Chapter 2 Lesson 2 – Writing Addition Sentences
Materials needed: groups of toys that are similar to each other (e.g. blocks, dolls, books, balls)
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sentence.
Goal: Students will learn the parts of and how to write an addition
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in unison.
Quick Practice: Flash Dot Quantity Cards. Have class identify each one
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Remember to show each card for only one second!
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Introductory Statement: Remember that yesterday we learned to add
using counters and picture that told a story? Today, we will learn to write real
addition sentences using numbers and math signs.
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Thinking Trigger: Have class turn back to the chapter cover page. Say:
Let’s look at the picture on the top of the page, with the crayons. Remember we
talked about the story here? Under the picture is an addition sentence that tells us
about the crayon story. Let’s see if we can figure out the connection between the
story and the numbers. Have the students suggest their ideas.
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Concept Introduction:
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Ask three students who share a characteristic (e.g.: gender, hair color, clothing
style) to come to the front of the class. Have them stand toward the left side. Choose
two more students who share a different characteristic to stand in front of the class,
on the left side. Say: Here we have two children who have _ (characteristic) _ and
here we have two more children who have _ (characteristic) _. How many children
are in front of the class in all? (5) We just made an addition story! Three and two more
equals five in all. Did you know there is a special math way to write our story? It’s like
the one on the chapter cover.
 Write the addition sentence format on the board: (_____ + ______ = _____).
Say: Here I will write the number of children in the first group (write “3”). This is called
an addend. Now comes a special sign. Does anyone know/remember what this sign
is called? (Allow students to answer). It is called a plus sign. It means more. How
many more children are in the second group? (2) Write “2”. This is another addend.
How many children in all? (4) Point to the equal sign. Say: This sign means equals.
How many children do we have? Three children plus two children equals? (5) Five
children in all. Fill in the sum. Say: This is called the sum. Let’s read our addition
sentence together: (Read together with class: 3+2=5).
 Let’s try another number story. Similarly, choose two groups of students with
two students in each group, discuss their common characteristics, write and read the
number sentence as a class. Remember to label the parts of the number sentence
(addends and sum, plus and equal signs).
 Display a group of 3 balls. Divide them into two groups of two and one.
Write the addition sentence format on the board. Say: Here is another addition story
we can tell and write. How many balls in the first group? (2) How many in the second
group (1) How many in all? (3). Help me fill in the addition sentence on the board.
What are the addends? What is the sum? As a class, fill in 2+1=3. Read the addition
sentence together.
 In a similar way, display a group of seven dolls divided into groups of five
and two. Help the class tell the “story” and fill in an addition sentence format.
 Continue in the same way for two or more groups of objects, according to
the needs of your students.
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As a class, read all the number sentences on the board. Erase the number
sentences, leaving one to use as a sample, if needed.
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Student Teacher: According to your class’s needs and your time constraints,
have individual students, in turn, display two groups of item from their school supplies
(crayons, pencils, erasers, etc.), and write an addition sentence for the groups on the
board.
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Be sure to limit the sums to 10!
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Conclusion: Let’s review the parts of the addition sentence. Read one or two
equations together and label the addends and sum.
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Using the Book: Pages 37-38
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Page 37: Have class turn to page 37 in their books and look at the example on
top of the page. Ask: What do we see in the picture on top? Allow students time to
respond. Say: Yes, I see a bird standing on a board and three more birds are flying to
join him. How many birds are there all together? (4) Great! Now we have an addition
sentence! Let’s look in the book. What addition sentence is written under this
picture? Let’s read it together. (1+3=4). Do you see the blue bird on top? It’s holding
a sign that says, “1 + 3 = 4 is an addition sentence”. We know that!
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Let’s read the directions underneath: “Fill in the sum”. Who remembers what
the sum is? (Allow time for answers.) What do we need to do on this page? Allow
class to answer, and then say: We need to look at the picture for each example and
read the addition sentence. The sum is missing in each sentence. We need to use our
pencils fill in the sums.
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Have class find the first example. Here is a picture of a squirrel with acorns he
found. How many acorns does he already have? (2) Draw two acorns on the board.
How many more is he bringing? (1) Draw one more acorn. How many does the
squirrel have in all? (3) Now let’s write an addition sentence. Draw the addition
sentence format. How many acorns did the squirrel already have? (2). How many
more is he bringing? (1). Our addends are 2 and 1. We have the same number
sentence as in the book! 2+1. Now we need to write the sum. How many acorns in
all? (3). I am going to fill in the sum on the board, and you do it in your books. Find
the addition sentence. See where the sum goes? Fill in “3”. Your addition sentence
should say 2+1=3?
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In the same way, complete the page as a group.
 Page 38: Now we have some new direction. Read the directions to the
class. Look, the first one is started for us. There are two apples and we need to draw
one more apple. Use your crayons to draw over the new apple. How many apples
are there now? (3) Let’s fill in the sum. Take your pencils and write the sum. Write the
number 3. Now let’s read our addition sentence.
 Let’s look at example two. How many pencils are there? (9) Draw nine
pencils on the board. How many more do we need to draw? (1) I will draw one more
pencil on the board. You use your crayons to draw one more pencil n your books.
Draw a pencil on the board. (Use a different color to show that it is th eon eyou
added on). Ask: Now let’s write the addition sentence? What is the first addend? (9)
(Write the number sentence on the board as you discuss it.) Plus - what is the
second addend? (1) Equals - , what is our sum? How many pencils in all? (10). Read
the equation to the class ad say: I will write the sum on the board. You write it in your
books.
 Now we have new directions: Let’s read them. Read the directions to the
class. Now we have something new. How many more do we need to draw now?(2)
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In the same way as above, complete examples three and four.
 Now we have something new. Let’s read these directions. Read the
directions to the class. Now we need to write the number sentences on our own. Find
example five. Write an addition sentence format on the board, and fill it in as you
discuss the picture. What pictures are there? (bells) How many in the first group? (4)
How many in the second group? (2) How many together? (6). Read the sentence
together. In the book, we have help to write this number sentence. Use your pencils
to trace it.
 Similarly, continue with examples 6-8. Depending on your class’s ability, you
may have them complete the page in small groups or independently.
 Closing Statement: Who can tell us what we learned today? Give time to
respond. Then say: Today we learned to write addition sentences with numbers.