The Beginnings of Addition

Alyssa Knickerbocker
Kindergarten/ Specifically for Math Class

Common Core Standards:

COUNTING AND CARDINALITY K.CC
Count to tell the number of objects.
4. Understand the relationship between numbers and quantities; connect
counting to cardinality.
a. When counting objects, say the number names in the standard order,
pairing each object with one and only one number name and each
number name with one and only one object.
b. Understand that the last number name said tells the number of
objects counted. The number of objects is the same regardless of their
arrangement or the order in which they were counted.
c. Understand that each successive number name refers to a quantity that is
one larger.

5. Count to answer how many? questions about as many as 20 things

arranged in a line, a rectangular array, or a circle, or as many as 10 things in
a scattered configuration; given a number from 120, count out that many
objects.
Compare numbers.
6. Identify whether the number of objects in one group is greater than, less
than, or equal to the number of objects in another group, e.g., by using
matching and counting strategies.1
7. Compare two numbers between 1 and 10 presented as written numerals.

OPERATIONS AND ALGEBRAIC THINKING K.OA

Understand addition as putting together and adding to, and under- stand
subtraction as taking apart and taking from.
1. Represent addition and subtraction with objects, fingers, mental images,
drawings2, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.
2. Solve addition and subtraction word problems, and add and subtract within
10, e.g., by using objects or drawings to represent the problem.
5. Fluently add and subtract within 5.
Classify objects and count the number of objects in each category.
3. Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.3

Lesson Summary:
Children will learn addition through multiple techniques using technology. They will learn one to one
correspondence, and understand that each object gets a number value and contributes to the total number of objects
in a set. Children will first recognize that each object has a value by counting the number of certain items in a
room (not exceeding 20). Students will recognize that the last number they say when counting is the total number
of objects. Additionally they will learn to add small groups of objects Then they will learn how to add those
numbers.

Estimated Duration:
This lesson will take about 3.5 hours, and will be broken up into 4 days. Each class period will last 20-30 minutes.
Commentary: I will get the students hooked into the lesson by connecting it to their every day life in the classroom.
For example using the materials in the classroom they use everyday to explain one to one correspondence, and
addition, this will help them get excited about what they are doing! I will make the lesson plan fun by connecting
visuals with addition, and allowing them to explore addition in the real world like at the supermarket, or playing a
sport. One challenge I anticipate is children not understanding that each object gets a value.

Instructional Procedures:
Day 1:
First 20 minutes: Introductory activity- Students will learn one to one correspondence by counting things around
the classroom that do not exceed 20. Including Pencils, Chairs, and lights! We will use a smart board to record all
of our data, and make sure everyone understands one to one correspondence. Then I will explain the total amount
of each object we counted is the last number they counted for example 1, 2, 3.7, if 7 was the last light, then we
have 7 total lights in the classroom.
Second 10 minutes: We will then count all the students in the classroom. Each child will get a number as in 1, 2, 3,
4 the last child to receive a number is the total number of students in the classroom just with the objects. I will
tell the kids to get up and rearrange themselves and then ask if the total amount of students has changed? I will
further explain this by lining up pens and asking the children to count the total number of pens. During this step I
will make sure every child understands that each pen has a value and contributes to the total number of pens, and
the last number counted is the total number of pens! I will then rearrange the pens and have the children count them
again, to show that the total number of objects does not change even if the arrangement does!
* This day will be focused on one to one correspondence, with an introduction to addition, and totals with
rearrangement.
*Tech Tools: Smart Board
Day 2:
20 minutes: I will then introduce a game on the smart board where images show up and they must tell me how
many of each object there are as fast as possible. This will reinforce one to one correspondence, and the idea of
adding. I will then introduce the term addition and define it as a class. We will practice on the smart board by
displaying one group of objects and another group of objects. I will show the children how to use there fingers and
show the first amount of objects, where each object gets one finger, and then add the second amount of objects. To
find the total the children will count how many fingers they have up!
10 Minutes: Then the children in class will log on to an online game that reinforces how addition works by adding
up numbers in groups. For example if I have 5 cookies and add 2 more how many total do I have? Pictures will be
displayed and then they will count the total number of objects using there fingers!
*This day is focused on introducing addition, and work on mastery.
*Tech Tools: Smart Board, Online Game

