure that the tally marks matches the number.

Teacher gives students A one problem and students B another problem to solve. Students solve their problem on white boards and then the partners check each other’s’ work. They can either make sets themselves or the teacher can give them numbers for each set. Be sure to reiterate that the joined set is bigger than either the two smaller sets.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 2

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Teacher shows students how to fold paper into quarters. Teachers gives students a new problem and students draw a model on the graphic organizer. Teacher circulates and gives support as needed.
What does represent mean?
What is another word for represent?
What do we do when we represent something?

What is one what that we have learned to represent sets?
Show students the anchor chart so that they know that that is support for them.

Learning Activity 3

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Repeat Learning Activity 2 by modeling that this time we write the number that matches the number of objects in our problem and then write the number that represents the joined set. We will use the same thinking process.

1: What is the first set?
2: What is the second set?
3: When I join them how many do I have in all?

Teacher models by choosing 2 sets and counting them out and writing the appropriate number. Teacher then adds the markers and writes the total.

Students practice working on a couple of problems on the white board. Students check each other’s work.

Previewing (what, who, when):

Scaffolding (what, who, when):

Assessment Prompt for Learning Activity 3

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Teacher gives students new sets. Using their graphic organizer, they complete the problem. Students fill in another square by representing the sets with numbers.
What is another way that we can represent sets? We can use numbers.
What happens when we join two sets?
What are two ways that we have learned to represent sets and to join sets, to add.

Add to the anchor chart.

Learning Activity 4

The Learning Goal(s) for this Learning Activity and Assessment Prompt:

Consider:

  • Explicitly teach Higher Order Thinking and/or Reading Comprehension Strategy (if didn’t in a previous Learning Activity)
  • Content students need to learn
  • Chunk activity:
    • Several opportunities for thinking, talking, writing to learn
    • Distributed summarizing and/or practice
    • Questions to ask
    • Higher Order Thinking and/or Reading Comprehension Questions to ask
  • Active engagement:
    • Collaborative Pairs, Numbered Heads, Think-Pair-Share, etc.
    • Variety
    • Movement
  • Previewing prerequisite knowledge/skills
  • Scaffolding content and process

Word Problems
What are the 2 ways that we have learned to represent sets? We are going to learn another way to represent sets. What is another name for set? What happens when we join two sets together? We will use the same thinking process to help us solve our word problems.
1: What is the first set?
2: What is the second set?
3: When I join them how many do I have in all?

The next step is to create and solve a word problem. Model for students writing the problem and introducing the + sign. Teacher can use sets from previous activities.

Remind students that + means to add or join together.
When we see the + sign that means that we join sets together, we add the sets together like we have done in the other activities.
Here is my word problem. I have 3 beans, and John has 2 beans. How many beans do we have together? The first thing that I do is to figure out what my problem is? I have to find the numbers that I will be adding. What are the numbers? I write 3 and then since I am joining them, I write the + sign, and then I write my other number: 3+2= . The last thing that I do is to count them up. I can use my fingers, or I can use tally marks. I am going to use tally marks. I draw my tally marks and then count them all up. My answer is 5. There are 5 beans all together. When I joined both sets I got 5. The answer to my word problem is 5. There were 5 bean altogether, or in all.

Students look at one of the problems on their graphic organizer and then turn it into a word problem. Teacher models with one of her own.

Students do one with me….. John ate 4 crackers and then he ate 2 more. How many crackers did John eat altogether? What numbers am I adding or joining? What is the first number? We write that number and draw the appropriate balls next to it. What is the second number? We write that number and draw the appropriate balls next to it. Add the numbers together, or count the balls, or count on fingers.

Add to the anchor chart

Next, give students A one word problem and students B another word problem. Students solve their word problem and then share with their partner.

A: Mary has 2 dolls and her dad gives her 2 more. How many dolls does she have in altogether?
B: Jim has 6 balls and he found 3 more. How many balls does he have altogether?

Previewing (what, who, when):

Scaffolding (what, who, when):
Struggling students who can only count to five do problem A.

Assessment Prompt for Learning Activity 4

  • Formative assessment of the Learning Goal(s).
  • Ensure the task meets the expectation of the Higher Order Thinking and/or Reading Comprehension Learning Goal.
  • Remediate: What is an additional learning opportunity for students who did not master the Learning Goal(s) before proceeding?

Teacher gives students a word problem. Using their graphic organizer, students draw the appropriate balls and write the appropriate numbers and add the numbers.

Planning Step 2: Lesson Assessment: How will students demonstrate understanding of the Learning Goals for this lesson?

Assignment

  • Plan this before planning Lesson Instruction.
  • How will students demonstrate their knowledge of the Will Know Learning Goals and the skills in the Will Be Able To… (Do) Learning Goals (especially the Higher Order Thinking and/or Reading Comprehension)?
  • How will the Assignment be differentiated for support and challenge?
  • Which students receive differentiation?
  • For students who struggle with the Assignment, how will you remediate this lesson?

Give students two problems. Have students choose two ways to represent sets. They share their work with a partner. They write their work and teacher collects their work.

Differentiated Assignment for Struggling Students:
Provide students with a completed example as a reference.

Differentiated Assignment with More Challenge:
Students get objects for 2 sets. They then use the sets that they made to join them, represent them with tally marks, with numbers, and then use the numbers to create a word problem.

Remediation:
Give students a ‘test’ that you completed, maybe 2 or 3 problems. Some are correct and some are incorrect. They have to grade your test. It could be done whole group or in small group. Students check each problem and if it is right give a check and if it is wrong they fix it.

Download Options:

PDF
Google Doc
Scroll to Top
Copy link
Powered by Social Snap