East Detroit Public Schools
Lesson Design

Author: Annette Theiss
Subject: Math
Grade:1st Grade
Course: Addition and Subtraction
Title: Combining and Breaking Apart Numbers

Length of Unit: One to three class periods
Materials Needed:
Power Macintosh G3 computers
large monitor
overhead projector
networked lab printers
blank transparency
pipe cleaners
O-shaped oat or fruit flavored cereal
book:
Imogene’s Antlers by David Small
software program:
Combining and Breaking Apart Numbers (from 10th Planet Series by Sunburst)

Standards-Based Outcomes (MDE):

English Language Arts:

I. Meaning and Communication

Content Standard I, 3: All students will focus on meaning and communication as they listen, speak, view, read, and write in personal, social, occupational, and civic contexts.

4. Describe and use effective listening and speaking behaviors that enhance verbal communication and facilitate the construction of meaning. Examples include use of gestures and appropriate group behavior.

5. Employ strategies to construct meaning while reading, listening to, viewing, or creating texts. Examples include retelling, predicting, generating questions, examining picture cues, discussing with peers, using context clues, and creating mental pictures.

8. Respond to the ideas or feelings generated by texts and listen to the responses of others.

V. Skills and Processes

Content Standard V, 7: All students will demonstrate, analyze, and reflect upon the skills and processes used to communicate through listening, speaking, viewing, reading, and writing.

3. Reflect on their emerging literacy, set goals, and make appropriate choices throughout the learning process as they develop the ability to regulate their learning.

VIII. Ideas in Action

Content Standard VIII, 10: All students will apply knowledge, ideas, and issues drawn from texts to their lives and the lives of others.

1. Make connections between key ideas in literature and other texts and their own lives.

Mathematics:

V. Numerical and Algebraic Operations and Analytical Thinking

Content Standard V, 1: Students understand and use various types of operations (e.g., addition, subtraction, multiplication, division) to solve problems. (Operations and their Properties)

1. Use manipulatives to model operations with numbers; develop their own methods of recording operations; and relate their models and recordings to standard symbolic expressions and algorithms.

4. Apply operations efficiently and accurately in solving problems.

Prior Knowledge:

• Students must have basic computer skills.
• Students have number sense and numeration.
• Students have a basic understanding of whole number operations using addition and subtraction.

Cue Set:

• The teacher introduces and reads the book Imogene’s Antlers by David Small.
• The teacher shows the cover of the book and asks: What is the shape of Imogene’s antlers?
• The teacher holds up a pipe cleaner and asks: How can I make this pipe cleaner into the shape of Imogene’s antlers?
• The teacher asks: What were some of the things Imogene had on her antlers?

Best Shot Instruction:

• After making sure the students’ hands are washed, the teacher distributes a pipe cleaner and handful of the O-shaped cereal to each student.
• The teacher demonstrates how to form a “V” shape with the pipe cleaner. The students create the same shape with their pipe cleaners.
• The students perform “donut” addition with their antlers by placing a number of “donuts” on each antler and then combining them to make a number sentence. The number sentence is written on the overhead transparency for visualization.
• Several more addition sentences are formed, reinforcing the combining process.
• After counting the total number of “donuts” on the antlers, the students remove and eat a specified number of them. Again the number sentence is written on the overhead transparency for visualization.
• Several more subtraction sentences are formed, reinforcing the breaking apart of numbers.
• Next the students move to the computer lab and are introduced to the software program Combining and Breaking Apart Numbers. The teacher uses the large monitor attached to the G3 computer.
• The teacher instructs the students in the navigation through the program. The students move through the program with the suggested framework.

Reteaching and Enrichment:

The students explore short vignettes that involve combining and breaking apart numbers within the INTO portion of the program Combining and Breaking Apart Numbers. In THROUGH, the students begin to combine and break apart numbers; and in BEYOND, they extend what they have learned about combining and breaking apart numbers to solve problems.

Review and Closure:

The students continue to work through the framework of the software program. Auditory and visual feedback are provided within the context of the program.

Assessment:

• The teacher observes that the students correctly form number sentences while using the pipe cleaners and cereal.
• Students keep records of their work and assess their own learning by using the journal feature of the software program.
• The teacher uses the program journals to monitor the students’ thinking and progress.
  He/she prints the journal entries for the students.
• The teacher uses observation of the students working with the software program as an assessment tool.

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