Sarah Siewert Introducing addition and subtraction Math 1

Table of Contents
1. Unit Rationale…………………………………………………………………………………………………………….. 2

2. Essential Questions…………………………………………………………………………………………………….. 2

3. General Learning Outcomes……………………………………………………………………………………….. 2

4. Specific Learning Outcomes ……………………………………………………………………………………….. 2

5. List of Resources…………………………………………………………………………………………………………..2

6. Lesson Overview Calendar………………………………………………………………………………………….. 3

7. Summative Assessment ……………………………………………………………………………………………….9

8. Assessments and Assessment Tool Overview ……………………………………………………………..11

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Sarah Siewert Introducing addition and subtraction Math 1

Unit Rationale

In this unit, students will begin to build number sense. Students will learn how number relate to
one another, by using 5 and 10 as benchmarks. They will also learn language to describe addition and
subtraction situations, which will be built through pictures and materials, things that are familiar to
children. Along with addition and subtraction, students will also learn how to put numbers into sets,
and work on their counting skills. Concepts will first be introduced by modeling, but most of class time
will be for students to explore these concepts through math games, and hands on activities. Students
will have the majority of class time to experiment with these concepts both alone, in small groups, and
in whole class situation. Addition and subtractions are the building blocks of mathematics, and students
will be using them for the rest of their mathematic education.

Essential Questions

What are some different ways to add to amounts together? What works best for me?
What are some different ways to subtract one number from another number? What works best for me?
How do I know when to add or subtract?

General Learning Outcomes

GLO #1: Develop Number Sense

Specific Learning Outcomes

SLO #1.9: Demonstrate an understanding of addition of numbers with answers to 20 and their
corresponding subtraction facts, concretely, pictorially and symbolically, by:
 using familiar mathematical language to describe additive and subtractive actions
 creating and solving problems in context that involve addition and subtraction
 modelling addition and subtraction, using a variety of concrete and visual representations, and
recording the process symbolically.
[C, CN, ME, PS, R, V]

SLO #1.10: Describe and use mental mathematics strategies for basic addition facts and related
subtraction facts to 18. [C, CN, ME, PS, R, V]

