1 More and 1 Less, 2 More and 2 Less Unit of Study: Add and Subtract Fluently to 10 Global Concept Guide: 1 of 3

Content Development  “ It is time to build our students’ beginning understanding of addition and subtraction by targeting specific sets of facts and focusing on strategies that allow them to efficiently add without counting every object.” (O’Connell, S. & SanGiovanni, J., 2011, p. 32)  Adding 1 and 2 is simply counting on. Subtracting 1 and 2 is simply counting back. Number lines are a good visual representation of this.  The application of the commutative property will help students with accuracy and efficiency and basically double the amount of facts that students master. (i.e. Once a student knows 5+1=6, they automatically know that 1+5=6)  Students knowledge and application of the relationship of addition and subtraction can help their mastery of subtraction facts. (i.e. A student can think of 4-3= as 3+?=4)  After students understand 1 more/ less and 2 more/less, they need time to practice the facts in order to build automaticity. The math stations that are included in this powerpoint are an example of this practice.

Day 1  Whole group lesson: Exploring the Facts: Number Strips to Visualize 1 More and 2 MoreNumber Strips to Visualize 1 More and 2 More  Math Stations: Fact Card Jumps: Students are given a set of +1/+2 fact cards. After shuffling the cards, students select a card. They should record the jumps on a number line and the number sentence on a recording sheet/journal.+1/+2 fact cards Plus One/Two Bingo: Played with a partner. Each student gets a 3x3 blank bingo grid and writes a number between 2 and 12 in each space on the card. Use cards labeled 1-10 and place in a pile face down. A student flips over a card and the other student then spins the +1/+2 spinner from the game above. Students should discuss the sum and if they have the sum on their card, cover it with a counter. blank bingo grid +1/+2 spinner I Spy 1 or 2 More: Students search for dominoes that that have either 1 or two dots on one side. Then, they record the number sentence in their journal. (i.e. A student finds a domino with 4 dots on one side and 2 on the other. The student would record 4+2=6 in their journal.)dominoes

Day 2  Whole Group Lesson: Exploring the Commutative PropertyCommutative Property  Math Stations: Fact Card Jumps: This can be played similarly to Day 1; however, students will record the jumps and number sentence for the turn-around-fact as well. (i.e. A student would show and record 4+1=5 and 1+4=5) Dot Card Addition: This can be played similarly to Day 1; however, students will record the number sentence for the turn- around-fact as well. (i.e. A student would record 4+1=5 and 1+4=5) Dot Cards Domino Turn-Around-Facts: Students will take turns choosing a domino and recording both Turn-Around Facts that match it. (i.e. A student finds a domino with 4 dots on one side and 2 on the other. The student would record 4+2=6 and 2+4=6 in their journal.)

Day 3  Whole Group Activity: Creating 1 Less/2 Less Animal Story Problems1 Less/2 Less Animal Story  Math Stations: Minus One/Two Bingo: Played with a partner. Each student gets a 3x3 blank bingo grid and writes a number between 0 and 10 in each space on the card. The 2-12 cards are placed in a pile face down. A student flips over a card and the other student then spins the -1/-2 spinner. Students should discuss the difference and if they have the difference on their card, cover it with a counter.blank bingo grid -1/-2 spinner What’s in the Bag?: Each set of partners receives a paper bag with 12 snap cubes or counters in it. One partner reaches in and grabs a handful. The other partner spins the -1/-2 spinner. Students predict the difference and then use the manipulatives to check their prediction.-1/-2 spinner

Monitoring Progress  Individual Conferencing:  As students work to master their using +/-1 and +/-2, taking the time to confer with individual students allows you to assess their progress and focus them on specific goals. As the students in your class are engaged in Math Stations, invite individual students to meet with you to review their most recent progress and graph their results. Examine blank or incorrect math facts. Ask students which facts are difficult for them to remember. Provide tips and reminders to help students master those facts. Praise each student for the facts she does know and encourage each student to continue reviewing the unknown facts.  Gathering Data Through Observation  Frequently move through the room observing partners as they explore using-doubles facts. Listen to their discussions to gain insight into their understanding and mastery. Jot down observations to help plan interventions, adjustments to lessons, or task modifications.  Building Automaticity  Once students have explored the concept of doubling, halving, and near- doubles and observed and discussed patterns, it is time to check their progress.

Literature Connections  After reading this book, students complete the Mice in a Jar activity. Before the activity, the teacher should use the Mice in a Jar template to prepare bags with different amounts of mice in them. Students work with a partner to choose a bag and then complete the Mice in a Jar activity sheet.Mice in a Jar templateMice in a Jar activity sheet.  This book could also be referenced for subtracting as well, only this time the students could imagine that the mice are escaping from the jar.

Literature Connections  Students brainstorm the +1 equation for each addition of a new fish. Goldfish crackers could be used to make it hands on.

Literature Connections  Students predict what one more would be and record the number sentences. During the second part of the book where it counts backwards, students can predict what one less would be and record the number sentences.