1. Adding in Any Order Unit of Study: Addition and Subtractions Concepts within 10 Global Concept Guide: 4 of 5

2. Content Development  “Although the commutative property may seem obvious to us (simply reverse the two piles of counters on the part-part-whole mat), it may not be as obvious to children. Because this property is quite useful in problem solving, mastering basic facts, and mental mathematics, there is value in spending some time helping children construct relationships.” Van De Walle, p 153  It is not essential for students to be able to specifically name the Commutative Property or to recite a definition. Allow students to express their own definitions of the property and document their findings on an anchor chart.

3. Content Development  Discuss with students how you can reverse the addends, but to be sure to identify what they represent.  Consider the following scenario:  There are 3 boys in the class. There are also two girls. How many student in all? + + + + The 3 (boys) and 2 (girls) represent the same parts in the first model. The 3 (boys) and 2 (girls) represent different parts in the second model and reverse their meaning. Example Non-Example

4. Day 1  During Day 1, engage students with hands-on activites that will allow them to explore the Commutative Property.  If using GO Math Lesson 1.6, incorporate problem solving scenarios for the models and number sentences given.  Start students off with a problem solving scenario such as:  Jose has 3 lollipops and 2 candy bars. Julian has 2 lollipops and 3 candy bars. Who has more candy?  Have students record related addition sentences in their journal.

5. Day 1  Provide examples of addition sentences with two addends on each side and practice reading the equal sign as “is the same as”  This can be demonstrated on the iTools balance in order for students to make a connection with equal values.iTools balance 3+2=2+3 3+2 is the same as 2+3. Both sides have a value of 5.

6. Day 2  Day 2 will continue use of manipulatives and problem scenarios to model the commutative property.  The Commutative Property lesson has several applicable parts. Choose the lesson features that would address your students specific needs.  Providing exploration time and probing with the Commutative Property and subtractions with HOT Questions such as:  Dante says that if 8-2=6 is true, then 2-8=6 must also be true. Do you agree or disagree with Dante’s thinking? Why or why not? =

7. Enrich/Reteach/Intervention  Enrich  GO Math Chapter 1 Enrich Activity p 33B utilizing graph paper  Reteach  GO Math Chapter 1 RtI Activity p 33B  GO Math Reteach p R6  Intervention/Small Group  GO Math Grade 1 RTI Intensive Intervention Skill 5