To begin the lesson, you may wish to read a book about food. Several are suggested in the Bibliography of Books About Food.
Bibliography of Books About Food
Review the sections of the food pyramid with students. Ask them to select
foods from any two sections of the food pyramid so that seven foods
will be selected in all. Record the students' choices on the board or
overhead projector. You might copy the colored pictures of the foods to
transparency film for use on the overhead projector.
Then ask volunteers to name how many foods came from each section of
the food pyramid. Write the corresponding number sentence where all the
students can see it. Now ask them to select seven foods in another way.
Remind the students that they may use more than two addends if they
Call on several students to tell their choices, and record each in a
number sentence on the board. Repeat the activity with other numbers up
to 12. To record the ways a number can be decomposed into addends, ask
the students to draw a meal on their paper plate so that they will have
five items in the meal. Encourage them to record the modeled addition
sentence on the back of the paper plate. Then call on volunteers to
tell how they created a meal of five items. You may wish to display
these drawings or place them in the students' portfolios.
Ask the students to focus on the vegetable section of the pyramid.
Ask how many servings are required each day [three to five]. Now ask
the students to draw on a 10 strip that has been cut in half.
10 Strips Activity Sheet
Draw or paste two to four pictures of vegetables, one in each
section of the strip. Model how to write a missing addend statement
that describes how many vegetables must be drawn to complete the "5"
strip. [For example, if three vegetables have been drawn, the sentence
would be 3 + _ = 5.] Place the students in pairs, and have them compare
the number of food pictures they drew with the number sentences.
Ask the students to exchange papers, complete their partner's
strip, and fill in the missing addend. Call on volunteers to describe
the strip using words and then using a subtraction sentence. Repeat the
procedure, using the other half of the 10 strip
and allowing the students to select up to five foods from either the
fruit or vegetable sections. When the students are ready, call them
together. Display the strips that they drew and the related number
sentences with missing addends. If no students choose a number sentence
in which the missing addend is zero, model this for the students.
For the second half of the lesson, divide the class into groups, and
tell the students that they are going to act out stories about making
healthy food choices. Assign one group of students to each section of
the food pyramid, and ask them to draw one food from that section on
their paper plate. In turn, call on one volunteer from each group to
select a day's worth of healthy foods from among the student drawings.
For each section, assign a volunteer to record the number sentences
that the groups are modeling. [For the group assigned to the fruit
section, for example, if two students drew oranges, one student drew an
apple, and another drew a pear, the number sentence would be
2 + 1 + 1 = 4.]
Call out the food groups one at a time and ask the students who drew
the pictures in that group to stand. Record the group and the number of
students on the board [fruits, six; vegetables, eight]. Now ask a
student to name any food group, note how many students are in that
group, and write a missing addend statement on the board [6 + __ = 8].
Next, have the student call on the number of students to come to the
front of the room that are required to represent the given addend .
Ask the other students, "How many more students need to join them to
make the addition sentence correct?" [Two] Have the volunteer give the
answer by calling the correct number of additional students to the
front and completing the number sentence. [For example, if the sentence
is 5 + _ = 9, five students will be called in the first group and then
four more called.] Then, call on other volunteers to provide and model
other number sentences with missing addends.
- Richardson, Kathy. Developing Number Concepts: Addition and Subtraction. N.J.: Dale Seymour Publications, 1999.