**A.**
**Beginning Review**

-Get the attention of students; remind them of proper procedure behaviors.

-Review the topic of counting

-Call one student to the board to demonstrate counting
**4 **with the
fish display

-Give the following examples of counting number values using a
**plate **and
**crackers**: count 7, clear the plate, count 5**.**

-Tell the class that we are going to use crackers and plates to do some counting. They are not to eat the crackers until they are given
permission. They are not to touch other students' crackers.

-Distribute the plates and crackers.

-Have the class count crackers onto their plates:

"Count **6 (4, 9) **crackers onto your plate. (Circulate, assist,
and observe correctness.) Clear your plates."

-Discuss any questions.

**B.**
**Presentation**

-Begin addition through examples

-Have students "Count
**4 (2) **crackers onto your plate and
**leave them there.**

Now **put 2 (5) more **crackers onto your plate.

Now **count **the amount of crackers on your plate."

Ask "How many crackers on the plate?"

Call on one student to answer.

Discuss the process.

Direct: "Clear your plate"

-Definition (informal)

"When we are going to put some groups together and count we

say we are going to **ADD
**them."

-Discuss

"That is what we were doing with the crackers. We had crackers on the plate, then we put some more crackers on the plate. We added
groups of crackers. Let’s add some more groups."

-Begin writing the number expressions on the board as they are done

"**Count 5 (3) **crackers onto your plate and
**leave them there.**

Now **add 2 (6) more **crackers onto your plate.

**Count** the number of crackers on your plate."

(Written on the board: 5
**add** 2 is 7; 3 **add** 6 is 9.)

-Discuss each answer with the class and how it was obtained; stress putting
groups together and counting.

-Steps to stress and write on the board

Step 1, have crackers on the plate;

Step 2, **put some more** crackers onto the plate; and then

Step 3, **count** all of the crackers on the plate together.

This is called
**ADDING.**

**-Definition (formal)**

"Adding is putting groups together and counting."

(Tape the prepared card with the definition written on it under the 3 steps that were just written on the board.)

-Direct the class in choral practice to read each example written on the
board.

"5 add 2 is 7. 3 add 6 is 9."

-Repeat the definition of addition and point to it on the board.

-Direct the class to do the following practice problems on their plates
while circulating and assisting and writing the problems on the board:

"Clear your plate.

Put **4 (6, 1)** crackers on your plate.

**Add 5 (1, 3)** crackers.

Count the crackers.

(write 4 add 5 is (6 add 1 is , 1 add 3 is) then pause)

How many crackers do you have?"

Call on one student to answer each question.

Discuss any questions.

-Attributes: groups are put together and the answer is usually more than
the other numbers

**C. Ending Review**

-Stress and point to the definition of adding again.

-Choral practice with the last three practice problems written on the
board.

-Direct students to use their crackers and plates to complete the seatwork.

(Distribute the pages containing 5 addition problems, circulate, and
assist.)