Just One More Foot

Explicit Instruction/Teacher modeling

• Read aloud the text One is a Snail, Ten is a Crab: A Counting by Feet Book.
• Pause as you read to note the patterns of one more, e.g., "I see two crabs and one snail, how many creatures in all?"
• Ask the class, "How many feet there would be if you had one kid and one snail?"
• Have students turn and talk to a partner to solve the problem.
• Draw a picture of one kid and one snail on the board, write (2) under the kid and (1) under the snail.
• Hold up two snap cubes and say, "These are the kid's feet." Then add one more snap cube and say, "This is the snail. Let's count them altogether."
• Model how to count the feet altogether to find the total (3). Point to the number line or hundreds chart to support understanding of the counting sequence.

Guided practise

• Display the snap cubes to the class and say, "Now we are going to use some snap cubes to practise adding one more and finding the total."
• Pair students together and hand each pair 10 snap cubes.
• Draw a picture of three hats on the board, then ask the students to find three snap cubes and put them together. Draw a plus sign and then one more hat and ask students, "How many hats are there altogether?"
• Have the pairs hold up the finished snap cube towers to show their answer.
• Write an equals sign after the equation and write in the sum. Explain to students what you are doing, "I am filling in the number sentence. This says three hats plus one hat equals four hats."
• Repeat this process with several more problems involving larger quantities (e.g., 5 + 1, 4 + 1, 7 + 1, etc.).

Independent working time

• Display the One More worksheet and go over the directions.
• Pass out the worksheet for students to complete independently.