Jessica Lee- Math Lesson Adding Doubles and Their Neighbors November 27, 2013 Core Decisions of Lesson

Design What My Math is the main curriculum used to teach math at E.M. Stanton Elementary School. Each unit has an essential question and the current focus in first grade is to answer the question: How can we add using different strategies? The unit corresponds to the Common Core Standards for students in firstgrade to develop fluency while adding and learning to use different addition strategies. My lesson will focus on the concept of adding doubles from 1-9, which will help answer the essential question of the class current unit about using different strategies to add. The goal is for students to develop an understanding of adding doubles and use their knowledge to solve related addition problems. Since first-grade students are very young, they are still developing number sense and numerical reasoning for addition. I hope that the students will have a better understanding of part-whole relationships for the numbers 1-20. More specifically as students add doubles, I want them to understand how the sum can be decomposed of two of the same number. I also want students to use adding doubles as number facts so that they can develop numerical reasoning to solve related problems. If students are able to understand adding doubles as number facts, then they can add with greater fluency and be more efficient and accurate in their calculations. They could even use doubles facts to think multiplicatively about problems and the concept of multiplying by 2. The biggest challenge will be to assess how well the students know the doubles facts and if/how they use that knowledge as a strategy for addition in other related problems. The tasks will be designed so that students will learn that adding doubles can be used as a strategy to solve related addition problems. The pedagogical focus of my lesson is to facilitate mathematical discussion around mathematical ideas by eliciting, clarifying, and following up on student explanations (using talk moves). I felt this was related to my overarching question in Term II about how to best engage students during lessons so that they will be motivated in their personal learning. By encouraging students to think and talk about the concept of adding doubles, I hope that they will be more engaged in their learning. They rarely have the opportunity during their regular math class to discuss or explain their reasoning for problems. It could be challenging for students to articulate their thinking during the lesson, but I hope that my role as the teacher will guide them to share. I want students to be motivated in thinking more deeply about math to gain a deeper understanding of concepts so that they will be able to apply their learning to other problems in the future. How I will start the lesson with dot-arrangement cards that feature doubles. My students are already familiar with the dot cards from number talks and most seem to enjoy participating. The dot cards will get students engaged in the beginning of the lesson, while also being a tool that is a visual representation that helps students to think conceptually about adding doubles. I hope that as students discuss their strategies for how they came up with the answer, they will begin to think about the relationship between two of the same numbers. I will then introduce the term doubles to students and have students come up with a definition. The next task includes manipulatives as a tool to help students use previous math knowledge. I want students to use counting blocks and physically see what number is made when two of the same numbers are added together. The use of concrete models will help students think conceptually about adding doubles. Students will share their answers and make a chart together that displays the results of adding doubles from 1-9. There will also be a number line that shows the numbers 1-20 to give students another representation of the doubles facts, that may help them visualize adding one or two more in other addition problems. I will also ask the students to make number equations that represent adding doubles to put on the chart. The manipulatives should be a learning support for students to help make the connection between the concrete models and the number equations. Students will be asked to make observations about what they learned from the chart. Finally, students will be given related addition problems and

Comment [1]: Yes, and it should also support the idea that the number is composed of two equal parts

