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Vertical Dot Addition
Elizabeth Sobieraj
Theodore Roosevelt Elementary School
Cheektowaga Sloan School District
Mrs. Ernst’s First Grade
Fall 2007
Theodore Roosevelt
Elementary School
Background Information
• This lesson was prepared for a general
education class of 20 students.
• The class is made up of 10 girls & 10 boys.
• There are no students classified as having
a learning disability, however 5 students
were receiving services in Math.
Purpose
• To assess students ability to apply
and communicate the basic addition
skills and strategies necessary to
write and solve vertical addition
problems.
Time Frame
• This lesson will take place during one
45 minute Math period. Students
who do need more time are allowed to
finish this before moving on to their
own independent morning work.
Objectives
1.0 The learners will
be able to write
vertical addition
sentences.
2.0 The learners will
be able to find the
sums of vertical
addition sentences.
Essential Question
• Why is it important to be able to
know how to write and solve both
horizontal and vertical addition
problems.
Enduring Understanding
• There is more than one way to write
an addition sentence-both vertically
and horizontally.
• Pictures and/or dots are ways that
will help us count numbers and add
them together to form addition
sentences and find the sums.
Guiding Questions
• Where does the “+” sign and line
representing the equals sign go in relation
to the numbers (addends) in the vertical
addition sentence?
• Does it matter if I switch the order of
the numbers in a vertical addition
sentence?
• How do I read the vertical addition
sentence?
Student Tasks
• Compare and contrast a horizontal
and vertical addition sentence.
• Practice writing and finding the sum
of vertical addition sentences on
individual chalkboards.
• Complete assessment-write vertical
addition sentences from dot cards.
NYS Learning Standard: MST
• Area: Mathematics
• Content Standard: 3- Mathematics
• Content Strand: Number Sense & Operations
• Band: Students will understand numbers,
multiple ways of representing numbers,
relationships among numbers, and number
systems.
• Level: Elementary
• Grade Level: 1
Performance Indicator
1.N.27 Students use addition and
subtraction problems with one-and
two-digit numbers without
regrouping.
Assessment Tools
• The students are assessed based on
a three point rubric.
• A student friendly rubric was also
provided to the students.
Vertical Dot Addition Rubric
Attribute
3
2
1
Format of
Addition
Sentence
Addition
sentence is
written
vertically, and
the + sign and
line
representing the
equals sign are
in the correct
place.
Addition
sentence is
written
vertically but
either the + sign
or the line
representing the
equals sign is in
written
incorrectly or in
the wrong
place.
Addition
sentence is not
written
vertically
and/or both the
+ sign and the
line
representing the
equals sign are
written
incorrectly or in
the wrong
place.
Attribute
The sum
3
2
1
Both sums One sum is Both sums
are correct. correct and are
one sum is incorrect.
incorrect.
Attribute
3
2
1
Dots/
Numbers
All dots are
colored in (on
dot cards) and
the dot cards
are lined up
correctly with
the number
next to them.
1 to 3 dots
are missing
color and/or 1
to 3 numbers
do not match
the number of
dots next to
them.
4 or more
dots are
missing color
and/or 4
numbers do
not match the
dots next to
them.
Attribute
3
Number
Formation
All numbers
are written
correctly
(there are no
numbers that
are reversed).
2
1 to 3
numbers are
written
backwards
1
4 or more
numbers are
written
backwards.
Name: Miss Sobieraj
1
+ 2
--------3
4
+ 3
--------7
STUDENT WORK:
DISTINGUISHED
3
2
1
Format of
Addition
Sentence
Addition
sentences are
written
vertically, and
the + sign and
line
representing
the equals sign
are in the
correct places.
Addition
sentence is
written
vertically but
either the +
sign or the line
representing
the equals sign
is in written
incorrectly or
in the wrong
place.
Addition
sentence is not
written
vertically
and/or both the
+ sign and the
line
representing
the equals sign
are written
incorrectly or
in the wrong
place.
The Sum
Both sums are
correct.
1 sum is
correct and 1
sum is
incorrect.
Both sums are
incorrect.
Student Work:
Proficient
3
Format of
Addition
Sentence
Addition
sentence is
written
vertically,
and the +
sign and line
representing
the equals
sign are in
the correct
place.
The Sum
Both sums are
correct.
2
1
Addition
Addition
sentence is
sentence is
written
not written
vertically but
vertically
either the +
and/or both
sign or the
the + sign
line
and the line
representing
representing
the equals
the equals
sign is in
sign are
written
written
incorrectly or
incorrectly or
in the wrong
in the wrong
place.
place.
1 sum is correct
and 1 sum is
incorrect.
Both sums are
incorrect.
Envt/Mgt Modifications
• Overview of Rules: establishes
routine and expectations. Students
are then held responsible for their
actions.
• Preferential Seating: allows for
proximity control and avoids
distracting stimuli.
Instructional
Modifications
• Students repeat directions/instructions:
students will understand better if they
can restate the directions in their own
words. Then, all students can actively
participate in the activity.
Content/Material
Modifications
• Students may use a second manipulative:
This is more “hands on” than the dots and
the students may be more comfortable
with this manipulative.
Improvements
(thanks to my peer review group)
1. Addition of a pretest
2. More differentiation
3. Addition to parent letter about using
dominos at home
4. Addition of more technology.
• Many thanks to my peer review
group: Ashley, Sarah, Jill, Vanessa,
Melissa, and Mr. Arnold who helped
to bring about many positive changes
to this this learning experience!