Introduction to Fact Families - Addition (Commutative Property)

Students will "invent" their own examples that demonstrate the Commutative Property of Addition through hands-on activities.

A lesson plan for grade 1 Mathematics

By William Krupicka

Learn more

Related pages

• In math, "elegant" means "cool"!: An elegant solution to a math problem is one that requires less time and work. Encouraging students to find such solutions will help them build number sense or numeracy.
• Math Fun: We have compiled some of our favorite mathematics instructional resources to help students develop a sense of numbers and how they are used by us everyday. Students will have fun practicing their skills and trying new problem-solving ideas.
• Beginning lesson on Coordinate Grids-First Quadrant: Students will investigate the first quadrant of the Cartesian coordinate system. They will use online activities developed by Shodor.org to identify the coordinates of points, or plot specific points. Then students will progress to an activity where they direct a robot through a mine field laid out on the coordinate plane. Permission has been granted for the use of the materials as part of the workshop - "Interactivate Your Bored Math Students" by Shodor Education Foundation, Inc.

Related topics

• Learn more about mathematics.

Help

Please read our disclaimer for lesson plans.

Legal

Learning outcomes

Students will “invent” examples that demonstrate the Commutative Property of Addition (i.e., that “In addition, no matter in which order addends are placed, the sum will always be the same.”).

Teacher planning

Time required for lesson

1.00 hours

Materials/resources

For each student (or group of two students):

• Two sets of five “counting bears” (each set a different color).
• Two sets of numerals 0-5 (each set a different color to match bears). Die-cut tagboard numerals would be ideal.
• One set of black die-cut numerals (0-10) for sums.
• A Work Mat (of your own design) containing an “addition sign” an “equals sign” and an “answer circle.” Students will physically move bear addends to the “answer circle.”

Technology resources

Computer, printer, and Internet connection to download and print “Sample Test.”

Pre-activities

Students must be able to add single digits to 10.

Activities

Introduction:

Teacher explains Commutative Property of Addition and demonstrates to students by the various means below:

1. Using Work Mat, present set of 2 red bears + set of 1 yellow bear (2+1=3). Reverse order of addends to show that the sum will always be the same (1+2=3). Combine bears for sums in the “answer circle.” Repeat with several examples of increasing difficulty.
2. Pair colored die-cut numerals with bear sets above and repeat exercises above. Combine bear sets and use black numerals for sums in the “answer circle.”
3. Use colored die-cut numerals in isolation and repeat exercises above. Use black numerals for sums in the “answer circle.”

Student Activities:

1. Distribute bear sets to each student (or group of two students). Repeat #1 above and ask each student (or group) to duplicate the examples you demonstrate on their Work Mats. After circulating to check for understanding, invite students to “invent” other combinations to show the commutative property of addition.
2. Distribute die-cut numeral sets. Ask students to pair colored numerals with bear sets on their Work Mats and black numerals in the “answer circle” to demonstrate the commutative property of addition.
3. Ask students to use colored die-cut numerals on their Work Mats in isolation and black numerals in the “answer circle” to demonstrate the Commutative Property of Addition.
4. Probe class to determine understanding by asking them to verbally describe the Commutative Property of Addition. Get approximately five (correct) responses.
5. Probe class to determine how they will use what they have learned. Ask for examples. Get approximately five (correct) responses.

Summary:

1. Review concept and operations above.
2. Tell students they will now be tested on their understanding.

Assessment

Distribute test consisting of single digit addition problems to ten (see sample attachment).

• First, ask your students to solve each of the problems given.
• Second, ask your students to re-write the original problems in “reverse order” in the space next to the original problems and solve.
• Third, ask your students to give a written explanation about what they have learned.
• Finally, ask your students to give a written explanation about how they will use what they have learned.

A Sample Test is available as an attachment below.

Supplemental information

None

Related websites

N/A

Comments

Colored chips, bottle caps, etc. can be substituted for “counting bears.”

3X5 cards with colored numerals can be substituted for die-cut numerals.