asked to use the addition of doubles as a strategy. The last task will also be used as part of the assessment for how well students understood the concept and if they were able to use it as a strategy. One of the main goals of my lesson is to have a respectful but engaged conversation in which students clarify their thinking and learn from others through talk (Chapin, 2003, p.5). Chapin discusses how students are able to learn core mathematical concepts and procedure through discourse, while also developing socially and cognitively. Chapin says, Allowing students to talk about mathematical thinking and problem solving gives them more to observe, more to listen to, and more chances to participates in mathematical thinking (2003, p.7). I want to encourage discourse in my lesson and give students many opportunities to talk about mathematical thinking and problem solving. I hope that there is constant conversation throughout the lesson between the students. My role as the teacher will be to facilitate and guide the conversation rather than be the one to explicitly teach the concept. I will try to use the five different talk moves and ask questions that engages students in discussions with each other. I want to be purposeful in my use of discourse so that students will be active participants throughout the lesson. The students should also use discourse as a way to develop a deeper understanding of adding doubles as a concept. They can help each other to construct meaning and discuss how it can be used as a strategy in addition. Lastly, I hope to use discourse as a way to encourage students through verbal praise and build their confidence in math. In order for the lesson to be successful, it is important to establish the norms even when working with a small group. I will go over my expectations with the students in the beginning before starting. My classroom mentor has tried to build a community of respect between the students and I will remind them to be kind and respect each other during the lesson. I will explain that respecting each other means to listen to what others say without interrupting. This is essential for students to adhere to since my focus will be on discourse among the students. The silent thumbs-up signal is a norm previously established in the number talks and will be used as a way to maintain order and respect during discussions. Another norm, I hope to establish is to shift the focus away from the teacher teaching, showing them how to solve the problem, and confirming the right answer. I want the students to be the ones to talk, discuss different strategies, and agree on an answer. Why The topic I selected for my lesson comes from the current curriculum being used in the classroom. I wanted to use the curriculum as a guide and create a lesson where students could have an authentic experience that corresponds to what they are learning in math. It was important for me to have an opportunity to work with the curriculum and develop a related lesson plan that I felt could engage students and help them construct meaning around the concept of adding doubles. Teachers need to teach math according to the curriculum and standards set by the school and state, but it is just as important for students to have a relational understanding of the concepts and build a mathematical foundation for the future. The lesson on adding doubles fits with the Common Core Standards, but will also help students develop a strategy to use in the future. I am working with a small group of students who participated in my first number talk. Both the students and I are familiar with each other, and I think it will be easier to establish and maintain the norms during my lesson. The students are considered by the teacher to be more advanced than most of the class. However, I found that even during the number talk the students shared different strategies. From that experience, I learned that there could be a range in level among students who are grouped together in the same group. It is important for students to have the opportunity to discuss their reasoning and explain their thinking. Along with the goal and concept of adding doubles, I wanted to focus on the tasks and discourse that will be used in my lesson. Hiebert argues that students need to begin with mathematical problems that encourage students to use existing knowledge of concepts to build new procedures (2007, p.25). The lesson tasks were designed so that students can use their existing understanding of numbers and addition to develop their own procedures for adding doubles as a strategy for addition. I tried to do this by having tasks where students could use tools and have concrete models to make connections with what they already know to the concept of adding doubles. For example, using counting blocks gives students the opportunity to construct and understand the numbers that form when two of the same numbers are put

Comment [2]: what specifically, will you do to establish and reinforce these norms

together. Since the focus of my lesson is to facilitate mathematical discussion around mathematical ideas, I also wanted to have tasks that encourage reflection and communication. I wanted the tasks to provide a context in which students can reflect on and communicate about mathematics (Hiebert, 2007, p.18). Tasks using the dot-arrangement cards and sharing the results of the doubling counting blocks for the chart will provide opportunities for students to talk about how they are thinking. As the teacher, I will use talk moves and ask questions that will help guide and facilitate the discussion. I have found that the students really enjoy sharing, but I want to make sure that there is a purposeful and meaningful conversation instead of students just focusing on their own answers. The talk moves of asking students to restate someone elses reasoning or apply their reasonin g to someone else will be particularly helpful to make sure students are listening and responding to each other. I agree with Chapin that putting thoughts into works pushes students to clarify their thinking and that mathematical thinking can also be aided by hearing what their classmates are thinking (2003, p.5). It will also be a way for me to assess the students and know what areas they are struggling with. The overall math lesson is related to my overarching question of how to engage students to be motivated in their own learning because of the tasks and discourse. The discourse among students is particularly important because Talk gives students practice in reflecting on their own thinking process (Chapin, 2003, p.7). I really want the students to think about what the mathematical concepts in the lesson and reflect so that they can develop greater meaning. As students gain understanding through discussion and reflection, I want students to have the motivation to apply their new knowledge to other related math problems. While I can teach the concept of adding doubles, students will need to make the connections to develop the reasoning and have the ability to use it as a strategy on their own. I hope that there will be a residue left with the students through the tasks and that they will use adding doubles as a strategy for other math problems in the future.

