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Welcome everyone to today's activity and lesson!
Today we will be adding to our math knowledge by learing how to add ans subract. While we haved covered over math subjects such as counting forward and backward, adding and subtracting is a little tougher. We use adding and subtrcting everyday whether we know it or not we use it to determine how much candy or toys we have left. It is much like counting we will look into the interaction between numbers and what makes some bigger or smaller. Well then students its time to put our thinking hats on a begin to learn. Adding and subtractions are operations we use to count and keep tract of objects such as candys

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Having students talk about the standards addressed as building blocks for adding (+) and subtraction (-).

Knowing the number names and the number line count sequence. , Number recognition. Students while counting items, say the number names in order, pairing each item with one  number name and each number name with one object Comprehend that the numbers and amount of objects are related and form the final amount we have of items.

Counting:

1.Learning that groups of items have a numerical value that correspons to thier amount.

2.Learning how to represent that value with a number and how to express the eqution that corresponds to that number. For example we have a total of five items we can express them in differnt orders (1+1+1+1+1=5) (3+2=5) (5-3=2) (5-2=3)ext..

Students will recognize  that 1 item is 1 unit , 2 items is 2 units. 1 bear, 2 bears, 3 bears. When one (1) more bear (another unit) comes along Then  there are now 4 bears,  1 unit more is 1 more count added. therefore the equation can be expressed as  (3+1=4) In contrast if one bear were to leave then the equation could be expressed as (3-1=2).

Correct counting of numbers 1-10 is the focus of the number line which we will use to refrence while counting, adding and subtraction, we count up (increasing) on the number line when we are adding. Moving down or counting from a greater number to a smaller number when we are subtracting. Students will neeed great focus and teaching on this nu,ber line sequence because this is the stepping stones of the rest that follows while learning how to add and subtract.

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Vocabulary                                                                                                     1.Subtraction: The arithmetic operation of finding the difference between two quantities or numbers. Symbol: (-)                                  2.Addition: The process of adding or joining something to something else, typically to make it larger such as two numbers. Symbol: (+)                                                                                                   3.Equal sign: The mathematical symbol that represents equality. Symbol: (=)

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Vocabulary                                                                                                     1.Subtraction: The arithmetic operation of finding the difference between two quantities or numbers. Symbol: (-)                                  2.Addition: The process of adding or joining something to something else, typically to make it larger such as two numbers. Symbol: (+)                                                                                                   3.Equal sign: The mathematical symbol that represents equality. Symbol: (=)

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1. Visual learning:  Understand the concept of addition and subtraction with the use of visual illustrations. Without using numbers or large sums of numbers, students will first become familiar with simple exercises that are common for children of this grade level. For example; Students will be asked to recall and discuss past experiences where they unknowingly used adding and subtraction. In many instances children have counted how many candy they have left after sharing some with friends or family.

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1. Visual learning:  Understand the concept of addition and subtraction with the use of visual illustrations. Without using numbers or large sums of numbers, students will first become familiar with simple exercises that are common for children of this grade level. For example; Students will be asked to recall and discuss past experiences where they unknowingly used adding and subtraction. In many instances children have counted how many candy they have left after sharing some with friends or family.

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While counting we will look at the number line and observe our progreess we will use the green ring on the blue number line to represent the number of items we are counting. For exampleif we have eight bears the green ring will be placed on the eight line as shown in the picture below. If we are adding then the ring will move up on the blue number line in contrast if we are subtractig the green ring will move down the blue number line. For example we add two to the current place of the ring we would count two spaces up if done correctly the green ring would land on the 10 line (8+2=10). In another example if we subtract two from the current place on the number line (8) we would count two spaces down the number lind, if done correctly the green ring would land on the dash corresponding to six (8-2=6)

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 2.Hands on learning:  Students will become familiar with items that will take part in different exercises that represent the act of losing (having less of that item) and gaining (having more of that item). For example students will be handed each a different amount of small counting plastic bears which they will trade among each other. Students will be asked to count and record how many counting bears they have before and trading them. Using vocabulary and operations: In this activity students will be asked to express their actions such as trading the bears, only this time they will be required to write down an equation representing the amount of bears and the appropriate operation they have performed either adding (+) or Subtracting (-). 

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 2.Hands on learning:  Students will become familiar with items that will take part in different exercises that represent the act of losing (having less of that item) and gaining (having more of that item). For example students will be handed each a different amount of small counting plastic bears which they will trade among each other. Students will be asked to count and record how many counting bears they have before and trading them. Using vocabulary and operations: In this activity students will be asked to express their actions such as trading the bears, only this time they will be required to write down an equation representing the amount of bears and the appropriate operation they have performed either adding (+) or Subtracting (-). 

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Using an educational video students will observe thier vocabulary, leesons and objejetives in an animated version. Visual representaion of what is being explained is useful for many children to comprehend the current lesson.

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Adding and Subtracting (song for kids about addition/subtracting)

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Surces
October 2014 NTI: Grades K-5 Mathematics Turnkey Kit for Teachers | EngageNY. (n.d.). Retrieved from https://www.engageny.org/resource/october-2014-nti-grades-k-5-mathematics-turnkey-kit-teachers

addition and subtraction idea bank. (n.d.). Retrieved from http://mathcats.org/ideabank/addition.html#firstgrade

Harry Kindergarten Music, LLC. (2015, June 27). Adding and Subtracting (song for kids about addition/subtracting). Retrieved from https://www.youtube.com/watch?v=NHI0ePgwlgU