Lesson 17

Add 0 and 1

Lesson Purpose

The purpose of this lesson is for students to notice patterns when 0 and 1 are added to a number.

Lesson Narrative

In previous lessons, students connected expressions to drawings and used drawings to help find the value of expressions. In previous sections and lessons, students developed their understanding of the meaning of zero as they solved story problems with a result of 0 and found the value of expressions where 0 is added or subtracted and where 0 is the result. In this lesson, students fill in expressions to represent 0 and 1 being added to a group of images and find the total. While students find the value of the expressions in the first activity, they may notice, through repeated reasoning, the pattern that the number stays the same when 0 are added and that the total is the next counting number when 1 is added (MP7, MP8). In the second activity, students notice and discuss these patterns.

  • Representation
  • MLR2

Activity 2: Notice + 0 and + 1 Patterns

Learning Goals

Teacher Facing

  • Understand that adding 0 results in the same number.
  • Understand that adding 1 results in the next number in the count sequence.

Student Facing

  • Let’s see what happens when we add 0 or 1.

Required Materials

Materials to Gather

Materials to Copy

  • Find the Value of Expressions within 10 Stage 1 Recording Sheet
  • Add 0 and 1 Mat
  • Find the Value of Expressions within 10 Stage 1 Cards

Required Preparation

Activity 1:

  • Each group of 2 needs 1 connecting cube.

Activity 3:

  • Gather materials from: 
    • Roll and Add, Stages 1 and 2
    • Shake and Spill, Stages 1-3
    • Number Race, Stage 1
    • Math Stories, Stages 1 and 2

CCSS Standards


Building Towards

Lesson Timeline

Warm-up 10 min
Activity 1 10 min
Activity 2 10 min
Activity 3 25 min
Lesson Synthesis 5 min
Cool-down 0 min

Teacher Reflection Questions

The standards ask students to count on from a given number (K.CC.A.2) and to understand that each successive number names refers to a quantity that is one larger (K.CC.B.4.c). How will the work in this lesson support students in counting on from a given number?

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Student Task Statements pdf docx
Lesson Cover Page pdf docx
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Teacher Presentation Materials pdf docx
Blackline Masters zip

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