EL Support Lesson

Adding One to a Group

This lesson pairs a hilarious read-aloud with practise doing basic addition. It can be used as a stand-alone or support lesson for the Just One More Foot lesson plan.
This lesson can be used as a pre-lesson for theJust One More FootLesson plan.
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This lesson can be used as a pre-lesson for theJust One More FootLesson plan.
Academic

Students will be able to solve addition problems containing patterns of one more.

Language

Students will be able to explain how to find the number that is one more using tactile supports.

(2 minutes)
Matching Numbers: One MoreTeach Background Knowledge TemplateWrite Student-Facing Language Objectives ReferenceVocabulary Cards: Adding One to a GroupGlossary: Adding One to a Group
  • Gather the class together for a read-aloud.
  • Go on a brief picture walk to preview the text with the class.
(10 minutes)
  • Read the text, pausing as you read to model how to add one more. For example: "On this page I counted one person napping, now another person is napping. What is one more than the number one? Let me check my number line: one, two."
  • Use the vocabulary cards and glossary to explain that you were AddingThe animals and people on each page to find the total number. When you add, you combine groups together to find out how many there are in all.
  • Model writing an addition equation to go along with a page in the book and practise reading it aloud.
  • Point to the number line and explain that when we add one more of something, we can use the number line to see what number comes next, or is one More.
(10 minutes)
  • Tell the class that you need some help adding one more to a group to find out how many there are in all.
  • Display 3 counting manipulatives (e.g., snap cubes) on a document camera (if possible) and ask the class to count them with you to see how many there are.
  • Add 1 more snap cube and say, "How can we figure out how many there are now?"
  • Have students turn and talk to share their ideas.
  • Chorally recount the snap cubes to find the total number. Then model how to use a number line to start at 3 and move ForwardOne number to get to 4.
  • Provide a visual anchor chart to demonstrate different strategies. Display and model using strategies such as using a number line, counting on fingers, etc.
  • Take anecdotal notes of student conversations to use later during the assessment piece.
(10 minutes)
  • Explain that now students will get to play a game with a partner to practise adding one.
  • Model how students will work with a partner.

Steps to Play:

  1. Each pair has a die and group of maths manipulatives.
  2. Have Partner A roll the die and then count the same number of maths manipulatives.
  3. Partner B then adds one more counter.
  4. Both partners work together to find the total number of maths manipulatives.
  5. Switch roles and repeat the above steps.
  • Pair students together and pass out materials.

Beginning

  • Gather a small group of students. Have all students work on adding one more to the same problems, counting aloud and using the same strategy.
  • Provide each student with their own number line to reference.
  • Allow students to count in their home langauge (L1).

Advanced

  • Introduce or review numbers 11–20 and have students create their own addition problems adding one more.
  • Encourage students to share problem solving strategies with a partner in their own words.
  • Have students complete the Matching Numbers One More worksheet.
(3 minutes)
  • Use the anecdotal notes along with pictures taken throughout the lesson to capture student learning and growth for a process board. Encourage students to reflect on their own learning and the strategies used to solve problems.
  • Use guiding questions to assess student understanding such as: "How many are there?" "What happens if you add one more?" "How do you know?"
(5 minutes)
  • Gather students together to close the lesson.
  • Create addition problems for the class to solve by having students come up to represent the parts of the problem (e.g., "There were 3 cats, then one more cat came. How many cats are there in all?").
  • Encourage students to share strategies to solve each problem.

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