## Creative Cats

### Lore DavisAlachua County Schools

#### Description

Students use cat counters, pictures and numbers to solve joining problems.

#### Objectives

The student demonstrates an awareness of addition and subtraction in everyday activities (using concrete objects, models, drawings, role playing).

#### Materials

-[Pretend You're a Cat]. Marzollo, Jean, 1990, Scholastic Books, Inc., New York, ISBN 0 590 12704 7
-Bowl of 12 cat counters for each child
-Work mat (6 inch by 9 inch laminated construction paper)
-Box of crayons for each student
-Pencil for each student
-Three pieces of eight and a half by eleven inch paper for records (to draw story problems)

#### Preparations

1. Preview the book [Pretend You're a Cat], Marzollo, Jean, 1990, Scholastic Books, Inc., New York, ISBN 0 590 12704 7.
2. Gather all materials needed as listed in the materials section.

#### Procedures

1. Read the story [Pretend You're a Cat] by Jean Marzollo to gain student interest.

2. Tell students that today they will be using cat counters, pictures and numbers to solve joining problems. Tell students that joining problems are sometimes also called addition problems.

3. Model a joining problem by telling students a story like the following:
There were two cats on a bed (Place two cats on a 6 inch by 9 inch laminated piece of construction paper which will serve as a work mat). Three more cats joined them on the bed (Place three more cat counters on the bed.) Then, model counting all of the cats to find out how many in all. Say, first there were two cats on the bed and then three more cats joined them. Now there are five in all on the bed. Tell the students that you will now draw a picture of the story problem. Draw a large bed on a piece of eight and a half by eleven inch piece of paper. Next, draw two cats on one end of the bed, leave a little space next to them and then draw three more cats on the bed near the foot of the bed. Finally, write the number five on the paper using a pencil to record how many in all. Retell the story again once you have drawn the picture.

4. Tell students that now they will solve addition story problems by modeling them with cat counters, drawing the story problems and then writing the numbers showing how many in all. Give each student a piece of eight and a half by eleven inch piece of paper, a pencil and a box of crayons. Roll a die and then have students place the number of cats on their work mats showing on the die. Have them tell how many cats are on the mat (bed). Next, roll the die again and have students add the designated number of cats on the other end of the bed and have them say how many they added to the bed. Then, have them tell you how many in all, draw the story problem on their papers and then record the number indicating how many in all. Have students complete at least three story problems.

5. Review by having each student share one of the joining problems illustrated with the group.

6. Tell students that it is important to be able to record joining problems and that they will be learning to create number sentences soon, which is an easier way to record addition problems.

#### Assessments

Students use cat counters, pictures and numbers to solve joining problems.

Tell the student an addition story like the following: Four cats were on the bed. One more joined them. How many cats were there in all on the bed?
Have the student solve the problem by showing four cat counters on a bed and then adding one more. Have the student tell you how many there were in all. Next, tell the student another addition story like the following: Four cats were on the bed. Two more joined them. How many cats were there in all on the bed? Have the student solve the story problem by drawing four cats on a bed and then two more cats joining them. The student should then write the number indicating how many there were in all and explaining the story to the teacher.

#### Extensions

You may choose to teach the Beacon lesson plan Five Little Monkeys, if you feel the students need more hands-on opportunities prior to moving on to the more abstract level of this lesson. (see Weblinks) Five Little Monkeys works at a more concrete level. Other lessons that help to prepare students for this lesson can also be taught prior to or as a remediation to this lesson. Those lessons are So Many Cats! and Splash. (see Weblinks)

Students may use other manipulatives to gain extra practice and reinforcement for this concept.

Students who are not ready for drawing the pictures may need more time practicing with manipulatives prior to drawing pictures and writing a number to make a record.

For those students ready to move on, you may have them write the number in both groups just below the picture of each group and then the total at the far right side of the page. An example would be to draw 2 cats on a bed and then write the number two below those cats. Then, draw 3 cats on the other end of the bed and write the number three below those cats and then write the total at the far right side of the bed. The only thing missing is the plus sign and equal sign. For students ready for that, you may introduce and have them use the plus and equal sign after explaining them.