1 st

20 Days of Lesson
Plans and Activities

WEEK ONE
intro TO
ADDITION
by Hope King and Amy Lemons
 Intro to Addition
Clickable Table of Contents
lesson page
DAY ONE: What is Addition? 3
DAY TWO: Number Bonds 19
DAY THREE: Adding To a Set 36
DAY FOUR: Join Together 57
DAY FIVE: Review and Assess 74
This is an intro week to
addition. Many of these skills
will continue to be
addressed throughout the
other weeks. We will also be
reviewing and digging
deeper into addition in Unit 5
and Unit 10.
 Intro to Addition
FOCUS OBJECTIVE MATERIALS
I can understand dry erase markers,
What is Addition? addition.
counters, bags or cups,
stickers or stamps

VOCABULARY WORDS WORD PROBLEM

ADD, SUM, ADDENDS There are 3 cats. 2 more cats join them.
How many cats are there now?

minilesson activity interactive notebooks

Addition Grab-It: Students
Introduce addition to the can play this with a partner I Can Add Numbers
students. They should be or by themselves. Students
familiar with addition from need either two cups or Together. Students will
kindergarten, but start at the two brown bags of complete four math
very beginning. It is very
important that students use counters. Put no more than problems using stickers,
counters or manipulatives today 9 or 10 in each bag (put less stamps, or bingo dabbers.
as they are beginning the if you just want to work on If completing the
addition unit. Give each student adding up to 10). Students interactive notebook,
an addition mat (if it is use their hands, grab students cut around the
laminated or in a dry erase counters out of bag one. rectangle and in between
pouch it can be used over and OR you could have students the four flaps. They will
over again), dry erase marker,
and counters. Use the teacher roll a dice and choose that glue under the title.
chart to introduce addition number of counters from Students use the stickers
equations. If your chart pieces the bag. Students put on the flaps to model the
are laminated, you can do those counters under problem. Students write
several examples together. Use addend 1 on their printable. the sum underneath.
the addition cards, write the Then student 2 or the same
number sentence, build a model student grabs from bag 2.
with counters, and complete If using the printable,
the part/part/whole and
Students put the counters students will model the
number bond. As you do this on together to add and create problem using the stickers
your chart, students do it on an addition sentence to
their mat. This can be used match the problem made. or stamps and write the
throughout your addition unit. *Recording Sheet can be sum in the box.
copied with 1 or 2 sides.
day 1
Minilesson:
Introducing
Addition with
a chart and
student work
mat- can be
used all week

Independent
Work: I Can
Add Numbers-
Activity: Grab and Go Printable and
Interactive
Notebook
options
 WORD PROBLEM- DAY ONE
There are 3 cats. 2 more cats join
them. How many cats are there now?

There are 3 cats. 2 more cats join

them. How many cats are there now?

There are 3 cats. 2 more cats join

them. How many cats are there now?

There are 3 cats. 2 more cats join

them. How many cats are there now?

There are 3 cats. 2 more cats join

them. How many cats are there now?

There are 3 cats. 2 more cats join

them. How many cats are there now?
I C AN
ADD !
Anchor Chart Pieces: need one (laminate)
Anchor Chart Pieces: need one (laminate)
Anchor Chart Pieces: need one (laminate)
Anchor Chart Pieces: need one (laminate)
 Minilesson Cards

2+3 2+4
2+5 2+6
2+7 2+8
2+9 3+3
3+4 3+5
 Minilesson Cards

6+3 3+7
3+8 3+9
4+4 4+5
4+6 4+7
4+8 4+9
 Minilesson Cards

5+5 5+6
5+7 8+5
9+5 6+6
7+6 6+8
9+6 7+9
Name: _______________
I CAN ADD NUMBERS
Number Sentence:

+ =
ADDEND: ADDEND:

+
WHOLE:

PART: PART:
Name: _______________
Grab and Go
ADDEND: ADDEND:

+
A + =

B + =
C + =
D + =
E + =
Name: _______________

F + =
G + =
H + =
I + =
J + =
K + =
L + =
M + =
N + =
Name: _______________
I CAN ADD NUMBERS TOGETHER
2+4
SUM:

3+7
SUM:

6+3
SUM:

5+4
SUM:
Cut around the rectangle. Cut in between the flaps. Glue
underneath the title.

