Lesson Author: Stephanie Hatcher

Subject: Math and Language Arts

Grade Level: 1

Time Required: 90 minutes

Teacher Comments: This activity is a fun, interactive lesson that integrates children's literature with math. (A great way to integrate author studies!) This activity allows students to be involved in four learning styles (visual, auditory, tactile and kinesthetic). I spread this lesson out over two days.

Learning Objectives:

The learner will:

• understand the process of subtraction through hands-on manipulation of taking groups apart
  
  
• also relate their own "funny math stories" to a math sentence (7-3=4)
  
  
• lastly, the children will begin to organize a strategy for finding differences

Materials:

• Piggies by Don and Audrey Wood
  
  
• adding mats - 2 hands on a solid background - all ten fingers need to be visible
  
  
• 10 Unifix cubes per student
  
  
• scrap paper

• puff ball piggies (Piggies are made with 2 pink puff balls glued together. Use felt pipe cleaners to add piggie features)
  
  
• 1 pair of gloves (not mittens)
  
  
• self-adhesive velcro

Note: This lesson works best when another adult can help. My assistant and I do this together.

Pre-Activities:

Prior to this, I have already introduced the concept of addition and have given the students plenty of opportunities to act out stories using addition. Also, I have introduced the "math sentence" and how that sentence describes the math stories.

Procedure:

Day One:

1. Read Piggies and act out with the gloves and puff ball piggies as you read. (If possible, one adult needs to read the book and another adult acts out the story.)
   
   
2. Reread story. As the pigs begin to go away, stop and (orally) relate the math story to the math sentence. (For instance, there were 10 piggies and one went away, would translate to 10-1=9.) As the story continues, children will notice the pattern of taking away one and stating the appropriate math sentence will be easy. (Sometimes I have my students come and write the sentence on our white board or on individual chalk boards.)
   
   
3. Review by emphasizing that math sentences must correlate to the math story.

1. Reread the story. Students may enjoy taking part in acting story out with gloves and piggies.
   
   
2. Extend story idea by making up your own piggie stories and writing appropriate math sentences. As you create your math stories, the students use their workmats and Unifix cubes to act out the story (For example, 10-3=7.) Let the students come and make up their own stories. They can act out their story and write their math sentence while other students continue to act out stories.
   
   
3. Students extend this further by writing appropriate math sentences to student's math stories.

Assessment:

I assess the students by observing them during the activities. Most children find the activities fun and it is a great way for them to show me their understanding! Concrete assessment is done by retaining the sentences written in part three of day two's activities.

Relevant Web site:

Audrey Wood Web site: http://www.audreywood.com/