Lesson 19: Addition Word Problems within 20
Lesson Objectives
- Review Touching/Counting Patterns for numbers 1-9
- Add within 20
- Apply TouchPoints on lesser numerals
- Compare number sentences to solve word problems
- Identify pairs of numbers whose sum is 20
- Use TouchPoints as a strategy in computation
- Join together groups of objects to add
- Add using Pictorial TouchPoints
- Count on using TouchPoints
Materials
- Extend Workbook (Page 19)
- Counters or manipulatives
- TouchMath’s Foam Numerals with TouchMath’s TouchPoints with or without pictures
- TouchMath’s number line
- Whiteboard, dry eraser markers, and dry eraser
- Highlighters, markers, or crayons
Step 1: Warm Up (5 min)
Explain to students that math is around them every day and that you will need their help solving story problems. Provide a real-life example (e.g. Mr. Smith is going camping. He has 3 sleeping bags and Mr. Anderson has 2 sleeping bags. How many sleeping bags do they have in all?). Dissect sample world problems by circling or highlighting key words in the word problem, and use manipulatives to help count the totals.
Step 2: Vocab Review (5 min)
Review prior vocabulary: addends, addition, addition sign, equals, sum, counting on, and unknowns. Introduce vocabulary words: “in all” and “total” and explain when those words are used you know that the operation in the word problem is addition. Remind students that the sum is the answer to an addition sentence. It means the same as total, in all, and altogether, which will be used in the word problems.
Step 3: Model (5 min)
Provide another sample word problem with the addition equation to the right of the word problem. Show students a good method for breaking down the word problem is to look the key words (eg. total, in all, altogether) to show it is an addition problem. Next, highlight the first number (e.g. 5 cookies) and highlight the number 5 in the addition problem the same color (red), then highlight the second number (3 brownies) and the number 3 in the addition problem another color (blue). This will help them visually see the numbers in the word problem and matching it to the addition problem. Then highlight the addition sign and the addition key words (in all, total) the same color (green). Next, solve the addition problem, reminding students they already know how to find the larger number using the number line, cross it out as they say the number, then count on the TouchPoints of the other addend to find the sum.
Step 4: Guided Practice (5 min)
After illustrating how to break down addition problems in the modeling section, have students pull out manipulatives (TouchMath’s Foam Numerals and TouchPoints) to assist with counting on. Students can also group two sets of counters to represent the two addends in the word problem to then add them all together by counting all of the manipulatives. Give students addition word problems problems with sums no larger than 5 at first, and then work your way up to sums no larger than 10. You can also teach the CUBE strategy when breaking down a word problem (circle important numbers, underline the question, box operation clues, evaluate – determine what steps complete, and then solve and check). Providing checklists for students when breaking down word problems is another great strategy.
Step 5: Student Practice (5 min)
Go to Student Workbook Page (19). Read the directions at the top of the page. Tell students to use the Foam Numerals and TouchPoints as needed, and to have their TouchMath number line vertical to identify the larger number of the addition problems before counting on. For the first problem, read the problem to the students. Break down with the CUBE method (circling 10 and 4), underlining the question, boxing key words (in all), and then reminding students that evaulate in this case would mean to highlight the first number in the word problem and the first addend in the addition problem the same color, then highlight the second number in the word problem and the second addend in the addition problem a different color. This will help students to visually see the correlation. Then, have students work through the addition problem (10+4 by identifying the larger number, crossing it off while saying it aloud, then counting on the TouchPoints of the other number (11,12,13,14), and then repeating the math fact aloud (10+4=14). Write the sum on the line provided to the right of the equation sign. Follow these stueps for the next 5 word problems, using resources, as needed.
Step 6: Wrap Up (5 min)
To wrap up the lesson, review the learning objectives and core vocabulary words again and ask your students about their experience.
