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Here’s a lesson for adding two single digit numbers

Subject:

Math  

Grade:

1  

Title – Task analysis for correctly adding two single digits less than ten
By – Scott Dan
Subject – Math
Grade Level – 1st
P251
2/9/99

Task Analysis

Topic: The child will be able to correctly add two single digit numbers less than 10.

Rewritten: The first grade child will be able to add two single digit numbers, each being no greater than 10, when provided with an oral equation within a one minute time period. (This task analysis is for a child who is able to see, and hear, and has normal developmental abilities. Some addition or variant steps may be required for a child who has special needs).

Steps:
1. Able to represent one object for another (to symbolize, to pretend. Ex. A stick can be a magic wand, a sword, and an alien space ship.)
2. Able to recite numbers one through 20 orally with an adult.
3. Able to recite numbers one through 20 without an adult.
4. Able to count on fingers.
5. Able to count objects up to 20 objects at a time.
6. Able to match up like numbers when given instructional aids (chalk board, worksheets, cards, etc.).
7. Able to recognize individual numbers.
8. Able to match up the symbolic number to the correct number of objects. For example, given a card with the number three on it, the child can pick out the card with three balls on it, or the child may find three objects in their environment that they are able to count.
9. Able to write numbers one through 20 when given the number on a piece of paper, flash card, etc. First, the child would most likely learn to write 1, then 2, and so one up to 20. This is a continual developmental process, and is not necessarily the step directly in between step 7 and step 9. Furthermore, this must be broken down into further steps if the child is unable to hold a pencil, or has a special disability.
10. Able to write the number they hear it orally.
11. Able to write the number when they are given a picture of any given objects (1-20). This must of course start from the smallest number, then proceed to ever increasingly greater numbers.
12. Able to write down the number when they count any given object in their environment.
13. Able to count to sets of objects and write those numbers down (For example, given two stacks objects, one of red spoons and the other of blue spoons). Additional notes: This step could be substituted with the following step. Give a child a worksheet with objects and numbers provided, along with the mathematical equation for modeling. All the child does is count and add it up. If one chooses to do the worksheet first, then the next step may be the step that was originally written.
14. Possible intermediate steps. The child is able to take two numbers that have been written, and is able to count on his or her fingers the amount of one number on one hand and the other number on the other hand. Then is able to count those fingers to find the sum. This is of course only going to be true for sums less than 10 (unless toes are used).
15. Able to line up numbers on paper, one on top of the other. This should first be done when given a written numbers (flash cards), and then it can be done orally. . (9 + 9 should be written like 9
9).
16. Able to draw a line underneath those two numbers.
17. Able to make pictures off to the side of the page to represent those numbers, so that they may be added up.
18. Able to add up numbers in their head, or on fingers, once they have written the numbers down.

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