List of Resources

- Nelson Math Focus 1: Introducing addition and subtraction

- Mathology number kit
- Math Little Books
- Manipulatives

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Sarah Siewert Introducing addition and subtraction
Monday
7 8
Lesson: Jump In
SLOs: #1.9, #1.10
Activities:
-Making connections to the natural
world
-Present poster of a pond to the
students
-Ask questions that have students
make connections, such as “What
animals can you find at a pond?”
-Encourage students to use
reasoning skills by asking how
many frogs are in the pond
- Students will offer estimates, and
we will come up with a way to
count each frog only once.
- Frogs are a theme throughout the
unit, so today students will create
frog counters to use over the next
few weeks, as well as a frog story
mat
Assessment
Pre-assessment:
-Students will write a number from
1 to 10 and use this number to tell
a story, which they will share with
a few classmates  See what
numbers they are comfortable
with
Tuesday
Lesson: Adding by counting on
SLOs: #1.9, #1.10
Activities:
-Introduction to the number line
-Exploring the number line
-Modeling the counting on method
-Students will practice solving
equations
-Today students will learn to
reason, visualize, and
communicate their answers
Assessment
Formative: Watch and listen for
indication that students can
-locate a number on a number line
-Identify the number right after a
given number
-Count on to determine one or
more rather than counting from
one
3
Math 1
Wednesday
9 10
Lesson: Adding by joining
SLOs: #1.9, #1.10
Activities
-This concept will be introduced
through story-telling.
-Sitting in a circle, I will tell a story
using visuals about two groups of
animals coming together, and
when they come together they
make a total.
-Students will practice creating and
telling their own stories, which
they can share with the class
-Cross-curricular: Introducing
stories that have a beginning,
middle, and end.
Assessment
Formative: Watch and listen for
indication that students can
-Create and model an addition
number story
-Describe the action of addition
using informal math language
Describe their thinking as they
solve problems
Thursday
Lesson: Part-Part-Whole Addition
SLOs: #1.9, #1.10
Activities:
-Introducing the addition sign (+)
-Students will use visualization and
reasoning to investigate the
possible ways that a given number
of frogs can sit on two lily pads
-Practice as a class before students
practice examples by themselves.
(activity 33 mat from mathology)
-Exploring how two separate parts
make up a whole number
-Paving the way for mental math
strategies
Assessment
Formative: Watch and listen for
indication that students can
-Model different names for
numbers
-Use strategies to move from one
number name to another
Sarah Siewert Introducing addition and subtraction
14
Lesson: Part-Part-Whole Addition
SLOs: #1.9, #1.10
Activities:
-Reviewing the concept of part-
part-whole addition which was
taught the previous day.
-Extra practice for students to
work with this type of addition
-How many ways can a given
number of something be placed on
two or more items
-For students who are excelling at
this, extra items will be used to
challenge them
Assessment
Formative: Watch and listen for
indication that students can
-Model different names for
numbers
-Use strategies to move from one
number name to another
15
Lesson: Numbers on a 10-Frame
SLOs: #1.9, #1.10
Activities
-will read the book That’s 10! As a
class
-As we read the story, volunteers
will come up and practice counting
on the number line
-The 10-frame helps students use
the benchmark numbers of 5 and
10 to visualize simple additions
involving single-digit numbers
-Building connections by helping
students communicate about the
relationship of various numbers.
-Practice writing 10-frame
equations
Assessment
Formative: Formative: Watch and
listen for indication that students
can
-Immediately recognize numbers
as they are represented on the 10-
frame
-Relate numbers to the
benchmarks of five and ten
-Predict how many more counters
will be needed to make a 10
4
Math 1
16
Lesson: Decomposing 10
SLOs: #1.9, #1.10
Activities
-Reviewing 10-frames
-Separating a total into two groups
-Activity 17 from Mathology kit
-Students will work in partners to
place counters within two pools to
find all possible ways to make 10
-Students will record their answers
Assessment
Formative: Formative: Watch and
listen for indication that students
can
-Immediately recognize numbers
as they are represented on the 10-
frame
-Relate numbers to the
benchmarks of five and ten
-Predict how many more counters
will be needed to make a 10
17
Lesson: Domino Addition
SLOs: #1.9, #1.10
Activities:
-Students will play dominos in
groups of 2 or 3
-The first part of the class will be
for introducing the students to
dominoes
-Each group will get a rule sheet
along with their pieces (rules will
also be explained verbally for weak
readers)
-Students will need to count the
dots on their piece to be able to
match it to the correct piece
-For students to play their piece,
they will also need to add up all
the dots on the piece they are
playing, which they will record on a
chart provided to them
Assessment
Formative
-Students will hand in their
recording sheet from their game,
so equations can be assessed
Sarah Siewert Introducing addition and subtraction
21
Lesson: Tally Mark Adding and Roll
and count
SLOs: #1.9, #1.10
Activities:
-The first half of the class will be
introducing students to what a
tally mark is, how they are used, as
how they are counted.
-We will do some examples as a
class before the students practice
individually
-Students will practice writing out
tally marks and adding them
together
-The second half of the class will be
for students to practice adding the
dots on dice.