Comment [3]: excellent!

Your core decisions are carefully and thoughtfully articulated, and you draw on many course concepts and ideas to help you think through your lesson design. Excellent work!
Mathematics Lesson Plan Template Goals / Objectives The objective of the lesson is for students to understand how to add doubles and use it as a strategy in other related addition problems. Therefore, the goal is have students understand adding doubles as number facts through the use of concrete tools. Then the students will be able to use the double facts as a strategy to help solve related addition problems. This will allow students to have greater fluency in addition, especially for the numbers 1-20. Standards (and Assessment Anchors, if applicable) My lesson is based on the Common Core Standard, CCS.1OA.C.6., which says that first-grade students should, add and subtract within 20, demonstrating fluency for addition and subtraction within ten. Use strategies such as counting on, making ten (e.g., 8+6=8+2+4=10+4=14); decomposing a number leading to a ten (e.g., 13-4=13-3-1=10-1=9); using the relationship between addition and subtraction (e.g., knowing that 8+4=12, one knows 12-8=4); and creating equivalent but easier or known sums (e.g., adding 6+7 by creating the known equivalent of easier or known sums (e.g., adding 6+7 by creating know equivalent 6+6+1=12+1=13). Learning the doubles fact will help students add and subtract within 20 by using it as a strategy to create the known equivalent of easier or known sums. The lesson also directly corresponds to the curricular content of learning different addition strategies that is currently being taught in first-grade at E.M. Stanton. Materials and preparation Dot-arrangement cards (double numbers and the addition of one or two more dots) Counting blocks that can be stacked Index cards with numbers 1-9 written on it
Comment [4]: Just beware that these blocks can be difficult for little fingers to connect and disconnect. If I had been thinking, I would have suggested that you borrow our unifix cubes which are much easier and only connect in one direction.

Paper and pencil for each student White board and dry erase marker Chart paper and markers Tape to hang chart OR a prop for the chart List of related addition problems to give students Worksheet of math problems

Classroom arrangement and management issues The physical arrangement of the class is open and may make it difficult to conduct the lesson. Since the focus of the lesson is to facilitate discussion among the students, it is important to have a quiet space. I will try to arrange to have the lesson in the library when it is empty. I also do not want to draw attention to the small group and make the other students who are not participating feel sad. The library has tables and chairs where students can sit during the group lesson. I will have them sit around the table so that they will be facing each other while talking. Since there is no board in the library, I will have to find something to hang or prop the chart paper against so that the students can all see it. Although the students will not be as familiar with the setting in the library, I think it will be easier for me to manage in a space where it is quiet and there are fewer distractions. Having the students sit around the table will make it easier to manage and keep control of the group. There is also enough space so that I can talk to a student privately if necessary. I am not that concerned about behavior since this is a group of students who I am already familiar with. They will listen, especially when reminded of the expectations. My biggest concern is about students getting too excited and calling out or not listening to each other to have a meaningful discussion. However, silent cues like bringing my thumb quietly near the table is usually enough as a reminder for the students. I will also give students specific tasks so that everyone has an opportunity to share. Hopefully, this will help students be less anxious about giving their answer and also give everyone a chance to talk. It is also important for students to pay attention and focus on the tasks or discussion, so I will try to collect all materials after a task is finished, which will lessen distractions during the lesson. Plan 1. Launch: Dot-Arrangement Cards (10 min) I will start the lesson by showing students 6 dot-arrangement cards. The students really like working with the dot cards and I will use this task to hook the students to get them engaged in the beginning. The dot cards will show two groups of the same number in different ways (such as one group of dots in diagonal form and the other group of dots in a square) to introduce the concept of doubles. I will ask students how many dots are on the card and what strategy they used to come up with the answer. The discussion about the dot cards will be important in establishing the norms for the rest of the lesson. Therefore, I will make it clear that students should be listening and responding to each other and use talk moves to facilitate the conversation. For example, I will ask students, Do you agree with the strategy name used? Why? What would you do differently? I will wrap up the dot-card task by asking students to think about any similarities they saw about the dot cards. I want them to say that they were all groups of two of the same number. If they do not respond the way I expect, I will try to rephrase the question such as explicitly mention that something was the same in all of the cards. I will then shift to the next part of the lesson. 2. Work and explore: Doubles Definition (5 min) I will start by asking the student, What does doubles mean? I hope that the students will be able to share any previous knowledge they have because I want the students to discuss and create the definition of doubles together. However, I have prepared the following definition of doubles just to have an idea of what I want the students to say. I will also try to clarify any misconceptions students might have. The definition I have in mind is, Doubles are adding two o f the same

