Objective 17: Addition and Subtraction - ST Math · 2017. 10. 9. · y Practice solving simple addition and subtraction problems y Model addition and subtraction equations using objects

What Are the Children Learning?

This objective continues to build children’s understanding of number sense concepts, specifically in number operations. Children will:

y Understand that adding one or taking away one changes the number of objects in a group by exactly one

y Understand that combining two groups of objects will create a bigger group and that a group of objects can be broken down into smaller groups

y Practice solving simple addition and subtraction problems

y Model addition and subtraction equations using objects.

y Practice counting skills

y Practice subitizing

* These pages are to be copied and sent home with children to complete with their parents.

Objective 17: Addition and SubtractionEstimated Time: 2.5 weeks

Key Vocabulary: Take away, add, altogether, number names (1- 10), more, left, subitize, count

Objective 17: Addition and Subtraction

Teacher Prep

aration T

ime

School to Home Connections*

Language Integration Activities

Teacher-DirectedActivities

Computer Games

Cereal Add and Subtract

Plus and Minus Chant Add and Subtract One Push Box

None Select Box

Recognize Operation Signs Bird Expressions

Build Equations Bird Expressions Fill in Answers

Copyright © 2016 MIND Research Institute. All rights reserved. 17-1 ST Math TK: v.14

Plus and Minus ChantObjective: Addition and Subtraction

Objectives:

9 Children will learn to associate an operation to its corresponding name and scenario.

9 Children will understand how addition and subtraction operations affect given quantities.

9 Children will be able to visually distinguish the difference between addition and subtraction operations.

Vocabulary: Compare, more, plus, take away, minus, equal

Instructions: y Before reading the chant, cover up the right side of the poster (illustrations showing the addition and

subtraction results), and ask the children to describe the visuals depicting the three scenarios on the poster. Then ask them to predict the quantity of the end stack for each scenario. If children are struggling, ask whether the end stack is greater than or less than the starting quantity to move them along.

y Pause after each section of the chant and allow children to see if their predictions were correct by revealing the corresponding illustration.

Language Integration

LANGUAGEINTEGRATION

Copyright © 2013 MIND Research Institute. All rights reserved.

Plus and Minus

Tractor pushes small blue squares. Look across and then compare.

Tractor pushing three blue squares - Up a ramp with one square there.First count three and then one more. Three plus one now there are four.

Three plus one equals four blue squares. Four blue squares now to compare.

Tractor pushing three blue squares - Over a hole and drops one there.First count three then take one away. Three minus one leave two that stay.

Three minus one equals two blue squares. Two blue squares left to compare.

2

4

2

Addition and Subtraction


Opportunities for ExploringObjective: Addition and Subtraction

Opportunities for Exploring

Dramatic Play Center: Children can take turns to play the role of a grocer and a shopper. A shopper can start off buying a few items, and then adding a few more (addition), or returning some of the items (subtraction). The grocer would have to count the total number of items bought each time. Encourage children to recite the situation aloud.

Art Center: Provide an addition or subtraction scenario for children to draw. For example, say “I have 2 apples.” Allow children time to draw the apples. Then say, “I bought 3 more.” Again, allow them time to draw the additional apples. They can represent the addition operation using different ways, e.g., grouping the first 2 apples, and then another grouping for the 3 new apples, or drawing arrows to show the 3 new apples being added to the 2 original apples.

Create 24 dot cards with 1, 2, 3 or 4 dots on them. There should be 6 cards of the same quantity of dots. Provide each child with a dot card. Then ask the children to look around and pair up with another child so that the total number of dots between both cards equals 5. Have the children say aloud the addition fact, e.g., “Four plus one is five” before directing them to the line. A child with a 1-dot card can pair up with a child with a 4-dot card since 1 + 4 = 5 (addition).

Exploration/Work Time:

Transitions:

Outside Time:

Encourage children to verbalize addition or subtraction facts when they encounter them on the playground. For example, “Four children were on the slide. 1 slid down, so now there are 3 (4 - 1 = 3)” or “There were 2 children playing in the sandbox. 2 more children joined them, so now there are 4 children (2 + 2 = 4)”.


