### EL Support Lesson

This lesson can be used as a pre-lesson for the Active mathsLesson plan.

No standards associated with this content.

Which set of standards are you looking for?

This lesson can be used as a pre-lesson for the Active mathsLesson plan.

Students will be able to solve for the sum of three addends within 20.

##### Language

Students will be able to describe strategies for finding the sum of three addends within 20 using visual and partner support.

(5 minutes)
• Tell students the story problem, "Josephine needs to read 20 minutes each night for homework. Yesterday, she sat down to do her homework, but she kept getting interrupted! She read for eight minutes, and then she had to stop to feed her cat. (Write "8 minutes" on the board.) She read for five more minutes, and then she had to open the door for her brother. (Write "5 minutes".) She read for five more minutes, and then she had to stop to help her dad cook dinner! (Write "5 minutes".) Did Josephine reach her goal? Did she finish her homework? How do you know?"
• Instruct students to turn and talk to a partner about ways to solve the problem.
• Invite students to share strategies for solving the problem. For example, counting on using the number line or drawing a picture.
• Think aloud, "We need to add to find the total number of minutes. We know that 5 + 5 = 10, and that 10 is a friendly number. Next we can add 10 + 8 = 18.Remember that we can add the numbers in any order. Give me a thumbs up if you think Josephine finished her homework.
• Comment that Josephine needs to read for two more minutes to reach her goal of reading for 20 minutes.
(5 minutes)
• Write a number sentence to solve the story problem from the introduction 8 + 5 + 5 = 18.Point out that there are two plus signs and three parts in the number sentence.
• Ask students to turn and talk to a partner to identify the addends using the sentence frame, "The addends are ____, ____And ____." Label the addends.
• Next, ask students which maths symbol tells them that they need to add. Label the plus sign.
• Define SumAs the total number. Ask students to tell their partner the sum of minutes that Josephine read. Provide the sentence frame, "The sum is ____." Label the sum.
• Display the Vocabulary Cards, and instruct students to add the vocabulary to the Glossary (optional).
• Discuss strategies for solving addition problems with three addends. Model different strategies using the example problem such as counting on using a number line, and sketching a picture.
(10 minutes)
• Introduce the Add Them Up Dice Game. Begin by flashing the dot patterns found on the dice on the document camera. Flash the pattern for two seconds, and have students show you the number of dots they saw on their fingers, and call out the number. Check that students are able to subitize, or instantly recognise small quantities, without having to count.
• Write the following instructions to play the game on a chart for reference:
1. Fold a piece of paper in half. Label one half with your name, and one half with your partner's name.
2. Player A rolls three dice and records a number sentence ____+ ____+ ____= ____.
3. Player B rolls three dice and records a number sentence ____+ ____+ ____= ____.
4. Circle the number sentence that shows the greater sum. The player with the greater sum takes one counter.
5. If the sums are equal, or the same, each player rolls again and the player with the greater sum takes two counters.
6. When there are no more counters, the player with the greater number of counters wins!
• Model playing with a partner. Display a folded piece of paper, and label each half with your name, and the student's name.
• Roll three dice and model writing a number sentence, for example 3 + 5 + 4 = ____Under your name. Model different strategies for solving the problem. For example, count on from five since that is the biggest number, or combine five and four and then count on from nine. Write the sum, 12.
• Instruct the student to roll three dice, and write a number sentence under their name on the paper. For example, 4 + 4 + 1 = ____. Solve for the sum, nine. Model circling the number sentence under your name since you rolled the greater sum, and take one counter. Play a few more rounds.
(15 minutes)
• Distribute three dice, a blank sheet of paper, and approximately 20 counters to each partnership.
• Allow students to play in partners. After students have time to play, instruct them to count to see who has more counters.

Beginning

• If students do not know number names in English, allow them to count using their home language (L1).
• Review the concept of addition using manipulatives and real-world context.

• Encourage students to explain strategies for solving problems with three addends in their own words.
• Instruct students to name the parts of the addition number sentence without referring to the Vocabulary Cards.
(3 minutes)
• Rotate in the classroom as students play in parts. Check whether students are able to subitize, or whether they need to count individual dots before writing each addend.
• Notice which strategies students use to add three addends. Are they able to count on from the first addend, or do they count each dot beginning at one? Do they use strategies to compose friendly numbers such as 10, or always add the addends in the order they write them?
• Assess the language objective by prompting students to explain their thinking as you circulate. Ask students questions such as "What is the next step?" and "How did you solve the problem?"
(2 minutes)
• Encourage students to reflect on strategies that they used during the game to solve addition problems with three parts, or addends.
• Reflect on the activity by inviting students to share their opinion of the Add Them Up Dice Game. Provide the sentence frame, "The dice game was fun/ easy/ hard because _____."

Create new collection

0

### New Collection>

0Items

What could we do to improve Education.com?