2+8 5+2 4+5 3+6

I CAN ADD NUMBERS TOGETHER
 Intro to Addition
FOCUS OBJECTIVE MATERIALS
I can understand
Number Bonds addition. counters
VOCABULARY WORDS WORD PROBLEM
ADD, SUM, ADDENDS, JOIN I ate 2 cookies. Then I ate 4 more cookies. How
many cookies did I eat?

minilesson activity PRINTABLE:

Students create their
Use the large number number bond out of Stick Those
bond pieces to make a construction paper or
number bond your class students use the printable. Numbers
can use during whole
group. If you laminate
Students roll a dice, fill up Together:
the part circle. Roll dice
the pieces, they can be again, fill up the other Students
used more than once with part circle. Then students
a dry erase marker. You write those two numbers complete the
can also use sticky notes. on their recording sheets.
Build addition problems as
number bonds by
a class. Use the number
Students join the two
parts to make a whole.
finding the sum
bond cards to create
addition problems. Put
Students count up their when joining the
counters to find the total. two numbers
counters in the part, part Students record the
circles. Show students problem created on their together.
how to move those recording sheets.
counters to the whole to Students glue
combine the two parts. Afterwards students can
Show students how to find turn it into a math craft the sum to the
the part, part whole and by making a problem on correct number
write it on their number
bonds.
their number pond with
stickers or stamps.
bond.
day 2
Minilesson: Part Part Whole Work Mat and Cards

Independent Work: Stick Those Numbers Together

day 2
Activity: Number
Bonds- Students can
make their own
number bond to use
for the activity
OR you can use the
number bond work
mat. Students roll a
dice, put that amount
of counters in their
part circle. Roll the
dice again, put that
amount of counters
in the other part
circle. Students then
move those to the
whole circle to find
the total.
After activity,
students can draw
or use stickers to
make a number bond
craftivity
 WORD PROBLEM- DAY TWO
I ate 2 cookies. Then I ate 4 more
cookies. How many cookies did I eat?

I ate 2 cookies. Then I ate 4 more

cookies. How many cookies did I eat?

I ate 2 cookies. Then I ate 4 more

cookies. How many cookies did I eat?

I ate 2 cookies. Then I ate 4 more

cookies. How many cookies did I eat?

I ate 2 cookies. Then I ate 4 more

cookies. How many cookies did I eat?

I ate 2 cookies. Then I ate 4 more

cookies. How many cookies did I eat?
4 9
5 4
6 5
3 2
4 9
7 6
5 5
6 8
6 9
7 5
8 4
6 6
7 5
5 5
3 8
4 6
Anchor Chart Pieces: need one (laminate)

WHOLE:
Anchor Chart Pieces: need TWO (laminate)

PART:
Anchor Chart Pieces: need TWO (laminate)
 PART:
WHOLE:
PART:
Name: ________________
Part Part Whole Connecting Pieces- need two
PART: PART: PART:
Part Part Whole Part Circles- need two
PART: PART: PART:
 Part Part Whole
Circles Pieces-

WHOLE:
need one

WHOLE:
Name: ______________

NUMBER BONDS
Name: _______________
STICK THOSE NUMBERS TOGETHER!
6 5

4 7

3 9

8 5

14 12 11 10
 Intro to Addition
FOCUS OBJECTIVE MATERIALS

Adding to a Set I can understand plastic sleeves, dry erase markers,

paperclips, cubes, or counters,
addition. optional: goldfish crackers

VOCABULARY WORDS WORD PROBLEM

ADD, SUM, ADDENDS, JOIN, EQUATION Samuel picks up 5 rocks. Then he picks up 3 more
rocks. How many rocks did he pick up in all?

minilesson activity PRINTABLE

I Can Add to a Set: Students Fill Up the Fishbowl: There
will need counters or cubes. are two different options
You can use the printable Students have a
manipulatives provided or use Option 1: Give students or a picture. Students will
ones you have around the spin to see how many
classroom. Use the cards to pair of students a fishbowl
show students what number mat and a paperclip to spin. they need to add to
to start with. Then, spin to Students also need a their picture.
see how many cubes they recording sheet (can be
need to add to their set. printed 1 or 2 sided). Students draw that
Show students how to move Students use goldfish (the number of items in
more cubes to add to their crackers or the printables) their picture.
set. Now, count how many to build their starting
cubes total. Show students number on their mat. Then, Students then count
how to now write an addition students spin to see how up to find the total.
equation to match what we many to add on. Students Students write an
did with the cubes. Students draw that on their
can also use their I Can Add recording sheet. Students addition equation to
to a Set mats to model what create an addition equation match what they did
they have done in the to match what they have with their picture.
minilesson. If these are done.
placed in plastic pouches Number Shown +
students can use dry erase
OR students can just use Number Spun/Added
markers. There are
different spinners to the printable to create an = Sum
differentiate. addition equation.
day 3
Minilesson: I can add to
a set- Students learn
how to add to a given
set.

Activity: Fill Up The

Fishbowl- Students
either use goldfish
crackers or the printable
fish to create addition
sentences.