Push BoxObjective: Addition and Subtraction

Add and Subtract OneObjective: Addition and Subtraction

Objective:

9 Children will determine whether to add or subtract one cube to match a given number.

Common Core Domain:

9 Operations and Algebraic Thinking

9 Counting and Cardinality

Vocabulary: Numerals 1-5, add, plus, subtract, minus, take away, match

Learning Setting: Small group time

Materials Provided:

y None

Materials Needed:

y 5 unifix cubes per child

y Number cards (1-5) or large JiJi numeral cards

Preparation:

Gather unifix cubes and create number cards by writing each of the numerals, 1-5, on an index card or use the large JiJi numeral cards provided.

Activity & Game: Push Box

ACTIVITY

Addition

1. Give each child two cubes and keep two formodeling. Then, place the rest in the center. Askchildren to link their cubes together to make a stick,and hold it up.

2. Show children numeral card 3. Ask children if theyhave the right number of cubes for this number. Ifchildren are unsure, count out three cubes as anexample.

3. Ask children if they need to subtract one cube, bytaking it off of their tower, or if they need to add onecube, by putting one more cube on their tower.

4. Add one to the modeling set. Ask children tocompare their towers to the modeling set and toeach other’s to see if they match.

5. Next, ask children not to disconnect their cubes.Hold up numeral 4 card. Repeat steps 2-4 listedabove.

6. Continue with numeral 5 card, repeating abovesteps. Reinforce the use of the word “add” to meanputting one more cube on the tower.

Directions:

y Play game as described above, but vary whether children need to add or subtract each time.

y Play game as described above, but with numbers that require the children to add or subtract two cubes.

y Describe a scenario, and have children use the blocks to represent the scenario. E.g., “I have 4 blocks. Then my brother took away two blocks.” Wait for them to show you their visual representation, then ask, “How many blocks do I still have?” or “How many blocks are left?”.

Extensions:

Subtraction

7. Now, children should have 5 cubes each. Hold up thenumeral 4 card again, asking children if they need tosubtract one cube, or if they need to add one cube.

8. Subtract one from the modeling set to create a towerof four cubes. Encourage children to compare theirtowers to the modeling set and to each other’s to seeif they match.

9. Next, hold up numeral 3 card. Continue as described insteps 7-8, subtracting one cube.

10. Continue with numeral cards 2 and 1, repeating steps7-8. Reinforce the use of the word “subtract” to meantaking one cube off of the tower.


Push BoxObjective: Addition and Subtraction

Game Objective:Children will develop simple arithmetic skills by adding or taking away one object from a group of objects.

Game Description: Children are asked to select the number of blocks that a bulldozer will end up with after picking up (addition) or dropping off (subtraction) a block along its path. Selecting the correct amount of blocks will allow JiJi to arrive safely on the platform at the other side of the screen.

Number of Levels: 4

Common Core Domain: y Operations and Algebraic Thinking

y Counting and Cardinality

Common Core Standards: y K.OA.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps),

acting out situations, verbal explanations, expressions, or equations.

y K.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

y K.OA.5 Fluently add and subtract within 5.

y K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Reo

rder C

ontent


Select BoxObjective: Addition and Subtraction

Game Objective:Children will further develop understanding of addition and subtraction concepts through pictorial presentation. Children will solve simple arithmetic problems, with sums up to 10, by counting.

Game Description: In this game, children are asked to select the size of the opening on a platform that is needed to accommodate the total number of blue blocks shown on the screen. Children need to add two groups of blocks together, as well as take away a group of blocks from another group to solve the puzzles. Selecting the wrong answer will prevent JiJi from walking across the platform to the other side.

Number of Levels: 5









Objectives:

9 Children will identify symbols, including the plus sign, minus sign, and equal sign and learn how to use them in an equation.

Common Core Domain:



Vocabulary: Add, subtract, plus, minus, take away, altogether, sign,

one, two, three, equal

Learning Setting: Large group time

Materials Provided:

y None

Materials Needed:

y Dry erase marker

Preparation: None

1. On the whiteboard draw:

2. Ask children how many dots are in each group. Askchildren what they can do to the groups of 1 dot tomake a group of 2 dots.

3. Validate that two groups of 1 need to be addedtogether to make 2. Explain that a plus sign can beplaced in between the two groups of 1 to indicateaddition. Then draw a plus sign in the circle betweenthe two groups of 1.

4. Tell the children that 1 plus 1 is equal to two, and itmeans that 1 dot added to another 1 dot creates agroup that has the same number of dots as a groupof 2 dots. An equal sign is used to show that 1 plus1 has the same number of dots as 2. Then, draw anequal sign in the circle between groups of 2 and 1 dot.

