Join them together/Take them away

The teacher will introduce beginning addition concepts of joining two sets together. The teacher will introduce beginning subtraction concepts of taking away from a set.

A lesson plan for grade K Mathematics

By Vickie Hedrick

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Related topics

• Learn more about addition, hands-on, mathematics, number sense, read-alouds, and subtraction.

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Learning outcomes

Students will be able to act out simple addition and subtraction stories using manipulatives and Hyperstudio presentations. They will then transfer that knowledge onto paper activities.

Teacher planning

Time required for lesson

30 minutes

Materials/resources

• Big Books:
  • What’s in the Cupboard by Rosemany Reville Irons and Calvin Irons
  • Birds, Birds, Everywhere by same authors
  • Ten Silly Sheep by same authors
• Manipulatives: 10 counters for each student
• Story Mat: anything to place counters on to keep separate
• Subtraction worksheet
• Addition worksheet

Technology resources

• computer
• Hyperstudio software
• Averkey (optional, you can use your computer without the TV)
• Hyperstudio presentations Takeaway and Join Them Together

Pre-activities

Students must have an understanding of number sense and be able to count groups of sets up to ten.

Activities

Lesson 1

Begin the lesson by reading a big book, What’s in the Cupboard. Read the story the first time for pleasure. Before a second reading pass out counters and story mats to each child. I use one small plastic bag for each child in order to have the materials ready before the presentation. Reread the story this time allowing time for the students to place the correct number of counters on their story mat.

• Addition: place _ counters on your mat, there are _ more, now join them together and count them. We make a chant of the “join them together and count them”. This helps to bond the idea in their minds.
• Subtraction: Place _ counters on your mat, _ went away, take those away, how many are left? Be sure and leave plenty of time for each child to be successful.

Lesson 2

• At the computer, reread the big book but this time quickly. We still go through the math problem but using our fingers instead of counters. Next we use the Hyperstudio program “Take it Away or Join it Together” I have an AverKey that connects my computer to our TV. Using the TV makes the presentation large enough for everyone to see. This is not a necessity but a great advantage.)
• For subtraction I have one student count how many objects in the beginning set. Someone presses the disappear button. Someone counts how many are left. If I have plenty of time I may allow the same student to do all three. If not I use three children. All children want to participate therefore I may go through the same subtraction program several times so everyone has a turn. The students love the sounds between the “pages.” For the addition stories I also allow the students to come forward to count how many.

Lesson 3

This is an extra and you may not want to add it to your program. I use the Hyperstudio a second day but this time I use acetate sheets to cover my TV and wipe off markers. As we go through the program at a brisk pace I allow the students to mark out the correct number on the subtraction problems and write the correct answer on the TV screen (which is cover by a plastic clear acetate sheet). They love doing this and it helps to move them from concrete to paper.

Lesson 4

I reread our big book one last time and go over anything that I think they are still having a problem with using those children to help which seem to still need additional work. The children then take a the Addition worksheet to their seats to complete.

Assessment

Assessment is by teacher observation and worksheet given at end of lesson four.

Supplemental information

Comments

I have found that the use of the Hyperstudio presentations not only brings new excitement to a lesson but an added benefit is the increased knowledge of computer skills and the ability to identify components.

I combined these two lessons into one objective because my plans are so similar in approach and because they are listed on the same SCS objective.