-Playing in partners, students will
take turns rolling dice and adding
up the dots to get a total.
Whoever rolls the most highest
numbers of each round wins
-Students will record their
equations on a sheet of paper
Assessment
Formative:
-Students will hand in their
equations from their games, so
they can be assessed
22
Lesson: Addition Review and
assessment
SLOs: #1.9, #1.10
Activities
-The first half of class will be for
reviewing the addition concepts of
the unit  This will be completed
as a group
-The second half of class will be for
students to start their summative
assessment which will be in the
format of a worksheet for students
to complete
-Students will have the rest of
today’s class and tomorrows class
to complete the assessment (which
will be presented as an activity)
Assessment
Formative:
-How successful are students with
the review? Do they need extra
practice before I present them
with their summative assignment?
5
Math 1
23
Lesson: Addition Summative
Assessment
SLOs: #1.9, #1.10
Activities
-This class will be for students to
complete their summative
assessment/activity  Minimal
help will be given to them
-When students finish their
assessment, they can play addition
games for the rest of class
(dominos, roll and count…)
Assessment
Summative:
-Summative assessment that
students will be handing in
24
Lesson: Subtracting one and two
SLOs: #1.9, #1.10
Activities
-Thinking about what it means to
count backwards
-When do people count
backwards?
-Have students walk along a
number line by giving them
scenarios
-Students will then work in pairs to
solve similar problems I presented
them earlier
Assessment
Formative: Watch and listen for
indications that students can
-Recognize the number before a
given number
Explain that there should be one
counter on each square
Count back to predict how many
counters will be left
Sarah Siewert Introducing addition and subtraction
28
Lesson: Subtracting by Separating
SLOs: #1.9, #1.10
Activities
-Help students develop an
understanding of subtraction as
separation
-Using familiar words like take
away
-Sing the song ten frogs on the log
as an introduction to subtraction
 The students will act as the
frogs
-A list of subtraction phrases will
be presented to the students.
Students will write out the
equation and answer the question
 Students can work in partners
to complete the sheet. Ex: There
were 8 frogs on the log and four
were left at the end. How many
frogs jumped off?
Assessment
Formative:
-Students can model subtraction
situations
-Use appropriate processes to
solve subtraction situations
-Worksheet of equations that
students will hand in
29
Lesson: Representing Subtraction
SLOs: #1.9, #1.10
Activities
-As a class, we will read the story
“Magpies in the storm” (p.30-38)
-Introduce the minus or
subtraction sign
-Students will receive a list of
subtraction phrases. Students will
choose one of the phrases and
visually represent it, just like was
done in the story we read.
Students will also write a phrase to
describe their image
-Students will then share their
images in groups.
Assessment
Formative:
-Students are able to create a
subtraction story
-Model subtraction situations
Use appropriate strategies in
determine the results of the
subtraction
6
Math 1
30
Lesson: People on the Bus
SLOs: #1.9, #1.10
Activities
-A “bus” will be set up in the
classroom
-We will sing the song “the wheels
on the bus”
-When we get to the lyrics “The
people on the bus get on and off,”
students will get on or off the bus
-Prompting questions will be used
like “how many people got on the
bus”?, or “how many people are
on the bus now”?
-Students will receive a handout of
a bus, and working in partners,
using a deck of number cards and
counters to represent people, they
will practice adding and
subtracting people from the bus.
Assessment
Formative:
-Students can determine the total
by adding when people enter the
bus
-Use an effective strategy to
determine the results when
passengers get off the bus
31
Lesson: Domino Subtraction
SLOs: #1.9, #1.10
Activities
-Students will play another game
of dominos in groups of 2 or 3
-The first part of the class will be
for reviewing dominos
-Each group will get a rule sheet
along with their pieces (rules will
also be explained verbally for weak
readers)
-Students will need to count the
dots on their piece to be able to
match it to the correct piece
-For students to play their piece,
they will also need to subtract the
dots (the smallest amount from
the largest amount)
-They will record their equations
on a chart provided to them
Assessment
Formative
-Students will hand in their
recording sheet from their game,
so equations can be assessed
Sarah Siewert Introducing addition and subtraction
4 5
Lesson: Subtraction Review and
Assessment
SLOs: #1.9, #1.10
Activities
The first half of class will be for
reviewing the subtraction concepts
of the unit  This will be
completed as a group
-The second half of class will be for
students to start their summative
assessment which will be in the
format of a worksheet for students
to complete
-Students will have the rest of
today’s class and tomorrows class
to complete the assessment (which
will be presented as an activity)
Assessment
Formative:
-How successful are students with
the review? Do they need extra
practice before I present them
with their summative assignment?
Math 1
Lesson: Subtraction Summative
Assessment
SLOs: #1.9, #1.10
Activities
-This class will be for students to
complete their summative
assessment/activity  Minimal
help will be given to them
-When students finish their
assessment, they can play addition
or subtraction games for the rest
of class (dominos, roll and count…)
Assessment
Summative:
-Summative assessment that
students will be handing
7
Sarah Siewert Introducing addition and subtraction Math 1

