Unifix Cube Addition!

Name: Natalie Weston

School: MacArthur University Academy
Grade: First Grade
Length: 40 minutes

Overall lesson topic/title and purpose

 Title: Unifix Cube Addition!
 Purpose: Students will be using objects (unifix cubes) to practice adding two different
addends together to make a sum of 10. Students will practice addition through visual
representations (unfix cubes).

Rationale
 1.OA.A.1: Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing,
with unknowns in all positions, e.g., by using objects, drawings, and equations with a
symbol for the unknown number to represent the problem

Goals/Objectives for today’s lesson:

 Students will be able to find three different ways to represent equations with a sum of
10 using unifix cubes. Students will be able to record their findings by coloring the
corresponding unifix cubes for each equation on the worksheet. Students will also be
able to find an additional way to make 10 on their own and record it on the index card
in the form of an equation and a picture.

Materials & supplies needed:

 “Making 10” Worksheet
 Unifix Cubes (20) in bag
 Equation template
 Group Direction Sheet
 Index Card Directions
 Sticky notes
 Role Cards
 Index Cards
 Pencil
 Crayons
 Support
Introduction to the lesson (5 mins)

 To begin, I will call students to the carpet (they will sit by table) and Academic:
I will ask students to show me what it looks like to sit in the listening
position. I will review the social contract and will have students to - Modeling
read the classroom procedures with me. I will explain that if - Practicing as
students have questions they are to raise their hands and not call a whole
out. I will then ask students to put their mathematician hats on. group
 Next, I will have students “Turn and talk to your partner about what
- Having both
is it called when we put numbers together to make a bigger
number?” Addition number and
 “That’s right! When we add numbers together to get a sum, it is picture
called addition! We have been practicing addition problems with our representation
daily math.” s
 “Today we are going to practice addition using these!” Show cubes
 “Raise your hand if these look familiar. Does anyone know what we
call these?” Cubes, counters etc. Social:
 “Yes that is right we call these cubes and as we know from when
we made our counting strategy poster, cubes can help us count - Having
and add.” students turn
 “Okay friends now turn your attention to the smart board!” and talk with a
neighbor to
Outline of key events during the lesson (10 mins) review ideas
so they do not
 I will show students 6 blue cubes and 4 red cubes. I will ask my
feel pressured
students “how many cubes I would have in all if I put the two colors
together? Let’s count them together!” Snap together all blue cubes or singled out
and count to 6 then snap together 4 red cubes and count them. - Reviewing
Next, snap colors together and count them as a whole. classroom
 I then will model another example but this time I will have 3 blue procedures to
cubes and 7 red cubes and will ask students “how many I would set behavior
have in all if I put the two colors together?” Snap together all blue expectations
cubes and count to 3 then snap together 7 cubes and count them.
Next, snap colors together and count them as a whole.
 After practicing two different problems with the class, I will then Linguistic:
introduce what equations with these numbers looks like.
 “Now we are going to explore addition and recording our ideas in - Using cubes
the form of an equation. Everyone say equation!” Show Equation to model what
Sheet
I am
 On sheet: “This is what a basic addition equation looks like. This
should look familiar from our daily math sheets that we do every explaining
day. We have two blank spots where both of our addends will go - Speaking
(addend is just a math term for number), a plus sign in the middle, while
and an equals sign with the sum or total at the end. Point to each modeling to
spot as you explain. students
 “Using our example of 6 blue cubes and 4 red cubes, we would
write 6 in the first addend spot and 4 in the second addend spot.
Our equation would then be written as 6 + 4 = 10. Read it with me
friends! 6+4=10.” Write on sticky notes
 “Turn and talk with a partner about what our second equation of 3
  ”Okay friends now that you have thought about what these cubes
look like in the form of an equation, what number do I put in the first Academic:
addend spot? 3! Yes, 3. What number do I then put in the second - Made groups
addend spot? 7! Yes, 7. So everyone read our equation with me.
with multiple
3+7=1-. Put sticky notes over existing equation and write 3+7
 “Now that we have practiced writing equations and practicing math
addition using cubes, I am going to challenge to try this on your intelligences in
own in your math groups!” mind so that all
students bring
Closing Summary for the lesson (5 mins)
different math
 “Together we practiced only two ways to make ten using our abilities to the
