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# 0106.2.10 USE MODELS TO REPRESENT “PART-WHOLE” ADDING TO SITUATIONS TO DEVELOP UNDERSTANDING OF MEANING OF ADDITION. BY ANGIE TURNER, LEANNE COTTAGE, AND.

## Presentation on theme: "0106.2.10 USE MODELS TO REPRESENT “PART-WHOLE” ADDING TO SITUATIONS TO DEVELOP UNDERSTANDING OF MEANING OF ADDITION. BY ANGIE TURNER, LEANNE COTTAGE, AND."— Presentation transcript:

0106.2.10 USE MODELS TO REPRESENT “PART-WHOLE” ADDING TO SITUATIONS TO DEVELOP UNDERSTANDING OF MEANING OF ADDITION. BY ANGIE TURNER, LEANNE COTTAGE, AND PATIENCE ERWIN Math 1 st Grade: Number line

Goal Understand numbers, ways of representing numbers, relationships among numbers, and number systems.

Objectives Use a number line to count on 1, 2, or 3.

Pre- assessment Clothesline: Students will be given a number and move to place in a human number line to determine if they understand the sequence of a number line. Students will illustrate a number line based on the group activity of clothesline.

Real World Application Teacher will introduce a thermometer. We will collect data over a weeks time period to determine the fluctuation of the temperature. Hot Warm Cool Cold

Whole Group Instruction Students will watch The Number Crew: All Aboard from United Streaming. Teacher will draw number line on board with equally spaced dots for number 0-12, but only write in numbers 0 and 1. Then ask students to come up and fill in remaining numbers. After number line is complete, teacher will introduce vocabulary word number line. Teacher will model how to use the number line by “hopping” a specific number of places by adding 1, 2, or 3. Students will practice using their own number line by using their finger to hop the appropriate spaces indicated by the teacher. Students will count out loud as they hop. Students will complete lesson 3-4 from math book using number line.

Differentiated Instructional Activities: Small Groups

Below Basic Small group will fill in missing numbers on a number line in order from 0 - 10. Students will use giant taped number line on the floor to practice counting and moving from 0 – 10.

Basic Small group will label a blank number line from 0 - 10. Students use giant taped number line to hop by adding 1.

Proficient Small group will construct a number line using a variety of materials provided by the teacher. Examples of material: yarn, sticker dots, bingo dotters, tooth picks, dried pasta, Q-tips, or any other materials the teacher has on hand. Students will label the constructed number line. Using their number line, students will collaborate with peers to solve simple addition problems adding 1, 2, or 3.

Advanced Small group will assemble a giant number line on the floor with tape. Students will label numbers 0 -10. Students will formulate and solve a math story in pairs. The first child tells or writes an addition story in which one of the addends is 1, 2, or 3. The second student solves the problem by using the number line. Partners will switch roles.

Strategies for Re-teaching Students will complete an outdoor activity by creating a number line using sidewalk chalk. Teacher will model how to add by hopping. Students will solve math problems given by teacher. Teacher will guide students that need extra help.

Assessment Strategies Students will create a number line and label correctly. Students will use a number line to solve addition problems using 1, 2, or 3.

Closure Students will reflect on the weekly weather chart. We will discuss how many times it went up and down. Students will graph data. Brainstorm and chart other ways to use number lines.

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