EL Support Lesson
Students will be able to solve addition problems within 10.
Students will be able to explain how to solve addition equations using drawings or pictures.
- Gather the class together.
- Display two group of items (e.g., coins) and say, "I wonder how many I have in all."
- Ask, "What can I do to find out how many coins I have altogether?"
Explicit Instruction/Teacher modeling(10 minutes)
- Use a think aloud to model your problem solving process by saying something like, "First I should count each group. One, two, three. My first group has three coins. One, two, three, four. My second group has four coins. Next I can write the numbers down to keep track, 3 + 4 =____ and then I can count them altogether to find my total."
- Point to the equation and say, "This is called a number sentence. It uses special maths symbols to help us read and solve addition or problems to find out how many things there are in all."
- Using the vocabulary cards, introduce the parts of the number sentence by having students repeat the word after you and making each sign with their arms.
Guided practise(5 minutes)
- Explain to the students that next they will practise making addition equations using a fun game!
- Model how to play the game with a student partner.
- Each partner rolls a die.
- Partner A counts out the number of dots on their dice and places the same number of dot stickers in the first box of their number sentence, then Partner B does the same using the second box.
- Both partners count the dots together to find the total number of dots, then Partner A writes the total in the last box.
- Play 1–2 rounds as a whole class to check for understanding.
Group work time(10 minutes)
- Pair students with a partner and pass out materials to each pair.
- Send students to work independently.
Additional EL adaptations
- Work with a small group of students in a teacher-led group to create and solve addition problems.
- Allow students to count in their home language (L1).
- Have students create addition equations with sums greater than 10 for a partner to solve.
- Encourage students to explain different problem-solving strategies to their peers.
- Circulate around the room to assess if students are able to create and solve addition equations.
- Observe student conversations and record ideas and discussions on a process chart (e.g., I think we should each count our items first, then count them altogether).
Review and closing(5 minutes)
- Gather the class back together.
- Provide examples you noticed students using to solve their equations and to keep track while counting (number line, pointing to each dot).