Comment [5]: I think it might be better to have it shown in the same way, so they can really see that its the same number without counting twice.

Comment [6]: It seems like this could flow right from your ending number talk question--when we have two groups of the same number, does anyone know what we call that? (If not, you introduce the term)

number together. So if you have two groups of the same number, you have double of that number. Counting Block Doubles * (12 min) Each student will be given two cards with a different number from 1-9 and asked to use counting blocks to build a tower with the number on the card. This will give each student a task to work on and a chance to share their answer later since everyone in the group needs to participate to fill out the chart later. Since my group is supposed to have four students, I will take one of the cards to model what I want the students to do with the blocks, and each student will get two different cards/numbers. All of the students should be familiar with numbers and I anticipate that everyone will be able to count out their number. I will then ask the students to double the number. I will ask if a student could remind the others what doubles are to say in their words the definition and give further clarity on the task. Once students have two stacks of blocks with the same number, I will ask the students to share the total number of blocks they have. The students will come up to fill out the chart. The chart will have three columns, the first will have the numbers 1-9 written down, the second column will be blank but will be a space for students to write down the double, and the third will be blank and a space for students to write the related number equation. However, I will have the students only fill out the second column. I will also have a second poster with a number line 1-20 on it and have students circle the numbers they got on the number line. I will ask, What did you notice about our number line? What numbers got circled and what numbers didnt get circled? Why not? Are there any patterns you noticed? Adding Using Doubles * (13 minutes) After a short discussion about the doubles, I will ask the students to write down a number equation that is associated with the number they picked and fill out the third column. For the next task, I will show students different addition problems that are related to doubles that will be one more, such as 3+4, on a white board. I will ask the students to solve the equation and give them an opportunity to discuss the strategy they used to get the answer. I think I will first ask, Have we ever solved a problem like this before? Then I will ask students questions such as, How does this relate to the double facts we just talked about? or What ideas did we learn before that might be useful in solving this problem? I want the students to make the connection that they can use the double facts to easily solve for these related addition problems. If students seem like they are struggling based on their responses, I will use the blocks or number line to give students a reference. If the students really show high numerical reasoning, I might also show them that neighbors of the doubles can help you solve more when adding doubles and adjusting one up or one down. For example, for the addition double 4+4, youll have neighbor doubles, 5+4, 3+4 , 4+3, and 4+5. I will go over a couple more related addition problem and also have a worksheet with different addition problems that students can work on independently. This will also be a time where students can ask me questions and I can have one-on-one conversations with students to help with my assessment. 3. Debrief and wrap up: Closing Discussion (5 minutes) I will ask students to share something they learned about doubles from the lesson. I will ask if they saw any connections between the different tasks, including the number talk with dot cards, counting blocks, and the addition problems at the end. I will also ask students if and how they plan on using doubles in math in the future. I will hopefully be able to close the lesson by giving verbal praise for each student on how hard they tried. Anticipating students responses and your possible responses I am anticipating that the students will be eager to share and talk. Although I will not be an active participant in the conversation, I need to respond to what the students are saying in a way where I guide them by asking the type of questions that will facilitate a purposeful and meaningful conversation for them. I think this will probably present the most managerial challenges because I know that I have to be careful about the types of questions I ask and how I respond to the students since that will set the norms. I want the conversation to be authentic and for the students to construct meaning by themselves and with each other. I dont want to give them the answer in the form of a question. I also have to be careful about