Independent Work: Join and Add- spin to

see how many join the group
 WORD PROBLEM- DAY THREE
Samuel picks up 5 rocks. Then he picks up
3 more rocks. How many rocks did he
pick up in all?
Samuel picks up 5 rocks. Then he picks up
3 more rocks. How many rocks did he
pick up in all?
Samuel picks up 5 rocks. Then he picks up
3 more rocks. How many rocks did he
pick up in all?
Samuel picks up 5 rocks. Then he picks up
3 more rocks. How many rocks did he
pick up in all?
Samuel picks up 5 rocks. Then he picks up
3 more rocks. How many rocks did he
pick up in all?
Samuel picks up 5 rocks. Then he picks up
3 more rocks. How many rocks did he
pick up in all?
Name: _______________

I CAN ADD TO A SET

Start with: Add:

Draw a picture:

Number Sentence:

+ =
START START START
with 1 with 2 with 3

START START START

with 4 with 5 with 6
START START START
with 9
with 7 with 8
COUNTERS FOR STUDENTS IF NEEDED
SPIN &
JOIN
SPIN &
JOIN
SPIN &
JOIN
SPIN &
JOIN
SPIN &
JOIN
SPIN &
JOIN
Fill Up the Fishbowl!

SPIN TO ADD
MORE FISH!

1 2
3
Fill Up the Fishbowl!

SPIN TO ADD
MORE FISH!

1 2
3
Fill Up the Fishbowl!

SPIN TO ADD
MORE FISH!

51
432
Fill Up the Fishbowl!

SPIN TO ADD
MORE FISH!

51
432
EACH CHILD NEEDS 2 ROWS OF fish or use crackers
Name:______________________

Fill Up the Fishbowl!

How many more fish join?

+ =
How many more fish join?

+ =
How many more fish join?

+ =
How many more fish join?

+ =
How many more fish join?

+ =
Name:______________________

Fill Up the Fishbowl!

How many more fish join?

+ =
How many more fish join?

+ =
How many more fish join?

+ =
How many more fish join?

+ =
How many more fish join?

+ =
Name:______________________

JOIN & ADD

START WITH 2 START WITH 8 START WITH 6

+ = + = + =

START WITH 7 START WITH 3 START WITH 1

+ = + = + =

START WITH 5 START WITH 4 START WITH 3

+ = + = + =
 Intro to Addition
FOCUS OBJECTIVE MATERIALS
I can understand dry erase markers, plastic
Joining Together addition.
sleeves, dice, optional: circle
stickers

VOCABULARY WORDS WORD PROBLEM

One monkey was hanging from the tree. 4 more
ADD, SUM, EQUATION, ADDEND, JOIN, PART, WHOLE monkeys joined him. How many monkeys are there
now?

minilesson activity interactive notebooks

The Dino Stomp (for classes with

Dino Domino Dash:
more than 18 students print a few Dino Digs: Students will Students cut out
extra mats, just repeat numbers): create an addition model around the rectangle.
Put these dino mats into plastic on their dinosaur foot.
sleeves. Give one dino mat to Students cut to create
every two students. Students Students will add spots to two flaps. Model how
count the spikes on the dinosaur their foot to create their to cut around and in
that are already drawn. Roll the equation and addition
dice for the entire class. All story. You can use dot between the flaps
students add that number of
spikes to their dinosaur. Students stickers, paint dabbers, or without cutting it
work with their partner to see just have students to color apart. Students put
the total when they join all of on their spots. glue under the title and
their spikes together. So, if the
dinosaur has 4 spikes and the put in their interactive
teacher rolls a 2, the students Teachers can easily notebooks.
draw 2 spikes and create the differentiate by having
addition equation 4+2=6. Rotate different students create Students will cut apart
dino mats among partner groups,
roll the dice again, students draw different addition the domino cards. They
the spikes and create an addition situations.
equation. If there isn’t enough will join the dots on the
room for many more spikes,
Example: My dino has 5 dominoes together to
students can draw them around
the dinosaur or nearby. Continue pink spots. It has 4 blue create an addition
rotating, rolling the dice, joining spots. How many spots equation. Students will
the two numbers together, and does it have in all? 5+4=9 sort the dominoes
creating addition equations.
based on their sums.
day 4
Minilesson: The Dino Stomp-
students have dino work mat
in a plastic sleeve. Teacher
rolls dice, students add spikes
to the dino to create an
addition problem. Rotate dino
work mats and continue!

