II.
III.
Essential Questions: How can two numbers make another number? How can we
use objects to show how two numbers can make another number? If we have a
number of items and just regroup the items, do we have the same amount of items
we started with?
IV.
V.
pips on the die. That will be the number of bears the will put in their boat. They will
write this number in the first space in the number line on the left. The second time
they roll the die, the number it lands on will be the number of bears that students will
place in front of them on their table, or on land. They will write this number on the
number sentence space on the right of the other space after the + sign. They will
then count up all of their bears and write the number in the space after the = sign.
We will do the first couple of these as a class so the students can get a hang of it
before they do it on their own.
VI.
Materials and Equipment: Laminated pictures of cartoon bears with magnets on the
back to use as manipulatives for demonstration on the white board; dry erase
markers for writing out the number sentence depicted by the bears; at least twelve
plastic bears for each student to use as manipulatives; a die for each student; bear
addition number sentence work sheet to record their numbers; pencils.
VII.
VIII.
IX.
Technology: N/A
X.