Spinning Sums
Est. Class Sessions: 2–3
Students spin two matching spinners to generate addition facts. They then look for patterns in sums and the addends to identify properties of addition.
Content in this Lesson
- Using patterns in data to make predictions and solve problems [E1].
- Identifying patterns in sums [E3].
- Recognizing that the equal sign represents the relationship between two equal quantities [E4].
- Using strategies that apply the properties of addition [E5].
Daily Practice and Problems I–L
Materials for Students
| Daily Practice and Problems | Lesson | Homework | Assessment | ||
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Student Books |
Student Guide |
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| Student Activity Book |
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Teacher Resources |
Teacher Guide - digital |
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Supplies for Student Groups
clear plastic spinners (or pencils with paper clips)
Materials for the Teacher
Display of the Spinning Sums Lab pages with the spinners, the data table, and the graph
(Student Activity Book) Pages 37, 39, and 41
Unit 2 Assessment Record
chart paper
self-adhesive notes (optional)
Materials Preparation
Make a Chart for Outcomes. Prepare a large piece of chart paper to make a chart of all the outcomes. See Figure 3.
Prepare Spinners. Prepare spinners for each group of three students. To collect the data, each group can use two clear plastic spinners to cover the white and gray spinners on the Spinning Sums Lab page in the Student Activity Book. If you do not have clear spinners, you can use pencils and paper clips. Straighten out one end of the paper clip, and place a pencil through the curved end. Then put the point of the pencil on the center of the circle and spin the paper clip around the pencil, using the straightened end as a pointer. See Figure 1.
Figure 1: Using a pencil and paper clip as a spinner
Assessment in this Lesson
| Assessment | Expectation Assessed |
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Spinning Sums |
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DPP Item L |
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