cubes and equations. Now in your groups, I need you all to group
help show me how other equations with a sum of 10 look - Working in
using your cubes!” groups and
 “Okay you all know your groups and your spots on the carpet practicing on
so quietly and safely get up and go to those spots with your
the group
group now.”
worksheet first
 “Before we begin, let’s review our different roles in our
groups. Can I have three volunteers tell me what these three before
roles are? Recorder, Material Manager, Captain. individual
 “Yes! Our three roles are recorder, material manager, and product
captain. Recorders from each group, raise your hands! What
is your job recorders?” Call on student to explain recorder Social:
role - Having role
 “Our next role is material manager, can all of our material cards so that
managers raise their hands? What is your job material one student
managers?” Call on student to explain material manager role does not
 “Our last role is captain! If you are a group of two, group
dominate
members will share this role. Captains raise your hands for
me! What is your job captains?” Call on student to explain - Role cards help
captain role students be
engaged and
Transition To Next Learning Activity (5 mins) involved
 ‘Now that we have reviewed our roles, I will explain what each Linguistic:
group will be doing.” Show group sheet on elmo
 “Each group will get a set of cubes, 10 of one color and 10 of
another. Since 10 will always be our total, we will not use all of the - Verbally
cubes every time. On the sheet I will be giving your group, there explaining
are three different equations. I need your groups to help show me directions
what each equation looks like using our cubes.”
 “First your group will read the equation, then your group will build - Direction sheet
the equation using your cubes and the recorder will color the cubes
under each equation with crayons that match your different
addends.”
 “This is going to be a challenge but I need your help to find
different ways to make 10 so I need you to try your best!”
 “I will come around to answer questions but remember Academic:
you can refer to our example up here and you also have a - Made groups with
direction sheet in your materials.” multiple math
 “After you are done with your worksheet, I want your intelligences in mind
recorder to raise their hand and once I come and check so that all students
your work, I will give each group member one index card. bring different math
Before writing anything else on the card, I want you to abilities to the group
write your first and last name on the top.” - Working in groups
 “Then, I want you all by yourself to come up with one more
and practicing on
way to make 10! I want you to write your idea in the form
the group
of an equation like we practiced and like the equations on
worksheet first
your group sheet. Then I want you to draw the same
before individual
amount of cubes as you have addends and color them to
product
practice addition on your own.”
 “I will leave a sample of how your individual card will look
Social:
on the screen for you to refer back to. “ Show sample of
how their index card will look and leave it up on Elmo - Having role cards
 Group 1: Savannah, Taj, Mason so that one student
 Group 2: Kennedy, Grace, Kelsey does not dominate
 Group 3: Jordan, Auriel, Makenzie - Role cards help
 Group 4: Annabelle, Jason, Chase students be
 Group 5: Michael, Jackson, Ryleigh
 Group 6: Cicely, Zoey, Rayne engaged and
 Group 7: Kyree, Gabriel involved
 Group 8: Ce’ana, Faith
 “Now that we know the directions, I will come around and Linguistic:
give each group their materials!” Give each group one
clipboard, role cards, group sheet, bag of 20 cubes, pencils, - Verbally explaining
crayons directions
 “Remember when your group is done, the recorder will raise
their hand and I will give your group index cards and the next - Direction sheet
direction sheet. Remember to refer to the example on the
screen!”
 “Okay friends, remember your roles, start your brain engines
and GO!”
 Once groups are done with group worksheet, I will give them
each an index card to practice individually.

Academic:
Assessment (15 mins) -Students will have
 Each group will complete a group assessment (worksheet) practiced with group
members and will have
 Having each student practice with a group and then coming many ideas of how to show
up with their own equation on their index card will help me to different equations with a
gauge which students have grasped the concept and which sum of 10.
students are still working on it. -Use of manipulatives
 On both the group worksheets and the individual index Social:
cards, I will look to see if -Students will have group
- 1) the drawing matches the equation members if they need help
- 2) the different addends are represented with two with directions/their card
different color crayons
- 3) On index card, does the equation match the picture? Linguistic:
-Written directions