Activity: Dino Feet- Students

create an addition story problem
by adding spots to the dino’s feet

Independent Work: Dino Domino Dash-

Students match addition problems
shown on the dominoes to their sum
 WORD PROBLEM- DAY FOUR
One monkey was hanging from the tree.
4 more monkeys joined him. How many
monkeys are there now?
One monkey was hanging from the tree.
4 more monkeys joined him. How many
monkeys are there now?
One monkey was hanging from the tree.
4 more monkeys joined him. How many
monkeys are there now?
One monkey was hanging from the tree.
4 more monkeys joined him. How many
monkeys are there now?
One monkey was hanging from the tree.
4 more monkeys joined him. How many
monkeys are there now?
One monkey was hanging from the tree.
4 more monkeys joined him. How many
monkeys are there now?
THE DINO STOMP

1 + =
THE DINO STOMP

2 + =
THE DINO STOMP

3 + =
THE DINO STOMP

4 + =
THE DINO STOMP

5 + =
THE DINO STOMP

6 + =
THE DINO STOMP

7 + =
THE DINO STOMP

8 + =
THE DINO STOMP

9 + =
MY DINO HAS __________SPOTS.
IT HAS __________SPOTS.
How many spots in all?
+ =
dino foot: colored paper
 dino
claws:
need 3
 MY DINO HAS __________SPOTS.
IT HAS __________SPOTS.
How many spots in all?
+ =

MY DINO HAS __________SPOTS.

IT HAS __________SPOTS.
How many spots in all?
+ =

MY DINO HAS __________SPOTS.

IT HAS __________SPOTS.
How many spots in all?
+ =
dino digs: word problem
Cut around the rectangle. Cut in between the flaps. Glue under the top title. Sort the
dominoes based on their sum.

DINO DOMINO DASH!

7 8 9

+ = + = + =

+ = + = + =
 Intro to Addition
FOCUS OBJECTIVE MATERIALS

Review and Assess I can understand pipe cleaners and beads

addition. or counters/cubes

VOCABULARY WORDS WORD PROBLEM

PART, WHOLE Gemma buys 6 red shirts and 3 blue shirts. How
many shirts does Gemma buy?

minilesson activity ASSESSMENT

Find a Friend:
True or False? This Option 1- Each student makes a
bracelet from a pipe cleaner and
can be done in small 2 colors of beads. You can pass
out a certain amount of beads or
groups or as a allow students to choose how
many of each color. Example: 3
whole group red beads and 4 blue beads. I join
minilesson. Put the the beads together My addition
sentence is
True/False mats on 3 + 4 = 7.
a bag or out in Option 2- Each student needs 2 Students take
front of you. Show colors of counters or cubes.
Students create an addition an Intro to
students a problem problem. For example: I have 5
card. Students
pink cubes and 4 yellow cubes. I
join them together and now I
Addition
determine if the have 9 cubes. 5 + 4 = 9.
assessment.
addition equation is It is easy to differentiate with
either option by allowing students
true or false. to make addition sentences at
their level.
Students work
together to sort Students walk around the room.
Find a friend. Write their name
the cards. or initials. Students draw a
picture of their beads or cubes.
Students write the addition
equation that matches.
day 5
Minilesson:True or False Addition
Equations Sort

Activity: Find a Friend- Students create

addition bracelets. Then students find a
friend and record their addition bracelet
equation

Assessment: I Know How to Add!

 WORD PROBLEM- DAY FIVE
Gemma buys 6 red shirts and 3 blue
shirts. How many shirts does Gemma
buy?
Gemma buys 6 red shirts and 3 blue
shirts. How many shirts does Gemma
buy?
Gemma buys 6 red shirts and 3 blue
shirts. How many shirts does Gemma
buy?
Gemma buys 6 red shirts and 3 blue
shirts. How many shirts does Gemma
buy?
Gemma buys 6 red shirts and 3 blue
shirts. How many shirts does Gemma
buy?
Gemma buys 6 red shirts and 3 blue
shirts. How many shirts does Gemma
buy?
 I KNOW THAT I KNOW THAT
THESE ADDITION THESE ADDITION
EQUATIONS ARE... EQUATIONS ARE...
false TRUE
+
+
=9 =10

+
+
=12 =10
+ +
=8 =11

+
+
=14
 3 5
8 5
11 6
7 7
9 2
10 3
 3 5
6 2
8 2
4 8
7 4
12 3
Name:______________________

FIND A FRIEND
\\\\\\\\\\\\\ \\\\\\\\\\\\\
+ = + =

\\\\\\\\\\\\\ \\\\\\\\\\\\\
+ = + =

\\\\\\\\\\\\\ \\\\\\\\\\\\\
+ = + =

\\\\\\\\\\\\\ \\\\\\\\\\\\\
+ = + =
Name: _________________
I KNOW HOW TO ADD!
1. Draw a picture to match the 2. Draw a picture to match the
addition equation. Solve. addition equation. Solve.
6+5= 4+8=

3. 4.
3 2

5 7

3 more ducks come. How many 7. There are 6 red fish in the
are there now? pond. 4 blue fish come. How
many fish are there now?
5 a. 5
+ =
b. 4
c. 10
I put 4 more marshmallows in 8. I have 7 yellow pencils
the cup. How many are there and 5 pink pencils. How
now? many pencils do I have?
6 a. 10
+ =
b. 12
c. 9