Background:

The students have experience writing number facts about the number five. They have been
studying this concept in their math lesson for two weeks. We are moving on to more complex
numbers and adding to the number ten.
Students will incorporate the new vocabulary, be able to add using manipulatives, think about
different addition equations that equal the same number, and discuss the problem as a class to
practice their oral skills.
English Proficiency levels: Beginners
Grade: 1
Standards: Michigan Grade 1: N.ME.01.08 List number facts (partners inside of numbers) for 2
through 10, e.g., 8 = 7 + 1 = 6 + 2 = 5 + 3 = 4 + 4; 10 = 8 + 2 = 2 + 8.
Preparation
Content Objectives: Students will deepen their understanding of the concept of number facts and
addition through oral storytelling with the use of manipulatives. They will connect
manipulatives to math equations, and write equations.
Language objectives: students will use key vocabulary while telling their addition stories: first,
then, plus, equals, and the same as. They will state the equation for the story correctly.
Materials: beans, white boards and markers, index cards with numbers 1-10 on them cut in half
Vocabulary: first, then, equals, plus, the same as
Motivation
Set induction-Ask the students if they have ever counted to ten before. Then ask what do you
have to use to get to the number 10? You add two numbers. Explain that there are many
different ways to add two numbers that will still equal ten. Students have previously done this
same activity for the number 5.
Presentation
Review the objectives and tell students that we will be making addition stories using the bean
manipulatives using our key words (first, plus, then, and equals) first as a class and then groups.
Explain that they will be practicing writing two equations that go along with the story told using
the beans. Use the beans to model how to tell an addition story using the four key words. Then
write the corresponding equation on the white boards provided. Check for understanding by
giving the students another addition story using the beans and have them talk to their partner to
figure out what the equations will look like. Have them all write it on their white boards and
show their answers. Then write it on your white board to verify the answer.
Practice

Have students go back to their tables and get into their groups of 4. Each group is given a white
board and marker.
Show the groups a certain number of colored beans, for example 4 colored beans. Hold them up
high and ask them to count with you to practice the one-to-one correspondence. Ask them how
many more beans would it take to create a group of ten. Have the groups talk amongst
themselves to talk about how many more beans they would need. If groups need more help,
bring around beans for them to count. Circulate among the groups to make sure everyone is
participating and knows what they are supposed to be doing. Assess their understanding by
asking them more questions about the beans and help if there is a misunderstanding. When the
group thinks that they know the answer, have them practice writing it on their white board. Then
ask them to write another equation that equals ten but uses different numbers. Have each group
present their material. Give them the sentence structure that you want them to use. First you
add ______ then you add _____ which equals ten. This is the same as first adding _______ then
adding ______ which equals 10. One person will say the first equation and the second will say
the second part. Since everyone will have different second equations we will discuss if they are
right as a class. We will continue to do this process until everyone at the table has had the
chance to write on the white board and each has spoken twice using the sentence structure given.
Application
To help students apply their knowledge of this new skill have the students come back to the
carpet. We will do another partner activity. I will give my students a number that they will have
to create an equation by adding two numbers to equal mine. The first partner will come up with
one equation and read it out loud to their partner. Then the second students will come up with
another equation and read it out loud to their partner. When they are done, the will give me a
thumbs up. Then I will ask for volunteers to read out loud their problems. We will do this a few
times for numbers 4, 6, 7, and 8. This will help them with the content that we want to learn but
also practice their oral skills using the key vocabulary.
Review
Give each student an index card. Some will have equations and others will have answers. Each
answer has two equations that equal it. Have your students stand in a circle and march in place.
We will have one student with an equation go to the center and say I have 2 plus 4 (or
whatever their card may say). Then the person who has 6 on their card will come to the center
and say that equals 6. Then the student who has another equation that equals 6 will come out
and say which is the same as 5 plus 1. If the students on the outside think they are correct,
they will clap for them. The group will then sit down on the outside of the circle and the next
player will step up and this will continue until all students have found their groups. If you want
more practice, have students switch cards and play again.
Teacher Notes:
Aid in the students learning by writing the key words on the board and keep going back to them
so that the students get enough practice and understand what they mean. Also put an example of
two equations so the students have something to look back at. Give the students ample time to

talk with one another so that they are confident in their answers and how to say it. If they need
more time or have questions on how to say it, talk with them and give support. Pair groups up so
that they are not all at the same level. Put some advanced students with middle and those who
need more assistance so that they can gain more help and others gain more practice in
explaining.