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Unit 6/Addition/Counting-Up
Overview:

Operations: K 1 - 2
Materials
1. 100s Charts and tens covers

This activity will help students understand and identify patterns of language tied to the concept of addition with small numbers. When students quickly and easily identify story types and connect these stories with operations using small/known facts, they are better able to identify similar language and problem types in more complex situations.

Objectives:
Students will use previously established 10s facts (5) and ideas of addition to represent and identify stories for simple addition problems. Students will change informal language from 10s facts and 100s chart activities to a common language counting-up. Students will identify stories as combinations or getting-more problem types and differentiate between the two using simple addition problems. Students will practice finding and identify sums with addends 10.

2. Place Value Mats

3. Base Ten Blocks/Rods

4. Place Value T-Chart

6. Tens Facts

2009University Place School District. All rights reserved. The Math: Getting It Project is a Mathematics and Science (MSP) Partnership funded by the Department of Education. Partners: University Place School District (lead partner), Peninsula School District, and Fife School District; the University of Washington/Tacoma; and the Pierce County Staff Development Consortium, Pierce County, Washington. For more information, contact the Math: Getting Project Co-Directors, Jeff Loupas jloupas@upsd.wednet.edu or Annette Holmstrom aholmstrom@upsd.wednet.edu,

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Operations: K 1 - 2

Teaching Activities:
Part One: Represent Counting-Up Problems with Getting-More Problems/Practice Addition Facts <10 Representing Counting-Up Problems: 1. Using a 100s chart, teachers use colored strips (one color) to show addition problems (addends 5). These problems should all be of the getting-more variety. In gettingmore problems, one person or group gets more of an item from an unnamed source. The purpose is to focus on the math for getting-more problems. An example of a getting-more problem would be: Johnny has one frog. He finds another frog at the pond. How many frogs does Johnny have now? 2. After doing the math concretely, the teacher begins telling a story to match the getting-more problem represented and practiced. The teacher slowly introduces language consistent with addition, connecting previously established ideas of addition to a common language for addition. For example, as students use non-color coded strips to solve 10s facts, the teacher introduces words like: adding, counting-up, getting more. Practice getting-more problems until students are comfortable with this type of problem. Teachers/students should use only one color when showing getting-more problems with colored strips. Remember getting-more problems are where one person or entity gets more added to their pile. Part Two: Introducing Combination Problems
The teacher should use a non-example of a getting-more problem to introduce combining. For example: The teacher represents a problem on a place value mat and tells a story of two children combining their stashes of candy to make one big pile of candy. The teacher points out, Hey, this isnt one person getting-more, but

Teacher Notes

2009University Place School District. All rights reserved. The Math: Getting It Project is a Mathematics and Science (MSP) Partnership funded by the Department of Education. Partners: University Place School District (lead partner), Peninsula School District, and Fife School District; the University of Washington/Tacoma; and the Pierce County Staff Development Consortium, Pierce County, Washington. For more information, contact the Math: Getting Project Co-Directors, Jeff Loupas jloupas@upsd.wednet.edu or Annette Holmstrom aholmstrom@upsd.wednet.edu,

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Operations: K 1 - 2

two children combining their stashes to make a bigger pile. Since each smaller pile of candy comes from a different child, we should use different colors to represent that. The teachers/students use different color strips end to end on the 100s chart for problems combining groups from different people or entities.

Practice Addition Facts <10: Students continue practicing simple addition

problems as the teacher explicitly points out facts to remember. These facts should be extensions of 10s facts, like 5 + 4 = 9, because 5 + 4 is one less than 5 + 5. Teachers need to avoid learning facts with common addends, like all of the 4s facts and 5s facts. These facts are better learned based upon the tens model. Students should practice these facts using the same method long after (weeks/months) they move on to the core activity. Formal representation of the algorithm may take place with more proficient students at this time with columns headed by tens and ones. (no regrouping), for example, using the place value T-chart.

Part Three: Differentiating Between Getting-More and Combining (Stories Only).

When students can quickly distinguish between and represent combining and getting-more addition problems, the teacher provides practice distinguishing with stories of both types. Stories should be written, oral, and numeric, and illustrated with colored strips for reminders, as needed. Students should spend most of their time differentiating between getting-more problems and combining problems. Only when students become fluent distinguishing between the two types of addition problems can they can begin solving problems. Regrouping problems should not be done at this time.

Part Four: Students Create and Classify Addition Stories for Numeric Problems

Once students can distinguish between addition problem types, represent these in multiple ways, translate between these representations, and solve them using base ten blocks, students should work in mixed ability groups to create addition stories. After students have created problems they can share their stories with the class. The class can differentiate which type of problem students have written. A Tchart is useful for placing problems created by each group. After multiple sessions of oral and written practice in mixed ability groups, students should work independently to say and write their own problems. During this period, practice translating between representations (100s chart, place value mat) continues as does the solving of problems. At this stage, avoid using stories that overlap between combination and getting more types. When students create their own stories that overlap problem types, the teacher may use this opportunity to formatively assess student understanding (if they can tell you why a story might be both types, they understand).

2009University Place School District. All rights reserved. The Math: Getting It Project is a Mathematics and Science (MSP) Partnership funded by the Department of Education. Partners: University Place School District (lead partner), Peninsula School District, and Fife School District; the University of Washington/Tacoma; and the Pierce County Staff Development Consortium, Pierce County, Washington. For more information, contact the Math: Getting Project Co-Directors, Jeff Loupas jloupas@upsd.wednet.edu or Annette Holmstrom aholmstrom@upsd.wednet.edu,

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Operations: K 1 - 2

2009University Place School District. All rights reserved. The Math: Getting It Project is a Mathematics and Science (MSP) Partnership funded by the Department of Education. Partners: University Place School District (lead partner), Peninsula School District, and Fife School District; the University of Washington/Tacoma; and the Pierce County Staff Development Consortium, Pierce County, Washington. For more information, contact the Math: Getting Project Co-Directors, Jeff Loupas jloupas@upsd.wednet.edu or Annette Holmstrom aholmstrom@upsd.wednet.edu,