Comment [7]: This is very nice

Comment [8]: I'm thinking you could use the cubes to show this. If you have a stack of 3 and one of 4 and put them on top of or next to each other, they should be able to see how 3+3 is contained within 3 + 4 and is just one more. You might even pose this as an open-ended question. I have one stack of 3 and one of 4, how many do I have alltogether? How do you know? Someone might bring up that its one more than 3 + 3 or one less than 4+4 and if not, you can bring it up by asking do you see 3+3? . Then you can record the number sentence.

giving all students an opportunity to talk. I will try to call on different students and ask others to wait their turn so that others have a chance to talk. I anticipate the most challenging part for students will be to make the connections between adding doubles and using the doubles fact s to solve other related addition problems. I dont think that this is something that I can explicitly teach the students because they have to be able to understand and make the connection on their own. I hope that the tasks have been designed in a way to help the students, even those who are struggling, to think about doubles and how it can be used as an addition strategy. More importantly I hope that students are able to talk to each other and help support each other in building greater understanding of the concept of doubles. I think that the questions will help guide the discussion and get students thinking more about the problems that are given. I hope that the students will find all of the tasks engaging, especially when they get to work with different tools like the dot cards and counting blocks. From previous experience, I think that the students will really enjoy the number talks. I am a little concerned that the students will think the next tasks will be less fun, but I tried to make it interactive and where the students each have something to do. I also hope that the students will be engaged throughout the discussion with each other. Assessment of the goals/objectives listed above Most of my assessment will occur by listening to the discussion the students are having. Since the students will be asked to talk one by one so that everyone has a chance to participate and hear what others have to say, it will be easier to know what the students understand. To keep track and assess the students, I will create a checklist with space to make observations. The checklist will consist of the following: Understands the concept of doubles (Will look for students being able to double a number, Correctly writes the corresponding number equation Answers related addition problems correctly Uses doubles as a strategy for addition
Name Understands the concept of doubles Correctly writes the corresponding number sentence Answers related addition problems correctly Uses doubles as a strategy for addition

Comment [CE9]: This is also a good opportunity to see what strategies they are using for addition (whether to find the double or the related fact). They might count on or count all for example. So your assessment checklist can reflect these developmental levels for addition counting all, counting on, numerical reasoning. Comment [CE10]: To find a related number fact

Accommodations 1. Accommodations for students who may find the material too challenging: For students who may find the material too challenging, I will try to revoice to clarify their thoughts or ask them to restate someone elses reasoning. Since much of the learning wi ll come through discussion, I want the students who have a better understanding of the concepts to help the struggling students. The use of different tools and manipulatives can also be used to help struggling students make sense of the

problem. If students are really having a hard time, I will try to talk with them individually while the others are working on the worksheet of addition problems. 2. Accommodations for students who may need greater challenge and/or finish early: For students who may need greater challenge and/or finish early, I will have additional problems prepared and ask them to try and make other connections to math beyond addition. Since students are encouraged to develop their own procedures and understanding, they will hopefully be able to make the connection to subtraction or maybe even multiplication. Students already have some previous knowledge of subtraction and the concept of adding doubles should also help them to develop more fluency with both addition and subtraction. Some students might even be able to make a connection to using doubles facts multiplicatively and think about the concept of multiplying by 2. Appendix Doubles Problems Worksheet 2+2 5+6 8+9 3+3 1+3 4+5 6+5 2+3 7+8 Challenge: 9+10 7+9 4-3

* Source: http://www.smartfirstgraders.com/adding-doubles.html