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Sarah Siewert Introducing addition and subtraction Math 1

Assessments
Math Games Interviews Group and Handed in Addition Final Subtraction Final
Title Pre-assessment
Record Sheets Partner Activities Worksheets Assessment Assessment
Learning Formative
Type Formative Formative Formative Formative Summative Summative
Outcomes (Formative/Summative)

-
Weighting - - - - 50% 50%

1.9: Demonstrate an understanding

of addition of numbers with answers
to 20 and their corresponding
subtraction facts, concretely,
pictorially and symbolically, by:
-using familiar mathematical
language to describe additive and
X X
subtractive actions X X X X X
-creating and solving problems in
context that involve addition and
subtraction
-modelling addition and subtraction,
using a variety of concrete and visual
representations, and recording the
process symbolically.

1.10: Describe and use mental

mathematics strategies for basic
X X X X X
addition facts and related X
subtraction facts to 18.

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Sarah Siewert Introducing addition and subtraction Math 1

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
Ask students to write a number from 1 to 10 and to use
this number to tell a story. Circulate and listen to
students’ stories to get an idea of the numbers they are
comfortable with. If I find that some students are only
comfortable with lower numbers, I will adjust some of
Pre-Assessment the combinations I use when these students work X
independently in the first few lessons. I will circulate
and listen to student’s responses to get an idea of their
ability to count small amounts and represent numbers
in more than one way.
Every few classes the students will be introduced to an
addition or subtraction math game. Each of these
games will require the students to record their answers
or equations on a sheet a paper (each game will be a
Math Games little different with the recording process). At the end of
class, students will hand in their sheets to be X
Recording Sheet formatively assessed. I will be looking at correctly
written equations and correct answers for the
equations, and the process in which they were
developed. This will show me where students are at,
and who needs extra help.
These activities will be formally assessed to see how if
the students can share the work load, and work
together in a group to complete the task I give them.
They will be used to test their prior knowledge and to
Group and Partner see how well they are understanding the unit. I will also
be testing if their can apply understanding from past X
Activities lessons to the current task they are doing. I will also be
looking at how in-depth their answers and reasoning
are. I will also be assessing how much they contribute
to class discussions, when doing practice as a large
group.
Some assignments and activities will require students to
complete a worksheet of some sort. All worksheets will
Handed in be handed in at the end of the lesson for me to
formatively assess. These will show me who needs X X
Worksheets extra help, and who has a good grasp on the concept
and could be pushed further.
I will be meeting with 2 students every class to have an
interview with them. Interviews will be based on
formative assessments (game recording sheets, and
worksheets), as students will need extra help at
different times throughout the unit, as we learn
Interviews different concepts. A checklist will be used during the X X
interview to assess how well the students understands
the concept. I will be meeting with each students twice
throughout the unit (once for addition, and once for
subtraction).
This assignment will be presented as a worksheet or
activity. Students will be allowed to use manipulatives,
charts and any other materials they may need to
complete the assessment. It will cover all concepts
Addition Final learned during the first half of the unit. Students will
have one and a half classes to complete the assignment. X X
Assessment Students will be provided as little help as possible. The
students will be told which questions they get wrong,
but will not be given the answer. As a class, we will go
back through the assessment on the board, and as we
go through it students can correct their answers. The

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Sarah Siewert Introducing addition and subtraction Math 1

average of the two marks will be used as summative

assessment.
This assignment will be presented as a worksheet or
activity. Students will be allowed to use manipulatives,
charts and any other materials they may need to
complete the assessment. It will cover all concepts
learned during the second half of the unit. Students will
Subtraction final have one and a half classes to complete the assignment.
Students will be provided as little help as possible. The X X
Assessment students will be told which questions they get wrong,
but will not be given the answer. As a class, we will go
back through the assessment on the board, and as we
go through it students can correct their answers. The
average of the two marks will be used as summative
assessment.

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