Adding Together

Overview

Today students will learn that addition can be used to find out how many there are in all. We will model simple “put together” situations using objects and drawings.

Learning intentions

• Students will be able to represent adding situations using objects, drawings, and simple equations.
• Students will be able to solve addition problems within 5 by counting on from the first group.
• Students will be able to explain their thinking using words like “in all” and “altogether.”
• Students will develop number sense by noticing that adding makes a larger total.

Success criteria

• I can show an addition problem with objects or a picture (two groups and a total).
• I can count to find the “in all” number for adding within 5.
• I can write a simple addition equation (for example, 2 + 1 = 3) with teacher support.
• I can tell how I found the total using counting words.

Curriculum links

• Number Sense and Numeration: counting, comparing quantities, and composing and decomposing numbers for early addition
• Basic addition using “put together” with models (objects and drawings) to represent and solve problems
• Mathematical Reasoning: communicate strategies for finding totals by counting
• Mathematical Thinking: connect number words to quantities and actions (adding increases the total)

Lesson structure (20 minutes)

1. 2 minutes — Welcome and connection

• Ask: “What do you do when you want to know how many altogether?”
• Briefly show two small piles of counters (for example, 2 and 1) without solving yet, and ask students to predict the total.

2. 4 minutes — Mini-lesson: what addition means

• Say: “When we put groups together, we use addition to find the total—in all, or altogether.”
• Model with one example: place 2 counters, then add 1 counter, and count all counters while pointing and saying the counting sequence.

3. 4 minutes — Guided practice with class counters

• Use a quick sequence of 2–3 teacher-led problems within 5 (example sets: 1+2, 2+2, 3+1).
• For each, students turn and talk to decide: “How many in all?” Then we count together and record the equation on chart paper with your support.

4. 6 minutes — Centres/seat work: show and solve

• Give each student a small set of manipulatives or a worksheet strip with picture pairs (e.g., 2 apples and 1 apple).
• Students complete: (1) circle the objects in two groups, (2) count the total, (3) draw the “in all” picture or write a number sentence with teacher support.
• Teacher circulates, prompting counting on: “Start from the first group. How many more do you add?”

5. 3 minutes — Share and communicate thinking

• Invite 3–4 students to share using their model: “I had ___ and ___, so I had ___ in all.”
• Reinforce key language: “altogether,” “in all,” and “so the total is…”

6. 1 minute — Exit check

• Show one final quick scenario (for example, 2 + 1).
• Ask students to show the answer with fingers (or counters) and say the total aloud in a quick whole-class response.

Resources

• Small counters (1–5 per student or per table) and a teacher set
• Picture cards or cut-out images for two groups (apples, blocks, dots) up to 5
• Chart paper and marker for modeling and writing simple equations
• Student worksheet or simple recording page with “in all” space
• Number line (0–5) or counting strip for visual support
• Math journals or pencil crayons for drawing the total
• Quiet area for students who need extra time with manipulatives
• Timer for centre time

Assessment

• Observe whether students can correctly count the total for addition situations within 5.
• Listen for use of addition language (“in all,” “altogether”) and whether students can explain their strategy (counting all or counting on).
• Check the accuracy of student drawings/numeral responses and whether they can match the model to the “in all” quantity.

Differentiation

• Support:
• Provide extra manipulatives and a number line/counting strip.
• Use guided counting: count the first group, then “keep going” for the second group.
• Allow oral responses instead of written equations for students who need more time.
• Extension:
• For students ready to go beyond, include one problem with totals of 6 or ask them to make their own “add to 5” picture using given counters.
• Ask students to identify the missing addend in a simple form with your help (for example, “I have 4 altogether and 2 are on the table—how many more?”).
• EAL:
• Use consistent sentence frames: “I have ___. I add ___. In all, I have ___.”
• Pair images with gestures and counting actions to support meaning.
• SEN:
• Reduce the number of problems per student and focus on one reliable strategy (counting on with support).
• Offer a small-group check-in during seat work with targeted prompts and frequent feedback.