Day 3:
First 10 minutes: As a class we will quickly review one to one correspondence by counting how many coats are
hung up on the coat rack. We will then watch a goanimate video to further review one to one correspondence and
how to add numbers (total does not exceed ten).
20 minutes: Children will be asked how we can use addition in the real world, including looking at groups of
objects. We will discuss how you can count how many TVs you have in your house, and how many lamps you
have as well. I will use a PowerPoint to display different objects they will be looking for in their house. Children
will then be asked to go home and count the number of certain items they have in their house, including pets, TVs,
and beds! With the help of a parent, students will record this information on their Ipad in a template that I have
posted on Google docs, and bring the completed chart to class.
*Focus on addition in the real world, and review of one to one correspondence, and addition with groups.
*Tech Tools: Goanimate Video, PowerPoint, GoogleDoc, Ipad
Day 4: Google Drive Presentation
First 20 minutes: Each Child will then share there information with the class and we will add it to a Google Drive
Presentation, with pictures of each object. We will define the terms more than (>) less than (<) and equal too (=)
and how they can relate to our objects. As a class we will compare all the numbers by explaining who has more
than, less than, or equal to the amount of items of other kids.
*Review of addition in the real world, and introduction to more than, less than, and equal too when comparing
numbers.
*Tech Tools: Google Drive Presentation, Ipads
Pre-Assessment:
The pre assessment will consist of warm up problems in the morning to get the children thinking about one to one
correspondence. Children will sit on the carpet and view 2 sets of objects on a smart board. I will then ask them
to count how many of each object there are and write it down on a piece of paper.. Additionally, they will add up
the total number of objects they see and write that total down. As they do this I will make notes on rather the
children are using their fingers, drawings, or another method to understand counting. They will then be asked to
turn in their paper.
Scoring Guidelines:
From my notes, and the students answers, I will be able to see if the children understand how to count, and
if they are using one to one correspondence. Additionally I will understand who my advanced students are
who are already familiar with addition, and able to do it. I will look at 3 things while grading my notes on
how each child solved the problem, their answer to how many items, and their addition skills.
Planned Student Self Assessment:
I will give exit tickets each day reviewing what they learned. For example on Day 1, before they leave children
will be given a problem on their ipad in Google docs that corresponds to counting objects, and using one to one
correspondence. On Day 2, Children will be given an exit ticket, counting the total amount of objects. On day 3,
Children will be given an exit ticket that helps review adding two groups of numbers. On day 4, children will
complete the exit ticket using more than, less than, or equal two symbols comparing two groups of numbers! These
exit tickets are designed to make sure that each child understands the information.
Post-Assessment:
Children will be presented with a quiz online to test there knowledge of three things. One to one correspondence,

addition to a total of 10, and comparing groups of numbers using less than, more than, or equal too.
Scoring Guidelines:
The quiz will consist of 10 questions, and at the end will give a percentage of the correct answers. Any child
who gets an 90% to 100% is advanced above an 80% will be marked as proficient, 70% will be marked as
needs improvement, and anything lower will be one on one time with teacher. I believe this is the best way
to test the knowledge of the kids because it combines everything I have taught, and that they should be able
to show they can do!

Differentiated Instructional Support

To help students who are gifted/accelerated I would ask them to begin adding numbers that are more challenging
for example adding the numbers of boys and girls to find the total number of students, instead of counting each
child individually to find the total. I would also allow them to aid students who are having difficulty by grouping
them in groups when counting objects in the classroom on day 1, and using the online game as well!
To help students who might be struggling, I would pair them in groups with people who are gifted/accelerated. I
would also set aside time to work with them individually to assure understanding.

Extension
http://www.adaptedmind.com/pgamev21.php?tagId=54 This site, allows you to understand addition, by starting
with a number and adding one number at a time to get to addition. It will help with one to one correspondence.
Students can benefit from this to understand that each number gets a value and when you are counting using your
fingers you are adding 1 at a time.
http://www.adaptedmind.com/pgamev21.php?tagId=102 On the same site you can practice less than, greater than,
and equal too problems! Students can benefit from this by practicing number recognition, and number sense!

Homework Options and Home Connections

Children will be asked to go home and count the number of certain items they have in their house, including pets,
TVs, and beds! With the help of a parent, students will record this information on their ipad under Google docs in
a template I have uploaded for them, and bring it class for further discussion.
I would also encourage parents to relate real world situations with what their children are learning. For example if
they are at the supermarket, and the total is 8 dollars, and you 6 dollars how many more do you need! Or at a
soccer game explain that each goal gives you a point, so if you get 1 goal, you get one point, but if you score
another goal you now have a total of two points, and two goals!

Interdisciplinary Connections
Art: Children can connect counting objects by taking pictures of these objects, and comparing two pictures to see
which one has more objects than the other. Also Art will be included because when they are sent to look at how
many of certain items they have in their house we will display pictures of each object!
Writing: Children can take their knowledge of one to one correspondence and addition, and make a book where a
child learns how to count just like they did. The illustrations would pull in the art aspect as well, and they would
include, a setting, plot, characters and other important elements of books.

Materials and Resources:

For teachers

-A smart board
-access to go animate
-materials in classroom (such as pens, pencils, desks, coats)
-Objects at home including TV, pets (if applicable), couches, lamps, etc
-Google Doc
-Google Drive Presentation
-Online Quiz Maker
-Online Game Maker

For students

-Access to Online Games/Quizes

-Access to Google Docs
-Ipad

Key Vocabulary
Addition
One to One correspondence
Less than
More than
Equal too
Total
Additional Notes
This is a great exciting lesson that will help children learn all sorts of important standards. These standards include
one to one correspondence, addition, and comparing numbers.