EXT K-2 Sampler

50 Grade1 AddingaNumberand ItsNeighbor Objective 26: To find sums up to 10using the doubles strategies. PD Materials: Number Stair, Addition-SubtractionMat (Master 3), interlocking cubes, Addition-Subtraction Flashcards (Master 4), Numeral Cards (Master 1), playing cards, AdditionFacts to 10 (Master 16) Vocabulary: doubles Read toMe: TenLittleDucks ,Hammond, Franklin. (See p. xii of foreword for the related activity.) TheConcept of Doubles Research suggests that studentswho are taught strategies to learn addition and subtraction facts have superior retention than thosewho are taught using rotememorization. The doubles strategyhelps students learn factswhen 2of the same number are put together. This is sometimes called “doubling the number,” such as 4+ 4or 5+ 5. What does itmean todouble anumber? Ask 3 students to stand in front of the class. How canwe double thenumber of students? (add 3more) Writeon theboard: Thedoubleof 3 is 6: 3+ 3 � 6. Repeat showing thedoubleof 4 and5: 4+ 4 � 8 and5+ 5 � 10. Writeon theboard: 3 � 4 This problem canbe referred to as adding a number and its neighbor because you are adding anumber and its neighbor. Use the number stair to illustrate. Join3 yellow cubes and3 red cubes to find the sumof 3+3.Add1more cube to the yellow and red train.Howmany in all? (7) Study your cubes to see if you can find apattern for adding anumber and its neighbor. (Double the number and add 1.) Read the topof the page together.Have students use cubes towork the problems in lines 1 and 2. For problems 3 and 4, read the question together and discuss how to find the answer. Howdowe know if anumber sentence is not anothername for 3+4? (The sumof 3+ 4 is 7.We look for 2numberswhose sum is not 7.) PlayingCardDoublesGame Use 1–5 from a deckof playing cards or 4 sets ofNumeral Cards 1–5 (Master 1) Place the shuffled cards face downbetween 2players. Players take turns turning over 1 card from the deck as bothplayers try to say the double of the number. The first player to say it correctly claims the card. In a tie, another card is turnedover. The first to say the doublewins both cards. The playerwith the most cards at the endwins. PracticingBasic Facts DistributeAddition-SubtractionFlashcards (Master 4).Have students print a basic fact on each (1+ 1 through 9+ 1).Have students use cubes on Addition-SubtractionMats to find the sum, and then draw a picture andwrite the answer on the back. Research suggests that basic facts shouldbe taught inmanageable groups, e.g., sums to 10, sums to 12, and sums to 18. UseMaster 16 as a periodic 5- minute timed test on addition facts to 10. Use the scores from the first test as a baseline. Students shouldwork for personal improvement in speed and accuracy. Remind students of the special strategies theyhave learned tohelp them remember the sums. Skill Builders 26-5 12 ©Math TeachersPress, Inc.Reproduction by anymeans is strictly prohibited. 2. 3 8 5 3 3 4 + 7 + 2 + 5 + 6 + 4 + 4 1. 2 3 5 6 3 4 + 2 + 2 + 0 + 2 + 3 + 3 Adding aNumber and ItsNeighbor 3 + 4 = double 3 + 1 = 6 + 1 = 7 4 + 5 3 + 4 Double 4 and add 1 more. 4 + 5 = double 4 + 1 = 8 + 1 4 + 5 = ______ Double 3 and add 1 more. 3. Which is not another name for 3 + 4? A 5 + 2 C 4 + 3 B 4 + 2 D 6 + 1 4 . Which is not another name for 5 + 3? A 2 + 6 C 4 + 4 B 7 + 2 D 1 + 7 Add. 9 8 7 9 10 10 10 7 6 8 5 5 4 Lesson 5, 1ETeacherGuide 12 1.OA.6, 1.NBT.4