5. Erase the plus and equal signs only.

6. Repeat steps #1-4, but this time, point to the second group of 1 dot. Ask children what they can do to the group of 2dots and the other group of 1 dot to create that group of 1.

7. Once children understood the meaning of the symbols,present on the board

8. Randomly place the equal sign either between 3 and 2dots or 2 and 1 dots and ask children to come up to theboard and decide what sign would go in between theother pair of numbers.

9. Continue with other triplet groups of dots up to 5.Eventually, allow different volunteers to draw boththe equal sign and plus/minus signs to complete theequations.

Directions:

Recognize Operation Signs Objective: Addition and Subtraction

Replace the dots in the equations with numerals. Have children continue to decide where in the equation the proper signs would go.

Extension:

Activity & Game: Bird Expressions

ACTIVITY


Bird Expressions Objective: Addition and Subtraction

Game Objective:Children will step-by-step model addition and subtraction situations using the scenarios of birds flying in (addition) and birds flying away (subtraction).

Game Description: Presented step-by-step with terms and operation symbols of addition and subtraction expressions, children are asked to model the expressions using birds on the wire. For example, the screen would show numeral 2, the children will need to select two birds. Then the screen shows a plus sign, followed by numeral 1, the children will need to select one more bird to add to the birds already on the wire to show the expression 2+1. When all terms and operation of the expression are modeled correctly with the birds, the software will automatically animate to show the sum or difference of the expression.

Number of Levels: 4









Objectives:

9 Children will represent addition and subtraction story problems within 5 using counters and math symbols.

Common Core Domain:



Vocabulary: Add, subtract, plus, minus, take away, altogether, sign, one, two, three, four, five, equal

Learning Setting: Small group time

Materials Provided:

y Mat H

Materials Needed:

y Bear counters *

*Other counters and holiday related items can be used in place of bear counters.

Preparation: None

1. Provide each child with one Mat H. The mat has twosides with the difference being the position of the equalsigns within the equations. Start with the side showingthe structure that children are more familiar with.

2. Review with the children the meanings of the mathsymbols on the mat.

3. Explain that they will be told a short story and will usethe mat and the counters to represent it. Use onlyaddition and subtraction problems within 5.

4. Verbalize a simple and short result-unknown (sum ordifference) story problem. For example, “There weretwo bears in the zoo. Then, one more bear joinedthem. How many bears are at the zoo now?” Drawpictures or have children act out the story problem firstif necessary.

5. Ask children, “Should there be more bears or fewerbears now and why?”, “Would you add or subtract thenumber of bears to find how many bears are at the

zoo now?” and “What numbers do we need to add together?”

6. Validate children’s responses and ask them to pointto the equation with the proper operation sign to use.Restate the story problem slowly and ask children toplace the number of bears in the correct position withinthe equation starting with the number of bears alreadyat the zoo.

7. Help guide children to find the correct sum to theexpression 2 + 1 and ask them to represent the resultusing counters in the correct square on the mat.

8. Ask children to verbalize the equation.

9. Continue with other simple result-unknown (sum ordifference) story problems and repeat steps # 4-8. Usethe other side of the mat when children are ready.

Directions:

Build Equations Objective: Addition and Subtraction

Duplicate the blank equation found on Mat H onto the whiteboard. Tell children simple story problems within 5 and ask them to take turns coming up to the board and represent the stories by writing in the numerals instead of using counters.

Extension:

Copyright ©

2012 MIN

D R

esearch Institute. All rights reserved.

Copyright ©

2012 MIN

D R

esearch Institute. All rights reserved.

Activity & Game: Bird Expressions Fill in Answers

ACTIVITY


Bird Expressions Fill in AnswersObjective: Addition and Subtraction

Game Objective:Children will step-by-step model addition and subtraction situations using the scenarios of birds flying in (addition) and birds flying away (subtraction). After modeling the situation, they will count and compute the sums or differences of the equations.

Game Description: This game is a more advanced version of the game Bird Expressions. Similar to its simpler game version, children are presented with terms and operation symbols of addition and subtraction expressions and are required to model the expressions using birds on the wire. However, this game version requires the children to enter the sums or differences of the equations they modeled at the end before advancing to the next puzzle.

Number of Levels: 4









Documents

Objective 17: Addition and Subtraction - ST Math · 2017. 10. 9. · y Practice solving simple addition and subtraction problems y Model addition and subtraction equations using objects